Results for 'William J. Hamilton'

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  1.  31
    Do nonhuman animals commit suicide?William J. Hamilton - 1980 - Behavioral and Brain Sciences 3 (2):278-279.
  2.  51
    On changing organizational cultures by injecting new ideologies: The power of stories.William A. Wines & J. B. Hamilton - 2008 - Journal of Business Ethics 89 (3):433 - 447.
    Recent corporate legal and ethical meltdowns suggest that avoiding such harms to companies and to society requires a significant culture change within the organization. This paper addresses the issue of what it takes to change a corporate culture. While conventional wisdom may suggest that a change requires only the institution of an ethics office with proper reporting paths and an ethics code, such an approach is only a beginning. Many large corporations, especially those in danger of legal and ethical catastrophes, (...)
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  3.  2
    A Letter to the Editor of the Edinburgh Christian Instructor:: Containing Strictures on Warburton, Lardner, Paley, Campbell, and MacKnight.Robert Haldane, J. Ritchie, T. Hamilton & Waugh & Innes - 1820 - Printed for Waugh & Innes, ... , and T. Hamilton, ....
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  4.  23
    Studies in the Chronology of the Divided Monarchy of Israel.J. E. Reade & William Hamilton Barnes - 1995 - Journal of the American Oriental Society 115 (1):122.
  5. The Collected Works of Dugald Stewart, Ed. By Sir W. Hamilton, [Concluded by J. Veitch].Dugald Stewart, William Hamilton & John Veitch - 1854
  6.  30
    Studies on the Civilization of Islam.George C. Miles, Hamilton A. R. Gibb, Stanford J. Shaw & William R. Polk - 1962 - Journal of the American Oriental Society 82 (4):561.
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  7.  51
    Alexander and the Aral.J. R. Hamilton - 1971 - Classical Quarterly 21 (1):106-111.
    In his illuminating discussion of ‘the Caspian question’ Sir William Tarn, basing his case mainly on Aristotle, Meteorologica, 2. 1. 10 and Strabo, 11. 7. 4, argued that Alexander knew of the existence of the Aral Sea. Tarn's conclusion, however, was soon challenged by Professor Lionel Pearson, who disagreed in particular with Tarn's interpretation of the passage in Strabo. But, although he undoubtedly succeeds in showing that some of Tarn's arguments are not valid, Pearson fails, as it seems to (...)
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  8.  23
    Mathematical Sciences Thomas L. Hankins, Sir William Rowan Hamilton. Baltimore and London: Johns Hopkins University Press, 1980. Pp. xxi + 474. $32.50/£19.50. [REVIEW]J. B. Morrell - 1983 - British Journal for the History of Science 16 (3):288-289.
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  9. An Examination of Sir William Hamilton's Philosophy by John Stuart Mill.J. M. Robson & Alan Ryan - 1981 - Philosophy 56 (216):264-266.
     
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  10.  44
    An examination of Sir William Hamilton’s philosophy.John Skorupski, John Stuart Mill, Alan Ryan & J. M. Robson - 1996 [1865] - Philosophical Quarterly 32 (127):171.
  11.  34
    J.S. Mill’s ‘psychological theory’ of the mind.William Mander - 2022 - British Journal for the History of Philosophy 31 (3):513-527.
    This paper examines John Stuart Mill’s ‘psychological theory’ of the mind, as he set it out in his Examination of Sir William Hamilton’s Philosophy. After outlining Mill’s theory and the problem he finds with it, the paper discusses four different interpretations that have been suggested, before proposing a new alternative reading. The matter is of intrinsic interest to anyone who sees value in trying to get to the bottom of tricky texts about puzzling questions by great philosophers, but (...)
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  12. Does Selection-Socialization Help to Explain Accountants' Weak Ethical Reasoning?Mohammad J. Abdolmohammadi, William J. Read & D. Paul Scarbrough - 2003 - Journal of Business Ethics 42 (1):71-81.
    Recent business headlines, particularly those related to the collapsed energy-trading giant, Enron and its auditor, Arthur Andersen raise concerns about accountants' ethical reasoning. We propose, and provide evidence from 90 new auditors from Big-Five accounting firms, that a selection-socialization effect exists in the accounting profession that results in hiring accountants with disproportionately higher levels of the Sensing/thinking (ST) cognitive style. This finding is important and relevant because we also find that the ST cognitive style is associated with relatively low levels (...)
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  13. Unsolvable Problems and Philosophical Progress.William J. Rapaport - 1982 - American Philosophical Quarterly 19 (4):289 - 298.
    Philosophy has been characterized (e.g., by Benson Mates) as a field whose problems are unsolvable. This has often been taken to mean that there can be no progress in philosophy as there is in mathematics or science. The nature of problems and solutions is considered, and it is argued that solutions are always parts of theories, hence that acceptance of a solution requires commitment to a theory (as suggested by William Perry's scheme of cognitive development). Progress can be had (...)
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  14. (1 other version)Logical foundations for belief representation.William J. Rapaport - 1986 - Cognitive Science 10 (4):371-422.
    This essay presents a philosophical and computational theory of the representation of de re, de dicto, nested, and quasi-indexical belief reports expressed in natural language. The propositional Semantic Network Processing System (SNePS) is used for representing and reasoning about these reports. In particular, quasi-indicators (indexical expressions occurring in intentional contexts and representing uses of indicators by another speaker) pose problems for natural-language representation and reasoning systems, because--unlike pure indicators--they cannot be replaced by coreferential NPs without changing the meaning of the (...)
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  15. Ethical non-naturalism and normative properties.William J. FitzPatrick - 2010 - In Michael S. Brady, New Waves in Metaethics. New York: Palgrave-Macmillan.
  16. How Helen Keller Used Syntactic Semantics to Escape from a Chinese Room.William J. Rapaport - 2006 - Minds and Machines 16 (4):381-436.
    A computer can come to understand natural language the same way Helen Keller did: by using “syntactic semantics”—a theory of how syntax can suffice for semantics, i.e., how semantics for natural language can be provided by means of computational symbol manipulation. This essay considers real-life approximations of Chinese Rooms, focusing on Helen Keller’s experiences growing up deaf and blind, locked in a sort of Chinese Room yet learning how to communicate with the outside world. Using the SNePS computational knowledge-representation system, (...)
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  17. What Is the “Context” for Contextual Vocabulary Acquisition?William J. Rapaport - 2003 - Proceedings of the 4th Joint International Conference on Cognitive Science/7th Australasian Society for Cognitive Science Conference 2:547-552.
    “Contextual” vocabulary acquisition is the active, deliberate acquisition of a meaning for a word in a text by reasoning from textual clues and prior knowledge, including language knowledge and hypotheses developed from prior encounters with the word, but without external sources of help such as dictionaries or people. But what is “context”? Is it just the surrounding text? Does it include the reader’s background knowledge? I argue that the appropriate context for contextual vocabulary acquisition is the reader’s “internalization” of the (...)
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  18. Cognitive and Computer Systems for Understanding Narrative Text.William J. Rapaport, Erwin M. Segal, Stuart C. Shapiro, David A. Zubin, Gail A. Bruder, Judith Felson Duchan & David M. Mark - manuscript
    This project continues our interdisciplinary research into computational and cognitive aspects of narrative comprehension. Our ultimate goal is the development of a computational theory of how humans understand narrative texts. The theory will be informed by joint research from the viewpoints of linguistics, cognitive psychology, the study of language acquisition, literary theory, geography, philosophy, and artificial intelligence. The linguists, literary theorists, and geographers in our group are developing theories of narrative language and spatial understanding that are being tested by the (...)
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  19. Yes, She Was!: Reply to Ford’s “Helen Keller Was Never in a Chinese Room”.William J. Rapaport - 2011 - Minds and Machines 21 (1):3-17.
    Ford’s Helen Keller Was Never in a Chinese Room claims that my argument in How Helen Keller Used Syntactic Semantics to Escape from a Chinese Room fails because Searle and I use the terms ‘syntax’ and ‘semantics’ differently, hence are at cross purposes. Ford has misunderstood me; this reply clarifies my theory.
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  20. Contextual Vocabulary Acquisition: A Computational Theory and Educational Curriculum.William J. Rapaport & Michael W. Kibby - 2002 - In Nagib Callaos, Ana Breda & Ma Yolanda Fernandez J., Proceedings of the 6th World Multiconference on Systemics, Cybernetics and Informatics. International Institute of Informatics and Systemics.
    We discuss a research project that develops and applies algorithms for computational contextual vocabulary acquisition (CVA): learning the meaning of unknown words from context. We try to unify a disparate literature on the topic of CVA from psychology, first- and secondlanguage acquisition, and reading science, in order to help develop these algorithms: We use the knowledge gained from the computational CVA system to build an educational curriculum for enhancing students’ abilities to use CVA strategies in their reading of science texts (...)
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  21. In Defense of Contextual Vocabulary Acquisition: How to Do Things with Words in Context.William J. Rapaport - 2005 - In Anind Dey, Boicho Kokinov, David Leake & Roy Turner, Proceedings of the 5th International and Interdisciplinary Conference on Modeling and Using Context. Springer-Verlag Lecture Notes in Artificial Intelligence 3554. pp. 396--409.
    Contextual vocabulary acquisition (CVA) is the deliberate acquisition of a meaning for a word in a text by reasoning from context, where “context” includes: (1) the reader’s “internalization” of the surrounding text, i.e., the reader’s “mental model” of the word’s “textual context” (hereafter, “co-text” [3]) integrated with (2) the reader’s prior knowledge (PK), but it excludes (3) external sources such as dictionaries or people. CVA is what you do when you come across an unfamiliar word in your reading, realize that (...)
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  22. Meinongian theories and a Russellian paradox.William J. Rapaport - 1978 - Noûs 12 (2):153-180.
    This essay re-examines Meinong's "Über Gegenstandstheorie" and undertakes a clarification and revision of it that is faithful to Meinong, overcomes the various objections to his theory, and is capable of offering solutions to various problems in philosophy of mind and philosophy of language. I then turn to a discussion of a historically and technically interesting Russell-style paradox (now known as "Clark's Paradox") that arises in the modified theory. I also examine the alternative Meinong-inspired theories of Hector-Neri Castañeda and Terence Parsons.
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  23.  38
    The distorted image of the copts.Alastair Hamilton - 2000 - Heythrop Journal 41 (3):327–332.
    Books reviewed:Victor H. Matthews, Bernard M. Levinson and Tikva Frymer‐Kensky, Gender and Law in the Hebrew Bible and the Ancient Near EastNeil Asher Silberman and David B. Small, The Archaeology of Israel: Constructing the Past, Interpreting the PresentErich S. Gruen, Heritage and Hellenism: The Reinvention of Jewish TraditionBrenda Deen Schildgen, Power and Prejudice: The Reception of the Gospel of MarkDavid C. Sim, The Gospel of Matthew and Christian Judaism: The History and Social Setting of the Matthean CommunityAllan D. Fitzgerald, Augustine (...)
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  24. CASTANEDA, Hector-Neri (1924–1991).William J. Rapaport - 2005 - In John R. Shook, The Dictionary of Modern American Philosophers, 1860-1960. Thoemmes Press.
    H´ector-Neri Casta˜neda-Calder´on (December 13, 1924–September 7, 1991) was born in San Vicente Zacapa, Guatemala. He attended the Normal School for Boys in Guatemala City, later called the Military Normal School for Boys, from which he was expelled for refusing to fight a bully; the dramatic story, worthy of being filmed, is told in the “De Re” section of his autobiography, “Self-Profile” (1986). He then attended a normal school in Costa Rica, followed by studies in philosophy at the University of San (...)
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  25. Syntactic semantics: Foundations of computational natural language understanding.William J. Rapaport - 1988 - In James H. Fetzer, Aspects of AI. D.
    This essay considers what it means to understand natural language and whether a computer running an artificial-intelligence program designed to understand natural language does in fact do so. It is argued that a certain kind of semantics is needed to understand natural language, that this kind of semantics is mere symbol manipulation (i.e., syntax), and that, hence, it is available to AI systems. Recent arguments by Searle and Dretske to the effect that computers cannot understand natural language are discussed, and (...)
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  26. A Triage Theory of Grading: The Good, the Bad, and the Middling.William J. Rapaport - 2011 - Teaching Philosophy 34 (4):347–372.
    This essay presents and defends a triage theory of grading: An item to be graded should get full credit if and only if it is clearly or substantially correct, minimal credit if and only if it is clearly or substantially incorrect, and partial credit if and only if it is neither of the above; no other (intermediate) grades should be given. Details on how to implement this are provided, and further issues in the philosophy of grading (reasons for and against (...)
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  27. The Practical Turn in Ethical Theory: Korsgaard’s Constructivism, Realism, and the Nature of Normativity.William J. FitzPatrick - 2005 - Ethics 115 (4):651-691.
  28. Understanding understanding: Syntactic semantics and computational cognition.William J. Rapaport - 1995 - Philosophical Perspectives 9:49-88.
    John Searle once said: "The Chinese room shows what we knew all along: syntax by itself is not sufficient for semantics. (Does anyone actually deny this point, I mean straight out? Is anyone actually willing to say, straight out, that they think that syntax, in the sense of formal symbols, is really the same as semantic content, in the sense of meanings, thought contents, understanding, etc.?)." I say: "Yes". Stuart C. Shapiro has said: "Does that make any sense? Yes: Everything (...)
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  29. The Epistemological Significance of the Inner Witness of the Holy Spirit.William J. Abraham - 1990 - Faith and Philosophy 7 (4):434-450.
    This paper seeks to explore the significance of a specific kind of religious experience for the rationality of religious belief. The context for this is a gap between what is often allowed as rational and what is embraced as certain in the life of faith. The claim to certainty at issue is related to the work and experience of the Holy Spirit; this experience has a structure which is explored phenomenologically. Thereafter various ways of cashing in the epistemic value of (...)
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  30.  88
    Plato’s Analysis of Being and Not-Being in the Sophist.William J. Prior - 1980 - Southern Journal of Philosophy 18 (2):199-211.
  31. Jonathan Edwards, God, and “particular minds”.William J. Wainwright - 2010 - International Journal for Philosophy of Religion 68 (1-3):201-213.
    Although philosophical theologians have sometimes claimed that human beings are necessarily dependent on God, few have developed the idea with any precision. Jonathan Edwards is a notable exception, providing a detailed and often novel account of humanity’s essential ontological, moral, and soteriological dependence on God.
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  32. How to Study: A Brief Guide.William J. Rapaport - 2011 - World Wide Web.
    Everyone has a different "learning style". (A good introduction to the topic of learning styles is Claxton & Murrell 1987. For more on different learning styles, see Keirsey Temperament and Character Web Site, William Perry's Scheme of Intellectual and Ethical Development, Holland 1966, Kolb 1984, Sternberg 1999. For an interesting discussion of some limitations of learning styles from the perspective of teaching styles, see Glenn 2009/2010.) For some online tools targeted at different learning styles, see "100 Helpful Web Tools (...)
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  33. Searle's experiments with thought.William J. Rapaport - 1986 - Philosophy of Science 53 (June):271-9.
    A critique of several recent objections to John Searle's Chinese-Room Argument against the possibility of "strong AI" is presented. The objections are found to miss the point, and a stronger argument against Searle is presented, based on a distinction between "syntactic" and "semantic" understanding.
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  34.  93
    Sets constructible from sequences of ultrafilters.William J. Mitchell - 1974 - Journal of Symbolic Logic 39 (1):57-66.
    In [4], Kunen used iterated ultrapowers to show that ifUis a normalκ-complete nontrivial ultrafilter on a cardinalκthenL[U], the class of sets constructive fromU, has only the ultrafilterU∩L[U] and this ultrafilter depends only onκ. In this paper we extend Kunen's methods to arbitrary sequencesUof ultrafilters and obtain generalizations of these results. In particular we answer Problem 1 of Kunen and Paris [5] which asks whether the number of ultrafilters onκcan be intermediate between 1 and 22κ. If there is a normalκ-complete ultrafilterUonκsuch (...)
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  35. Holism, conceptual-role semantics, and syntactic semantics.William J. Rapaport - 2002 - Minds and Machines 12 (1):3-59.
    This essay continues my investigation of `syntactic semantics': the theory that, pace Searle's Chinese-Room Argument, syntax does suffice for semantics (in particular, for the semantics needed for a computational cognitive theory of natural-language understanding). Here, I argue that syntactic semantics (which is internal and first-person) is what has been called a conceptual-role semantics: The meaning of any expression is the role that it plays in the complete system of expressions. Such a `narrow', conceptual-role semantics is the appropriate sort of semantics (...)
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  36. Ethical Issues in the Use of Computers.William J. Rapaport - 1986 - Teaching Philosophy 9 (3):275-278.
  37.  46
    Locations.William J. Edgar - 1979 - Canadian Journal of Philosophy 9 (2):323 - 333.
    Zeno's challenge to the usual mathematical characterization of extension is still with us. Butchvarov, considering the limits of ontological analysis, writes, “I shall not explore [the decision to accept the infinite regress in which the pursuit of the analytical ideal is involved], beyond noting that the infinite divisibility of space is the reductio ad absurdum of any attempt to understand space in terms of its ultimate, simple parts.” Grünbaum states this problem, commonly known as the Measure Paradox, concisely, “[How can (...)
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  38.  58
    The Presence of Evil and the Falsification of Theistic Assertions.William J. Wainwright - 1969 - Religious Studies 4 (2):213 - 216.
    The falsifiability of theistic assertions no longer appears to be the burning issue it once was, and perhaps this is all to the good. For one thing, it was never entirely clear just what demand was being made of the theist. In this paper I shall not discuss the nature or legitimacy of the falsification requirement as applied to theistic assertions. Instead I shall argue that some of the reasons which have been offered to show that these assertions are not (...)
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  39.  52
    Why Believe in the Intrinsic Dignity of Persons and Their Entitlement to Treatment as Equals?William J. Zanardi - 1998 - Southwest Philosophy Review 14 (2):151-168.
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  40. How minds can be computational systems.William J. Rapaport - 1998 - Journal of Experimental and Theoretical Artificial Intelligence 10 (4):403-419.
    The proper treatment of computationalism, as the thesis that cognition is computable, is presented and defended. Some arguments of James H. Fetzer against computationalism are examined and found wanting, and his positive theory of minds as semiotic systems is shown to be consistent with computationalism. An objection is raised to an argument of Selmer Bringsjord against one strand of computationalism, namely, that Turing-Test± passing artifacts are persons, it is argued that, whether or not this objection holds, such artifacts will inevitably (...)
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  41. Philosophy of Artificial Intelligence: A Course Outline.William J. Rapaport - 1986 - Teaching Philosophy 9 (2):103-120.
    In the Fall of 1983, I offered a junior/senior-level course in Philosophy of Artificial Intelligence, in the Department of Philosophy at SUNY Fredonia, after returning there from a year’s leave to study and do research in computer science and artificial intelligence (AI) at SUNY Buffalo. Of the 30 students enrolled, most were computerscience majors, about a third had no computer background, and only a handful had studied any philosophy. (I might note that enrollments have subsequently increased in the Philosophy Department’s (...)
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  42. British Empirical Philosophers : Locke, Berkeley, Hume, Reid and J. S. Mill. [An Anthology].A. J. Ayer & Raymond Winch (eds.) - 1952 - London,: Routledge.
    First published in 1952, British Empirical Philosophers is a comprehensive picture of one of the most important movements in the history of philosophic thought. In his introduction, Professor A. J. Ayer distinguishes the main problems of empiricism and gives a critical account of the ways in which the philosophers whose writings are included in this volume attempted to solve them. Editors Ayer and Raymond Winch bring together an authoritative abridgement of John Locke’s Essay Concerning Human Understanding ; Bishop George Berkeley’s (...)
     
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  43. How to pass a Turing test: Syntactic semantics, natural-language understanding, and first-person cognition.William J. Rapaport - 2000 - Journal of Logic, Language, and Information 9 (4):467-490.
    I advocate a theory of syntactic semantics as a way of understanding how computers can think (and how the Chinese-Room-Argument objection to the Turing Test can be overcome): (1) Semantics, considered as the study of relations between symbols and meanings, can be turned into syntax – a study of relations among symbols (including meanings) – and hence syntax (i.e., symbol manipulation) can suffice for the semantical enterprise (contra Searle). (2) Semantics, considered as the process of understanding one domain (by modeling (...)
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  44. God, the Demon, and the Cogito.William J. Rapaport - manuscript
    The purpose of this essay is to exhibit in detail the setting for the version of the Cogito Argument that appears in Descartes’s Meditations. I believe that a close reading of the text can shed new light on the nature and role of the “evil demon”, on the nature of God as he appears in the first few Meditations, and on the place of the Cogito Argument in Descartes’s overall scheme.
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  45. What did you mean by that? Misunderstanding, negotiation, and syntactic semantics.William J. Rapaport - 2003 - Minds and Machines 13 (3):397-427.
    Syntactic semantics is a holistic, conceptual-role-semantic theory of how computers can think. But Fodor and Lepore have mounted a sustained attack on holistic semantic theories. However, their major problem with holism (that, if holism is true, then no two people can understand each other) can be fixed by means of negotiating meanings. Syntactic semantics and Fodor and Lepore’s objections to holism are outlined; the nature of communication, miscommunication, and negotiation is discussed; Bruner’s ideas about the negotiation of meaning are explored; (...)
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  46. Philosophy for Children and Other People.William J. Rapaport - 1987 - American Philosophical Association Newsletter on Teaching Philosophy (Summer):19-22.
    It is a matter of fact—and has been so for a considerable amount of time—that philosophy is taught at the pre—college level. However, to teach philosophy at that (or at any) level is one thing; to teach it well is quite another. Fortunately, it can be taught well, as a host of successful experiences and programs have shown. But in what ways can it be taught? Are there differences in the ways in which it can or should be taught at (...)
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  47.  85
    Compassion.William J. Prior - 1987 - Philosophy and Theology 2 (2):173-191.
    I argue that the sentiment of compassion is a factor of the first importance in moral theory. This sentiment, which causes us to act well toward persons in need, is an essential element in the psychology of the morally well-developed person. Moral rationalists such as Epictetus and Kant, who contend that the source of moral value is reason rather than compassion, produce a distorted picture of our moral lives. Hume’s moral psychology gives compassion the place it deserves as a motivating (...)
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  48.  84
    Why Did Plato Write Socratic Dialogues?William J. Prior - 1997 - Apeiron 30 (4):109 - 123.
    I argue that it was not Plato's intention in his Socratic dialogues to provide a biography of Socrates. Rather, his intention was to describe and defend the philosophical life against its critics. The Socratic dialogues are "unhappy encounters" between Socrates, defender of the life of philosophy, and those who do not comprehend or who reject that life.
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  49.  86
    Heidegger’s Fall.William J. Richardson - 1995 - American Catholic Philosophical Quarterly 69 (2):229-253.
  50.  79
    On Behalf of the Skolemite.William J. Thomas - 1971 - Analysis 31 (6):177--86.
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