In lieu of an abstract, here is a brief excerpt of the content:RUSSELL AND WHITEHEAD ON THE PROCESS OF GROWTH IN EDUCATION1 HOWARD WOODHOUSE Educational Foundations / University of Saskatchewan Saskatoon, Sask., Canada S7N owo 1. RUSSELL, WHITEHEAD, AND PROCESS PHILOSOPHY W ere there no similarities between the philosophies of education of Bertrand Russell and Alfred North Whitehead, one would want to know why. Russell, after all, was Whitehead 's student as an undergraduate at Cambridge, his (...) colleague and collaborator for a dozen years working on the manuscript of Pri1!cipia Mathematica published in three volumes from 1910 to 1913, as well as his friend. Moreover, it was the sight of Whitehead's wife, Evelyn, in paroxysms of pain that prompted Russell's mystical experience in 1901, during which he tells us that he became a humanist, pacifist, and advocate of free schooling.2 In this paper, I consider the question of whether or not Russell's account of the process of growth in education is compatible with that of Whitehead. The question is important because it enables one to 1 Presented ar the annual meeting of rhe Association of Process Philosophy of Education, American Philosophical Association Central Division Meeting, Chicago, 25-7 April 1991. Brian Hendley was the respondent. I would like to thank the audience for its penetrating questions, as well as Don Cochrane, Brian Hendley, John McMurtry and Viola Safr for their comments on an earlier draft. 2 Auto., I: 149. For a psychoanalytic interpretation of Russell's "mystical illumination ", see Bennett and Nancy Simon, "The Pacifist Turn: an Episode of Mystic Illumination in Russell's Life", Russell, no. 13 (Spring 1974): Il-12, 17-24. Jo Vellacott believes that the term "pragmatic pacifist" more accurately desctibes Russell's ". Russell and Whitehead on the Process ofGrowth. 139 Whitehead the precise investigation of the natural world. Both the logical method and the precision of ideas that are learned in mathematics form the foundations of science and philosophy. Indeed, the structures of the physical world mirror those of mathematics, since they, too, are based upon relations among entities.1O The kind of understanding afforded by mathematics, therefore, is also the basis of philosophy, since it puts students in contact with long-lasting ideas having fundamental value, and enables them to gain a kind of liberation from the concerns of the everyday world. (2) Both Russell and Whitehead uphold the idea· that science is based on those kinds of sense-experience to which human beings have ready access (colours, sounds, smells, and observable objects, etc.).II The problem facing science at this point is to show how its generalizations are based upon these experiences. For Russell, induction fails because we can never prove the principle on the basis of experience without thereby begging the question.I:'- This is because the prin~iple of induction appeals to the future or to those unexperienced parts of the past or present with which we are not acquainted. As a result, Russell prefers to adopt a hypothetico-deductive method by which it is possible· to move from the sense-experience of everyday life to a systematic understanding of the structures of the universe. In this way, science is able to progress by means of "an application of mathematical probability to premisses arrived at independently of induction."I3 Whitehead also argues for the need for "careful scrutiny" in the manner in which we infer the existence of "the physical world [which] is, in some general sense of the term, a deduced concept."I4 In other words, like Russell, he prefers a more deductive kind of approach, suggesting that the theory of induction is the despair of philosophy.I5 10 Whitehead, The Aims ofEducation, pp. 82, 84, 89, 134, 155-7. Russell, PoM, pp. 448-9,471; PLA in LK, p. 207. II Russell, "The Relation of Sense-Data to Physics" in Mysticism and Logic, pp. 145-79. Whitehead, of course, also includes feelings as integrating features of sense experience that allow us to relate the diverse elements of such experience into a unitary whole; see Process and Reality (New York: Free P., 1969), p. 244 and Part III. 12 Russell, PP, Chap. 6. His argument is mirrored by Whitehead, op. cit., pp. 235-6. lJ Russell, HK, p... (shrink)

The question which is never entirely resolved is: what is life? Biology, claims to stand for the study of life and living things, yet we would say that it cannot make a thoroughly clear distinction between living and non living, except in some very obvious cases. There are textbook definitions, of course, based on certain notable properties such as the ability to metabolize or reproduce, but these are arbitrary. If we are familiar with the characteristics of a particular animal or (...) plant, we know enough to be able to pronounce that it is dead when certain internal and external behaviours are no longer evident. Even this has difficulties - such as revealed in the arguments about whether to switch off a human life support system or not. When you find a squishy object on the seashore, can you be sure if it is alive or dead - or never living? The same dilemma confronts medical scientists and microbiologists trying to decide, for example, whether viruses are living, or quasi living, or intermittently living, or what. (shrink)

Hume's place in history -- Moral psychology -- Strategic analysis -- Convention -- Political theory -- Justice as order -- Utilitarianism -- Value theory -- Retrospective.

Hardin presents an essentially economic account of what an individual can come to know and then applies this account to many areas of ordinary life: political participation, religious beliefs, popular knowledge of science, liberalism, ...

Journal Name: Semiotica Issue: Ahead of print.

When we press the “A” key on our computer keyboard, an “a” appears on our screen almost simultaneously. In between those two points there are a number of layers of computer program which communicate with each other: the keyboard controller sends a message to the operating system which is interpreted by a word processor, which then returns a message to the operating system, which communicates with the video controller and the video board sends a message that it needs an “a” (...) and this is mapped as a group of pixels which light up on the screen. Except that none of this actually happens. At the level of physical reality, all that happens is the shifting of magnetic fields and the passing of electrons. The electrons orbiting atoms slide from one atom to the next along wires, among silicon and metal. Entities like computer programs and operating systems are. (shrink)

In Philebus, Plato makes clear his view that pleasure is actually part of the agent's own goodness, because her goodness consists in, among other things, the sorts of attitudes she has and perspectives she adopts in the various dimensions of her life, and her pleasure is itself just such a crucial attitude and perspective. When Plato says that pleasure is necessary for happiness, he does not mean that good character could never be enough for happiness without pleasure. Rather, as the (...) dialogue unfolds he reveals that pleasure is actually a part of good character as a whole, the product of reason's transforming all dimensions of the self. Since good character, or virtue, is this sort of whole, pleasure is necessary for happiness, because virtue is sufficient for happiness. Thus, the key to understanding Plato's position can be found in his analysis of the nature of pleasure and how it functions in a person's life. This chapter argues that in Plato's Philebus the pleasure of a virtuous character is necessary and important for happiness because it is a necessary and important part of that character, which, in turn, is what determines happiness. (shrink)

Any serious ethical discussion of the enhancement of human nature must begin with a reasonably accurate picture of the causal-historical structure of the living world. In this Comment, I show that even biologically sophisticated ethical discussions of the biomedical enhancement of species and speciel natures are susceptible to the kind of essentialistic thinking that Lewens cautions against. Furthermore, I argue that the same evolutionary and developmental considerations that compel Lewens to reject more plausible conceptions of human nature pose equally serious (...) problems for some prominent critiques of biomedical enhancement that presuppose the existence of a “given” biological potential that can be distorted by agentic cultural influences. (shrink)

Kitāb-i avval. Falsafah-i qadīm -- Kitāb-i duvvum. Falsafah-ʼi Qurūn-i Vusṭá -- Kitāb-i sivvum. Falsafah-ʼi jadīd.

This chapter contains sections titled: Participatory Democracy Social Capital and Participatory Democracy Ideal Theory Deliberative Democracy Audience Democracy Corporate Democracy Normative Claims for Democracy Concluding Remarks Notes References.