At the bottom of all human activities are “values,” the conviction that some things “ought to be” and others not. Science, however, with its immense interest in mere facts seems to lack all understanding of such‘requiredness.’… A science … which would seriously admit nothing but indifferent facts … could not fail to destroy itself.

There are simple mechanical systems that elude causal representation. We describe one that cannot be represented in a single directed acyclic graph. Our case suggests limitations on the use of causal graphs for causal inference and makes salient the point that causal relations among variables depend upon details of causal setups, including values of variables.

BackgroundAdolescents living with human immunodeficiency virus (HIV) experience challenges, including lack of involvement in their care as well nondisclosure of HIV status, which leads to poor adherence to antiretroviral therapy (ART). Parents have authority over their children, but during adolescence there is an increasing desire for independence. The aim of the study was to explore adolescents’ experience of challenges identified by adolescents ages 10–19 years attending HIV care and treatment at Temeke Regional Referral Hospital in Tanzania. MethodsAn exploratory descriptive qualitative (...) design was employed in the HIV Care and Treatment Centre (CTC) in the Out-Patient Department at the Temeke Regional Referral Hospital in Tanzania with adolescents living with HIV who were 10–19 years of age. A total of 22 adolescents participated in semi-structured face-to-face interviews after parental consent and adolescent assent were obtained. Participants were interviewed about their participation in decisions to be tested for HIV and enrolled in the CTC, concerns surrounding disclosure of their HIV status to the adolescent or to others, stigma and discrimination, and the effect of these challenges on their adherence to medication. All interviews were audio-taped, transcribed verbatim in Swahili, and back-translated to English. Data analysis included both inductive and deductive thematic analysis.ResultsQualitative themes identified included lack of participation in decisions about HIV testing, challenges to enrollment in care and treatment; issues around disclosure of HIV status, such as delays in disclosure to the adolescent and disclosure to other persons and benefits and harms of such disclosures; and factors supporting and interfering with adherence to ART, such as parental support, organizational (clinic) support and problems, and self-stigmatization and shame.ConclusionLack of adolescents’ involvement in their care decision making and delayed disclosure of HIV status to the adolescent were identified concerns, leading to poor adherence to ART among adolescents. Disclosure to others, especially teachers, helped adolescents at school to take their medication properly. Disclosure to others led to stigma and discrimination for some adolescents. More research is needed to better understand the role of disclosure and its benefits and challenges for HIV-positive adolescents in Tanzania. (shrink)

De Dreu and Gross's distinction between attack and defense is complicated in real-world conflicts because competing leaders construe their position as one of defense, and power imbalances place status quo challengers in a defensive position. Their account of defense as vigilant avoidance is incomplete because it avoids a reference to anger which transforms anxious avoidance into collective and unified action.

Erratum to: Synthese 191:1925–1930 DOI:10.1007/s11229-013-0380-3 The authors were unaware that points in their article appeared in “Caveats for Causal Reasoning with Equilibrium Models,” by Denver Dash and Marek Druzdzel, published in S. Benferhat and P. Besnard : European Conferences on Symbolic and Quantitative Approaches to Reasoning with Uncertainty 2001, Lecture Notes in Artificial Intelligence 2143, pp. 192–203. The authors were unaware of this essay and would like to apologize to the authors for failing to cite their excellent work.

In my article on proof [Philosophia Mathematica (3) 5 (1997), 153—165], I suggested or intimated that computer proofs of mathematical theorems had been found only for relatively simple or trivial theorems. I am obligated to Martin Davis and R. S. Boyer for the information that this suggestion or intimation is incorrect. For instance, a machine proof of quadratic reciprocity was published by D. M. Russinoff in J. Automated Reasoning 8 (1992), 3–21. A machine proof of the unsolvability of the halting (...) problem has been published by R S. Boyer and J. S. Moore. This and many other examples are presented in Chapter 1 of their book, A Computational Logic Handbook, Academic Press, 1990. A second edition of this book is expected shortly. (shrink)

This article derives from a project attempting to show that Western formal logic, from Aristotle onward, has both been partially constituted by, and partially constitutive of, what has become known as racism. In the present article, I will first discuss, in light of Frege’s honorary role as founder of the philosophy of mathematics, Reuben Hersh’s What is Mathematics, Really? Second, I will explore how the infamous section of Frege’s 1924 diary (specifically the entries from March 10 to April 9) (...) supports Hersh's claim regarding the link between political conservatism and the (historically and currently) dominant school of the philosophy of mathematics (to which Frege undeniably belongs). Third, I will examine Frege’s attempt at a more reader-friendly introduction to his philosophy of mathematics, The Foundations of Arithmetic. And finally, I will briefly analyze Frege’s Begriffsschrift to see how questions of race arise even at the heights of his logical abstraction. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:John Dewey: The ChicagoYears GEORGE DYKHUIZEN DEWEYCAMETO CHICAGOin the summer of 1894 as head professor of philosophy at the University of Chicago and left in January, 1905, to become professor of philosophy at Columbia University. During his Chicago years, Dewey's interests led him not only into the field of philosophy but also into that of education, and in each of these areas he acquired a retmtation which placed him (...) among the top thinkers in the country. His work in philosophy resulted in his being acclaimed, along with Charles S. Peirce and William James, as one of the three great founders of American pragmatism, and his achievements in education led to his being regarded as one of the country's most outstanding educational thinkers and a prime mover in educational reform. The University of Chicago was only four years old when Dewey arrived there, but already it had attained a high standing among the universities of the country. The main reason for this was that the University had set out to be not simply another college but a university, like the universities in Europe and like Johns Hopkins and Clark universities in this country. This meant that the graduate schools of the University were to be stressed and that a large part of the faculty was to devote itself exclusively to graduate instruction and research. The type of faculty member the University looked for "must be a teacher, but first and foremost he must be a scholar, in love with learning, with a passion for research, an investigator who could produce, and if what he produced was worthy, would wish to publish." ~ In the four years since its founding, the University had assembled one of the most outstanding faculties in the country, a faculty which included: T. C. Chamberlin in astronomy, Rolin D. Salisburg in geology, Albert Michelson in physics, Jacques Loeb in biology, J. M. Coulter in botany, Thorsten Veblen in political economy, Albion Small in sociology, Paul Shorey in Greek, J. H. Breasted in Egyptology, and R. G. Moulton in English. When Dewey came to the University, therefore, as head of the Department of Philosophy, this meant that he was to teach mostly graduate students, do research, and have associations with some of the most brilliant scholars in the country. These features of the new position had appealed strongly to Dewey when he was considering the offer to 1T. W. Goodspeed, A History of the University of Chicago. The First Quarter (Chicago: 1916), 201. [227] 228 HISTORY OF PHILOSOPHY become professor of philosophy at Chicago and were among the decisive factors in bringing him to the University. William Rainey Harper, president of the University, was in large measure responsible for its early successes. "Those massive buildings, millions of money, thousands of scholars and scores of teachers," wrote one of his admirers, "are a monument to the foresight, nerve, and ceaseless activity of W. R. Harper, a veritable Napoleon in the educational field." 2 Born July 26, 1856, Harper was three years older than Dewey and every bit as precocious. He received his A.B. degree from Muskingum College when he was fourteen; he entered Yale as a graduate student when he was seventeen and got his Ph.D. degree from there at the age of nineteen. Upon receiving his doctorate, he began a career teaching Hebrew first at the Baptist Union Theological Seminary in Chicago and then, in 1886, at Yale. Harper wrote extensively on theological matters and his views prompted an attack on his orthodoxy in 1888. He weathered the storm, however, and throughout his life was a staunch defender of liberal theological thought. Harper had tremendous vitality and enthusiasm, and these qualities, along with his scholarship, led to his appointment as first president of the University when it was founded in 1890. Harper and Dewey were to have close associations on the administrative level, and though many of these were to be pleasant and cordial, others turned out to be not so harmonious and led eventually to Dewey's resignation from the University. Though Harper was particularly concerned that a strong department of philosophy be established at the University, up to the time of Dewey's... (shrink)

Signs and Wonders: A Commentary on the Book of Daniel. By R.A. Anderson. Pp.xvii, 158, Grand Rapids, William B. Eerdmans; Edinburgh, The Handsel Press, 1983, £4.25. Inheriting the Land: A Commentary on the Book of Joshua. By E. John Hamlin, Pp.xxiii, 207, Grand Rapids, William B. Eerdmans; Edinburgh, The Handsel Press, 1984, £4.75. Servant Theology: A Commentary on the Book of Isaiah 40–55. By G.A.F. Knight. Pp.ix, 204, Grand Rapids, William B. Eerdmans; Edinburgh, The Handsel Press, 1984, £4.75. God's Chosen (...) People: A Commentary on the Books of Amos and Lamentations. By R. Martin‐Achard and S. Paul Re'emi. Pp.viii, 133, Grand Rapids, William B. Eerdmans; Edinburgh, The Handsel Press, 1984, £4.50. The Parable of the Wicked Tenants. By Klyne Snodgrass. Pp.x, 140, Tübingen, J.C.B. Mohr, 1983, 72 DM. The Johannine Paraclete in the Church Fathers. By Anthony Casurella. Pp.xiv, 258, J.C.B. Mohr Tübingen, 1983, 78DM. Sacraments and Liturgy: The Outward Signs. By Louis Weil. Pp.vii, 115, Oxford, Basil Blackwell, 1983, £9.50, £3.95. Le Sacrement de l'Ordination. By Joseph Lécuyer. Pp.281, Paris, Beauchesne, 1983, 150 Fr. Christ's Lordship and Religious Pluralism. Edited by G.H. Anderson and T.F. Stransky. Pp.viii, 209, New York, Orbis Books, 1981, £5.50. Christians and Religious Pluralism: Patterns in the Christian Theology of Religions. By Alan Race. Pp.xi, 176, London, SCM Press, 1983, £5.95. The First Urban Christians: The Social World of the Apostle Paul. By Wayne A. Meeks. Pp.xii, 299, New Haven and London, Yale University Press, 1983, £15.00, £6.50. Antioch and Rome: New Testament Cradles of Catholic Christianity. By Raymond E. Brown and John P. Meier, Pp.xii, 242, London, Geoffrey Chapman, 1983, £5.95; Ramsey, Paulist Press, 1983, $9.95. The Frankish Kingdoms under the Carolingians. By Rosamund McKitterick. Pp.xiv, 414, London, Longman, 1983, £9.95. The Medieval Reformation. By Brenda Bolton. Pp. 126, London, Edward Arnold, 1983, £4.50. Robert Grosseteste Hexaëmeron. Edited by Richard C. Dales and Servus Gieben. Pp.xxix, 374, London, for The British Academy by the Oxford University Press, 1983, £40.00. William of Auvergne and Robert Grosseteste. By Steven P. Marrone. Pp.xi, 318, Princeton University Press, 1983, £28.00. Protestant Reformers in Elizabethan Oxford. CM. Dent. Pp.viii, 262, Oxford University Press, 1983, £17.30. Paolo Sarpi between Renaissance and Enlightenment. By David Wootton. Pp.viii,192, Cambridge University Press, 1983, £20.00. The Jesuits in England from 1580 to the Present Day. By Francis Edwards. Pp.333, Tunbridge Wells, Burns and Oates, 1985, £20.00. Schelling: An Introduction to the System of Freedom. By Alan White. Pp.xii, 201, New Haven, Yale University Press, 1983, £16.50. Sophists, Socratics and Cynics. By H.D. Rankin. Pp.263, London, Croom Helm, Totowa, Barnes and Noble, 1983, £17.95. Early Medieval Philosophy : An Introduction By John Marenbon. Pp.ix, 190, London, Routledge & Kegan Paul, 1983, £9.95. Aristotelian Aporetic Ontology in Islamic and Christian Thinkers. By Edward Booth. Pp.xxvi, 314, Cambridge University Press, 1983, £35.00. About Beauty: A Thomistic Interpretation. By Armand A. Maurer. Pp.135, Houston, Center for Thomistic Studies, 1983, $6.00. A History of Ideas and Images in Italian Art. By James Hall. Pp.xi, 415, London, John Murray, 1983, £17.50. Inconsistencies: Studies in the New Testament, the Inferno, Othello and Beowulf. By William Whallon. Pp.107, Woodbridge, D.S. Brewer, 1983, £15.00. The Language of Grace: Flannery O'Connor, Walker Percy and Iris Murdoch. By Peter S. Hawkins. Pp.xiv, 137, Cambridge, Cowley Publications, 1983, $6.95. Iulia de Beausobre. By Constance Babington Smith. Pp.xi, 195, London, Darton, Longman and Todd, 1983, £9.95. A History of Psychoanalysis. By Reuben Fine. Pp.xii, 686, New York, Colombia University Press, 1979, $31.20. Returning to Freud: Clinical Psychoanalysis in the School of Lacan. Edited and translated by Stuart Schneiderman. Pp.viii, 265, New Haven, Yale University Press, 1980, £12.60. Work: The Shadow and the Substance. By David Bleakley. Pp. 121, London, SCM Press, 1983, £4.95. M.R. James: An Informal Portrait. By Michael Cox. Pp.xviii, 268, Oxford University Press, 1983, £14.50. (shrink)

This collection addresses a post-WWII shift in the hierarchy of scientific explanations, where the highest goal moves from reductionism towards some ...

This book addresses the most important questions asked about higher education: What should its content be? What should we educate for, and why? What constitutes a meaningful liberal education, as distinct from mere training for a vocation? These and many other questions are addressed by Reuben Abel, M.H. Abrams, Robert L. Bartley, Ronald Berman, Also S. Bernardo, Wm. Theodore deBary, Gray Dorsey, Joseph Dunner, Nathan Glazer, Feliks Gross, Gertrude Himmelfarb, Gerald Holton, Sidney Hook, Charles Issawi, Montimer R. Kadish, Paul (...) Oscar Krissteller, paul Kurtz, Herbert I. London, Ernest Nagel, Henry R. Novotny, Frederick A. Olafson, Michael Rabin, Howard B. Radest, Joseph J. Schwab, Robert F. Sexton, Thomas Sowell, John B. Stephenson, and Miro M. Todorovich. (shrink)

Quantum mechanical measurements on a physical system are represented by observables - Hermitian operators on the state space of the observed system. It is an important question whether all observables may be realized, in principle, as measurements on a physical system. Dirac’s influential text ( [1], page 37) makes the following assertion on the question: The question now presents itself – Can every observable be measured? The answer theoretically is yes. In practice it may be very awkward, or perhaps even (...) beyond the ingenuity of the experimenter, to devise an apparatus which could measure some particular observable, but the theory always allows one to imagine that the measurement can be made. This Letter re-examines the question of whether it is possible, even in principle, to measure every quantum mechanical observable. Unexpectedly, ideas from com-. (shrink)

In this study, we developed and validated an instrument that researchers can use to measure the collective effort of principals and teachers who excise their own unique leadership to genera...

Jacob (history, New School for Social Research) proposes that the science of the 17th and 18th centuries was eventually accepted because it was made compatible with larger political and economic interests. A celebration of the recently concluded 33 volume edition of the Collected works of John Stuart Mill, produced over a period of nearly 30 years, the last 20 under the guiding genius (and hand) of general editor Robson. Following a tributary history of the project itself, essays cover Mill's career (...) as a thinker and as a bureaucrat and public servant, exploring the effects of the various milieu--domestic, political, administrative, religious, and cultural--in which he moved. Annotation copyrighted by Book News, Inc., Portland, OR. (shrink)

There is a theistic argument which is discussed at least twice in the Hume corpus, both times rather perfunctorily. This perfunctoriness has carried over to some of his commentators, who are not always clear as to what the argument is or about the force of Hume’s comments on it. On page 23 of A Letter from a Gentleman to his Friend in Edinburgh Hume calls it “the metaphysical Argument a priori” and in Part 9 of Dialogues concerning Natural Religion simply (...) “the argument a priori”.1 It is the argument of Demea. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Mystery of Problems for Modern Theological MethodologyBruno M. Shah O.P.Recent trends in Catholic theology emphasize the category of "mystery." But "problems," which can seem distinct from and even opposed to mysteries, have a constitutive role in the work of theology as well. If the object of faith is God, and if theology's goal is typically defined as "faith seeking understanding," then the object of theology must include the (...) seeking's problematical quotient. At the very least, problems condition the faith-and-reason labor of theological enquiry. This essay claims that problems philosophically orient and index the theological articulation of mysteries—not the mysteries themselves—particularly in a modern key, and that they require explicit attention in theological methodology and pedagogy.First, I explain my concern with the "return to mystery" in conciliar-era Catholic theology. This explanation entails, second, describing the special attention to "problems" in neo-Kantianism, which bequeaths the tension between the empirical world and transcendental freedom to modern theology. These two historiographical matters in methodology set up the tension between problems and mysteries for Catholic thinking. Third, I briefly return to Aristotle's thoughts on the matter, which are a lodestone for the tradition. Fourth, I evaluate the positions of Jacques Maritain and Gabriel Marcel, the most important conciliar-era thinkers who thematized the relationship between problems and mysteries. My treatment will show how both ontological (Maritain) and existential (Marcel) dynamics of mystery are necessarily linked to metaphysical and spiritual problems. The [End Page 1265] critical ascertaining of theological mystery formally requires orientation via philosophical problems.My concern here is fundamental, ecclesial, and professional, interested that those who serve the Church through theological writing and teaching do so in a recognizably common or compatible manner, and in a way that can meaningfully stimulate theological interest. If the teaching of theology would invite students to embark upon the via inventionis and not merely yield to the via doctrinae, there must be fundamental advertence to ontological and existential problems as the theologically constitutive point of departure.1 Theologians do well to think in correlative terms of problems and mysteries. As a fifth and final point, then, I suggest that the quintessential starting point for (fundamental) theology today is the problem and mystery of the human person.Historical Context 1: The Return to MysteryContemporary Church life and theology have witnessed a "return to mystery."2 "Mystery" refers to some range or dynamic of reality that is essentially inaccessible apart from some feature of religious or spiritual practice. Christian reference to "mystery" or "mysteries" etymologically intimates that there are realities of which we cannot and/or ought not to speak, even as these mysteries have in some way been disclosed.3 Mysteries, therefore, are tensional in that they indicate at once contact and transcendence, knowledge and nescience. Christians and others communicate in religious mysteries through liturgical exercise and creedal confession, as well as through personal prayer and even existential trial. They are mediations of what is categorically transcendent, of what constitutively eludes or escapes [End Page 1266] the categories of our objectifying consciousness. Accordingly, the mysterious regards the inarticulable.That the substance of religious mysteries is real or true cannot be proven beyond all question, not according to commonly accessible human criteria of justification. For Christians, the gift of faith provides the convincing motive to believe in the reality of Christian mysteries through a kind of thinking with felt decision. Granting this claim, the work of theology is to reflect upon the mysteries of faith and develop expressible knowledge. Theology articulates (the) faith, extrapolating upon the reasons that the heart has for its belief. To do this work, theology trades upon fixed standards of confessional speech, liturgical practice, and perhaps also moral action, which provide lexical cogency and communicable intelligibility.The late nineteenth century witnessed attacks upon theology's claims to objectively or universally valid expression, owing especially to challenges from both epistemology and historiography.4 The surge of post-Enlightenment liberalism was surely catalytic as well. The Catholic Church initially aggregated these attacks in terms of "modernism." But then—as the standard history continues—conciliar theology gave fresh and viable riposte to what was... (shrink)