Artificial intelligence is rapidly and radically changing our lives and world. This book is a multidisciplinary engagement with the present and future impacts of AI from the standpoint of Christian faith. It provides technological, philosophical, and theological foundations for thinking about AI, as well as a series of reflections on the impact of AI on relationships, behavior, education, work, and moral action. The book serves as an accessible introduction to AI as well as a guide to wise consideration, design, and (...) use of AI by examining foundational understandings and beliefs from a Christian perspective. (shrink)

The use of cost-benefit analysis (CBA) in environmental decision-making and the contingent valuation (CV) technique as input into traditional CBA to elicit environmental values in monetary terms has stimulated an extensive debate. Critics have questioned the appropriateness of both the method and the technique. Some alternative suggestions for the elicitation of environmental values are based on a social process of deliberation. However, just like traditional economic theory, these alternative approaches may be questioned on their implicit value judgements regarding the legitimacy (...) of the social-political organisation of the process of value elicitation. Instead of making assumptions a priori, research efforts should be focused on the processes by which actual public attitudes and preferences towards the environment can best be elicited and fed into environmental or other public policy decision-making. In the study presented in this paper, support was found for both the individual WTP based approach and a participatory social deliberation approach to inform the environmental decision-making process, suggesting that a combination of both approaches is most appropriate. (shrink)

This paper considers the problem that arises when the number of patients who need a resource exceeds the supply. An initial decision-making model is proposed that uses two essential criteria, medical prognosis and the priority of life-threatening situations. The model is then subjected to the criticism that it is grotesque to ignore questions relating to the value of, for example, a productive mother over against an aged recluse, and to treat them as having equal rights to access. It is argued (...) that this criticism need not be an expression of prejudice but may reflect a defendable view in which utilitarian considerations enter into the selection process provided that certain fundamental, or 'deontological' rights are observed for all. In the light of the discussion the model is modified in order to contain both a non-utilitarian feature that stresses the intrinsic importance of all persons, and a utilitarian feature that can allow one, in certain circumstances, to take consequences into account, especially those that follow from the 'irreplaceability' of some people. (shrink)

G Langford; Education, Journal of Philosophy of Education, Volume 2, Issue 1, 30 May 2006, Pages 31–41, https://doi.org/10.1111/j.1467-9752.1968.tb00442.x.

Glenn Langford; Education and Values, Journal of Philosophy of Education, Volume 22, Issue 2, 30 May 2006, Pages 283, https://doi.org/10.1111/j.1467-9752.1988.t.

Glenn Langford; Education is of the Whole Man, Journal of Philosophy of Education, Volume 13, Issue 1, 30 May 2006, Pages 65–72, https://doi.org/10.1111/j.1467-.

Glenn Langford; Learning and Knowledge, Journal of Philosophy of Education, Volume 12, Issue 1, 30 May 2006, Pages 41–50, https://doi.org/10.1111/j.1467-9752.19.

Glenn Langford; Reply to Adrian Thatcher, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 129–136, https://doi.org/10.1111/j.1467-975.

In this note, I defend Melia 2000 against objections in Daly and Langford 2010. I show that my formulation of the Comprehension Schema is correct while their modification is inadequate and that their approach to the problem through infinitary sentences is irrelevant to my original arguments. Finally, I argue that it is not a puzzle that we could find mathematics indispensable in our theorising, even when the mathematics is false.

In his paper ‘The Problem of the Meaning of “Miracle” , Professor Michael J. Langford proffers a concept of miracles that derives its intelligibility from the familiar phenomenon of the interaction of minds. Miraculous occurrences are portrayed as a variant, though abnormal, form of what we may term ‘inter-psychosomatic influence’, God's mind being the ultimate determinant. Langford thinks that to speak significantly of miracles, the phenomenon should be understood as ‘not totally dissimilar to our previous experience’ ; hence (...) the familiar notion of inter-psychosomatic influence. He thinks, too, that to talk of miracles as God interfering directly with the natural order would be to admit that such interference would not upset our concept of human nature and responsibility, a consequence which, to Langford, would make it inconsistent for Christians to maintain the free-will defence in the face of the problem of evil. According to Langford, human interference with the natural order does not vitiate the preconditions of human responsibility, and so he thinks that his concept of miracle, which is only ‘an extension of the same phenomenon, of a kind that also does not disrupt either human freedom or the stable order that is the necessary context for human life’ , will provide a way out of the dilemma. Having agreed with Hume and Flew that it would be unreasonable ‘to explain an unusual event by introducing divine causation if we hadn't already got independent evidence for the divine’ , Langford nevertheless maintains that ‘unthought possibilities’ should not be ruled out in the manner of a ‘prejudiced theorist’ . He thinks that such possibilities are left open in his concept of miracle, which makes the prior assumption that ‘independent grounds for belief in God’ exist before affirming that, given that God exists, miracles may be consistently and substantively understood in terms of a special distinguishable sort of inter-psychosomatic influence. He concedes, of course that his concept would rule out ‘those miracles that appear to be quite apart from the working of grace through human minds’ . I think, however, that Langford's thesis is faulty at key places. (shrink)

Books reviewed:James D. G. Dunn and John W. Rogerson, Eerdmans Commentary on the BibleYairah Amit, Reading Biblical Narratives. Literary Criticism and the Hebrew BibleThomas L. Leclerc, Yahweh is Exalted in Justice: Solidarity and Conflict in IsaiahNuria Calduch‐Benages, Joan Ferrer, and Jan Liesen, La sabiduría del Escriba/Wisdom of the Scribe: Diplomatic Edition of the Syriac Version of the Book of Ben Sira according to Codex Ambrosianus, with Translations in Spanish and EnglishSidnie White Crawford and Leonard J. Greenspoon, The Book of Esther (...) in Modern ResearchPaolo Sacchi, The History of the Second Temple PeriodMary E. Mills, Biblical Morality. Moral Perspectives in Old Testament NarrativesRichard Swinburne, The Resurrection of God IncarnateH. Benedict Green, Matthew, Poet of the BeatitudesC. K. Barrett, On Paul. Essays on His Life, Work and Influence in the Early ChurchMichael D. Goulder, Paul and the Competing Mission in CorinthByron R. McCane, Roll Back the Stone: Death and Burial in the World of JesusMagnus Zetterholm, The Formation of Christianity in Antioch: A Social‐Scientific Approach to the Separation between Judaism and ChristianityDale V. Irvin and Scott W. Sunquist, History of the World Christian Movement, Volume I: Earliest Christianity to 1453Francis Clark, The ‘Gregorian’ Dialogues and the Origins of Benedictine MonasticismMichael Frassetto, The Year 1000: Religious and Social Response to the Turning of the First MillenniumPatrick Nold, Pope John XXII and his Franciscan Cardinal: Bertrand de la Tour and the Apostolic Poverty ControversyTeresa P. Reed, Shadows of Mary: Reading the Virgin Mary in Medieval TextsMichael D. Bailey, Battling Demons: Witchcraft, Heresy, and Reforma in the Late Middle AgesColm Lennon, An Irish Prisoner of Conscience of the Tudor Era: Archbishop Richard Creagh of Armagh, 1523–86Judith S. Graham, Puritan Family Life: The Diary of Samuel SewallCrawford Gribben, The Puritan Millennium. Literature and Theology, 1550‐1682M. Feingold, Jesuit Science And The Republic of LettersRobert Bireley, The Jesuits And The Thirty Years War: Kings, Courts, and ConfessorsTorkel Brekke, Makers of Modern Indian Religion in the Late Nineteenth CenturyP. Koslowski, The Concept of God, the Origin of the World, and the Image of the Human in the World ReligionsPeter Koslowski, The Origin and the Overcoming of Evil and Suffering in the World ReligionsJ. H. Laenen, Jewish Mysticism: An IntroductionBarbara Bowe, Biblical Foundations of Spirituality: Touching a Finger to the FlameThomas G. Weinandy and Daniel A. Keating, The Theology of St Cyril of Alexandria. A Critical AppreciationJames D. G. Dunn, Jesus Remembered: Christianity in the Making, Volume 1Daniel W. Hardy, Finding the Church: The Dynamic Truth of AnglicanismS. Mark Heim, The Depth of the Riches: A Trinitarian Theology of Religious EndsJohn Webster, Word and Church. Essays in Christian DogmaticsAlister E. McGrath, A Scientific Theology. Volume 1: NatureJames Alison, On Being LikedMichael J. Langford, A Liberal Theology for the Twenty‐First Century: A Passion for ReasonGuy Mansini and James G. Hart, Ethics and Theological Disclosures:The Thought of Robert SokolowskiMark A. Wrathall, Religion After MetaphysicsGerd Van Riel, Pleasure and the Good Life: Plato, Aristotle, and the NeoplatonistsNomy Arpaly, Unprincipled Virtue: An Inquiry into Moral AgencyGernot Böhme, Ethics in Context: The Art of Dealing with Serious QuestionsErica Appelros, God in the Act of Reference: Debating Religious Realism and Non‐RealismMark C. Murphy, Natural Law and Practical RationalityRichard Brian Davis, The Metaphysics of Theism and ModalityJ. Brower and K. Guilfoy, The Cambridge Companion to AbelardBrian Davies, Thomas Aquinas: Contemporary Philosophical PerspectivesStephen J. Pope, The Ethics of AquinasKevin White and Romanus Cessario, On The Virtues John CapreolusSteven Shakespeare, Kierkegaard, Language and the Reality of GodSusan M. Felch and Paul J. Contino, Bakhtin and Religion: A Feeling for FaithRuth Coates, Christianity in Bakhtin: God and the Exiled AuthorDavid Michael Levin, The Philosopher's Gaze: Modernity in the Shadows of EnlightenmentCharles Guignon and David R. Hiley, Richard RortyCelia E. Deane‐Drummond, Biology and Theology TodayOswaldo de Rivero, The Myth of Development: The Non‐Viable Economies of the 21st Century. (shrink)

Articles by two American mathematicians, E. V. Huntington and Oswald Veblen, are discussed as examples of a movement in foundational research in the period 1900-1930 called American postulate theory. This movement also included E. H. Moore, R. L. Moore, C. H. Langford, H. M. Sheffer, C. J. Keyser, and others. The articles discussed exemplify American postulate theorists' standards for axiomatizations of mathematical theories, and their investigations of such axiomatizations with respect to metatheoretic properties such as independence, completeness, and consistency.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Handbook of Research and Policy in Art EducationCharles M. DornHandbook of Research and Policy in Art Education, edited by Elliot Eisner and Michael Day. Mahwah, N.J.: Lawrence Erlbaum, 2004, 879 pp., $90.00 paper.The Handbook of Research and Policy in Art Education is an 875-page compendium of articles addressing nearly every conceivable issue in the field and is, if nothing else, a valuable tour de force for any reader (...) who wants to come up to speed on issues in the field. It is not, however, either strictly a handbook or a complete exploration of either art education policy or research. This in no way diminishes its potential value as a source for policy issues and research that are of significant concern to the field.The publication presents 36 individual or joint authored chapters on (1) historical currents in art education, (2) policy perspectives impacting the teaching of art, (3) learning in the visual arts, (4) teaching and teacher education, (5) forms of assessment in art education, and (6) emerging visions of the field. Each of the six sections begins with a short introductory statement by the researcher responsible for reviewing the essays in that session. These section editors include F. Graeme-Chalmers, Ralph Smith, Anna Kindler, Enid Zimmerman, Elisabeth Soep, and Arthur Efland. Forty-one authors contributed to the book's contents, all of which have nationally recognized expertise in handling the topic discussed.Editors Elliot Eisner and Michael Day view the book as an effort to bring together research and theory, policy, and concepts that guide and give shape to what people in art education try to accomplish—which is, of course, a rather ambitious goal. Even the editors admit the Handbook meets some but not all of these competing orientations. They also claim that the Handbook serves as an assertion that art education is a scholarly field, perhaps even to a fault through mostly ignoring qualitative issues regarding goals, expressive art form, and aesthetics. Also, the editors admit that the Handbook will be a disappointment, which is true, especially with respect to its emphasis on rationales rather than policy problems, on assessment appreciation rather than policy and research, on assessment in art education history as a record of events rather than as policy windows, and on emerging visions as older forms of social and political discourse rather than policy issues, implementation, and evaluation.Nevertheless, the Handbook addresses a number of important policy issues, providing well-developed and valuable views of the field by a variety of important authors and, in some cases, with some rarely seen insights into the nature of the field. I will only review the most salient ideas of the chapter authors in each of the six sections and then comment on what I believe are promising, and sometimes somewhat troubling, directions pointed out in the chapters, including what promises have not been fulfilled. [End Page 111]Section I, on historical currents, includes chapters by F. Graeme Chalmers; Mary Ann Stankiewicz, Pat Amburgy, and Paul Bolin; and John Howell White. Chalmers provides a very thorough overview of the literature on the history of art education, including what he calls the broad perspectives on art education, history, and research interests of art education historians. Overall, he references nearly 300 publications. Stankiewicz, Amburgy, and Bolin then address specific movements in nineteenth-century art education and art, including a brief history of the social function of art, drawing instruction in schools, industrial drawing, manual training, the arts and crafts movement picture study, and progressive education with over 120 references. White, who follows, provides a similar review of major forces, focusing mainly on art education influences in the twentieth century, addressing the contributions of various art educators, arts organizational leaders, artists, government initiatives, and the critical and divergent influences of key post–WW II art education writers. He also documents his work with nearly 300 sources.Section II, on policy perspectives, contains seven chapters, including ones by Ralph Smith; Samuel Hope; Constance Bumgarner Gee; Lois Hetland and Ellen Winner; H. Gene Blocker; and E. Louis Langford and Kelly Scheffer. In Section II, Sam Hope outlines the power of policy and its effect... (shrink)

_International Library of the Philosophy of Education _reprints twenty-four distinguished texts published in this field over the last half-century and includes works by authors such as Reginald D. Archambault, Charles Bailey, Robin Barrow, Norman J. Bull, D. E. Cooper, R. F. Dearden, Kieran Egan, D. W. Hamlyn, Paul H. Hirst, Glenn Langford, D. J. O'Connor, T. W. Moore, D. A. Nyberg, R. W. K. Paterson, R. S. Peters, Kenneth A Strike, I. A. Snook, John and Patricia White, and John (...) Wilson. Themes discussed include: Liberal education, moral education, the aims of education, the education of teachers, adult & continuing education and the philosophical analysis of education. _Available now at a special introductory price. This price is applicable until 3 months after publication. For more information, please contact us._. (shrink)

According to philosophical orthodoxy, there are informative criteria of identity over time. Anti-criterialism rejects this orthodoxy and claims that there are no such criteria. This paper examines anti-criterialism in the light of recent attacks on the thesis by Matt Duncan, Sydney Shoemaker and Dean Zimmerman. It is argued that those attacks are not successful. Along the way, a novel strategy to defend anti-criterialism against the critics’ most challenging objection is developed. Under-appreciated difficulties for criterialism are also raised which, I claim, (...) there is no obvious way to solve. It is concluded that anti-criterialism may be a much stronger rival to criterialism than is often supposed. (shrink)

This article defends novel approaches to what we are and how we persist. First it is claimed that we have disjunctive persistence conditions: we can persist by way of either biological continuity or psychological continuity. Then it is claimed that we are neither human beings nor persons essentially. Rather, we are essentially bio-psycho-continuers, a concept to be explained along the way. A variety of objections are considered and found wanting.

The contributors to this collection of essays offer a stimulating and varied range of approaches to this developing area. The volume includes discussions on the concept of education and such related topics as indoctrination and the nature and scope of the theory of education. Aspects of education including the field of moral education, and issues which are reflected prominently in the curricula of such subjects as Mathematics and Science in schools and colleges are considered.

David Lewis's cohabitation theory suffered damaging criticism from Derek Parfit. Though many have defended versions of Lewis's theory Parfit's criticism has not been answered. This paper shows how to defend the cohabitation theory against Parfit's criticism.

Glenn Langford; Teaching as a Social Practice: a reply to S. B. Brooke-Norris, Journal of Philosophy of Education, Volume 20, Issue 2, 30 May 2006, Pages 235–24.

Glenn Langford; XI—Rules, Moral Rules and the Subjects of Moral Predicates, Proceedings of the Aristotelian Society, Volume 69, Issue 1, 1 June 1969, Pages 187–.

Subject-Sensitive Invariantism (SSI) and Epistemic Contextualism (EC) are rival theories in epistemology. Both involve shifting epistemic standards, but they differ in how they explain this shiftiness. SSI is primarily a metaphysical thesis about the knowledge relation, whereas EC is primarily a semantic thesis about knowledge attributions. This paper revisits some of the central problems faced by SSI, especially those concerning Dutch books and third-person knowledge ascriptions. The main aim is to show that existing responses that stay true to SSI do (...) not succeed, leaving SSI in serious jeopardy. Some strategies put forward by, or on behalf of, SSI-friendly philosophers fare better. But these involve forsaking central features of SSI, ceding ground to EC, and falling back on a defense of impurism. I sketch what such an impurist fallback position might look like and argue that the more ground it cedes to EC, the more attractive it will be. It is shown that such an impurist, contextualist position can handle all the difficulties I discuss in relation to SSI. The paper concludes by briefly considering what new challenges this kind of position faces instead. (shrink)

The threshold problem for knowledge is the problem of saying where the threshold for knowledge lies in various cases and explaining why it lies there rather than elsewhere. Pragmatic encroachment is the idea that the knowledge-threshold is sensitive to practical factors. The latter idea seems to help us make progress on the former problem. However, Jessica Brown has argued that appearances are deceiving in this case: the threshold problem is still a thorny one even for those who accept pragmatic encroachment. (...) This paper takes a look at Brown’s arguments and at Michael Hannon’s recent attempt to respond to them. Hannon’s response is shown to face serious difficulties and a novel alternative response to Brown is provided. The paper also takes up an issue Brown raises very briefly concerning cases in which a proposition is relevant to multiple stakes which a subject faces at a given time. It turns out that there is a good deal more to be said about how defenders of pragmatic encroachment should try to handle such cases than Brown permits. (shrink)

“The potential dangers of ignoring ethical issues exist for all business computer professionals”. Drs Langford and Wusteman, of the Computing Laboratory, The University, Canterbury, Kent CT2 7NF, reflect on their experience of teaching ethics to computer scientists and on the problems to be encountered in this new field of applied ethics.

Roberto Esposito: Law, Community and the Political provides an introduction to this increasingly influentialItalian theorist'sreconceptualisation ofthe relationship between law and community. Focusing primarily on Esposito's worksCatgories de l'Impolitique, Communitas and Bos, andBiopolitics and Philosophy, his work, it is argued, is animated by an abiding concern with the question of the political as that which remains unthought in the tradition of modern and contemporary political philosophy. Esposito's fundamental rethinking of the notion of community thereby breaks with the existing framework of political (...) and legal philosophy; critiquing its traditions and, in the process, rethinking the very form of critique. As the first monograph length study of Esposito in English, Roberto Esposito: Law, Community and the Politicalwill be of considerable interest to those with interests in contemporarylegal, political and philosophical thought. (shrink)

Trenton Merricks has argued that given endurantism personal identity is unanalysable in terms of psychological continuity, while Anthony Brueckner has argued against this claim. This article shows that neither philosopher has made a compelling case and also shows what it would take to settle the issue either way. It is then argued that whether personal identity is analysable or not may not be of crucial importance to those wanting to defend a psychological continuity approach to personal identity.