What are the most fundamental features of the world? Do minds stand outside the natural order? Is a unified picture of mental and physical reality possible? The Mind in Nature provides a staunchly realist account of the world as a unified system incorporating both the mental and the physical.

The development of a compositional model shows the incoherence of such notions as levels of being and both bottom-up and top-down causality. The mathematization of nature through the partial considerations of physics qua quantities is seen to lead to Pythagoreanism, if what is not included in the partial consideration is denied. An ontology of only probabilities, if not Pythagoreanism, is equivalent to a world of primitive dispositionalities. Problems are found with each. There is a need for properties as well as (...) quantities and these properties must be qualitative as well as dispositional. So there is a need for physical qualia (qualities) for the depiction of the intrinsic character of the finest interstices of nature. (shrink)

'Why did the window break when it was hit by the stone? Because the window is brittle and the stone is hard; hardness and brittleness are powers, dispositional properties or dispositions.' Dispositions are essential to our understanding of the world. This book is a record of the debate on the nature of dispositions between three distinguished philosophers - D. M. Armstrong, C. B. Martin and U. T. Place - who have been thinking about dispositions all their working lives. Their distinctive (...) accounts cover many of the issues surrounding dispositions such as the nature of mind, matter, universals, existence, laws of nature and causation. Dispositions illuminates this central topic in analytic philosophy and at the same time highlights deeper concerns of metaphysics. (shrink)

Dispositions are essential to our understanding of the world. Dispositions: A Debate is an extended dialogue between three distinguished philosophers - D.M. Armstrong, C.B. Martin and U.T. Place - on the many problems associated with dispositions, which reveals their own distinctive accounts of the nature of dispositions. These are then linked to other issues such as the nature of mind, matter, universals, existence, laws of nature and causation.

IT IS SHOWN IN DETAIL THAT RECENT ACCOUNTS FAIL TO DISTINGUISH BETWEEN INTENTIONALITY AND MERELY CAUSALLY DISPOSITIONAL STATES OF INORGANIC PHYSICAL OBJECTS—A QUICK ROAD TO PANPSYCHISM. THE CLEAR NEED TO MAKE SUCH A DISTINCTION GIVES DIRECTION FOR FUTURE WORK. A BEGINNING IS MADE TOWARD PROVIDING SUCH AN ACCOUNT.

"Is higher education a right, or a privilege? This author argues that all citizens in a free and open society should have an unconditional right to higher education. Such an education should be costless for the individual and open to everyone regardless of talent. A readiness and willingness to learn should be the only qualification. It should offer opportunities that benefit citizens with different interests and goals in life. And it should aim, as its foundational moral purpose, to help citizens (...) from all walks of life live better, freer lives. Using concepts and ideas from liberal political philosophy the author argues that access to educational goods and services is something to which all citizens have a right over a full life. Such goods, it is argued, play a key role in helping citizens realize self-determined goals. Higher education should therefore be understood a basic social institution responsible for ensuring that all citizens can access such 'autonomy-supporting' goods. The book examines the implication of this justification of the right to higher education for questions of educational justice, political authority, distributive justice, civic education, and personal autonomy"--. (shrink)

I consider the question of how literally one can construe the “gauge argument,” which is the canonical means of understanding the putatively central import of local gauge symmetry principles for fundamental physics. As I argue, the gauge argument must be afforded a heuristic reading. Claims to the effect that the argument reflects a deep “logic of nature” must, for numerous reasons I discuss, be taken with a grain of salt.

(2008). The Framework of Essences in Spinoza's Ethics. British Journal for the History of Philosophy: Vol. 16, No. 3, pp. 489-509. doi: 10.1080/09608780802200489.

This volume deals with the connection between thinking-and-speaking and our form of life. All contributions engage with Wittgenstein’s approach to this topic. As a whole, the volume takes a stance against both biological and ethnological interpretations of the notion "form of life" and seeks to promote a broadly logico-linguistic understanding instead. The structure of this book is threefold. Part one focuses on lines of thinking that lead from Wittgenstein’s earlier thought to the concept of form of life in his later (...) work. Contributions to part two examine the concrete philosophical function of this notion as well as the ways in which it differs from cognate concepts. Contributions to part three put Wittgenstein’s notion of form of life in perspective by relating it to phenomenology, ordinary language philosophy and problems in contemporary analytic philosophy. (shrink)

In this paper we argue that knowledge in health care is a multidimensional dynamic construct, in contrast to the prevailing idea of knowledge being an objective state. Polanyi demonstrated that knowledge is personal, that knowledge is discovered, and that knowledge has explicit and tacit dimensions. Complex adaptive systems science views knowledge simultaneously as a thing and a flow, constructed as well as in constant flux. The Cynefin framework is one model to help our understanding of knowledge as a personal construct (...) achieved through sense making. Specific knowledge aspects temporarily reside in either one of four domains – the known, knowable, complex or chaotic, but new knowledge can only be created by challenging the known by moving it in and looping it through the other domains. Medical knowledge is simultaneously explicit and implicit with certain aspects already well known and easily transferable, and others that are not yet fully known and must still be learned. At the same time certain knowledge aspects are predominantly concerned with content, whereas others deal with context. Though in clinical care we may operate predominately in one knowledge domain, we also will operate some of the time in the others. Medical knowledge is inherently uncertain, and we require a context-driven flexible approach to knowledge discovery and application, in clinical practice as well as in health service planning. (shrink)

Current debates regarding justice in university admissions most often approach the question of access to university from a technical, policy-focussed perspective. Despite the attention that access to university receives in the press and policy literature, ethical discussion tends to focus on technical matters such as who should pay for university or which schemes of selection are allowable, not the question of who should go to university in the first place. We address the question of university admissions—the question of who should (...) go to university—from an ethical perspective. We find that most discussions draw on a generic conception of what the university is good for that is too thin to provide deliberative guidance and hold that a full account of the ethics of admissions needs to take into account the distinctive good that the university provides—knowledge and understanding. This view, we hold, does not imply that measures should not be taken to widen access to university; however, the basis for such measures should be grounded in that distinctive good in the first instance. (shrink)

Christian Georg Martin offers an argumentative reconstruction of the whole work, reading it as a critical ontology, namely as the attempt to abstract from all presuppositions and to immanently unfold conceptual determinations characterizing ...

We are never illness or disease, but, rather, always their sum in the world of day-to-day experience. Disease and illness are not closed systems, but mutually constitutive and continuously interacting worlds. In the patient’s case it is always experience as well. Pain, sickness and death help make that particular experienced identity unavoidable, and at some level ultimately inaccessible to medicine’s changing understanding of disease and tools for managing it. Health—rather than cost containment, specific conditions, or technologies—should be the central focus (...) for health care and health-care reform. A compelling reason to focus on health comes from the observation that the prevalence of disease over the .. (shrink)

Takes the student step-by-step through the intellectual problems of Medieval thought, explaining the principal lines of argument from Augustine of Hippos to the sixteenth century.

This title gathers together essays on deception, self-deception, and the intersections of the two phenomena, from the leading thinkers on the subject.

_ Source: _Volume 56, Issue 3-4, pp 340 - 366 The history of thinking about consequences in the Middle Ages divides into three periods. During the first of these, from the eleventh to the middle of the twelfth century, and the second, from then until the beginning of the fourteenth century, the notion of natural consequence played a crucial role in logic, metaphysics, and theology. The first part of this paper traces the development of the theory of natural consequence in (...) Abaelard’s work as the conditional of a connexive logic with an equivalent connexive disjunction and the crisis precipitated by the discovery of inconsistency in this system. The second part considers the accounts of natural consequence given in the thirteenth century as a special case of the standard modal definition of consequence, one for which the principle _ex impossibili quidlibet_ does not hold, in logics in which disjunction is understood extensionally. (shrink)

_Reading R. S. Peters Today: Analysis, Ethics and the Aims of Education_ reassesses British philosopher Richard Stanley Peters’ educational writings by examining them against the most recent developments in philosophy and practice. Critically reassesses R. S. Peters, a philosopher who had a profound influence on a generation of educationalists Brings clarity to a number of key educational questions Exposes mainstream, orthodox arguments to sympathetic critical scrutiny.

The aim of this paper is to set out some of the ontologies amongst which some forms of anti-realism must select. This provides the appropriate setting for presenting an alternative realist ontology. The argument is that the choice between the varieties of anti-realism and realism is inevitably a choice between ontologies.

The concept of indoctrination is typically used to characterize the actions of individual educators. However, it has become increasingly common for citizens to raise concerns about the indoctrinatory effects of institutions such as schools and universities. Are such worries fundamentally misconceived, or might some state of affairs obtain under which it can be rightly said that an educational institution is engaged in indoctrination? In this paper Christopher Martin outlines what the concept of institutional indoctrination could mean. He then uses Jürgen (...) Habermas's discourse theory in order to develop a specific conception of institutional indoctrination: an educational institution indoctrinates when it exercises its authority in order to support the deliberative norm that some belief P ought to be exempt from tests of or challenges to its truth or rightness just because it is belief P. Martin argues that this norm undermines conditions of symmetrical and inclusive public discourse essential to the development of knowledge and understanding among free and equal citizens. That is, institutional indoctrination involves a closing of the public mind. (shrink)

In “A Public Health Ethics Framework for Populations with Limited English Proficiency,” Chipman and colleagues present a valuable framework for addressing health disparities linked to limited Engli...

The task of this paper is to exhibit Wittgenstein’s method of perspicuous presentation as aiming at a distinctive kind of self-knowledge. Three influential readings of Wittgenstein’s concept of perspicuous presentation – Hacker’s, Baker’s and Sluga’s – are examined. All of them present what Wittgenstein calls the “unsurveyablity of our grammar” as a result of the “complexity” of our language. Contrary to this, a fundamental difference between matter-of-factual complexity and the unsurveyability of grammar is pointed out. What perspicuous presentations are designed (...) to deal with, isn’t, accordingly, occasioned by the complexity of our language but by an unnoticed assimilation of our own activities as speaking beings to matter-of-factual affairs. In response to this, perspicuous presentations help us to fully appropriate our activities as speakers in virtue of achieving a transparent understanding of the use of “our words”. It thus provides us with a distinctive kind of grammatical self-knowledge. (shrink)

The Mind in Nature has two central aims. First, that of defending a ‘basic ontology’. Second, having advanced a plausible ontological framework, to appeal to it to cast light on the status of intentionality and the nature of consciousness, paying particular attention to the question of what distinguishes conscious systems from those that are vegetative.Central to Martin's basic ontology is his acceptance of a realist conception of dispositionality. Contrary to the view of David Lewis and others, talk about a thing's (...) dispositions cannot be analysed as talk about a thing's behaviour in a set of counterfactual circumstances. The account of dispositions that emerges from Martin's discussion is one according to which a specific disposition is either actual or it is not. To be actual a disposition need not be manifesting any manifestation. Unmanifesting dispositions are not, therefore, unactualized possibilia – a description which, he observes, is more fitting of unmanifested manifestations. In advancing a realist conception of dispositionality, Martin also opposes those who maintain that dispositional properties reduce to …. (shrink)

Explains how Native Americans understand the world and their place in it and discusses what other cultures can learn by studying Native American beliefs and traditions.

I defend a new reading of Spinoza's account of causation that reconciles the strengths of the mechanist and formal cause interpretations by locating instances of nature's fixed and unchanging laws inside individual natures; natures are efficacious because that's where the laws are. God's necessity, for instance, follows from certain logical principles contained within God's nature. Causes between finite particulars likewise stem entirely from finite natures. They do so, I argue, because finite instances of nature's fixed and unchanging laws are inscribed (...) within those natures. In each of these instances, effects follow from natures on account of laws contained within them. (shrink)

This introduction to this special issue offers an overview of R. S. Peters' seminal role in the development of modern philosophy of education, acknowledging the originality and range of his work, and indicating his continuing importance to the field. It explains the structure and organisation of the collection and provides a rationale for this body of work as a rereading of Peters in the light of current concerns.