Have you ever wondered what the phrase “God is dead” means? You’ll find out in _Existentialism For Dummies_, a handy guide to Nietzsche, Sartre, and Kierkegaard’s favorite philosophy. See how existentialist ideas have influenced everything from film and literature to world events and discover whether or not existentialism is still relevant today. You’ll find an introduction to existentialism and understand how it fits into the history of philosophy. This insightful guide will expose you to existentialism’s ideas about the absurdity of (...) life and the ways that existentialism guides politics, solidarity, and respect for others. There’s even a section on religious existentialism. You’ll be able to reviewkey existential themes and writings. Find out how to: Trace the influence of existentialism Distinguish each philosopher’s specific ideas Explain what it means to say that “God is dead” See culture through an existentialist lens Understand the existentialist notion of time, finitude, and death Navigate the absurdity of life Master the art of individuality Complete with lists of the ten greatest existential films, ten great existential aphorisms, and ten common misconceptions about existentialism, _Existentialism_ _For Dummies_ is your one-stop guide to a very influential school of thought. (shrink)

The Lectionary, no. 15, is to be found in the Monastery of the Panagia Chozoviotissa on Amorgos, one of the Cycladic Islands. The lectionary is half-covered with a wooden plate and is made up of 341 folia of parchment, numbered on both sides with page numbers and sewn together with three unnumbered inserted bifolia illustrated with full-page miniatures. The last six folia show considerable damage below at the right due to bookworm. The folia measure approximately 29.5×22 cm. and the miniatures (...) 19.7×15.6 cm. There is no colophon in the manuscript. However, it can be dated in the middle of the eleventh century on the basis of stylistic and palaeographic evidence. The miniatures, all against a gold background, show a Deësis, St. John dictating to Prochoros, St. Luke writing, St. Gregory of Nazianzus standing, St. Mark reading and St. Athanasios standing. The portrait of St. Matthew is missing. (shrink)

This article discusses methods in the philosophy of literature and film. It begins by providing some background on PLF and how it differs from those philosophically influenced projects for understanding and interpreting literature and film most often undertaken by film and literary scholars. It then reviews the history of the study of literature and film before considering how particular filmic or literary works might function as evidence for, or as things to be explained by, general claims offered within PLF. It (...) examines the claim that literary and filmic works may themselves be sources of philosophical ideas and, sometimes, contributions to philosophy itself. It then describes Darwinian approaches to PLF. Finally, it considers the role of empirical evidence in assessing claims about the value of literature as a source of knowledge. (shrink)

This paper considers the relationship between evidence and self-fulfilling beliefs—beliefs whose propositional contents will be true just in case—and because—an agent believes them. Following Grice, many philosophers hold that believing such propositions would involve an impermissible form of bootstrapping. This paper argues that such objections get their force from a popular but problematic function-model of theoretical deliberation, and that attending to the case of self-fulfilling belief can help us see why such a model is mistaken. The paper shows that on (...) a revised model of theoretical deliberation our evidence will problematically underdetermine any appropriate doxastic attitude: when belief in a proposition is self-fulfilling, our evidence is insufficient to support belief, disbelief, or even suspended judgment toward that proposition. (shrink)

Much liberal-democratic thought has concerned itself primarily – even exclusively – with coercive interference in citizens’ lives. But political actors do things – they engage in influential speech, they offer incentives, they mislead other actors, they disrupt the expected functioning of decision-making mechanisms etc. – that fall short of coercion, yet may nonetheless call for normative evaluation and public justification, precisely because they serve to purposively alter citizens’ beliefs, intentions and behaviour. With this article, I explicate a conception of political (...) manipulation to capture this sort of interference, and to distinguish individual manipulation from the manipulation of nonindividual agents like committees, institutions and states. The account, beyond being necessary for further work on the ethics of political manipulation, should prove useful to both normative thinkers interested in power, justice and the ethics of democratic decision-making, and empirical scholars in search of a conceptual apparatus to sharpen their investigations into the exercise of subtle forms of political power. (shrink)

Introduction: the paradox of Socrates, by G. Vlastos.--Our knowledge of Socrates, by A. R. Lacey.--Socrates in the Clouds, by K. J. Dover.--Elenchus, by R. Robinson.--Elenchus: direct and indirect, by R. Robinson.--Socratic definition, by R. Robinson.--Elenctic definitions, by G. Nakhnikian.--Socrates on the definition of piety: Euthyphro 10A-11B, by S. M. Cohen.--Socrates at work on virtue and knowledge in Plato's Laches, by G. Santas.--Virtues in action, by M. F. Burnyeat.--The Socratic denial of Akrasia, by J. J. Walsh.--Plato's Protagoras and explanations of weakness, (...) by G. Santas.--Socrates on disobeying the law, by A. D. Woozley.--Plato's earlier theory of forms, by R. E. Allen.--Selected bibliography (p. 336-339). (shrink)

Bipartism is the common view that the nature of an intentional state can be wholly explained in terms of (a) its horizontal relations with other such states (as well as peripheral inputs and outputs); and (b) its vertical relations with the world. Extrapolating from Nagel, I try to show that bipartism is fundamentally mistaken. Some intentional states are conscious states, and thus there is something it is like to be in them. This phenomenology is of a piece with such states’ (...) interpretability: to know what it is like to be X at least involves being able to interpret X’s conscious intentional states. But a bi‐partist account of an intentional state is not, by itself, interpretational. So bipartist accounts, at least of conscious intentional states, are incomplete: they fail to capture their phenomenology. (shrink)

The book explores the theological understanding of the human person. It does so by placing the theology of person in Karl Rahner's writings in dialogue with the philosophy of the relational person in the works of John Macmurray. It is through the method of dialogue that new insights into the theology of person arise.

This article focuses upon monstrously generous teaching styles, enacted in neocolonial educational contexts, where the interactions between students and teachers are sometimes tense and mistrustful. The tensions between students and teachers are explained by discussing the ways in which schools—in the theoretical perspective of Roberto Esposito—operate to immunize the society against youth deemed improper. Utilizing the theories of Antonio Negri, James Baldwin, and W.E.B. Du Bois, the characterization of students as monstrous is discussed and an inversion is suggested, whereby students (...) deemed to be monstrous are considered the source of reinvigorating visions of society. The pedagogical approaches of teachers who seek to welcome and nurture monstrous students are described, relying upon the accounts of great teachers offered by educators and sociologists. In practice, monstrously generous teachers make supererogatory gestures in their interactions with students, as a way of signaling to heavily-armored youth that they are willing to enter reciprocal relationships with them. Once youth drop their armor and begin to share their perspectives, monstrously generous teachers develop multiple means of helping youth develop their worldviews, without surveillance or censor. (shrink)

ABSTRACTObjective: This study was designed to improve our understanding of prospective memory changes in ageing, and to identify the cognitive correlates of PM decline, using a virtual environment, to provide a more realistic assessment than traditional laboratory tasks.Design: Thirty-five young and 29 older individuals exposed to a virtual town were asked to recall three event-based intentions with a strong link between prospective and retrospective components, three event-based intentions with a weak link, and three time-based intentions. They also underwent retrospective episodic (...) memory, executive functions, binding in working memory, processing speed, and time estimation assessments.Results: Older individuals recalled fewer intentions than young adults. While age-related PM decline affected the recall of both prospective and retrospective components, the recall of the latter seemed more challenging for older individuals when the link was weak. This PM decline was linked to an age-related decline... (shrink)

This chapter aims to make Introduction to Objectivist Epistemology (ITOE) more accessible both to students of epistemology without a background in Objectivism and to students of Objectivism without a background in epistemology. It begins with a discussion of some figures and issues in the history of philosophy that helps to appreciate what Ayn Rand meant by the advocacy of reason and why she saw the issue of concepts as central to epistemology. The chapter then considers Rand view of consciousness and (...) sense perception, and also discusses her view of the process by which concepts and a whole system of conceptual knowledge are built upon a perceptual foundation. Next, it looks more closely at Rand's conception of objectivity and how it relates to her theory of concepts. Finally, the chapter considers the standards that follow from Rand's theory for the proper formation and use of concepts. (shrink)

Although implicit tests of positive and negative affect exist, implicit measures of distinct emotional states are scarce. Three experiments examined whether a novel implicit emotion-assessment task, the rating of emotion expressed in abstract images, would reveal distinct emotional states. In Experiment 1, participants exposed to a sadness-inducing story inferred more sadness, and less happiness, in abstract images. In Experiment 2, an anger-provoking interaction increased anger ratings. In Experiment 3, compared to neutral images, spider images increased fear ratings in spider-fearful participants (...) but not in controls. In each experiment, the implicit task indicated elevated levels of the target emotion and did not indicate elevated levels of non-target negative emotions; the task thus differentiated among emotional states of the same valence. Correlations also supported the convergent and discriminant validity of the implicit task. Supporting the possibility that heuristic processes underlie the ratings, group differences were stronger among those who responded relatively quickly. (shrink)

__ __ __The Blackwell Guide to Metaphysics__ is a definitive introduction to the core areas of metaphysics. It brings together sixteen internationally respected philosophers that demonstrate how metaphysics is done as they examine topics including causation, temporality, ontology, personal identity, idealism, and realism.

In a recent defence of what he calls "study by religion," Robert Ensign suggests that alleged divine revelations represent public forms of knowledge, which should not be excluded from the academy. But at least according to two major Christian thinkers, namely Thomas Aquinas and John Calvin, revelation is received by an act of faith, which rests on evidence that is person-relative and therefore not open to public scrutiny. If religious studies is to remain a public discipline, whose arguments may be (...) evaluated by believers and non-believers alike, it should maintain its defeasible but not yet defeated presumption of naturalism. (shrink)

According to Brentano in a much-quoted passage,Every psychological phenomenon is characterized by…intentional inherent existence of … an object… In the idea something is conceived, in the judgement something is recognized or discovered, in loving loved, in hating hated, in desiring desired, and so on.

It is known that for two given countable sets of unary relations A and B on ω there exists an infinite set H ⫅ ω on which A and B are the same. This result can be used to generate counterexamples in expressibility theory. We examine the sharpness of this result.

Role models can be highly influential in conveying ethical standards. This study investigates the influence various categories of role models have had on a population of over 1,600 undergraduate students in Texas, Oregon and Michigan. Those identifying clergy, boy scout leaders, friends and college advisors as role models exhibited less willingness to adopt questionable ethical behavior in negotation situations. Journalist and spouse role models tended to cause students to be more accepting of questionable behavior. Individuals with strong end-result and social (...) contract ethical philosophies, as well as males and those who served in the military exhibited strong tendencies toward less than ethical behavior. Individuals with strong rule ethical philosophy, high levels of religiousity, and those with a cooperative attitude in negotiations tended to adopt higher ethical standards in negotiations. (shrink)

A bounded formula is a pair consisting of a propositional formula φ in the first coordinate and a real number within the unit interval in the second coordinate, interpreted to express the lower-bound probability of φ. Converting conjunctive/disjunctive combinations of bounded formulas to a single bounded formula consisting of the conjunction/disjunction of the propositions occurring in the collection along with a newly calculated lower probability is called absorption. This paper introduces two inference rules for effecting conjunctive and disjunctive absorption and (...) compares the resulting logical system, called System Y, to axiom System P. Finally, we demonstrate how absorption resolves the lottery paradox and the paradox of the preference. (shrink)

At the fore of concern within Whitehead scholarship are the main interpretive issues revolving around the relationships of God, creativity, and the world. Some critics have charged that Whitehead’s mature thought suffers from a lack of coherence in his formulation of the relationship between God and creativity as they function in cosmic generativity, a charge proven difficult to overcome. Such critics have posed the following question. In light of Whitehead’s commitment to the Ontological Principle, how can God and creativity stand (...) as separate formative elements in the world’s creative advance? This question illustrates, some say, how the separation of God from creativity within Whitehead’s process philosophy.. (shrink)

The target article postulates that rule-based and similarity-based categorization are best described by a unitary process. A number of recent empirical dissociations between rule-based and similarity-based categorization severely challenge this view. Collectively, these new results provide strong evidence that these two types of category learning are mediated by separate systems.

Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present an (...) overview of how they have changed directions through the effective use of virtual worlds for diverse teaching and learning activities such as business scenarios and virtual excursions, role-play simulations, experimentation and language development. The case studies offer insights into the ways in which institutions are continuing to change directions in their teaching to meet changing demands for innovative teaching, learning and research in virtual worlds. This paper highlights the ways in which the authors are using virtual worlds to create opportunities for rich, immersive and authentic activities that would be difficult or not possible to achieve through more traditional approaches. (shrink)

Cultural conservatives urge curricula for critical thinking and character education as means of shoring up rational and moral truths. Cultural critics challenge not only the objectivity of the standard curricula but the very norms of objectivity used to justify it. A pragmatist account of rational and other norms leaves most of those norms intact but makes their status provisional.

LeDoux (1996) has identified a sub-cortical neural circuit that mediates fear responses in rats. The existence of this neural circuit has been used to support the claim that emotion is a non-cognitive process. In this paper I argue that this sub-cortical circuit cannot have a role in the explanation of emotions in humans. This worry is raised by looking at the properties of this neural pathway, which does not have the capacity to respond to the types of stimuli that are (...) generally taken to trigger emotion responses. In particular, the neurons in this pathway cannot represent the stimulus as a complete object or event, rather they represent the simple information that is encoded at the periphery. If it is assumed that an object or event in the world is what, even in simple cases, causes an emotion, then this sub-cortical pathway has limited use in a theory of emotion. (shrink)

It was important to James’s philosophy, especially his doctrine of the will to believe, that we could believe at will. Toward this end he argues in The Principles of Psychology that attending to an idea is identical with believing it, which, in turn, is identical with willing that it be realized. Since willing is identical with believing and willing is an intentional action, it follows by Leibniz’s Law that believing also is an intentional action. This paper explores the problems with (...) James’s thesis that attending=will=belief. An attempt is made to show that it has a salvageable core that is of considerable philosophical interest and importance. (shrink)

Im folgenden komme ich zu dem Ergebnis, daß Gott nicht wählt, welche Welt er wählen solle, er wählt vielmehr eine besondere Definition von Vollkommenheit. Diese gilt dann als Kriterium für die Wahl der Welt. Meine Argumente für dieses Ergebnis zeigen, daß jeder wohldefinierte Seinsbereich eine eigene Definition von Vollkommenheit benötigt und all diese Definitionen logisch konsistent sein müssen. Beispiele für Definitionen werden angeführt. In diesem Zusammenhang weise ich nach, inwiefern Candides moralische Einwürfe Leibniz' mathematischphysizistischen Gott nicht treffen.