In this paper I outline the main features of Karen Bennett’s (Australasian Journal of Philosophy 1–21, 2011) non-classical mereology, and identify its methodological costs. I argue that Bennett’s mereology cannot account for the composition of structural universals because it cannot explain the mereological difference between isomeric universals, such as being butane and being isobutane. I consider responses, which come at costs to the view.

Sonja Plischke’s Die Seleukiden und Iran is an attempt to study Seleucid empire building in Iran. In view of the fact that indigenous written sources from Iran are practically absent, Plischke decided to include Babylonia in this work, since the written cuneiform evidence from that region is fairly abundant. She detects some general tendencies—such as religious policy and the general wish to connect the different parts of the empire—supported by a personal conception of Seleucid kingship, beside more specific treatment of (...) different regions. In my view, the Seleucids probably did not pay sufficient attention to the East, so that their control weakened. I take the opportunity to discuss the Babylonian sources, correct errors in Plischke’s use of them, and adduce some new publications. (shrink)

The four short works in Untimely Meditations were published by Nietzsche between 1873 and 1876.They deal with such broad topics as the relationship between popular and genuine culture, strategies for cultural reform, the task of philosophy, the nature of education, and the relationship between art, science and life. They also include Nietzsche's earliest statement of his own understanding of human selfhood as a process of endlessly 'becoming who one is'. As Daniel Breazeale shows in his introduction to this new edition (...) of R. J. Hollingdale's translation of the essays, these four early texts are key documents for understanding the development of Nietzsche's thought and clearly anticipate many of the themes of his later writings. Nietzsche himself always cherished his Untimely Meditations and believed that they provide valuable evidence of his 'becoming and self-overcoming' and constitute a 'public pledge' concerning his own distinctive task as a philosopher. (shrink)

(1980). Verbaliser‐Imager Learning Style and Children's Recall of Information Presented in Pictorial versus Written Form. Educational Studies: Vol. 6, No. 2, pp. 141-145.

In this chapter, Hankinson discusses Aristotle's conceptions of nature, change, and potentiality; the four causes, spontaneity, and chance; teleology and hypothetical necessity; and also Aristotle's account of action, freedom, and responsibility. The choice facing Greek philosopher‐scientists is simple: show how a structured, regular world could arise out of undirected processes, or pursue a teleological explanation, insisting on the activity of divine intelligence in the cosmos. Aristotle, Hankinson writes, pursues a middle way between these options, although, ultimately, Aristotle takes the whole (...) structure of the cosmos to be teleologically organized. Aristotle rejects Plato's metaphysics of perfect hypostasized forms and divinely directed teleology: relying heavily on his concept of phusis or nature, Aristotle makes teleology an internal principle governing the development of natural objects. Aristotle distinguishes four causes or causal factors in explanation: matter, form, agent, and end, and he distinguishes sharply between regular natural events that can be explained by means of these causes, and chance events, which do not admit full explanation. (shrink)

In this chapter, Hankinson discusses the origins of syncretism, or the growing convergence of Platonism, Aristotelianism, and Stoicism, focusing mainly on the Old Academy Platonists Speusippus and Xenocrates, the empiricist Stoic Posidonius, the lapsed sceptic Antiochus, and the orthodox Aristotelian Alexander of Aphrodisias. Hankinson also discusses Eudorus, Philo of Larissa, and Plutarch, as well as briefly noting the influential Primer on Plato's Doctrines by Alcinous. The importance of the Old Academy is its influence upon the development of later Platonic tradition; (...) Proclus, for instance, credits Xenocrates with a distinction between transcendent and immanent causation that became a central feature of Middle Platonism. Posidonius, a Stoic and Cicero's philosophical mentor, is important to the growing convergence of the schools because he introduced Platonism and Aristotelianism into his account of Stoicism, while Antiochus, a product of Philo of Larissa's sceptical Academy, pursued an eclectic Platonism. Alexander of Aphrodisias was the leading Peripatetic of Alexandria, around the second century ad; he revived an orthodox Aristotelianism, accepting Aristotle's four causes doctrine, and identifying Fate as an efficient cause. (shrink)

Open peer commentary on the article “A Cybernetic Approach to Contextual Teaching and Learning” by Philip Baron. Upshot: I consider implications of Baron’s article on change in university education. In particular, I address the problem of why change happens with difficulty and how the principles and practices of second-order cybernetics that Baron discusses are applicable beyond South Africa to a wide range of situations.

Compact quantum systems have underlying compact kinematical Lie algebras, in contrast to familiar noncompact quantum systems built on the Weyl-Heisenberg algebra. Pauli asked in the latter case: to what extent does knowledge of the probability distributions in coordinate and momentum space determine the state vector? The analogous question for compact quantum systems is raised, and some preliminary results are obtained.

Forbidden areas, i.e. areas (sites, cities, countries) that are inaccessible for topographical reasons or especially because of decisions based on political, religious, or other motivations are usually surrounded by an aura of mystery and almost necessarily arouse curiosity. The dream of generations of explorers was to reach Lhasa. An area can be closed not only to outsiders but also to “insiders:” nobody is allowed to leave for the “outside.” The isolation imposed on Japan by the Tokugawa regime was such a (...) two-way seclusion aided, of course, by geographical conditions and hence easily enforceable. It has been suggested, perhaps not quite seriously, that the famous Chinese wall was meant not only to keep out barbarian invaders, but also to prevent Chinese from leaving. That there was some kind of border control is also suggested by the leger, according to which Lao-tse, before disappearing into the west, committed his teaching, the Tao-te-kinq, to writing at the request of the “gatekeeper.” One may well wonder whether there exists another equally influential text written at the behest of a border policeman! (shrink)

This is a new release of the original 1960 edition.

For various domains in proportional reasoning cognitive development is characterized as a progression through a series of increasingly complex rules. A multiplicative relationship between two task features, such as weight and distance information of blocks placed at both sides of the fulcrum of a balance scale, appears difficult to discover. During development, children change their beliefs about the balance scale several times: from a focus on the weight dimension (Rule I) to occasionally considering the distance dimension (Rule II), guessing (Rule (...) III), and applying multiplication (Rule IV; Siegler, 1981). Because of the detailed empirical findings the balance scale task has become a benchmark task for computational models of proportional reasoning. In this article, we present a large empirical study (N = 420) of which the findings provide a challenge for computational models. The effect of feedback and the effect of individually adapted training items on rule transition were tested for children using Rule I or Rule II. Presenting adapted training items initiates belief revision for Rule I but not for Rule II. The experience of making mistakes (by providing feedback) induces a change for both Rule I and Rule II. However, a delayed posttest shows that these changes are preserved after 2 weeks only for children using Rule I. We conclude that the transition from Rule I to Rule II differs from the transition from Rule II to a more complex rule. Concerning these empirical findings, we will review performance of computational models and the implications for a future belief revision model. It is one Thing, to show a Man that he is in an Error, and another, to put him in possession of Truth. John Locke. (shrink)