This book is the thirty-third volume in the "Philosophy of Russia of the first half of the 20th century" series. It traces the life and intellectual trajectories of three European thinkers with Russian roots: A. Koyré, A. Kojève, and I. Berlin. It explores their methodological strategies, explains the cultural and existential premises of their thinking styles that enabled them to succeed and gain recognition as European philosophers, traces their intellectual links with Russia, and reflects on the importance of Russian intellectual (...) culture for these thinkers and for twentieth-century European philosophy as a whole. The book is addressed to a wide range of readers interested in philosophy, social and political thought, and the intellectual history of the Russian exiles of the first half of the 20th century. (shrink)

We show that the identity bounded Turing degrees of computably enumerable sets are not dense.

We say that A≤LRB if every B-random set is A-random with respect to Martin–Löf randomness. We study this relation and its interactions with Turing reducibility, classes, hyperimmunity and other recursion theoretic notions.

This book comprises material on colour which was written by Wittgenstein in the last eighteen months of his life. It is one of the few documents which shows him concentratedly at work on a single philosophical issue. The principal theme is the features of different colours, of different kinds of colour and of luminosity—a theme which Wittgenstein treats in such a way as to destroy the traditional idea that colour is a simple and logically uniform kind of thing. This edition (...) consists of Wittgenstein's basic German text, together with an English translation. (shrink)

Levinas is usually discussed as a philosopher wrestling with the nature of our experience of others, ethical obligation, and the divine. Unlike other phenomenologists, such as Husserl and Heidegger, he is not often mentioned in discussions about issues in philosophy of mind. His work in that area, especially on perception, is underappreciated. He gives an account of the nature of perceptual experience that is remarkable both in how it departs from that of others in the phenomenological tradition and for how (...) it fits in among presently available views about the nature of perceptual experience, namely, as a form of naïve realism. (shrink)

This article responds to two ethical conundrums associated with the practice of disability passing. One of these problems is the question of whether or not passing as abled is morally wrong in that it constitutes deception. The other, related difficulty arises from the tendency of the able-bodied in contemporary society to reinforce the activity of passing despite its frequent condemnation as a form of pretense or fraud. We draw upon recent scholarship on transgender and disability passing to criticize and explore (...) some alternatives to the problematic theory of personal identity that is presupposed by the claim that passing as abled always amounts to deceit. We additionally demonstrate the moral indefensibility of society’s reinforcement of disability passing by showing that it may derive, at least in part, from ablest assumptions concerning distributive justice as it relates to disabled individuals. (shrink)

1. De jezuïten -- 4. Een zwerm getuigen -- 5.-6. De filosofie van Leuven -- 7. Op zoek naar zijn en zin -- 8. Katholieken en hun filosofie.

1. De jezuïten -- 4. Een zwerm getuigen -- 5.-6. De filosofie van Leuven -- 7. Op zoek naar zijn en zin -- 8. Katholieken en hun filosofie.

In the past 20, years the impact of progressive educational theories have become influential in nurse education particularly in relation to partnership and empowerment between lecturers and students and the development of student autonomy. The introduction of these progressive theories was in response to the criticisms that nurse education was characterized by hierarchical and asymmetrical power relationships between lecturers and students that encouraged rote learning and stifled student autonomy. This article explores how the work of Michel Foucault can be mobilized (...) to think about autonomy in three different yet overlapping ways: as a historical event; as a discursive practice; and as part of an overall strategy to produce a specific student subject position. The implications for educational practice are that, rather than a site where students are empowered, nurse education is both a factory and a laboratory where new subjectivities are continually being constructed. This suggests that empowering practices and disciplinary practices uneasily co‐exist. Critical reflection needs to be directed not only at structural dimensions of power but also on ourselves as students and lecturers by asking a Foucauldian question: How are you interested in autonomy? (shrink)

This rather miscellaneous category is a fairly straightforward one and need not detain us long. Its distinguishing feature is that the trials comprised in it are not to be thought of as having been transferred to Athens from other cities where they might have been expected to take place, but were from their very nature triable only at Athens and nowhere else. They can be divided up in various ways. One possible method of classification would be to distinguish between trials (...) which were essentially administrative decisions and those which were criminal prosecutions, whether of individuals or of cities collectively. (In the whole category we are now considering, it must be remembered, there are no cases which we should have called ‘civil’ as opposed to ‘criminal’. (shrink)

In his book The rediscovery of the mind John Searle claims that unconscious mental states (1) have first-person "aspectual shape", but (2) that their ontology is purely third-person. He attempts to eliminate the obvious inconsistency by arguing that the aspectual shape of unconscious mental states consists in their ability to cause conscious first-person states. However, I show that this attempted solution fails insofar as it covertly acknowledges that unconscious states lack the aspectual shape required for them to play a role (...) in psychological explanation. (shrink)

Purely by questioning Socrates has elicited from an uninstructed slave the conclusion that the square on the diagonal of a square is twice the original square in area. Then comes a part of the dialogue which I translate:Socrates. This knowledge, then, that he has now, he either got some time, or always had?Meno. Yes.

Christian Democracy, which may briefly be defined as organised political action by Catholic democrats, has been a major political force in Western Europe since the Second World War, not least in France. The aim of this book, first published in 1973, is to trace the Development of Christian Democracy in France from its origins in the 1830s to the present day, discussing its theories and its importance in French history and politics, with particular reference to the Fourth Republic when the (...) MRP was one of the key centre parties. Dr Irving provides a thorough analysis of MRP, its economic, foreign and colonial policies, and gives reasons for the relative decline of French Christian Democracy in the 1960s. This French movement has been little understood in Britain and a throrough history has been badly needed. This study will be valuable to all those who, in the context of a United Europe, wish to understand the political forces at work at its conception. It will be valuable especially to students of modern history and politics. (shrink)

What aspects of the data from studies of acquired category- specific impairments are relevant to theories of knowledge representation? Discussion in the target article focuses on the living/nonliving dichotomy. However, many case studies reveal considerably more complex patterns of impaired and preserved performance that undermine this distinction. We consider this evidence and discuss its implications for theories of knowledge representation.

(1984). Reading Accuracy as a Function of Teaching Strategy, Personality and Word Complexity in Seven‐year‐old Children. Educational Studies: Vol. 10, No. 3, pp. 263-272.

Hegel's influence on post-Hegelian philosophy is as profound as it is ambiguous. Modern philosophy is philosophy after Hegel. Taking leave of Hegel's system appears to be a common feature of modern and post-modern thought. One could even argue that giving up Hegel's claim of totality defines philosophy after Hegel. Modern and post-modern philosophies are philosophies of finitude: Hegel's philosophy cannot be repeated. However, its status as a negative backdrop for modern and post-modern thought already shows its pervasive influence. Precisely in (...) its criticism of Hegel, modern thought is bound up with his thinking. (shrink)