“William James is a towering figure in the history of American thought--without doubt the foremost psychologist this country has produced. His depiction of mental life is faithful, vital, and subtle. In verve, he has no equal.... “There is a sharp contrast between the expanding horizon of James and the constricting horizon of much contemporary psychology. The one opens doors to discovery, the other closes them. Much psychology today is written in terms of reaction, little in terms of becoming. James (...) would say that a balance is needed, but that only by assuming that man has the capacity for growth are we likely to discover the scope of this same capacity.” —from the introduction by Gordon W. Allport. (shrink)

The mechanistic perspective has dominated biological disciplines such as biochemistry, physiology, cell and molecular biology, and neuroscience, especially during the 20th century. The primary strategy is reductionist: organisms are to be decomposed into component parts and operations at multiple levels. Researchers adopting this perspective have generated an enormous body of information about the mechanisms of life at scales ranging from the whole organism down to genetic and other molecular operations.

Reprint of the original, first published in 1860.

One way in which philosophy of science can perform a valuable normative function for science is by showing characteristic errors made in scientific research programs and proposing ways in which such errors can be avoided or corrected. This paper examines two errors that have commonly plagued research in biology and psychology: 1) functional localization errors that arise when parts of a complex system are assigned functions which these parts are not themselves able to perform, and 2) vacuous functional explanations in (...) which one provides an analysis that does account for the inputs and outputs of a system but does not employ the same set of functions to produce this output as does the natural system. These two kinds of error usually arise when researchers limit their investigation to one type of evidence. Historically, correction of these errors has awaited researchers who have employed the opposite type of evidence. This paper explores the tendency to commit these errors by examining examples from historical and contemporary science and proposes a dialectical process through which researchers can avoid or correct such errors in the future. (shrink)

This paper argues that human beings possess the rational capabilities necessary to achieve the goal of more just and peaceable social orders, but that our educational institutions are failing in their responsibility to do what in fact can be done to produce graduates who make decisions in ways most likely to achieve this goal.Data compiled by us, consistent with other research, indicates that only a small percentage of the individuals graduating from universities and professional schools have developed the capacity for (...) post-conventional moral reasoning. (shrink)

Two strategies for using a model as “null” are distinguished. Null modeling evaluates whether a process is causally responsible for a pattern by testing it against a null model. Baseline modeling measures the relative significance of various processes responsible for a pattern by detecting deviations from a baseline model. When these strategies are conflated, models are illegitimately privileged as accepted until rejected. I illustrate this using the neutral theory of ecology and draw general lessons from this case. First, scientists cannot (...) draw certain conclusions using null modeling. Second, these conclusions follow using baseline modeling, but doing so requires more evidence. (shrink)

Explanations of biological phenomena such as cell division, protein synthesis or circadian rhythms commonly take the form of models of the responsible mechanisms. Recently philosophers of science have attempted to analyze this practice, presenting mechanisms as organized collections of parts performing operations that together produce the phenomenon. But in some cases what researchers seek to explain is not a general phenomenon, but a specific feature of a more fine-grained phenomenon. In some of these cases, it is not the model of (...) the mechanism that performs the explanatory work. I consider a case in which the investigator offered an abstract representation of a fine-grained phenomenon to show why in had the feature in question. I consider a second case in which a researcher abstracted from the mechanism to identify a design principle that explains why the functioning mechanism exhibits a specific feature. (shrink)

In the nearly half a century since its modern inception (Anscombe (1965), Hintikka (1969)), the Representation theory has faced no more implacable enemy than Ned Block. He has offered objection after objection, usually in the form of apparent counterexamples, and as I write this he shows no sign of flagging.

William Hare; Open-mindedness in the Classroom, Journal of Philosophy of Education, Volume 19, Issue 2, 30 May 2006, Pages 251–259, https://doi.org/10.1111/j.14.

The present dilemma in philosophy -- What pragmatism means -- Some metaphysical problems pragmatically considered -- The one and the many -- Pragmatism and common sense -- Pragmatism's conception of truth -- Pragmatism and humanism -- Pragmatism and religion.

In a recent discussion article in this journal, Gila Sher responds to some of my criticisms of her work on what she calls the formal-structural account of logical consequence. In the present paper I reply and attempt to advance the discussion in a constructive way. Unfortunately, Sher seems to have not fully understood my 1997. Several of the defenses she mounts in her 2001 are aimed at views I do not hold and did not advance in my 1997. Most prominent (...) among these are her claims that I reject the formal-structural account, because it licenses “unnatural” logical constants, and that I consider the “truth-functional criterion” for connectives “a paradigm of a successful criterion of logicality”. Both of these claims are simply false, as even a moderately careful reading of my 1997 will show. Other charges she makes have some basis in fact but are inaccurate. For example, she says that I claim that FS is “neutral with regard to the apriority of logic,” and that this neutrality “renders it inconsistent”. What I actually say is that Sher’s acceptance of the neutrality in question is “inconsistent with part of the legacy of Tarski, a legacy that she finds very congenial”, not that FS itself is inconsistent. More interestingly, she misunderstands my claim about the apriority of logic, and clarification of this misunderstanding suggests two distinct ways in which logic might be held to be free of empirical influence. It is also noteworthy that Sher’s statements about the apriority of logic constitute both a change in the position she took in her 1991 and, although she seems not to realize it, an admission that she does not take issue with one of my major criticisms. (shrink)

In Barnett and Block :711–716, 2009a), the present authors claim that borrowing short and lending long is fraudulent, and thus ought to be prohibited on legal grounds. Bagus and Howden :399, 2009) take issue with our ethical analysis. The present paper is our response to these authors; it is an attempt to defend Barnett and Block :711–716, 2009a) against the very interesting and important, although we believe, erroneous, criticisms of Bagus and Howden :399, 2009).

In this book, William H. F. Altman considers the pedagogical connections behind the post-Republic dialogues from Timaeus to Theaetetus in the context of their Reading Order.

The rapid pace of technological development often outstrips the ability of legislators and regulators to establish proper guardrails on emerging technologies. A solution is for those who develop, deploy, and use these technologies to develop themselves as moral agents—i.e., as agents capable of steering the course of emerging technologies in a direction that will benefit humanity. However, there is a dearth of literature discussing how to foster moral agency in computer science courses, and little if any research on the effectiveness (...) of such courses in computer science. This paper addresses this gap by providing an overview of an undergraduate course on technology ethics. It then shares and discusses a subset of data collected from a mixed-methods study using a pre-post design that sought to examine the course’s effectiveness in developing students’ moral, intellectual, and civic virtues, as well as related dispositions. (shrink)

Emilsen, William W On the cusp of the Second Vatican Council the distinguished American Lutheran historical theologian, Jaroslav Pelikan, then at the University of Chicago, published a groundbreaking volume titled The Riddle of Roman Catholicism. In this book Pelikan gave a sympathetic yet critical examination of the evolution of Roman Catholicism, its distinctive beliefs and, most importantly, he offered a discussion of the theological issues Protestants face in their conversations with Roman Catholics on Christian unity. The Riddle of Roman (...) Catholicism met an obvious need. It was quickly reprinted by Abingdon Press in the United States and published by Hodder and Stoughton in Great Britain the following year. It was also widely acclaimed in both the Protestant and Catholic presses. The Christian Century magazine, representing the voice of mainstream Protestantism in America, published excerpts from the book claiming that it 'sets the stage for realistic discussion of Christendom's sad divisions'. The Presbyterian theologian and ecumenist from Princeton, John A. Mackay, reviewed it in Theology Today as an 'outstanding book', 'the most significant to appear on Roman Catholicism in many years'. Daniel Walther, professor of church history at the Seventh-day Theological Seminary at Andrews University in Michigan extolled Pelikan's book as 'a significant omen of the new Protestant approach', one that attempted 'to end the "hot war" between the confessions'. Catholic scholars, too, were receptive. Bonaventure Schepers's review in the Thomist, for example, thanked Pelikan for his 'courage and honesty' and invited the journal's readers 'to rejoice with us at the appearance of his important work'. Gustave Wiegel's lengthy review in the Jesuit review, America, named it as 'probably the most important' of the many interesting Protestant studies of Roman Catholicism at the time. Although Pelikan was still a relatively young scholar at the time, The Riddle of Roman Catholicism established him as a serious thinker on the topic of Christian unity. (shrink)

Récurrente sous différentes formes dans le domaine de la lexicométrie, l’analyse cooccurrentielle vise à dévoiler les attractions lexicales qui opèrent dans un texte en restituant un état intermédiaire entre la séquence textuelle et l’inventaire lexical, état qui doit combiner l’explicitation syntagmatique de l’une avec la hiérarchisation statistique de l’autre. Pour dépasser les résultats des méthodes de cooccurrence classiques et identifier des systèmes cooccurrentiels plus complexes à l’oeuvre dans le texte, il s’avère nécessaire de substituer à l’approche analytique des associations lexicales (...) une vue synthétique de ces attractions prééminentes en contexte. (shrink)

William Bodri shows that Socrates had attained a spiritual stage called samadhi, satisfying the requirements specified in Buddhist systems of one who had ...

Desmond explores perplexity regarding ultimacy--the metaphysical perplexity that precedes and exceeds scientific and commonsense curiosity.

Throughout the past century, a debate has raged over the thesis of realism and its alternatives. In this volume of original essays, a group of philosophers explores the ongoing controversy.

An argument is presented, based on a common-sense interpretation of an everyday experience, for emergent dualism as the best available account of the origin of the human mind/soul. Emergent dualism is superior to subjective idealism in that it honors the common-sense conviction that the things we encounter have a real, physical existence, separate from our mental perceptions of them. It is superior to materialism in that it allows for our mental states to have real, physical effects, distinct from the effects (...) of the physical states that accompany the mental states. It is also superior to materialism in allowing for a real, unified self that is not merely a collection of physical particles. These features allow emergent dualism to provide a foundation for libertarian free will; belief in such free will is another deliverance of common sense that cannot readily be reconciled with materialism. Emergent dualism is superior to standard varieties of dualism in giving a plausible account of the minds of non-human animals. Perhaps surprisingly, emer­gent dualism is superior both to traditional dualism and to standard varieties of materialism in combining readily with theories of biological evolution, in which natural selection promotes both the physical and mental development of complex organisms. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Music, Education, and Religion: Intersections and Entanglements ed. by Alexis Kallio, Philip Alperson and Heidi WesterlundWilliam M. PerrineAlexis Kallio, Philip Alperson, and Heidi Westerlund, eds., Music, Education, and Religion: Intersections and Entanglements (Bloomington, IN: Indiana University Press, 2019)It is perhaps something of a truism–or at least a stereotype containing a grain of truth–that most academics, particularly in the United States, are notoriously bad when it comes to a (...) scholarly discussion of religion. In scholarship on education, this results in unfortunate omissions within debates regarding the philosophical aims of curriculum. Religion, after all, is an inescapable part of everyday life for billions of human beings around the globe. To ignore religion is to ignore an important part of the human experience. Part of the problem in discussing religion is undoubtedly the conventions of academic discourse itself. To qualify as “research,” academic writing has generally been expected to place a degree of distance between the author and the content matter at hand. In the case of religion, this has involved a state of remove to an ostensibly neutral vantage point, typically a perspective grounded in a philosophical naturalism. This tendency is compounded by the pressure, particularly acute within secular institutions, to compartmentalize religious belief as a private matter that should not overtly inform one’s public professional practice. Thus, while a researcher in music or music education might have an active religious life in private, an open [End Page 117] integration of personal faith and teaching practice might be considered extraordinarily unprofessional—at least if the faith in question is socially déclassé. The obvious problem inherent in this framework for understanding the relationship between religion and professional life is that, particularly when it comes to questions of philosophy, religious faith is rarely a strictly personal matter. As Charles Taylor notes, religious faith as a lived human practice traditionally involves strong evaluations: determinations of right and wrong that supersede personal choice or preference.1 These evaluations often take the form of hypergoods, positions by which moral or truth claims must be weighed. Strong evaluations and hyper-goods by nature cannot be limited to the personal; they inform all areas of our intellectual, social, and professional lives. Such commitments tend to inform and precede other philosophical commitments, rather than vice versa. Pressure to minimize the importance of hypergoods can be a profound source of frustration for religious believers within the secular academy, particularly as the assumption that deep religious commitment is incompatible with a spirit of critical inquiry runs very deep. When the academic literature touches on matters of religious concern, either directly or indirectly, it seems to either minimize the complexity or concerns of traditional religious belief as lived experience, or privilege progressive forms of religious practice. At worst, academic discourse on religion is condescending, often coupled with class-based and socio-geographic prejudice against particular religious groups and beliefs.With this framework in mind, I approached Music, Education, and Religion: Intersections and Entanglements with a degree of apprehension. Fortunately, editors Alexis Kallio, Philip Alperson, and Heidi Westerlund have put together an impressive volume that treats the complex relationship between music education and religious practice with the respect and sensitivity that the topic deserves. As the editors note in their introduction, music as a human practice cannot be artificially separated from religious beliefs. These domains are, as the volume’s subtitle makes clear, entangled through a multiplicity of intersections. The book itself consists of eighteen essays representing a wide array of viewpoints, case studies, and contextualized problems from around the world. The diversity of topics prohibits drawing any generalizable conclusions beyond the obvious observation that interaction with religion presents entanglements that cannot be ignored under an artificial banner of secular neutrality. As the first edited collection of essays in our discipline to tackle these problems in a substantive manner, however, the book is unquestionably successful in opening a space for critical discussion. With this in mind, rather than attempting to summarize each of the included chapters within this review, I will instead attempt to engage in conversation with some of the themes that emerge from the book from my own vantage point as a scholar... (shrink)