It is often presumed by those who use propositions in their theories that propositions are representational; that is, that propositions represent the world as being some way. This paper makes two claims against this presumption. First, it argues that it does not follow from the fact that propositions play the theoretical roles usually attributed to them that they are representational. This conclusion is reached by rebutting three arguments that can be made in support of the claim that propositions are representational. (...) This paper then advances the further claim that propositions are not representational. It considers several ways to overcome the difficulties traditionally associated with this claim, particularly how to account for falsity. (shrink)

Scottish philosopher Thomas Brown held the chair of moral philosophy at the University of Edinburgh. He was distinguished for his work in the philosophy of mind and causation, and was a founder member of the Edinburgh Review. At the beginning of the nineteenth century, controversy arose over John Leslie being appointed to the chair of mathematics at the university. City ministers opposed him because he defended Hume's view of causation, which was seen as being incompatible with the existence of God. (...) In 1805 Brown wrote a pamphlet, Observations on the Nature and Tendency of the Doctrine of Mr. Hume Concerning the Relation of Cause and Effect, which among other things aimed to show that Hume's theory was compatible with belief in God. This book, first published in 1818, is the third edition of that original pamphlet, which grew to become a thorough examination of the philosophy of causation. (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 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. Scholars believe, and we concur, that this work is important enough to be (...) preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (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)

Compiled by the foremost scholar of the holocaust in Hungary, this volume contains close to 1500 fully annotated bibliographical entries relating to the history of Hungarian Jewry in general and the Holocaust period in particular. Grouped under 42 main subject headings, the entries are arranged alphabetically and provide author, name, and geographic indexes.

Examine the first-year student experience as so rarely seen from the community college perspective and increase the odds of the new-to-college students’ success. For three decades, U.S. higher education has paid increasing attention to the beginning college experience—to ensure that entering students make a successful transition to college. Yet, much of the extant research and practice literature focuses on the experience of first-year students entering four-year colleges and universities. Fulfilling the Promise of the Community College is an insightful publication that (...) provides a thought-provoking, idea-inspiring look at the unique characteristics of the community college and its students. In addition, it explores the barriers to success these students face as well as strategies for ensuring that their higher education goals can be achieved. Authors describe successful adaptations of faculty development initiatives, first-year seminars, common reading programs, academic and career advising, learning communities, and STEM initiatives in the community college setting. (shrink)