Mentoring Away the Glass Ceiling in Academia: A Cultured Critique describes how women of diverse backgrounds perceive their mentoring experiences or the lack of mentoring experiences in the academy. This book provides a space for envisioning strategies and practices to improve mentoring practices and the collegiate environment.

We show that the theory of the real field with a generic real power function is decidable, relative to an oracle for the rational cut of the exponent of the power function. We also show the existence of generic computable real numbers, hence providing an example of a decidable o-minimal proper expansion of the real field by an analytic function.

Emily Elizabeth Constance Jones was an English logician and contemporary of Bertrand Russell, as well as Mistress of Girton College, Cambridge. In this book, originally published in 1911, she argues for the existence of another fundamental law of thought to join the Law of Contradiction and the Law of Excluded Middle: the Law of Significant Assertion. This book will be of value to anyone with an interest in logic or in Jones' work.

Names name, but there are no individuals who are named by names. This is the key to an elegant and ideologically parsimonious strategy for analyzing the Buddhist catuṣkoṭi. The strategy is ideologically parsimonious, because it appeals to no analytic resources beyond those of standard predicate logic. The strategy is elegant, because it is, in effect, an application of Bertrand Russell's theory of definite descriptions to Buddhist contexts. The strategy imposes some minor adjustments upon Russell's theory. Attention to familiar catuṣkoṭi (...) from Vacchagotta and Nagarjuna as well as more obscure catuṣkoṭi from Khema, Zhi Yi, and Fa Zang motivates the adjustments. The result is a principled structural distinction between affirmative and negative catuṣkoṭi, as well as analyses for each that compare favorably to more recent efforts from Tillemans, Westerhoff, and Priest. (shrink)

Erik Banks does several things in this slender yet substantial book on realistic empiricism (aka neutral monism). First, he encapsulates the main ideas of this tradition. While he goes into greater depth on some of these ideas than other introductions do, these pages are still accessible to nonspecialists. Second, he traces the the history of this tradition through the Austrian scientist, Ernst Mach, the American psychologist, William James, the British philosopher, Bertrand Russell, and others. These four chapters are a (...) valuable source for readers seeking to understand neutral monism in depth. Third, he develops his own version of neutral monism to deal with problems in the philosophies of mind and science. Most of my commentary will pertain to his own theory, which has some similar roots to my own. (shrink)

Russell’s use of incomplete symbols constituted progress in philosophy. They allowed Russell to make true negative existential claims, like ‘the present King of France does not exist’, and to analyse away logical constructs like tables. Russell’s view rested on the availability of complete symbols, logically proper names, which single out objects which we know by acquaintance, which we are committed to, and to whose existence discourse about apparent complexes can be reduced. Susan Stebbing enthusiastically embraced incomplete symbols for use in (...) negative existentials and in her innovative theory of metaphysical analysis. Yet she also raised trenchant objections to Russell’s assumption that complete symbols are purely referring expressions, equivalent to mere demonstration or pointing. Stebbing thought it could not be assumed that analysis terminates in objects of acquaintance. In this chapter I lay out Stebbing’s arguments and argue that they bear a striking similarity to those made by Stebbing’s former college’s Mistress, Constance Jones, whose influence on Russell is now largely forgotten but worth recovering. Jones defended a sense-reference (signification-denotation) distinction before Frege. Russell’s objections to that distinction in ‘On Denoting’ appear to borrow from Jones’s presentation of it. In Russell and Jones’s 1911 exchange at the Aristotelian Society, Jones’s arguments that names have signification and are more than mere noises or shapes, and that unless both signification and denotation are taken into account, all identity statements reduce to the trivial ‘a=a’ form, foreshadow Stebbing’s later arguments against complete symbols. (shrink)

This book examines Bertrand Russell’s complicated relationships to the women around him, and to feminism more generally. The essays in this volume offer scholarly reassessments of these relationships and their import for the history of feminism and of analytic philosophy. Russell is a founder of analytic philosophy. He has also been called a feminist due to his public, decades-long advocacy for women’s rights and equality of the sexes. But his private behavior towards wives and sexual partners, and his apparently (...) dismissive (occasionally public) responses to some women philosophers, raises the question of what sort of feminist (or chauvinist) Russell actually was. Focusing on women in Russell’s circle of acquaintance, including feminist activists and his philosophical interlocutors, this book casts new light on a timeless thinker’s feminism and the women who played critical roles in the making of analytic philosophy. (shrink)

In standard interpretations of the history of socialism, the cosmological and providential side of nineteenth century socialist thought tends to be ignored. What still today is often considered the core of socialist reasoning was its preoccupation with the claims of producers, its championing of the cause of the working class, its critique of political economy. In the twentieth century, the most characteristic goal of socialist parties - at least until the advent of Tony Blair - has been the socialisation of (...) the means of production. The particular association of socialism with a language of productivism - with work, producers, the character of labour, and a critique of political economy - goes back to the commentaries of the 1830s and 1840s. Adolphe Blanqui, the brother of the famous revolutionary, in his History of Political Economy in Europe published in 1837, described Fourier and Owen as 'utopian economists',1 while Lorenz von Stein in his Der Sozialismus und Kommunismus des heutigen Frankreichs, first published in 1842, defined socialism as a theory which made work the sole basis of.. (shrink)

This book is for anyone interested in how to build a teacher education program utilizing the arts as one central modality for teaching and learning or for those interested in building some of their program along these lines. Throughout the book you will find reference to the intersection of ethics, aesthetics, and teaching. We provide an integrated program devoted to good learning and the good society. In the book we discuss how the program came to be and the underlying educational (...) thinking that informs the whole program. This section of the book is invaluable for understanding how the reader can build her/his own arts approach to teacher education. The central section of the book is devoted to the specific coursework of the program. Each author describes in detail how she/he leverages aesthetics and art to expand the possibilities of learning and teaching (including a chapter focused on the core competency course, Teaching, Imagination, Creativity) in language and literacy, psychology of education, science education, mathematics education, social studies education, and classroom management including many examples from our teaching. The book ends with a focus group discussion about the program by former students. (shrink)

William Sweet gathers responses to the major writings of the leading figures of the British idealist movement, including contributions by Bertrand Russell, John Dewey, Sir Ernest Barker, Sir Henry Jones, R.F.A. Hoernle, J.S. MacKenzie, Brand Blanshard and others.

On discute dans cette note le rôle joué par la constante cosmologique dans le modèle cosmologique standard et quelques scénarios alternatifs proposés dans la cosmologie moderne depuis la découverte de l’accélération de l’expansion cosmique.

a philosophy of life based on spirituality and goodness.

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, 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 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)

In 1910 Bertrand Russell abandoned the theory of propositions that he advocated in 1903 in The Principles of Mathematics because of the problem of the unity of the proposition. This is the problem of explaining how the constituents of a proposition are bound together into a unified, representational whole. This problem has largely been ignored by contemporary advocates of Russellian propositions. I argue that this problem is the result of the Fregean distinction between content and force, the arguments for (...) the content-force distinction are inconclusive and there is independent linguistic evidence against the content-force distinction. For these reasons I think that Frege's distinction between content and force should be abandoned; this is the main negative conclusion of the dissertation. ;The main positive component of the dissertation is an account of structured propositions that individuates propositions in terms of force or mood. On the account I defend, propositions are types of representational actions or states. The proposition expressed by 'Jones loves Smith', for example, is a type of representational state, tokens of which are particular assertions that Jones loves Smith or belief-states that Jones loves Smith. The proposition expressed by 'Does Jones love Smith?', on the other hand, is a type of interrogative action or state, tokens of which are instances of asking whether Jones loves Smith or wondering whether Jones loves Smith. This account solves the problem of the unity of proposition by locating the unifying element in a proposition in an act of the subject. In addition, this account provides an empirical foundation for semantics. A semantic theory, on this view, is a theory of what speakers do with sentences in contexts. To say that a sentence S expresses a proposition p in context c is to record a fact about the literal and direct illocutionary act that could be performed using S in c. (shrink)

Cutting the Vines of the Past offers a novel argument: African ways of seeing and interpreting their environments and past are not only critical to how ...

In "Unser Wissen von der Außenwelt" wendet Russell die logisch-analytische Methode auf die Philosophie an und sucht Antworten auf die Frage nach Wesen und Erwerb sicheren Wissens von der Außenwelt.

Partisans et adversaires, acteurs et spectateurs de la Révolution française réfléchirent d’emblée celle-ci comme la mise en oeuvre, triomphale ou désastreuse, de la théorie — entendons la philosophie des « Lumières ». Ce faisant, ils s’enfermèrent dans une alternative — pour ou contre la théorie? — que l’on put tenter de forcer dans trois directions bien distinctes: 1) en substituant une théorie à une autre, aux droits de l’homme l’utilité (Bentham); 2) en instituant le pratique (das Praktische) au fondement de (...) la théorie elle-même (Fichte); 3) en déployant dans le temps nouveau de la perfectibilité indéfinie la réalisation de la théorie dans la pratique (Condorcet, Godwin, Fichte), toute la difficulté se focalisant alors dans la signification précise qu’il s’agissait d’accorder à l’épithète « indéfinie ». (shrink)

This collection of essays and journalism cover a wide range of topics, from balancing prosperity and public expenditure or the mental differences between boys and girls to 'who may use lipstick'. Mortal and Others shows the serious and non-serious side of Russell's personality and work. It provides a lively and revealing introduction to Russell's thought for all readers. First published in 1975, Mortals and Others is at last available in paperback with a new introduction by John Slater.

The major stages of development of cosmic pedagogy have been researched. Based on the achievements of the modern neurosciences as well as of psychology, cosmology, and philosophy, the authors provide their reasoning for the cosmic education and its outlooks for the educational systems of the world. Through the studies of how important human mind is for the Earth and the cosmos and by researching the evolution of human mind within the structure of the Universe, the authors create a more advanced (...) scientific and philosophic basis for the cosmic education where the subject is a comprehensive process of formation and directed progress of both an individual mind and a conglomerate of minds called the "psychospace". The cosmic education researches the permanent progress of the intelligent matter of the Earth. The purpose of the cosmic education has been determined as formation of a planetary and cosmic personality. According to the authors, a planetary and cosmic personality is a harmony of mind, soul, and body, and such harmony is directed to usethe internal creative potential of mind to the benefit of the intelligent matter of the entire Earthand the cosmos. The properties of such a planetary and cosmic personality are being improved continuously; they are a sample (the ideal) of the cosmic pedagogy and the image of a human being of the future. Through the usage of the entire potential and art of upbringing and educating, the cosmic pedagogy is called to embody the major properties of the image of a human being of the future in the new generations of minds and to form a planetary and cosmic personalitycapable of self-actualization to the benefit of the permanent progress of the intelligent matter. (shrink)