The Planteome project provides a suite of reference and species-specific ontologies for plants and annotations to genes and phenotypes. Ontologies serve as common standards for semantic integration of a large and growing corpus of plant genomics, phenomics and genetics data. The reference ontologies include the Plant Ontology, Plant Trait Ontology, and the Plant Experimental Conditions Ontology developed by the Planteome project, along with the Gene Ontology, Chemical Entities of Biological Interest, Phenotype and Attribute Ontology, and others. The project also provides (...) access to species-specific Crop Ontologies developed by various plant breeding and research communities from around the world. We provide integrated data on plant traits, phenotypes, and gene function and expression from 95 plant taxa, annotated with reference ontology terms. (shrink)

Kneller's main concern is that, "If we are to understand the problems, policies, and concepts of education, we must first examine carefully the language of educational discourse." This book is a sober and readable review of several problems in modern philosophy, in which are revealed some of the strategies used by the giants of language philosophy to analyze difficult philosophical propositions and paradoxes. Each chapter of historical exposition is paralleled with a chapter of applications to problems in educational philosophy. The (...) early part of the book is a review of John Dewey's central theses, plus a few words on research methodology in general, both of which are related to the conduct of classroom lessons; the second part of the book, which Kneller calls "Formal Analysis," is an exceedingly competent precis of work in the philosophy of science, especially Wittgenstein's and Carnap's, followed by a series of important caveats to educational researchers, reminding them of some of the serious problems of inference and generalization in the behavioral sciences; the third section, featuring Ryle, Austin, and Strawson, is called "Informal Analysis," and is principally a discussion of "ordinary language" philosophy, with applications to the familiar clichés and slogans of school administrators and politicians. Kneller favors this last group, since he feels that informal analysis is more "practical and humane," and his feelings are supported by some current conflicts between hard and soft educational research. The basic exhortation of this book, though, is that people who talk and think about education should be more philosophically competent about it, even if their philosophical blunders have not yet affected their ability to teach and make policy. He maintains that educational philosophy will not add anything new to the educational universe, but rather, clarify what is already there.—E. H. W. (shrink)

The underreporting of suspected adverse drug reactions remains a primary issue for contemporary post-market drug surveillance or ‘pharmacovigilance.’ Pharmacovigilance pioneer W.H.W. Inman argued that ‘deadly sins’ committed by clinicians are to blame for underreporting. Of these ‘sins,’ ignorance and lethargy are the most obvious and impactful in causing underreporting. However, recent analyses show that diffidence, insecurity, and indifference additionally play a major role. I aim to augment our understanding of diffidence, insecurity, and indifference by arguing these sins are underwritten by (...) value judgments arising via epistemic risk. I contend that ‘evidence-based’ medicine codifies these sins. (shrink)

Peter Abelard (1079–1142 ce) was the most wide‐ranging philosopher of the twelfth century. He quickly established himself as a leading teacher of logic in and near Paris shortly after 1100. After his affair with Heloise, and his subsequent castration, Abelard became a monk, but he returned to teaching in the Paris schools until 1140, when his work was condemned by a Church Council at Sens. His logical writings were based around discussion of the “Old Logic”: Porphyry's Isagoge, aristotle'S Categories and (...) On Interpretation and boethius'S textbook on topical inference. They comprise a freestanding Dialectica (“Logic”; probably c.1116), a set of commentaries (known as the Logica [Ingredientibus], c. 1119) and a later (c. 1125) commentary on the Isagoge (Logica Nostrorum Petititoni Sociorum or Glossulae). In a work Abelard called his Theologia, issued in three main versions (between 1120 and c.1134), he attempted a logical analysis of trinitarian relations and explored the philosophical problems surrounding God's claims to omnipotence and omniscience. The Collationes (“Debates,” also known as “Dialogue between a Christian, a Philosopher and a Jew”; probably c.1130) present a rational investigation into the nature of the highest good, in which the Christian and the Philosopher (who seems to be modeled on a philosopher of pagan antiquity) are remarkably in agreement. The unfinished Scito teipsum (“Know thyself,” also known as the “Ethics”; c.1138) analyses moral action. (shrink)

Dynamic Reading examines the reception history of Epicureanism in the West, focusing in particular on the ways in which it has provided conceptual tools for defining how we read and respond to texts, art, and the world more generally.

The general pattern of Christian children’s ministry has been for adults to deliver structured programs to children. Drawing on the biblical imperative of hospitable space, a more profound understanding is to provide bounded opportunities for children themselves to engage in missional ministry. Implications are suggested for local church ministry and Christian parenting.

Paul Ricœur’s recourse to the metahistorical categories, space of experience and horizon of expectation, invites an inquiry into geography’s role as the guarantor of history. The ontology of the flesh provides the first indication of how one’s body is implicated in the sense of one’s place in the world. In turn, narrative inscriptions of events on the landscape transform the physical topography of a place into an array of sites where memories of ancestral wisdom and historical traumas endure. By anchoring (...) historians’ representations of the past in the places and locales in which events took place, geography constructs a third space analogous to the third time of history. The aporias engendered by the phenomenology of time, however, have no equivalent in the phenomenology of space. The dissymmetry between the dialectic that informs the discourse of space and the one that informs the discourse of time thus keeps in place the reciprocal relation between geography and historiography. (shrink)

This is the second volume in the new monograph series sponsored by the American Philosophical Quarterly and judging by the high quality of most of the essays in this collection the idea for such a series seems to be a good one. A wide variety of topics in contemporary philosophical logic are discussed in seven essays, as suggested by the following brief account of their contents: Montgomery Furth's "Two Types of Denotation" is a careful study of Frege's views of denotation, (...) function, and object which manages to make some original suggestions as well as to clear up some confusing features of Frege's discussion. Jaako Hintikka's "Language Games for Quantifiers" develops interesting connections between the uses of quantifiers and various verbs related to seeking and finding and with these connections in mind offers a game theoretic interpretation of quantifiers. J. W. Cornman's admirably clear essay "Types, Categories and Nonsense" discusses the views of Ryle, Russell, Black, Pap, and Sommers on categories and types, formulating criteria of type difference close to that of Sommers. In "A Theory of Conditionals," R. C. Stalnaker takes some clues from the semantical analysis of modal logics in order to present an analysis of 'if... then...' statements and to deal with some epistemological problems about counterfactuals. In "Goodman's Nominalism," A. Hausman and C. Echelberger discuss certain facts which, in their view, no nominalist ontology, including Goodman's can deal with. Ted Honderlich's "Truth: Austin, Strawson, Warnock" is a discussion of Austin's views on truth and some of the confusions surrounding commentary on and criticism of it. Honderlich suggests his own definition of truth in the article. Finally, Colwyn Williamson in "Propositions andPropositions" discusses the various arguments which have been put forward to show that propositions are entities of a sort distinct from sentences. He rejects all such arguments as well as their conclusion.--R. H. K. (shrink)

The year 1666, on Newton’s own testimony, was the "wonderful year" wherein, at the tender age of 24, he developed the fundamental principles of the integral calculus, verified the composite nature of sunlight, and satisfied himself by calculation that the earth’s gravitation holds the moon in its orbit. Fittingly to commemorate the third centenary of that year, and at the same time to bring together the considerable results of recent Newtonian scholarship, Robert Palter organized a symposium at the University of (...) Texas in Austin on November 10-12, 1966. The proceedings of that symposium, including sixteen major papers by scholars of international reputation and the comments they elicited from learned colleagues, first appeared in The Texas Quarterly, Vol. 10, no. 3 ; they are now made available to a larger reading public in this book, many in revised and expanded form. Not all of the contributions will interest the philosopher, but the attention of those specializing in the philosophy of science is directed particularly to R. S. Westfall’s and I. B. Cohen’s scholarly articles on Newton’s optical theories and on his force concept respectively, both of which contain considerable material for philosophical analysis. Of more general significance are Palter’s own treatment of Newton’s inductive method, Howard Stein’s analysis of Newtonian space-time, and J. H. Randall’s reflection on the religious consequences of Newton’s thought. One of the most stimulating articles is Dudley Shapere’s evaluation of the philosophical significance of Newton’s science, made in the context of his on-going debate with T. S. Kuhn and P. K. Feyerabend, which sheds yet further light on the problems of meaning invariance and scientific change.—W. A. W. (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)