In this paper we present an overview of Professor Newton C. A. da Costa’s work in logic, emphasizing the main results obtained by him in the several areas of his research activity. The text furnish a detailed bibliographic reference of his works, which are listed in the last section.

The first century B.C. poet Lucretius put forth an argument for why death is not bad for the person who has died. This argument is commonly referred to as Lucretius’s “symmetry argument” because of its assumption that the period before we were born is symmetrical to the period after we die. Jeremy Simon objects to the symmetry argument, claiming that the two periods are not relevantly symmetrical: being born earlier than we actually are born would not guarantee us more life, (...) whereas extending our lifespan past the time we actually would die would guarantee us more life. Simon believes this difference between the two time periods also explains why it is reasonable for people to wish for a later death but not for an earlier birth. We raise several objections to Simon’s response. Our main objection is that insofar as people do not wish for an earlier birth, it is not because they fear losing more life, but rather is a result of being concerned about losing what is important about life, namely its unique content. (shrink)

Using connectionist modeling, we address fundamental questions concerning the acquisition process of musical tonal schema of listeners. Compared to models of previous studies, our connectionist model (Learning Network for Tonal Schema, LeNTS) was better equipped to fulfill three basic requirements. Specifically, LeNTS was equipped with a learning mechanism, bound by culture-general properties, and trained by sufficient melody materials. When exposed to Western music, LeNTS acquired musical ‘scale’ sensitivity early and ‘harmony’ sensitivity later. The order of acquisition of scale and harmony (...) sensitivities shown by LeNTS was consistent with the culture-specific acquisition order shown by musically westernized children. The implications of these results for the acquisition process of a tonal schema of listeners are as follows: (a) the acquisition process may entail small and incremental changes, rather than large and stage-like changes, in corresponding neural circuits; (b) the speed of schema acquisition may mainly depend on musical experiences rather than maturation; and (c) the learning principles of schema acquisition may be culturally invariant while the acquired tonal schemas are varied with exposed culture-specific music. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Rita Gross as Coeditor of Buddhist-Christian StudiesTerry C. MuckMy assignment is to celebrate Rita's editorial work on Buddhist-Christian Studies, the journal of our society. But I want to begin by acknowledging Rita's contributions to the Society for Buddhist-Christian Studies overall. Her contributions to our society have been enormous. She was a founder and visionary at the beginning. She has, I believe, held every office in the society except for (...) treasurer. And her unfailing willingness to work on whatever needed to be worked on has been an inspiration to us all.But now I want to focus on her work on the editing of Buddhist-Christian Studies. I was chosen for this because Rita and I were coeditors of the journal for ten years, from 1995 to 2005.In one sense Rita and I were guinea pigs. For the first fifteen years of the society, David Chappell, the founding editor, edited the journal. When David retired, the board decided that it would be good to have two editors of the journal, one a Buddhist, one a Christian. It was also in keeping with society commitments that one of us was a man and one a woman.The question was whether two very different people could make a coeditorship work. Coeditorships do not always work. There are two issues. The first is choosing people who actually have the skills to do the job. Coeditorships seem like a great idea when decision makers are wrestling with the internal politics of an organization, especially the issues of proper representation among office holders. In order to avoid appearing to favor one or another identity group within an organization, office-holding choices are often made according to representation rather than skill sets.There is a second issue with coeditorships. Even when the chosen pair satisfies both the representational needs of an organization and the skill sets requirements, there is a question as to whether these two particular people can work together well enough to produce a good journal, whether their work styles mesh, whether their personalities have a reasonable chance of relating positively. In case you are thinking to yourselves, this sounds like my marriage, the analogy is apt.So I would like to spend a few moments remembering for you how this worked with Rita and me. My conclusion is that is worked very well, and I have heard Rita say that from her point of view it worked very well. And there are ten volumes of [End Page 85] Buddhist-Christian Studies sitting on many of our shelves, silent testimonies to the fact that this coeditorship worked well enough so that the journal came out, came out on time, and produced essays and reviews that furthered the aims of the Society for Buddhist-Christian Studies.My recollections will be in the form of personal anecdotes and stories, since to my mind that is really what made it the fun, voluntary endeavor that the work of the society has become for many of us. I will talk about Rita, I will talk about the editing process, and I will reflect a bit on the challenges and rewards of coediting.Rita GrossI first saw Rita Gross at one of the early meetings of the forerunner of the society, the Cobb-Abe dialogue group. It was at a press conference called by the organizers of the meeting to get some publicity. Rita was being interviewed along with a male scholar who shall remain nameless. I remember two things about the press conference. One was that Rita was wearing a pair of platform shoes that appeared to me to be tippy, and I remember thinking how hard it must be to balance oneself while wearing those things. The second thing I remember was the dynamics between Rita and the male scholar. The male scholar was coming across toward her as one of the most condescending people I have ever seen, and those of you who know Rita know that she does not take to patronization very well. After the second or third of these snide comments coming Rita's way from this very famous man, she just lit into him... (shrink)

Quand bien même notre époque ne serait plus tout à fait celle de Foucault, les impulsions qui nous viennent de son travail ne cessent de s'intensifier. Ce n'est pas tant que désormais son étoile brille au firmament de la philosophie universitaire, que ses livres sont devenus cette caverne d'Ali Baba qu'explorent avec passion les chercheurs de toutes disciplines. C'est surtout que la puissance de la pensée de Foucault se manifeste comme cette force qui nous descelle de nous-mêmes et survient en (...) renfort chaque fois que nous nous efforçons de nous déprendre des évidences du présent. Alain Brossat chemine en compagnie de Michel Foucault, de notion en concept et de A à Z - davantage qu'il n'entreprend un commentaire savant d'une oeuvre, constamment récusée comme "belle totalité" par celui-là même qui n'aimait pas à se définir comme un auteur. Il s'active à mettre en relation le texte foucaldien avec notre présent entendu comme cette actualité dont nous sommes appelés à évaluer la singularité et sur laquelle nous devons exercer nos facultés critiques. (shrink)

Michel Sasseville defend la pratique de la philosophie avec les enfants depuis plus de 30 ans, au Canada. Johanna Hawken a suivi ses pas depuis une dizaine d'annees, en France, et tente de trouver de nouveaux moyens de democratiser cette pratique. Pourquoi? Parce que tous les enfants du monde meritent de philosopher, d'explorer le monde des idees et d'apprendre à penser par et pour eux-mêmes! Or, pour rendre la philosophie accessible aux generations futures, il est necessaire de convaincre et d'equiper (...) tous les acteurs educatifs, afin qu'ils s'emparent d'elle. C'est pourquoi, ensemble, Michel et Johanna proposent un entretien amical, sous la forme d'un abecedaire. Vingt-six lettres pour se promener dans la philosophie pour enfants : 26 concepts, 26 idees pour comprendre les enjeux de cette activite revolutionnaire! Une veritable boîte à outils pour les animateurs philosophes en herbe. (shrink)

Abe and his friend Sol are out for a walk together in a part of town they haven't been in before. Passing a Christian church, they notice a curious sign in front that says "$1,000 to anyone who will convert." "I wonder what that's about," says Abe. "I think I'll go in and have a look. I'll be back in a minute; just wait for me." Sol sits on the sidewalk bench and waits patiently for nearly half an hour. Finally, (...) Abe reappears. "Well," asks Sol, "what are they up to? Who are they trying to convert? Why do they care? Did you get the $1,000?" Indignantly Abe replies, "Money. That's all you people care about." Ted Cohen thinks that's not a bad joke. But he also doesn't think it's an easy joke. For a listener or reader to laugh at Abe's conversion, a complicated set of conditions must be met. First, a listener has to recognize that Abe and Sol are Jewish names. Second, that listener has to be familiar with the widespread idea that Jews are more interested in money than anything else. And finally, the listener needs to know this information in advance of the joke, and without anyone telling him or her. Jokes, in short, are complicated transactions in which communities are forged, intimacy is offered, and otherwise offensive stereotypes and cliches lose their sting—at least sometimes. _Jokes_ is a book of jokes and a book about them. Cohen loves a good laugh, but as a philosopher, he is also interested in how jokes work, why they work, and when they don't. The delight at the end of a joke is the result of a complex set of conditions and processes, and Cohen takes us through these conditions in a philosophical exploration of humor. He considers questions of audience, selection of joke topics, the ethnic character of jokes, and their morality, all with plenty of examples that will make you either chuckle or wince. _Jokes:_ more humorous than other philosophy books, more philosophical than other humor books. "Befitting its subject, this study of jokes is... light, funny, and thought-provoking.... [T]he method fits the material, allowing the author to pepper the book with a diversity of jokes without flattening their humor as a steamroller theory might. Such a book is only as good as its jokes, and most of his are good.... [E]ntertainment and ideas in one gossamer package."—_Kirkus Reviews_ "One of the many triumphs of Ted Cohen's Jokes-apart from the not incidental fact that the jokes are so good that he doesn't bother to compete with them-is that it never tries to sound more profound than the jokes it tells.... [H]e makes you feel he is doing an unusual kind of philosophy. As though he has managed to turn J. L. Austin into one of the Marx Brothers.... Reading Jokes makes you feel that being genial is the most profound thing we ever do-which is something jokes also make us feel-and that doing philosophy is as natural as being amused."—Adam Phillips, _London Review of Books_ "[A] lucid and jargon-free study of the remarkable fact that we divert each other with stories meant to make us laugh.... An illuminating study, replete with killer jokes."—Kevin McCardle, _The Herald_ "Cohen is an ardent joke-maker, keen to offer us a glimpse of how jokes are crafted and to have us dwell rather longer on their effects."—Barry C. Smith, _Times Literary Supplement_ "Because Ted Cohen loves jokes, we come to appreciate them more, and perhaps think further about the quality of good humor and the appropriateness of laughter in our lives."—Steve Carlson, _Christian Science Monitor_. (shrink)

The premise-fact confusion in Aristotle’s PRIOR ANALYTICS. -/- The premise-fact fallacy is talking about premises when the facts are what matters or talking about facts when the premises are what matters. It is not useful to put too fine a point on this pencil. -/- In one form it is thinking that the truth-values of premises are relevant to what their consequences in fact are, or relevant to determining what their consequences are. Thus, e.g., someone commits the premise-fact fallacy if (...) they think that a proposition has different consequences were it true than it would have if false. C. I. Lewis said that confusing logical consequence with material consequence leads to this fallacy. See Corcoran’s 1973 “Meanings of implication” [available on Academia. edu]. -/- The premise-fact confusion occurs in a written passage that implies the premise-fact fallacy or that suggests that the writer isn’t clear about the issues involved in the premise-fact fallacy. Here are some examples. -/- E1: If Abe is Ben and Ben swims, then it would follow that Abe swims. -/- Comment: The truth is that from “Abe is Ben and Ben swims”, the proposition “Abe swims” follows. Whether in fact Abe is Ben and Ben swims is irrelevant to whether “Abe swims” follows from “Abe is Ben and Ben swims”. -/- E1 suggests that maybe “Abe swims” wouldn’t follow from “Abe is Ben and Ben swims” if the latter were false. -/- E2: The truth of “Abe is Ben and Ben swims” implies that Abe swims. -/- E3: Indirect deduction requires assuming something false. -/- Comment: If the premises of an indirect deduction are true the conclusion is true and thus the “reductio” assumption is false. But deduction, whether direct or indirect, does not require true premises. In fact, indirect deduction is often used to determine that the premises are not all true. -/- Anyway, the one-page paper accompanying this abstract reports one of dozens of premise-fact errors in PRIOR ANALYTICS. In the session, people can add their own examples and comment on them. For example, is the one at 25b32 the first? What is the next premise-fact error after 25b32? Which translators or commentators discuss this? -/- . (shrink)

On the occasion of the 50th anniversary of C. S. Lewis’s death, a special annotated edition of his Christian classic, The Screwtape Letters, with notes and excerpts from his other works that help illuminate this diabolical masterpiece. Since its publication in 1942, The Screwtape Letters has sold millions of copies worldwide and is recognized as a milestone in the history of popular theology. A masterpiece of satire, it offers a sly and ironic portrayal of human life and foibles from the (...) vantage point of Screwtape, a highly placed assistant to “Our Father Below.” At once wildly comic, deadly serious, and strikingly original, The Screwtape Letters comprises the correspondence of the worldly-wise devil Screwtape and his nephew Wormwood, a novice demon in charge of securing the damnation of an ordinary young man. For the first time, The Screwtape Letters will be presented in full-text accompanied by helpful annotations in a striking two-color format. These annotations will give fans a deeper, more nuanced understanding of the popular book, providing background information, explanations of terms, historical significance, and excerpts from Lewis’s other works that more fully explain the ideas in this volume. For both expert Lewis fans and casual readers, The Screwtape Letters: Annotated Edition will be a beautiful and insightful guide to a beloved classic. (shrink)

In a well- known barb, CD Broad said: "Mr. Bertrand Russell produces a new system of philosophy each year or so, and Mr. GE Moore none ...

This volume contains the major papers presented at the Second International Conference of the International Society For Metaphysics held at Visva-Bharati University, Santiniketan, West Bengal, India. The Society was conceived at the 14th International Congress of Philosophy meeting in Vienna in 1968, sponsored by leading members of the Metaphysical Society Of America, and was initiated at the International Congress of Philosophy held at Varna, Bulgaria in 1973. This is the first volume of their proceedings to be published. Subsequent volumes are (...) in preparation presenting the meetings in New York, also in 1976, and in Jerusalem in 1977. The theme of the Calcutta meeting in India was "Man And Nature," reflecting the renewed import of discussions of nature evident in the twentieth century, including the limits and possibilities it may offer for human personality. The depth and variety of the metaphysical analysis is too complex for serious comment in this brief space. The pluralism, geographical diversity and range of the conference is most evident from the contents of this volume: Part I, Science And Nature, includes papers by E. Agazzi, A. Mercier, and E. E. Harris. Part II, Progress and Nature, includes papers by M. Chatterjee, J. E. Smith, J. Kuszynski, A. N. Woznicki, and S. Chakravarti. Part III, Person And Nature, includes papers by K. Bhattacharya, S. C. Thakur, C. Chung-yuan, and T. A. Fay. Part IV, Transcendence And Nature, includes papers by M. Abe, K. K. Banerjee, T. M. P. Mahadevan, W. N. Clarke, E. Deutsch, and B. Bhattacharya. The essays offer considerations of animism, aesthetics, buddhism, causality, existentialism, Marxism, pragmatism, Tao, and conclude with a tribute to R. Tagore. It is most appropriate that in this journal congratulations be offered to the International Society For Metaphysics for the success of its early endeavors, and for this initial contribution to international discussion as evidence of the vitality of metaphysical reflection.--Harold A. Durfee, American University. (shrink)

Sir Richard Phillips was a London-born author and publisher of educational textbooks who used a vast array of pseudonyms, including that of Reverend C. C. Clarke. Phillips' marketing techniques - the systematic borrowing of famous authors' names for his textbooks, along with the multiplication of easy to produce related educational products - were key to his success. No doubt meant as an accessible encyclopaedia, this 40th edition of 1834 - attributed to Phillips himself - is a surprisingly vast and heterogeneous (...) survey, which compiles natural and man-made curiosities across the world. The Himalayas and Mont Blanc share a chapter with the Peak of Derbyshire; famous rivers lead to mysterious subterranean forests; and Stonehenge is closely followed by St Paul's cathedral. Halfway between reference book and textbook, this richly illustrated volume is a fascinating catalogue of the world's wonders as perceived in the early nineteenth century. (shrink)

Introduction: conceptual analysis of teaching, by B. P. Komisar and T. W. Nelson.--A concept of teaching, by B. O. Smith.--The concept of teaching, by I. Sheffler.--A topology of the teaching concept, by T. F. Green.--Teaching: act and enterprise, by B. P. Komisar.--Must an education have an aim? By R. S. Peters.--Curriculum as a field of study, by D. Heubner.--Can and should means-ends reasoning be used in teaching? By C. J. B. Macmillan and J. E. McClellan.

(Statement of Responsibility) by C.A. Stephens ; illustrated.

The Holocaust marks a decisive moment in modern suffering in which it becomes almost impossible to find meaning or redemption in the experience. In this study, C. Fred Alford offers a new and thoughtful examination of the experience of suffering. Moving from the Book of Job, an account of meaningful suffering in a God-drenched world, to the work of Primo Levi, who attempted to find meaning in the Holocaust through absolute clarity of insight, he concludes that neither strategy works well (...) in today's world. More effective are the day-to-day coping practices of some survivors. Drawing on testimonies of survivors from the Fortunoff Video Archives, Alford also applies the work of Julia Kristeva and the psychoanalyst Donald Winnicot to his examination of a topic that has been and continues to be central to human experience. (shrink)

The fact that we still group all his predecessors together as ‘presocratics’ indicates that Socrates significantly changed the character of philosophy. Yet it is not easy to determine exactly what change Socrates made, much less why. Socrates himself left no record of his thoughts, so we have to refer to the writings of the three authors who knew him. But in the Clouds Aristophanes depicts ‘Socrates’ as a ‘sophist’ who taught cosmology as well as rhetoric, i.e. as a ‘presocratic’. In (...) his Memorabilia Xenophon merely declares that Socrates did not investigate the nature of all things or the cosmos. To find out when and why Socrates turned to study the human things, we have to put together three retrospective statements he gives about his development as a philosopher in Plato’s dialogues. Working on the basis of the supposed chronology of composition, scholars have not done so. (shrink)