Although John Black Grant (1890-1962) is well known among historians of public health and an older generation of public health practitioners, he has not received the wider recognition that he deserves, especially as the solutions that he proposed to public health problems some 70 to 80 years ago still apply. Several factors inhibited Grant from being recognized as a public health leader. To begin with, the general policy of the Rockefeller Foundation's International Health Division (IHD), where he worked for more (...) than 40 years (1917-62), was that its employees should keep a low profile and not advertise their accomplishments. More importantly, the Foundation itself was unsure of Grant's place in their history, as .. (shrink)

In 1967, the American Geographical Society awarded Marston Bates with one of its highest honors, the Charles P. Daly medal. In giving this award, they noted that Marston Bates wears an almost bewildering variety of scholarly hats, and all of them become him. He is at one and the same time biologist, zoologist, medical ecologist, naturalist, humanist, and, unquestionably, also geographer manqué.... He possesses a gift of clear and literate exposition; his style displays a philosophic bent, an acuity of perception, (...) and a spark of humor that together make for delightful reading. Bates was an early bioethicist, in the sense that he was one of the first thinkers in the 20th century to... (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

The present paper discusses Grosseteste’s reception of Proclus’ Elements of Physics (EP) in his Commentary on Aristotle’s Physics VI. In the first section I examine the method with which Grosseteste reconstructs Aristotelian texts. The second section initiates a study of the way Grosseteste evaluates Proclus’ EP on the basis of this method. Thus, the third section brings out Grosseteste’s moderate criticism of Proclus’ treatment of certain Aristotelian conclusiones and assumptions. The fourth section extends this study to the conceptual relation between (...) contiguity, continuity and succession. Finally, Grosseteste’s evaluation of Proclus’ tendency to omit, divide and merge Aristotelian conclusiones is studied in the fifth section. I conclude that Grosseteste is a careful and moderately critical reader of Proclus. He aptly grasps the dependence of the EP on Physics VI and conceives of Proclus’ EP as a forerunner of his own method of reconstructing Aristotelian texts. (shrink)

This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections (...) in the preservation process, and hope you enjoy this valuable book. (shrink)

When experimental participants are given the chance to reflect and revise their initial judgments in a dynamic conversational context, do their responses to philosophical scenarios differ from responses to those same scenarios presented in a traditional static survey? In three experiments comparing responses given in conversational contexts with responses to traditional static surveys, we find no consistent evidence that responses differ in these different formats. This aligns with recent findings that various manipulations of reflectiveness have no effect on participants’ judgments (...) about philosophical scenarios. Although we did not find a consistent quantitative effect of format (conversation vs. static survey), conversational experiments still provide qualitative insights into debates about how participants are understanding (or misunderstanding) the scenarios they read in experimental studies, whether they are replacing difficult questions with questions that are more easily answered, and how participants are imagining the scenarios they read in ways that differ from what is explicitly stated by experimenters. We argue that conversational experiments—"Socratic questionnaires"—help show what is going on “under the hood” of traditional survey designs in the experimental investigation of philosophical questions. (shrink)

First-order logic is formalized by means of tools taken from the logic of questions. A calculus of questions which is a counterpart of the Pure Calculus of Quantifiers is presented. A direct proof of completeness of the calculus is given.

While the early Platonic dialogues have often been explored and appreciated for their ethical content, this is the first book devoted solely to the epistemology of Plato's early dialogues. Author Hugh H. Benson argues that the characteristic features of these dialogues- -Socrates' method of questions and answers, his fascination with definition, his professions of ignorance, and his thesis that virtue is knowledge- -are decidedly epistemological. In this thoughtful study, Benson uncovers the model of knowledge that underlies these distinctively Socratic (...) views. What emerges is unfamiliar, yet closer to a contemporary conception of scientific understanding than ordinary knowledge. (shrink)

This paper develops a new proof method for two propositional paraconsistent logics: the propositional part of Batens' weak paraconsistent logic CLuN and Schütte's maximally paraconsistent logic Φv. Proofs are de.ned as certain sequences of questions. The method is grounded in Inferential Erotetic Logic.

Socrates was not a moral philosopher. Instead he was a theorist who showed how human desire and human knowledge complement one another in the pursuit of human happiness. His theory allowed him to demonstrate that actions and objects have no value other than that which they derive from their employment by individuals who, inevitably, desire their own happiness and have the knowledge to use actions and objects as a means for its attainment. The result is a naturalised, practical, and demystified (...) account of good and bad, and right and wrong. Professor Reshotko presents a freshly envisioned Socratic theory residing at the intersection of the philosophy of mind and ethics. It makes an important contribution to the study of the Platonic dialogues and will also interest all scholars of ethics and moral psychology. (shrink)

Xenophon's Socratic Works demonstrates that Xenophon, a student of Socrates, military man, and man of letters, is an indispensable source for our understanding of the life and philosophy of Socrates. David M. Johnson restores Xenophon's most ambitious Socratic work, the Memorabilia, to its original literary context, enabling readers to experience it as Xenophon's original audience would have, rather than as a pale imitation of Platonic dialogue. He shows that the Memorabilia, together with Xenophon's Apology, provides us with our (...) best evidence for the trial of Socrates, and a comprehensive and convincing refutation of the historical charges against Socrates. Johnson's account of Socrates' moral psychology shows how Xenophon's emphasis on control of the passions can be reconciled with the intellectualism normally attributed to Socrates. Chapters on Xenophon's Symposium and Oeconomicus reveal how Xenophon used all the literary tools of Socratic dialogue to defend Socratic sexual morality and debate the merits and limits of conventional elite values. Throughout the book, Johnson argues that Xenophon's portrait of Socrates is rich and coherent, and largely compatible with the better-known portrait of Socrates in Plato. Xenophon aimed not to provide a rival portrait of Socrates, Johnson shows, but to supplement and clarify what others had said about Socrates. Xenophon's Socratic Works thus provides readers with a far firmer basis for reconstruction of the trial of Socrates, a key moment in the history of Athenian democracy, and for our understanding of Socrates' seminal impact on Greek philosophy. This volume introduces Xenophon's Socratic works to a wide range of readers, from undergraduate students encountering Socrates or ancient philosophy for the first time to scholars with interests in Socrates or ancient philosophy more broadly. It is also an important resource for readers interested in Socratic dialogue as a literary form, the trial of Socrates, Greek sexual morality, or Greek social history. (shrink)

The aim of this paper is to present the method of Socratic proofs for seven modal propositional logics: K5, S4.2, S4.3, S4M, S4F, S4R and G. This work is an extension of [10] where the method was presented for the most common modal propositional logics: K, D, T, KB, K4, S4 and S5.

This volume brings together mostly previously unpublished studies by prominent historians, classicists, and philosophers on the roles and effects of religion in Socratic philosophy and on the trial of Socrates. Among the contributors are Thomas C. Brickhouse, Asli Gocer, Richard Kraut, Mark L. McPherran, Robert C. T. Parker, C. D. C. Reeve, Nicholas D. Smith, Gregory Vlastos, Stephen A. White, and Paul B. Woodruff.

The fundamental concepts of Socratic political theory are statesmanship or the art of politics, and the good of the city. Important scholars have denied that, on Socrates’ view, statesmanship as such is possible. But Socratic intellectualism does not commit him to the view that the methods of politics, such as legislation and punishment, are useless. The Socratic tradition in political theory is rich and varied. Among the dimensions of variation are: the relationship between statesmanship and other arts (...) of rule; what are the limits of reasonable human ambition; and the relationship between the well-being of the city and the well-being of its parts. At the core of Socratic moral and political theory is a commitment to choose what is truly good. Varieties of Socratic value theory arise from the different ways in which this commitment is interpreted, and the range of realms to which it is applied. (shrink)

This article is a first person account of a first time Socratic Dialogue experience from a Sociospacial Reciprocity perspective. During the process, the writer was nominated as The Example for the Socratic Dialogue Question, ‘What is Wellbeing?’. The account is based both on the writer’s first-hand experience of the process, and the theoretical Socratic Dialogue process as discussed previously in this publication under the title, ‘Reflections on Socratic Dialogue I: the theoretical background in a modern context’ (...) (to which the writer also contributes). All identities have been anonymised for ethical reasons. (shrink)

In this essay I trace the relationship between philosophy and politics in Hannah Arendt’s work, with specific reference to the tension between her Socratic commitments and her appeal to “common sense” or sensus communis. I argue Arendt’s idea of a “common sense of the world” gives rise to a conception of the public realm that has too much shape and integrity to fit the often misty and particulate nature of contemporary reality. This is not the familiar critique of Arendt (...) as a nostalgic Grecophile. Rather, it is a critique aimed at the phenomenological concept of “world” underlying her analysis. This concept—derived, but notably different, from Husserl’s and Heidegger’s respective conceptions—relies on background practices and understandings that are thick enough to sustain both a common public culture and a shared “sense of the world.” I suggest that Arendt’s appeal to a sensus communis runs aground of the moral and value pluralism that both Weber and Berlin have suggested are constitutive features of modernity. I conclude with some remarks on the relationship between Arendt’s critique of modernity and Socratic philosophical critique and Frankfurt School Critical Theory. (shrink)

This paper argues that without the appropriate educational and organizational context, Socratic pedagogy can undermine a teacher’s leadership and negatively impact classroom dynamics by exposing a teacher’s lack of knowledge. In arguing for this position, the paper articulates the nature of the Socratic method, clarifies the notion of “power” and “leadership,” and then discusses traditional power roles in the classroom. These traditional power roles are strongly contrasted against the notion of power in the Socratic method, where the (...) Socratic teacher derives their power by asking questions. Finally, provided the educational and organizational context are structured in a way that puts the teacher in the role of the Socratic questioner, instructors need not worry that their leadership is in jeopardy or that classroom dynamics will suffer. (shrink)

This paper discusses the use of the Socratic Method by philosophy instructors. I argue that Socrates employs both dissimulation and irony in enacting the elenchus and that these techniques should be evaluated before being used in the classroom. Dissimulation can be justified as it encourages students to think for themselves, however the use of irony is ill-advised as it is readily perceived as being boastful. Suggestions are made regarding how confrontational the Socratic instructor should be in encouraging students (...) to developaccounts of their beliefs. Lastly, I consider how the instructor’s broader philosophical commitments can influence the enactment of the elenchus. (shrink)