David Hume's contributions span every branch of human inquiry: ethics, epistemology, metaphysics, political philosophy, aesthetics, religion, and economics. While reams of scholarship have been devoted to Hume's thought, his work on economics is still relatively unexplored. In this book, philosopher Margaret Schabas and intellectual historian Carl Wennerlind provide the definitive account of Hume's "worldly philosophy." Hume, they show, was intent on getting out of the armchair and ensuring that his philosophy had practical implications-to subdue superstition, soften religious zealotry, and (...) promote harmonious relations in modern society. Part of this endeavor involved material betterment, and Hume brought to his economic thought a richly astute understanding of human agency, of how our minds work and prompt our actions. The authors paint him as the quintessential proponent of liberalism and a dedicated supporter of commercial modernization. However, they note that he was not an unqualified enthusiast-he saw the potential of modern commerce to increase debt, fuel runaway inflation, and feed factionalism in political rule, for example, and he fretted over the potential for international conflicts to spiral out of control. Given Hume's friendship with Adam Smith, and his influence over nineteenth-century thinkers as prominent as Thomas Malthus, John Stuart Mill, and Karl Marx, a serious appraisal of this side of his oeuvre is long overdue. As two of Hume's closest readers, Schabas and Wennerlind offer just that in this delightfully wide-ranging exploration of the history of philosophy and modern economic thought. (shrink)

" Reflexivity" is defined as the regular exercise of the mental ability, shared by all normal people, to consider themselves in relation to their contexts and vice versa. In addition to this sociological interest, it allows us to hold idle or trivial internal conversations. Focussing fully on this phenomenon, this book discusses the three main questions associated with this subject in detail. Where does the ability to be "reflexive" comes from? What part do our internal reflexive deliberations play in designing (...) the courses of action we take: subordinate to habitual action or not? Is "reflexivity" a homogeneous practice for all people and invariant over history? In addressing these questions, contributors engage critically with the most relevant studies by luminaries such as G.H Mead, C.S. Pierce, Habermas, Luhmann, Beck, Giddens and Bourdieu. Most contributors are leading Pragmatists or Critical Realists, associated with the "Reflexivity Forum" an informal, international and inter-disciplinary group. This combination of reference to influential writers of the past, and the best of modern theory has produced a fascinating book that is essential reading for all students with a serious interest in social theory or critical realism. (shrink)

John Ziman-- the much-missed-- reminds us that 'no man is an island', and takes us to task for working from an individualistic theoretical base. That 'us' includes nearly all social scientists, and most Anglo-American philosophers too. For sure, it includes cognitive scientists, who theorize people in terms of concepts drawn from cybernetics and/or artificial intelligence. (I'll use the term 'computational concepts' broadly, to cover both types.) Indeed, it's a common complaint that cognitive science is overly individualistic.

This book addresses one of the most urgent questions in American society today, one that is currently in the spotlight and hotly debated on all sides: Who shall rule the schools--parents or educators? _School Choice or Best Systems: What Improves Education?_ presents an overview of research and practical applications of innovative--even radical--school reforms being implemented across the United States. These fall along a continuum ranging from "parental choice" to "best systems." At the one extreme are schools of choice, which allow (...) parents to choose and even govern schools for their children. These include charter schools, traditional private and parochial schools, schools that are privately governed but publicly funded through vouchers, and those that are funded by private scholarships provided by both corporations and wealthy individuals. At the other extreme are centralized state or district systems, based on reform initiatives and new systems of education that have been developed in response to views of citizens and legislators that schools can do much better. These schools, which specify uniform goals, policies, and programs for each school, are highly innovative systems based on research or representing advanced thinking about "what works," and have attracted wide interest. Important questions related to schools of choice and best systems are addressed: How can we choose among schools of choice and best systems? Among the various approaches within each of these alternatives? How can we understand their guiding principles and operational practices? What results do they produce? How can we evaluate their claims? In choosing among the alternatives, how should issues of student achievement, accountability, costs, feasibility, and equity be factored in? This volume brings together leading researchers and education leaders who have carried out the latest studies and advances in the field, providing a forum for them to set forth the arguments and evidence that will be most helpful in making choices for tomorrow's schools. It does not provide a single "right" answer--values and preferences differ across parents, schools, districts, and states. However, there are benefits for all from seeing the rigorous research, challenging thinking, and alternate points of view this volume presents. (shrink)

This volume examines the influence that Epicureanism and Stoicism, two philosophies of nature and human nature articulated during classical times, exerted on the development of European thought to the Enlightenment. Although the influence of these philosophies has often been noted in certain areas, such as the influence of Stoicism on the development of Christian thought and the influence of Epicureanism on modern materialism, the chapters in this volume forward a new awareness of the degree to which these philosophies and their (...) continued interaction informed European intellectual life well into early modern times. The influence of the Epicurean and Stoic philosophies in the areas of literature, philosophy, theology, and science are considered. Many thinkers continue to perceive these philosophies as significant alternatives for understanding the human and natural worlds. Having become incorporated into the canon of philosophical alternatives, Epicureanism and Stoicism continued to exert identifiable influences on scientific and philosphical thought at least until the middle of the eighteenth century. (shrink)

As part of Delmar's Core Introductory Nursing Textbook Series, this text examines the issues that are at the very heart of today's health care delivery system. By examining theories, models, and principles that served as guides for ethically sound behavior, the text flows from the personal level, to the professional, and finally to the global domain. Discussion of pricipled behavior on the personal level includes values clarification, moral development, and a discussion of how this behavior affects a nurse's everyday life. (...) The section related to prefessional and legal issues in nursing includes discussion of autonomy, authority, accountability, codes of practice, scholarship issues, and practice issues related to health care providers, systems within which nurses work, technology, and patient self-determination. There is an examination of global issues that affect nursing, including political, economic, social, gender, transcultural, and spiritual issues. Acknowledging changing trends in the health care field, this book is offered as a tool for student nurses to use in the process of learning to make sound choices and act in principled ways. (shrink)

This paper argues that the cognitive sciences need to incorporate aesthetic study of the arts into their methodologies in order to fully understand the nature of human cognitive processes, because the arts reflect insights into human experience that are unobtainable by the methodologies of the natural sciences. These insights differ from those acquired by scientific exploration because they arise not from the conceptual logic of reason but from the precategorial intuition of imagination. Aesthetics provides a methodology whereby we are able (...) to understand how art enables us to experience emotions caused by sense impressions. This methodology lies at the heart of Giambattista Vico’s Principi di scienza nuova (1725-44), which attempts to account for the way we live and participate in cultural, social, and civic communities. Vico’s theory challenges certain Western philosophical presuppositions that still inform much of cognitive science, such as the relation of language to our experience of the natural world, the nature of subjective and objective representations, and the role of the arts in the evolutionary development of the human mind. In basing my approach to literature on Vico’s, Susanne K. Langer’s (1953, 1967) and Merleau-Ponty’s (1962[1945], 1968) theories, I argue that the language of literature is distinguished from conventional language use by its imaginative use of aesthetic patterns that make manifest the inherent character of the external world as we experience it. By introducing the concepts of minding, metaphor, and icon as structures of the imagination, I show how the language of poetic expression in Matthew Arnold’s poem, “Dover Beach,” enables us to apprehend the ways in which we intuitively participate in the reality that underlies our conscious experience. Such participation occurs because sensory impressions of the world we experience cause modifications in the human mind that result in affective responses. Current research in the cognitive sciences increasingly indicates that such modification occurs; aesthetic study of the arts provides a means whereby we can know what it is like to experience such modifications. (shrink)

May social unity - the unity of a society or social group - be a matter of sharing values? Political philosophers disagree on this topic. Kymlicka answers: No. Devlin and Rawls answer: Yes. It is argued that given one common 'summative' account of sharing values a negative answer is correct. A positive answer is correct, however, given the plural subject account of sharing values. Given this account, those who share values are unified in a substantial way by their participation in (...) a joint commitment. Some consequences of such sharing of values for the liberty of the people involved are noted. (shrink)

This collection reconsiders canonical figures and the formation of disciplinary boundaries during the Scientific Revolution.

I defend moral objectivism against charges that it cannot plausibly preserve or explain morality's action-guiding nature. I take as my starting point the intuitive view that morality has a special connection to motivation: one who genuinely accepts a moral verdict must have a motivating reason to follow its dictates and, indeed, must often enough be motivated to act as it recommends. ;Many have argued that this connection vindicates subjectivism. Some argue that there can be no universally accessible truths whose acknowledgements (...) necessarily give one reason to act, because all reasons for action are based on desires that vary across rational agents. I argue against the Humean doctrine, implicit in this claim, that beliefs alone cannot move rational agents. The 18th-century metaphors of "passive" belief and "active" desire rest on arguments which either beg the question, equivocate, or misunderstand what would be involved in attributing the appropriate motivational power to belief. Others ground their objection in morality's holistic tie to desire, claiming that desires distort truth, rather than reveal it to us. I argue that there is nothing mysterious about the idea that possession of certain desires can be preconditions to seeing how things are. (shrink)