Dozens of references to Epicurus and Epicureanism can be found in the writings of Nietzsche. Very little scholarly attention, however, has been paid to Nietzsche's particular interest in Epicureanism's relationship to Christianity. One motif within Nietzsche's ruminations on this larger theme is the persuasive opposing view Epicureanism is said to have offered to notions of personal immortality circulating among antiquity's “mystery religions” and nascent Christianity. This article examines Daybreak 72's highly original portrayal of Epicureanism's struggle with these rival “redemption doctrines.” (...) While perhaps not as exciting as teachings of personal immortality and posthumous recompense, Nietzsche concludes that Epicurus's calm, straightforward denial of such ideas was, in fact, “real redemption.”. (shrink)

Traces the development of Nietzsche's ideas on Jesus, St. Paul, and early Christianity.

One of several life-affirming themes in Viktor Frankl’s classic Man’s Search for Meaning is the inviolate character of human freedom. Contrasting what he calls “inner freedom” with the dire external restrictions he experienced as a prisoner at Auschwitz and other concentration camps, Frankl insists that no matter how restrictive and dehumanizing one’s situation, the exercise of this internal freedom is always a possibility. Similar sentiments are found in Camus’s The Myth of Sisyphus. Though it contains elements of a typical 1980s (...) American action movie, on closer inspection, Andrei Konchalovsky’s 1985 film, Runaway Train, proves far from typical. In interviews, Konchalovsky draws parallels between the film—based on an original screenplay by Akira Kurosawa—and philosophical themes in Dostoyevsky, and identifies the “relativity of freedom” as one of its primary concerns. My article uses Konchalovsky’s Runaway Train to shed light on the hard-won vision of the inviolate nature of human freedom on display in Frankl’s Man’s Search for Meaning. (shrink)

This paper examines several passages in which Nietzsche considers burgeoning Christianity’s relationship to the secretive “mystery cults” that flourished alongside the official state religions of ancient Rome. The purpose of this paper is four-fold. i) To shed light on an unexplored aspect of Nietzsche’s philosophy. ii) To explore the intellectual reality behind some of his specific charges concerning Pauline Christianity’s indebtedness to the ancient Mithras cult. iii) To assess the validity of several of Nietzsche’s accusations in this area in light (...) of more recent scholarship. iv) To contrast the middle-period Nietzsche’s treatment of this theme with several of his end-of-career ruminations. I make the case that while some of his later claims concerning this topic are indeed exaggerated, they nonetheless reveal remarkable insight into a fascinating aspect of late antiquity. (shrink)

The two books discussed here make important contributions to our understanding of the role of spacetime concepts in physical theories and how that understanding has changed during the evolution of physics. Both emphasize what can be called a ‘dynamical’ account, according to which geometric structures should be understood in terms of their roles in the laws governing matter and force. I explore how the books contribute to such a project; while generally sympathetic, I offer criticisms of some historical claims concerning (...) Newton, and argue that the dynamical account does not undercut ontological issues as the books claim. *Received January 2009; revised March 2009. †To contact the author, please write to: Department of Philosophy, 1423 University Hall MC 267, University of Illinois at Chicago, 601 S. Morgan Street, Chicago, IL 60607; e‐mail: huggett@uic.edu. (shrink)

Corcoran’s 27 entries in the 1999 second edition of Robert Audi’s Cambridge Dictionary of Philosophy [Cambridge: Cambridge UP]. -/- ancestral, axiomatic method, borderline case, categoricity, Church (Alonzo), conditional, convention T, converse (outer and inner), corresponding conditional, degenerate case, domain, De Morgan, ellipsis, laws of thought, limiting case, logical form, logical subject, material adequacy, mathematical analysis, omega, proof by recursion, recursive function theory, scheme, scope, Tarski (Alfred), tautology, universe of discourse. -/- The entire work is available online free at more (...) than one website. Paste the whole URL. http://archive.org/stream/RobertiAudi_The.Cambridge.Dictionary.of.Philosophy/Robert.Audi_The.Cambrid ge.Dictionary.of.Philosophy -/- The 2015 third edition will be available soon. Before you think of buying it read some reviews on Amazon and read reviews of its competition: For example, my review of the 2008 Oxford Companion to Philosophy, History and Philosophy of Logic,29:3,291-292. URL: http://dx.doi.org/10.1080/01445340701300429 -/- Some of the entries have already been found to be flawed. For example, Tarski’s expression ‘materially adequate’ was misinterpreted in at least one article and it was misused in another where ‘materially correct’ should have been used. The discussion provides an opportunity to bring more flaws to light. -/- Acknowledgements: Each of these entries was presented at meetings of The Buffalo Logic Dictionary Project sponsored by The Buffalo Logic Colloquium. The members of the colloquium read drafts before the meetings and were generous with corrections, objections, and suggestions. Usually one 90-minute meeting was devoted to one entry although in some cases, for example, “axiomatic method”, took more than one meeting. Moreover, about half of the entries are rewrites of similarly named entries in the 1995 first edition. Besides the help received from people in Buffalo, help from elsewhere was received by email. We gratefully acknowledge the following: José Miguel Sagüillo, John Zeis, Stewart Shapiro, Davis Plache, Joseph Ernst, Richard Hull, Concha Martinez, Laura Arcila, James Gasser, Barry Smith, Randall Dipert, Stanley Ziewacz, Gerald Rising, Leonard Jacuzzo, George Boger, William Demopolous, David Hitchcock, John Dawson, Daniel Halpern, William Lawvere, John Kearns, Ky Herreid, Nicolas Goodman, William Parry, Charles Lambros, Harvey Friedman, George Weaver, Hughes Leblanc, James Munz, Herbert Bohnert, Robert Tragesser, David Levin, Sriram Nambiar, and others. -/- . (shrink)

This issue includes four papers originally presented to the North American Nietzsche Society at group sessions of the April 2007 Central Division Meeting of the American Philosophical Association in Chicago. The program committee selected these papers by blind review from among responses to its annual call for papers. In Session I, chaired by Jacqueline Scott (Loyola University Chicago), Morgan Rempel, now Associate Professor at the University of Southern Mississippi, presented a reading of Daybreak 72, and Bryan Finken, currently (...) teaching at the University of Colorado at Denver, presented his examination of a peculiar type of genetic fallacy against which Nietzsche struggles, especially in his earlier published .. (shrink)

Beginning with a discussion of the Informal Logic Movement and the renewed interest in critical thinking in education, this book critically assesses the work of Robert Ennis, Richard Paul and John McPeck.

Are LLMs cultural technologies like photocopiers or printing presses, which transmit information but cannot create new content? A challenge for this idea, which we call bibliotechnism, is that LLMs generate novel text. We begin with a defense of bibliotechnism, showing how even novel text may inherit its meaning from original human-generated text. We then argue that bibliotechnism faces an independent challenge from examples in which LLMs generate novel reference, using new names to refer to new entities. Such examples could be (...) explained if LLMs were not cultural technologies but had beliefs, desires, and intentions. According to interpretationism in the philosophy of mind, a system has such attitudes if and only if its behavior is well explained by the hypothesis that it does. Interpretationists may hold that LLMs have attitudes, and thus have a simple solution to the novel reference problem. We emphasize, however, that interpretationism is compatible with very simple creatures having attitudes and differs sharply from views that presuppose these attitudes require onsciousness, sentience, or intelligence (topics about which we make no claims). (shrink)

It is argued that Minkowski space-time cannot serve as the deep structure within a ``constructive'' version of the special theory of relativity, contrary to widespread opinion in the philosophical community.

Robert Aumann presents his Agreement Theorem as the key conditional: “if two people have the same priors and their posteriors for an event A are common knowledge, then these posteriors are equal” (Aumann, 1976, p. 1236). This paper focuses on four assumptions which are used in Aumann’s proof but are not explicit in the key conditional: (1) that agents commonly know, of some prior μ, that it is the common prior; (2) that agents commonly know that each of them updates (...) on the prior by conditionalization; (3) that agents commonly know that if an agent knows a proposition, she knows that she knows that proposition (the “K K” principle); (4) that agents commonly know that they each update only on true propositions. It is shown that natural weakenings of any one of these strong assumptions can lead to countermodels to Aumann’s key conditional. Examples are given in which agents who have a common prior and commonly know what probability they each assign to a proposition nevertheless assign that proposition unequal probabilities. To alter Aumann’s famous slogan: people can “agree to disagree”, even if they share a common prior. The epistemological significance of these examples is presented in terms of their role in a defense of the Uniqueness Thesis: If an agent whose total evidence is E is fully rational in taking doxastic attitude D to P, then necessarily, any subject with total evidence E who takes a different attitude to P is less than fully rational. (shrink)

Reichenbach's well-known distinction between the context of discovery and the context of justification has recently come under attack from several quarters. In this paper I attempt to reconsider the distinction and evaluate various recent criticisms of it. These criticisms fall into two main groups: those which directly challenge Reichenbach's distinction; and those which (I argue) indirectly but no less seriously challenge that distinction by rejecting the related distinction between psychology and epistemology, and defending the "naturalizing" of epistemology. I argue that (...) these recent criticisms fail, and that the distinction remains an important conceptual tool necessary for an adequate understanding of the way in which scientific claims purport to appropriately portray our natural environment. (shrink)

The purpose of this paper is to evaluate the `Lorentzian Pedagogy' defended by J.S. Bell in his essay ``How to teach special relativity'', and to explore its consistency with Einstein's thinking from 1905 to 1952. Some remarks are also made in this context on Weyl's philosophy of relativity and his 1918 gauge theory. Finally, it is argued that the Lorentzian pedagogy---which stresses the important connection between kinematics and dynamics---clarifies the role of rods and clocks in general relativity.

Among philosophers, Fregeanism and sententialism are widely considered two of the leading theories of the semantics of attitude reports. Among linguists, these approaches have received little recent sustained discussion. This paper aims to bridge this divide. I present a new formal implementation of Fregeanism and sententialism, with the goal of showing that these theories can be developed in sufficient detail and concreteness to be serious competitors to the theories which are more popular among semanticists. I develop a modern treatment of (...) quantifying in for Fregeanism and sententialism, in the style of Heim and Kratzer, and then show how these theories can—somewhat surprisingly—account for “third readings” on the model of the “Standard Solution” from possible-worlds semantics. The resulting Fregean/sententialist proposal has a distinctive attraction: it treats data related to counterfactual attitudes —which have proven challenging to accommodate in the setting of possible worlds semantics—straightforwardly as third readings. (shrink)

Modern insolubility proofs of the measurement problem in quantum mechanics not only differ in their complexity and degree of generality, but also reveal a lack of agreement concerning the fundamental question of what constitutes such a proof. A systematic reworking of the (incomplete) 1970 Fine theorem is presented, which is intended to go some way toward clarifying the issue.

The traditional views of science as the possessor of a special method, and as the epitome or apex of rationality, have come under severe challenges for a variety of historical, psychological, sociological, political, and philosophical reasons. As a result, many philosophers are either denying science its claim to rationality, or else casting about for a new account of its rationality. In this paper a defense of the traditional view is offered. It is argued that contemporary philosophical discussion regarding the rationality (...) of science is plagued by a failure to distinguish among three different questions, all taken to be "the" question of the rationality of science. Once these questions are delineated, it becomes possible to answer one of them in such a way that the traditional link between science's rationality and its method is reestablished--although the scientific method is itself given a non-traditional rendering. In short, it is argued that there is a feature of science which is appropriately characterized as its method; that this method does in fact secure science's rationality; and that science is therefore correctly construed as preeminently rational. It is suggested in addition that the philosophy of science is itself best seen as a primarily epistemological activity, and consequently that a correction from the excessively historicist conception of recent philosophy of science is in order. (shrink)

In his 1983 article, Paul A. Roth defends the Quinean project of naturalized epistemology from the criticism presented in my 1980 article. In this note I would like to respond to Roth's effort. I will argue that, while helpful in advancing and clarifying the issues, Roth's defense of naturalized epistemology does not succeed. The primary topic to be clarified is Quine's "no first philosophy" doctrine; but I will address myself to other points as well.

This paper considers two philosophical problems and their relation to science education. The first involves the rationality of science; it is argued here that the traditional view, according to which science is rational because of its adherence to (a non-standard conception of) scientific method, successfully answers one central question concerning science''s rationality. The second involves the aims of education; here it is argued that a fundamental educational aim is the fostering of rationality, or its educational cognate, critical thinking. The ramifications (...) of these two philosophical theses for science education are then considered, and a science education which takes reasons in science as its fundamental feature is sketched. (shrink)

The purpose of the paper is to explore different aspects of the covariance of non-relativistic quantum mechanics. First, doubts are expressed concerning the claim that gauge fields can be 'generated' by way of imposition of gauge covariance of the single-particle wave equation. Then a brief review is given of Galilean covariance in the general case of external fields, and the connection between Galilean boosts and gauge transformations. Under time-dependent translations the geometric phase associated with Schrödinger evolution is non-invariant, and the (...) significance of this result is briefly analysed. The covariance properties of Schrödinger dynamics are then brought to bear on certain versions of the modal interpretation of quantum mechanics. The conclusion that it is only relational properties that can be considered coordinate- or gauge-independent elements of reality is reinforced by appeal to the theory of quantum reference frames due to Aharonov and Kauffher. , Cambridge University Press ; pp. 45-70.). (shrink)

Philosophy of education has an honored place in the history of Western philosophical thought. Its questions are as vital now, both philosophically and practically, as they have ever been. In recent decades, however, philosophical thinking about education has largely fallen off the philosophical radar screen. Philosophy of education has lost intimate contact with the parent discipline to a regrettably large extent--to the detriment of both. The Oxford Handbook of Philosophy of Education is intended to serve as a general introduction to (...) key issues in the field, to further the philosophical pursuit of those issues, and to bring philosophy of education back into closer contact with general philosophy. Distinguished philosophers and philosophers of education, most of whom have made important contributions to core areas of philosophy, turn their attention in these 28 essays to a broad range of philosophical questions concerning education. The chapters are accessible to readers with no prior exposure to philosophy of education, and provide both surveys of the general domain they address, and advance the discussion in those domains in original and fruitful ways. Together their authors constitute a new wave of general philosophers taking up fundamental philosophical questions about education--the first such cohort of outstanding general philosophers to do so (in English) in a generation. (shrink)

In two recent papers, I criticized Ronald N. Giere's and Larry Laudan's arguments for 'naturalizing' the philosophy of science (Siegel 1989, 1990). Both Giere and Laudan replied to my criticisms (Giere 1989, Laudan 1990b). The key issue arising in both interchanges is these naturalists' embrace of instrumental conceptions of rationality, and their concomitant rejection of non-instrumental conceptions of that key normative notion. In this reply I argue that their accounts of science's rationality as exclusively instrumental fail, and consequently that their (...) cases for 'normatively naturalizing' the philosophy of science fail as well. (shrink)

Introduction A Brief Conceptual Framework for Biology PART ONE: UNDERSTANDING NATURE 1. The Antecedents of Scientific Thought Animism, Totemism, and Shamanism The Paleolithic View Mesopotamia Egypt 2. Aristotle and the Greek View of Nature The Science of Animal Biology The Parts of Animals The Classification of Animals The Aristotelian System Basic Questions 3. Those Rational Greeks? Theophrastus and the Science of Botany The Roman Pliny Hippocrates, the Father of Medicine Erasistratus Galen of Pergamum The Greek Miracle 4. The Judeo-Christian Worldview (...) The Bishop of Hippo Scholastic Thought Islamic Science Books on Beasts Antecedents of a Revolution 5. The Revival of Science Andreas Vesalius and the Study of Structure William Harvey and the Study of Function Sir Francis Bacon’s Great Instauration Induction, Hypothesis, Deduction The Very Small--Animalcules Robert Hooke and the Discovery of Cells 6. Figur’d Stones and Plastick Virtue Marine Life on Mountain Tops? Figured Stones of Unknown Creatures Baron Cuvier Quarries of the Paris Basin Catastrophism and Uniformitarianism William Smith and the Geological Column Understanding Nature in 1850 PART TWO: THE GROWTH OF EVOLUTIONARY THOUGHT 7. The Paradigm of Evolution First Questions The Paradigm of Natural Theology First Answers 8. Testing Darwins Hypotheses Have Life Forms Changed over Time? Do Species Evolve into Different Species over Time? Has There Been Time Enough for Evolution? Is Natural Selection the Mechanism of Change? The Genetic Basis of Natural Selection Accounting for the Diversity of Life 9. In the Light of Evolution Comparative Anatomy Embryonic Development Classification Microstructure Molecular Processes 10. Life over Time The Origin of Life The Rise of Multicelled Organisms What Is a Phylum? Burgess Shale Metazoans Early Evolution of the Vertebrates The Age of Dinosaurs Birds, Mammals, and Flowering Plants The Rancho La Brea Tar Pits Human Evolution The Role of Extinction in Evolution PART THREE: CLASSICAL GENETICS 11. Pangenesis What Is the Question? Hippocrates and Aristotle The Darwinian Answer Assembling the Data Formulating the Hypothesis by Induction Galton’s Rabbits 12. The Cell Theory The Discovery of Cells: Robert Hooke Schwann and Cells in Animals Gametes as Cells Omnis cellula e cellula? The Technology of Cell Research 13. The Hypothesis of Chromosomal Continuity The Ephemeral Nucleus Schneider, Flemming, and Cell Division The Chromosomes and inheritance Gamete Formation Fertilization 14. Mendel and the Birth of Genetics Model for Monohybrid Crosses Model for Dihybrid Crosses Mendel’s Laws Initial Opposition to Mendelism 15. Genetics + Cytology: 1900-1910 Sutton’s Model The Cytological Basis of Mendel’s Laws Boveri and Abnormal Chromosome Sets Variations in Mendelian Ratios The Discovery of Sex Chromosomes 16. The Genetics of the Fruit Fly Morgan’s First Hypothesis Morgan’s Second Hypothesis The Fly Room Linkage and Crossing-Over The Cytological Proof of Crossing-Over Mapping the Chromosomes The Final Proof The Determinants of Sex The Conceptual Foundations of Classical Genetics 17. The Structure and Function of Genes One Gene, One Enzyme The Substance of Inheritance The Watson-Crick Model of DNA Genes and the Synthesis of Proteins The Genetic Code PART FOUR: THE ENIGMA OF DEVELOPMENT 18. First Principles The Peripatetic Stagirite The Death and Rebirth of Scientific Thought Harvey and Malpighi A Two-Millennial Summing Up Preformation versus Epigenesis 19. The Century of Discovery Von Baer’s Discovery of the Mammalian Ovum Darwin’s Contribution to Embryology Haeckel and Recapitulation 20. Descriptive Embryology Germ Layers The External Development of the Amphibian Embryo The Internal Development of the Amphibian Embryo 21. The Dawn of Analytical Embryology His, Roux, and Mosaic Development Driesch and Regulative Development Novelty in Development Cell Lineage Nucleus or Cytoplasm? Fin de Siècle 22. Interactions during Development Amphibian Organizers Secondary Organizers The Reacting Tissue The Chemical Nature of the Organizer Putting It All Together Conclusion Further Reading References Illustration Credits Index. (shrink)

It is argued that awareness of the distinction between dynamical and variational symmetries is crucial to understanding the significance of Noether's 1918 work. Specific attention is paid, by way of a number of striking examples, to Noether's first theorem, which establishes a correlation between dynamical symmetries and conservation principles.

Remarks on method in the history of Chinese philosophy for analytic philosophy. (Published in a Chinese Translation.).

One of the widespread confusions concerning the history of the 1887 Michelson-Morley experiment has to do with the initial explanation of this celebrated null result due independently to FitzGerald and Lorentz. In neither case was a strict, longitudinal length contraction hypothesis invoked, as is commonly supposed. Lorentz postulated, particularly in 1895, any one of a certain family of possible deformation effects for rigid bodies in motion, including purely transverse alteration, and expansion as well as contraction; FitzGerald may well have had (...) the same family in mind. A careful analysis of the Michelson-Morley experiment (which reveals a number of serious inadequacies in many text-book treatments) indeed shows that strict contraction is not required. (shrink)

In a comparison of the principles of special relativity and of quantum mechanics, the former theory is marked by its relative economy and apparent explanatory simplicity. A number of theorists have thus been led to search for a small number of postulates - essentially information theoretic in nature - that would play the role in quantum mechanics that the relativity principle and the light postulate jointly play in Einstein's 1905 special relativity theory. The purpose of the present paper is to (...) resist this idea, at least in so far as it is supposed to reveal the fundamental form of the theory. It is argued that the methodology of Einstein's 1905 theory represents a victory of pragmatism over explanatory depth; and that its adoption only made sense in the context of the chaotic state state of physics at the start of the 20th century - as Einstein well knew. (shrink)

Between 1964 and 1990, the notion of nonlocality in Bell's papers underwent a profound change as his nonlocality theorem gradually became detached from quantum mechanics, and referred to wider probabilistic theories involving correlations between separated beables. The proposition that standard quantum mechanics is itself nonlocal became divorced from the Bell theorem per se from 1976 on, although this important point is widely overlooked in the literature. In 1990, the year of his death, Bell would express serious misgivings about the mathematical (...) form of the local causality condition, and leave ill-defined the issue of the consistency between special relativity and violation of the Bell-type inequality. In our view, the significance of the Bell theorem, both in its deterministic and stochastic forms, can only be fully understood by taking into account the fact that a fully Lorentz-covariant version of quantum theory, free of action-at-a-distance, can be articulated in the Everett interpretation. (shrink)

Recent work in epistemology has focused increasingly on the social dimensions of knowledge and inquiry. Education is one important social arena in which knowledge plays a leading role, and in which knowledge-claims are presented, analyzed, evaluated, and transmitted. Philosophers of education have long attended to the epistemological issues raised by the theory and practice of education . While historically philosophical issues concerning education were treated alongside other philosophical issues, in recent times the former set of issues have been largely neglected (...) by philosophers working in the core areas of the discipline. Interestingly, the rise of social epistemology has been accompanied by a renewed interest by mainstream philosophers in philosophical questions concerning education. Whether or not this accompaniment is accidental, or is legitimately explainable in terms of broad intellectual, philosophical, or social/political currents and movements, I will not endeavor to address here. The increasing respectability of and philosophical interest in both social epistemology and philosophy of education are in any case salutary developments, each signaling both a broadening of the set of interests and issues deemed legitimate by practitioners of the parent discipline, and an increased willingness to take seriously the philosophical problems raised by the ubiquitous social/communal effort to transmit/transform culture by way of education. (shrink)

William Hare has made fundamental contributions to philosophy of education. Among the most important of these contributions is his hugely important work on open-mindedness. In this paper I explore the several relationships that exist between Hare’s favored educational ideal (open-mindedness) and my own (critical thinking). I argue that while both are of central importance, it is the latter that is the more fundamental of the two.

Is 'education' a thick epistemic concept? The answer depends, of course, on the viability of the 'thick/thin' distinction, as well as the degree to which education is an epistemic concept at all. I will concentrate mainly on the latter, and will argue that epistemological matters are central to education and our philosophical thinking about it; and that, insofar, education is indeed rightly thought of as an epistemic concept. In laying out education's epistemological dimensions, I hope to clarify the degree to (...) which it makes sense to regard the concept as 'thick'. I also discuss the relationship between philosophy of education and virtue epistemology and the sense in which being educated might itself be thought to be an epistemic virtue. Finally, I urge virtue epistemologists in particular and epistemologists generally to turn their attention to questions of education, to further both the philosophy of education and epistemology itself. (shrink)

Philosophical/epistemic theories of rationality differ over the role of judgment in rational argumentation. According to the “classical model” of rationality, rational justification is a matter of conformity with explicit rules or principles. Critics of the classical model, such as Harold Brown and Trudy Govier, argue that the model is subject to insuperable difficulties. They propose, instead, that rationality be understood, ultimately, in terms of judgment rather than rules. In this article I respond to Brown's and Govier's criticisms of the classical (...) model, and to the “judgment model” they propose in its place. I argue that that model is unable both to distinguish between rational and irrational judgment and to avoid recourse to rules, and is therefore inadequate as an account of rationality, critical thinking, or argument appraisal. More positively, I argue that an adequate account of rationality must include a place for both rules and judgment. (shrink)

From its first significant appearance in physics, the notion of probability has been linked in the minds of physicists with the notion of uncertainty. But the link may prove to be tenuous, if quantum mechanics, construed in terms of the Everett interpretation, is anything to go by.

Religion is more than a matter of worshipping a deity or spirit. For many people, religion pervades every part of their lives and is not separated off into some purely private and personal realm. Religion is integral to many people's relationship with the wider world, an aspect of their dwelling among other beings - both human and other-than-human - and something manifested in the everyday world of eating food, having sex and fearing strangers. Food, Sex and Strangers offers alternative ways (...) of thinking about what religion involves and how we might better understand it. Drawing on studies of contemporary religions, especially among indigenous peoples, the book argues that religion serves to maintain and enhance human relationships in and with the larger-than-human world. Fundamentally, religion can be better understood through the ways we negotiate our lives than in affirmations of belief - and it is best seen when people engage in intimate acts with themselves and others. (shrink)

It is argued that an unheralded moment marking the beginnings of relativity theory occurred in 1889, when G. F. FitzGerald, no doubt with the puzzling 1887 Michelson-Morley experiment fresh in mind, wrote to Heaviside about the possible effects of motion on inter-molecular forces in bodies. Emphasis is placed on the difference between FitzGerald's and Lorentz's independent justifications of the shape distortion effect involved. Finally, the importance of the their `constructive' approach to kinematics---stripped of any commitment to the physicality of the (...) ether--- will be defended, in the spirit of Pauli, Swann and Bell. (shrink)