In this paper I criticize the most significant recent examples of the practical knowledge analysis of knowledge-how in the philosophical literature: David Carr [1979, Mind, 88, 394–409; 1981a, American Philosophical Quarterly, 18, 53–61; 1981b, Journal of Philosophy of Education, 15(1), 87–96] and Stanley & Williamson [2001, Journal of Philosophy, 98(8), 411–444]. I stress the importance of know-how in our contemporary understanding of the mind, and offer the beginnings of a treatment of know-how capable of providing insight in to the use (...) of know-how in contemporary cognitive science. Specifically, I claim that Carr’s necessary conditions for know-how fail to capture the distinction he himself draws between ability and knowing-how. Moreover, Carr ties knowing-how to conscious intent, and to an explicit knowledge of procedural rules. I argue that both moves are mistakes, which together render Carr’s theory an inadequate account both of common ascriptions of knowledge-how and of widely accepted ascriptions of knowledge-how within explanations in cognitive science. Finally, I note that Carr’s conditions fail to capture intuitions (heshares) regarding the ascription of know-how to persons lacking ability. I then consider the position advocated by Stanley & Williamson (2001), which seems avoid Carr’s commitments to conscious intent and explicit knowledge while still maintaining that “knowledge-how is simply a species of knowledge-that" (Stanley & Williamson, 2001, p. 411). I argue that Stanley and Williamson’s attempt to frame a reductionist view that avoids consciously occurrent beliefs during exercises of knowledge-how and explicit knowledge of procedural rules is both empirically implausible and explanatorily vacuous. In criticizing these theories I challenge the presuppositions of the most pervasive response to Ryle in the philosophic literature, what might be described as “the received view." I also establish several facts about knowing-how. First, neither conscious intent nor explicit representation (much less conscious representation) of procedural rules are necessary for knowing-how given the theory of cognition current in cognitive science. I argue that the discussed analyses fail to capture the necessary conditions for knowledge-how because know-how requires the instantiation of an ability and of the capacities necessary for exploiting an ability—not conscious awareness of purpose or explicit knowledge of rules. Second, one must understand knowledge-how as task-specific, i.e., as presupposing certain underlying conditions. Conceiving of know-how as task-specific allows one to understand ascriptions of know-how in the absence of ability as counterfactual ascriptions based upon underlying competence. (shrink)

A new translation and compilation, with a guide to reading the texts. -/- In Basic Teachings of the Buddha, Glenn Wallis selects sixteen essential dialogues drawn from more than five thousand Pali-dialect suttas of the Buddhist canon. The result is a vibrant introductory guide to studying Buddhist thought, applying its principles to everyday life, and gaining a deeper understanding of Buddhist themes in modern literature. Focusing on the most crucial topics for today’s readers, Wallis presents writings that address (...) modern psychological, religious, ethical, and philosophical concerns. This practical, inspiring, and engaging volume provides an overview of the history of Buddhism and an illuminating analysis of the core writings that personalizes the suttas for each reader. -/- “Glenn Wallis brings wisdom and compassion to this work of scholarship. Everyone should read this book.” –Christopher Queen, Harvard University -/- “A valuable sourcebook with a good selection of the fundamental suttas enhanced by an eloquent introduction and comprehensive notes–altogether a very useful text.” –Peter Matthiessen (Roshi), author of The Snow Leopard and Nine-Headed Dragon River -/- “Glenn Wallis’s new and accessible translations of some of the Buddha’s lectures to his original students, along with Wallis’s elegant guide to the texts, gives twenty-first-century readers in the modern West a fresh chance to learn from this teacher.” –Charles Hallisey, Harvard University. (shrink)

In this article, I consider a set of contextual questions related to the social and economic influences on the construction and use of Capernaum’s great limestone synagogue, and ask what these influences might tell us about Jewish–Christian relations in this village during the fifth and sixth centuries CE. After a survey of current scholarship, I address issues of method and engage in the interpretation of the relevant primary sources, some of which have only very recently been discov­ered, while others have (...) been overlooked in discussion of the question, or are deserving of reinterpret­ation. Building upon previous proposals, and in places revising them, I argue that we should see a dynamic interplay at work between local and non-local sources of funding for the synagogue and an intensely interactive and relational setting for the town’s Jews and Christians. (shrink)

Summary Edward Cocker was a well-known writing master and engraver during his lifetime, but is chiefly remembered for his posthumous arithmetic textbook, immortalized in the saying ?According to Cocker?. The book proved popular, being right for its time, and it remained in use for a century. It unexpectedly became the subject of controversy when Augustus De Morgan pronounced it to be the produce of its editor, John Hawkins. Research now shows that there is little doubt that it was really Cocker's (...) work. (shrink)

As reproductive genetic technologies advance, families have more options to choose what sort of child they want to have. Using preimplantation genetic diagnosis (PGD), for example, allows parents to evaluate several existing embryos before selecting which to implant via in vitro fertilization (IVF). One of the traits PGD can identify is genetic deafness, and hearing embryos are now preferentially selected around the globe using this method. Importantly, some Deaf families desire a deaf child, and PGD–IVF is also an option for (...) them. Selection for genetic deafness, however, encounters widespread disapproval in the hearing community, including mainstream philosophy and bioethics. In this paper I apply Elizabeth Barnes’ value-neutral model of disability as mere-difference to the case of selecting for deafness. I draw on evidence from Deaf Studies and Disability Studies to build an understanding of deafness, the Deaf community, and the circumstances relevant to reproductive choices that may obtain for some Deaf families. Selection for deafness, with deafness understood as mere-difference and valued for its cultural identity, need not necessitate impermissible moral harms. I thus advocate that it is sometimes morally permissible to select for deafness in one’s child. (shrink)

ArgumentApprenticeship was probably the largest mode of organized learning in early modern European societies, and artisan practitioners commonly began as apprentices. Yet little is known about how youths actually gained skills. I develop a model of vocational pedagogy that accounts for the characteristics of apprenticeship and use a range of legal and autobiographical sources to examine the contribution of different forms of training in England. Apprenticeship emerges as a relatively narrow channel, in which the master’s contribution to training was weakly (...) defined and executed conservatively. The creation of complementary channels of formal instruction was constrained by cost and coordination problems. When we consider a range of British youths who obtained advanced skills as artisan practitioners (and engaged in invention or pursued natural philosophical interests), we see the importance of individual agency over institutional structures. For these youths, training could involve rejecting apprenticeship, engaging in periods of advanced study, including time in multiple workshops after the end of apprenticeship, and parallel campaigns to access scarce books and communities of scholarship. (shrink)

Purpose – The purpose of this paper is to investigate the internal structure of Gandhi's ethics as a way to determine opportunities for improving that system's ability to influence behavior. In this paper, the author aims to work under the idea that a system of ethics is a guide for social responsibility. -/- Design/methodology/approach – The data source is Gandhi's set of ethics as described by Naess. These simple (primarily quantitative) studies compare the concepts within the code of ethics, and (...) their relationships to one another. -/- Findings – Gandhi's ethics are robust at the 0.25 level (the scale is zero to one – zero is lowest). This is consistent with theories of the social sciences (that do not work well in practice). Gandhi's success might be ascribed to his leadership ability. -/- Research limitations/implications – Some suggest this approach is reductionist because of its superficial similarity to approaches of physical science. The implications for research are profound. First, this approach provides an objective method for comparing (and so, advancing) systems of ethics. Second, this paper suggests the opportunity to compare the internal structure of ethics with “external” aspects – the implementation of ethical systems. -/- Practical implications – By itself, Gandhi's system of ethics cannot be reliably applied in practice - it cannot be expected to change behavior more than any other system of ethics. This raises concerns about other ethical codes as well. The practical implications of the form of analysis presented in this paper are immense because it provides a way for practitioners to objectively compare two codes of ethics and determine which one will be more effective. -/- Originality/value – The approach documented in the paper has never been applied to the field of ethics. It is unique in that it addresses the “internal” structure of a system of ethics (compared to the “external”, or application, of ethical systems). (shrink)

Anarchism is commonly viewed as an outdated and wholly impractical idea. Worse, it has an accursed reputation for advocating chaos, violence, and destruction. The aim of An Anarchist’s Manifesto is to convince readers of the exact opposite: that anarchism is the most adaptive, humane, intelligent, singly inclusive proposal that we, as social animals, have ever envisioned. -/- In the bracing tradition of the manifesto, Glenn Wallis “makes public” the values informing the anarchist way of life—order, equality, mutual support, and (...) a vitalizing rejection of authoritarianism, oppression, and exploitation. Offering examples of anarchism in action that are sure to surprise, this startling book inspires even the most skeptical readers to experiment with these values in practical ways. Along the way, it offers a succinct account of anarchism’s historical blights of violence and quixotic utopianism. -/- An Anarchist’s Manifesto cogently promotes and presents a transformative approach to living in harmony with others. -/- Glenn Wallis is an independent scholar and founder of Incite Seminars in Philadelphia. He has taught at several universities, including Brown University and the University of Georgia. His most recent books include A Critique of Western Buddhism and How to Fix Education. Wallis blogs at Speculative Non-Buddhism. He holds a Ph.D. in Buddhist studies from Harvard University. (shrink)

In this paper, I delineate two major problems facing reliabilist approaches in epistemology. I argue that Alvin Goodman's (1986) position fails to solve either problem. I then suggest an alternative reliabilist approach that ties truth-ratio assessments to particular, well-specified cognitive tasks. I claim that a well-specified cognitive task is an empirical hypothesis about a system that involves the specification of input and output types and nomic correlations (including statistical correlations) that underlie the system's performance. On my approach, one characterizes processes (...) by reference to the system's dispositions across the situations consistent with the task. Characterization is best understood as revealing a strategy or a set of strategies for generating outputs from inputs relying on certain nomic correlations associated with the task. (shrink)

In this paper, I build on Wittgenstein’s metaphor of a toolbox to introduce the metaphor of ‘tool confusion’ – how differing conceptual constructs may be applied, or misapplied, to one another and the effect that such applications have on the advancement of management theory. Moving beyond metaphor, I investigate a theory of management through two specific philosophical lenses (Popper and Lyotard). This analysis tests both the theory and the philosophies with regard to how each philosophy may be applied as a (...) tool to advance theory towards more effective application. Preliminary conclusions confirm that the application of partial philosophies is not as useful as the application of complete philosophies. Deeper contemplation, however, suggests that there is no upper limit to the completeness of philosophies. Thus, the problem of completeness is inescapable. In place of completeness, I explore the use of perceptual tools that are more specific, foundational and concise. Engaging in a second investigation, I use structures of logic (circular, linear, branching and co-causal) to investigate the subject theory. This investigation suggests at least two important insights relating to the structure of theory and the fuzziness of theory. Combined, these investigations and related conversations suggest rigorous methods for advancing theories and a more normative role for the philosophy of management that will support the accelerated advancement of management theory and practice. (shrink)

This paper examines the nomic covariationist strategy of using idealization to define representation. While the literature has focused upon the possibility of defining ideal conditions for perception, I argue that nomic covariationist appeals to idealization are pseudoscientific and contrary to a foundational and empirically well-supported methodological presupposition in cognitive science. Moreover, one major figure in this camp fails to come to grips with its role and its problems in mainstream science. Thus he forwards a false dichotomy of the sciences and (...) treats idealization as a blank check written by scientists on an unknown bank. Finally, I consider and reject alternative formulations of the nomic covariationist's idealization strategy. (shrink)

For readers both acquainted with and new to the writings of Friedrich Nietzsche, Nietzsche NOW! frames and explains Nietzsche’s thinking on topics of immediate contemporary concern and relevance. Wallis unpacks Nietzsche’s complex philosophy with a deft, empathetic, and brilliantly subtle analysis of the views of the Great Immoralist on democracy, identity, civilization, consciousness, religion, and other momentous topics. Throughout, Wallis includes ample extracts from Nietzsche himself. -/- In Nietzsche NOW! Wallis takes readers on a sometimes counterintuitive, always (...) revelatory journey to grasp the relevance of Nietzsche for our contentious times. Nietzsche NOW! contains Wallis’s original German translations of Nietzsche’s writings from the critical edition along with insights drawn from a decades-long close study of Nietzsche’s works and their academic reception. -/- Glenn Wallis is the editor and translator of The Dhammapada and Basic Teachings of the Buddha (Random House), and the author of A Critique of Western Buddhism (Bloomsbury), An Anarchist’s Manifesto, and How to Fix Education (Warbler Press). He holds a Ph.D. from Harvard University and has taught at several universities, including Brown University, and at the University of Georgia as a tenured professor. He is the founder and director of Incite Seminars in Philadelphia. (shrink)

An abiding concern of Mahāyāna Buddhists has been the accessibility of a buddha’s power in the world.1 Some Buddhists, notably philosophers and their commentators, have grappled with the very coherence of such a possibility. Viewing the question from a logical perspective, it has been necessary for such systematic thinkers to reconcile the apparent inconsistency ensuing from the two essential qualities deemed definitive of a buddha. A buddha is one who, by virtue of his awareness of the nature of reality, is (...) completely liberated from the life-impelling force of mental defilements, and is thus beyond the scope of our world; and he is one who, by virtue of his profound compassion, is naturally compelled to continue engagement with beings still delusively ensnared in the world. Logically, these two qualities are at odds. Not all Buddhists, however, have sought a solution to the dilemma of accessing a buddha’s power on the basis of logical or epistemological theory. Some Buddhists have, rather, sought an imaginative-cultic solution. Relics, statues, paintings, architectural monuments, books, remembrance, meditation, guru veneration, and visualization have, at various times and in various places, been held to be the most effective means of rendering present the otherwise inaccessible or obscured power that accompanies a buddha. In this article, I trace the idea of the mantra as a vehicle of enlightened presence as it was presented to Indian Mahāyāna Buddhists in the medieval period. (shrink)

Buddhist practitioner contained in the collection of works by Advayavajra (ca. 1007–10851) known as the Advayavajrasaçgraha. The prescriptions for this training, called the ådikarma (literally: preliminary practice), is contained in the first text of the collection, the Kud®≈† inirghåtana2 (The Refutation of False Views). The article is divided into two parts. The first provides some context for the ritual prescriptions, the translation of which constitutes the second part. My contention is that Advayavajra, in prescribing the ådikarma in the rhetorical manner (...) that he does, is aiming to accomplish several aims. These can be grouped under two broad concerns. The first is institutional in nature, the second, ritual. First, Advayavajra seems to be creating a bridge between the antinomian, extra-monastic forms of Buddhist practice that were gaining influence in his day, and the established institutional structures that had, for centuries already, represented the norm for Buddhist learning and practice. This reconciliatory project required him to argue for the legitimization of certain ritual and doctrinal innovations that were, in fact, divergent from established practices and views. Second, in his prescriptions for the ådikarma itself, Advayavajra aims to establish a clear relationship between preliminary training and expert accomplishment. He connects this concern with the first by founding unconventional expertise on conventional training. The strategy employed by Advayavajra in this regard is to prescribe the ådikarma not merely as “preliminary,” as is generally the case, but as “primary,” in the sense of a continuously constituted foundation. (shrink)

Glenn Wallis & John Kendall Hawkins An Interview with Glenn Wallis -/- Glenn Wallis is an independent scholar and founder of Incite Seminars in Philadelphia. He has taught at several universities, including Brown University and the University of Georgia. His most recent books include A Critique of Western Buddhism and How to Fix Education. Wallis blogs at Speculative Non-Buddhism. He holds a Ph.D. in Buddhist studies from Harvard University. He has also recently published An Anarchist’s Manifesto (...) (Warbler, 2021). He is an expert in Emma Goldman’s practical philosophy of anarchy. Here in this interview, he goes into detail about what Goldman espoused and her legacy, while also contrasting her thoughts on anarchy with his own. He addresses how notions of anarchy have changed over time and what its value is today. -/- John Kendall Hawkins is an American ex-pat freelancer based in Australia. He is a former reporter for The New Bedford Standard-Times. (shrink)

A rapidly growing body of scholarship shows that we can gain new insights into theories and policies by understanding and increasing their systemic structure. This paper will present an overview of this expanding field and discuss how concepts of structure are being applied in a variety of contexts to support collaboration, decision making, learning, prediction, and results. Next, it will delve into the underlying structures of logic that may be found within those theories and policies. Here, we will go beyond (...) Toulmin’s logics of claim and proof that have not proven useful for advancing the social sciences and focus on five structures of “causal logic.” The results suggest a useful and more comprehensive approach to developing deeper understanding of our conceptual systems such as theory and policy. (shrink)

I argue that Fodor's analysis of ceteris paribus laws fails to underwrite his appeal to such laws in his sufficient conditions for representation. It also renders his appeal to ceteris paribus laws impotent against the major problem for his theory of representation. Finally, Fodor's analysis fails to provide useful solutions to the traditional problems associated with a thoroughgoing understanding of ceteris paribus clauses. The analysis, therefore, fails to bolster Fodor's position that special science laws are of necessity ceteris paribus laws (...) and that one must recognize them as scientifically legitimate. (shrink)

The present article is a contribution to a particularly urgent issue that is unfolding in Buddhist circles in North America andEurope. Although this issue is framed in various ways, it revolves around a single question; namely, what form will contemporary reconfigurations of Buddhism take in the twenty-first century West? The most influential groups in this discussion to date are those that style themselves secular-, progressive-, atheist-, agnostic-, liberal-, and post-traditional Buddhist. As these groups gain adherents in the West, traditional organizations, (...) such as the various Zens, Tibetans, Vipassanas, etc., are stating their claim to “Buddhism” with increasingly vehement proprietorship. The present article, however, is not yet another attempt to reformulate or reform (in any sense of the term) “Buddhism.” Neither is it concerned with ameliorating traditional Buddhism's relationship with contemporary western secular values. In performing its first task, however, my emerging theory, called “speculative non-buddhism,” can contribute to the current debate in a decisive way by showing that all forms of Buddhism are identical. What makes them so is that they are all governed by what I call “buddhistic decision:” the syntactical structure that constitutes all things, discourse, and people, “Buddhist.” Decision thus constitutes both the ideological nature, and the ideological constant, of “Buddhism.”. (shrink)

Thomas Hornsby was a hard-working, scientifically ambitious and significant man of vision during the second half of the eighteenth century. He was a notable astronomical observer, founder of the Radcliffe Observatory at Oxford, a successful lecturer, a Commissioner of Longitude at a critical time, and editor of James Bradley's Astronomical Observations. This paper presents some long-neglected facts; in assembling scattered fragments into a coherent account, it raises new speculations.

This book takes readers on a fascinating journey to the very heart of Tantra: its key teachings, foundational lineages, and transformative practices. Since the West's discovery of Tantra 100 years ago, there has been considerable fascination, speculation, and more than a little misinformation about this spiritual movement. Now, for the first time in the English language, Tantra Illuminated presents an accessible introduction to this sacred tradition that began 1,500 years ago, in the far north of India. The book uses translations (...) from primary Sanskrit sources, offers a profound look at spiritual practice, and reveals Tantra's rich history and powerful teachings. (shrink)

Cruel Theory | Sublime Practice consists of three parts. Each part addresses both theoretical and practical dimensions of Buddhism. Topics include the formation of an autonomous subject in the face of Buddhism’s concealment of its ideological force; the possibility of a practice that thus serves as a theory or science of ideology; the reconstitution of practice as an organon of authoritative structures, including controlling social-conceptual representations; and the perception of Buddhism as the subject of a historical process.

Background: International developments suggest that providing clinical ethics services to help clinicians negotiate ethical issues that arise in clinical practice is beneficial and reflects best practice in promoting high ethical standards and patient-centered care. The aim of this study was to explore the needs and experiences of clinical staff members to inform the development of future clinical ethics support. Methods: Health professionals at a large regional health service completed an online survey containing questions about the frequency of ethical and legal (...) issues encountered in clinical practice, the type of situations that gave rise to the ethical and/or legal uncertainty or concern, how clinicians currently address these issues, and what support would be welcome. Results: The survey was completed by 369 staff members, including 61% with more than 10 years in the profession and 51% in nursing/midwifery. Two-thirds (66%) indicated they often considered ethical implications of their clinical decisions, and half (49%) often considered the legal implications. More than half (58%) were often/occasionally concerned about the ethically right thing to do. Patient requests for borderline treatment (47%), staff disagreements about patient care (48%), and patients declining recommended treatment (54%) were the most frequent reasons given for ethical or legal uncertainty. Sixty-nine percent of respondents indicated that the way their department addressed ethical issues could be improved and 85% agreed that there is a need for more discussion on ethical issues. The majority (82%) of respondents had encountered ethically challenging clinical situations where additional support would have helped. Common approaches to issues were discussion with colleagues/supervisor (91.1%), discussion at handover/group forums (50.8%), and consultation with guidelines/protocols (60.9%). Conclusions: A majority of clinical staff members surveyed have encountered ethically/legally challenging cases daily for which they have often sought additional advice. This study indicates that many clinical staff members would welcome some form of additional clinical ethics support including advice and education. (shrink)

When we start with the wrong question, no matter how good an answer we get, it won’t give us the results we want. Rather than joining the throngs who are asking, When will this economic crisis be over? Jim Wallis says the right question to ask is How will this crisis change us? The worst thing we can do now, Wallis tells us, is to go back to normal. Normal is what got us into this situation. We need (...) a new normal, and this economic crisis is an invitation to discover what that means. Some of the principles Wallis unpacks for our new normal are . . . • Spending money we don’t have for things we don’t need is a bad foundation for an economy or a family. • It’s time to stop keeping up with the Joneses and start making sure the Joneses are okay. • The values of commercials and billboards are not the things we want to teach our children. • Care for the poor is not just a moral duty but is critical for the common good. • A healthy society is a balanced society in which markets, the government, and our communities all play a role. • The operating principle of God’s economy says that there is enough if we share it. • And much, much more . . . In the pages of this book, Wallis provides us with a moral compass for this new economy—one that will guide us on Wall Street, Main Street, and Your Street. Embracing a New Economy Getting back to "the way things were" is not an option. It is time we take our economic uncertainty and use it to find some moral clarity. Too often we have been ruled by the maxims that greed is good, it’s all about me, and I want it now. Those can be challenged only with some of our oldest and best values—enough is enough, we are in it together, and thinking not just for tomorrow but for future generations. Jim Wallis shows that the solution to our problems will be found only as individuals, families, friends, churches, mosques, synagogues, and entire communities wrestle with the question of values together. (shrink)

The dominant culture in India in the Buddha’s day, Brahmanical culture, took as axiomatic the existence of a supernatural creator deity. This deity, termed ‘Brahma’, was conceived as being ‘the all-seeing, the all-powerful, the Lord, the maker and creator, ruler, appointer and orderer, father of all that have been and will be’. Although the Buddha completely rejected such apparent metaphysical speculation as a ‘thicket of views’, he nowhere formulated a systematic repudiation of theism. In one canonical text, however, the Buddha, (...) encountering a young Brahmin espousing theistic beliefs, gives a series of analogies and similes that help to illuminate his views on the matter. In short, the Buddha saw such a belief as being dangerously re- flexive, and hence as a symptom of a debilitating conceptual and affective disorder. Thus, in the dialogue, the Buddha aims to ease this ailment of his interlocutor through a threefold strategy: (1) displaying the language usage that under girds the problem; (2) reorienting the interlocutor towards the primacy of his conceptual apparatus as the proper locus of concern; and (3) providing a practice through which the interlocutor may develop the skills necessary for conceptual and affective health. The parameters of the discussion in this sutta are wide enough to render it of relevance to contemporary debates on theism. That is, the issue at stake in the sutta may be read as being not only about a restricted local notion of deity, but about God, broadly conceived. The article contains fresh translations from the text under consideration, the Tevijjasutta of the Dıghanikaya-(13). -/- . (shrink)

What are we to make of Western Buddhism? Glenn Wallis argues that in aligning their tradition with the contemporary self-help industry, Western Buddhists evade the consequences of Buddhist thought. This book shows that with concepts such as vanishing, nihility, extinction, contingency, and no-self, Buddhism, like all potent systems of thought, articulates a notion of the "real." Raw, unflinching acceptance of this real is held by Buddhism to be at the very core of human "awakening." Yet these preeminent human truths (...) are universally shored up against in contemporary Buddhist practice, which contradicts the very heart of Buddhism. The author's critique of Western Buddhism is threefold. It is immanent, in emerging out of Buddhist thought but taking it beyond what it itself publicly concedes; negative, in employing the "democratizing" deconstructive methods of François Laruelle's non-philosophy; and re-descriptive, in applying Laruelle's concept of philofiction. Through applying resources of Continental philosophy to Western Buddhism, A Critique of Western Buddhism suggests a possible practice for our time, an "anthropotechnic", or religion transposed from its seductive, but misguiding, idealist haven. (shrink)

Life cycle diagrams are ubiquitous in a variety of scientific materials, ranging from introductory biology textbooks to professional publications. These diagrams typically depict stages of a particular organism’s life connected by arrows, such as, for a frog: egg(s) → embryo → tadpole → tadpole with two legs → tadpole with four legs → young frog → adult frog → egg(s). In this paper, we present a critique of this sort of life cycle diagram, drawing on both metaphysics and epistemology of (...) science. We suggest that these diagrams do not accurately represent an organism’s life stages, its reproduction, or species persistence. These misrepresentations have implications for scientific reasoning, explanatory efficacy, as well as pedagogical efficacy. To address the shortcomings of these diagrams, we propose a new kind of diagram which we call the life spiral diagram. The life spiral diagram more accurately reflects an organism’s life stages, its reproduction, as well as species persistence. Thus, the life spiral diagram better aids scientific reasoning, explanations of life processes, and learning. (shrink)

Sustainability is an important topic for understanding and developing our society. For scholars who want their academic contributions to have an impact, sustainability is important for our conceptual systems. Because our conceptual systems share similarities with our social systems, we may investigate their characteristics to gain insight into how both may be achieved or at least understood. Theories of the humanities as well as the social/behavioral sciences are changing very rapidly. They are fragile and few seem to have any longevity. (...) At the same time, the theoretical base does not seem to be “advancing.” They are not supporting highly effective results in the real world, so we continue to have seemingly insolvable problems such as crime, war, and poverty. This may be because academia has become inward-focused or, in Luhmann’s terminology, autonomous from the outside world. In seeking to understand how to develop more sustainable theories we found that the concept of sustainability is contested. And, in the process of comparing the sustainability of social systems to the sustainability of theories, we came to realize that neither perspective is viable. Drawing on Luhmann’s insights on the interdependence of theories and society, we came to realize that the two exist in a coevolutionary relationship. Importantly, we present an approach for measuring that evolution and suggest directions for accelerating the coevolutionary advance of society and science. (shrink)

In evaluating a metatheory, it is possible and desirable to use methods found in critical metatheory. In this post, I use such tools to rigorously analyze and quantify the internal logical structure of Wilber's metatheory. The results show that Wilber's metatheory is unlikely to be of much use in practical application and that it has much room for growth and improvement.

The object of this article is not to criticize Professor Watson's psychology, still less his physiology; neither do I wish to attempt a fundamental metaphysical criticism, such as that contained in Professor Lloyd Morgan's article in the April number of the Journal, but it appears to me that a purely logical criticism, admitting Professor Watson's facts and observations, and assuming his mechanistic point of view, may be a useful preliminary to such wider and more fundamental inquiry.

The paper presents a scientific profile of Mieczysław Wallis in the perspective of the question of his intellectual status. The author looks for the answer within two areas that were the subject of Wallis’ interest: philosophy and history of art. She analyses the path of Wallis’ intellectual development and the formation of his creative interests: from his education (in Heidelberg and Warsaw) and inspirations, through his first intellectual concerns, to an analysis of his scientific output. In his (...) youth, Wallis wrote about the desire to create a philosophical system. Did this aspiration determine his scientific work, and to what extent? Did it set the course of his intellectual path? Was Wallis’ profile dichotomous in nature? For, as a philosopher, Wallis asked himself a fundamental question about the phenomenon of human being and its relation to the world. As a historian of art, he sought the answer by analyzing the world of man’s creative activity, his aesthetic experiences and artistic creations. Thus, on the one hand, the author emphasizes the role of philosophy in the development of Wallis’ intellectual views; on the other hand, she points to the philosophical depth of his achievements in the field of art theory. (shrink)

This mini configurative review links theory of mind research with school-based social skills interventions to reframe theoretical understanding of ToM ability based on a conceptual mapping exercise. The review’s aim was to bridge areas of psychology and education concerned with social cognition. Research questions included: how do dependent variables in interventions designed to enhance child social-cognitive skills map onto ToM constructs empirically validated within psychology? In which ways do these mappings reframe conceptualization of ToM ability? Thirty-one studies on social-cognitive skill (...) with typically-developing children ages 3–11 were included as opposed to explicit ToM trainings in light of an identified performance plateau on ToM tasks in children. Intervention DVs mapped onto the following ToM constructs in at least 87% of studies: “Representation of Others and/or Self,” “Knowledge/Awareness of Mental States,” “Attributions/Explanations of Mental States,” “Social Competence,” “Predicting Behavior,” and “Understanding Complex Social Situations.” The absence of false-belief understanding as an intervention DV indicated a lack of direct training in ToM ability. A hierarchy to further organize the review’s ToM framework constructs as either skills or competences within the construct of ‘Representation of Others and/or Self’ is proposed. Implications for the conceptualization of ToM and social-cognitive research as well as educational practice are discussed, namely how school social skill interventions conceptualize skill along a continuum in contrast to the common artificial dichotomous assessment of ToM skill, yet the development of ToM can nevertheless be supported by the school environment. (shrink)

This chapter provides an overview of Thomas Hobbes's materialistic philosophy of mathematics. Hobbes's mathematical ontology rejects the seventeenth century's received view of the subject and his proposed first principles departed quite significantly from the tradition. Hobbes's understanding of geometry as a generalized science of material bodies puts him at odds with the traditional notion that the objects of geometrical investigation are radically distinct from the realm of material things. Hobbes's methodology holds that demonstrative knowledge must be based on definitions that (...) identify the causes of things. Hobbes was quite hostile to the algebraic methods characteristic of Descartes's analytic geometry, and he found fault with some presentations of the “method of indivisibles” that is an important precursor to the calculus. Hobbes approved of Bonaventura Cavalieri's method while dismissing John Wallis's approach as incoherent. The chapter investigates Hobbes's controversy with Wallis. Any discussion of Hobbes's mathematics takes place against the background of his controversy with Wallis. (shrink)

The Militant Listener: Reading Mongane Wally Serote's Sikhahlel' u-OR alongside Walter Benjamin's Theses on the Philosophy of History In Sikhahlel' u-OR: A Praise Poem for Oliver Tambo, Mongane Wally Serote presents an unflinching yet delicate meandering through the questions, reflections and provocations resistance history offers up through O. R. Tambo's life. As Ciraj Rassool points out, in this work Tambo appears not as an individual, but as an integral node in a web connecting various lives.1 This counter-neoliberal interpretation of Tambo's (...) life offers what Michael Löwy calls 'a heterodox form of the narrative of emancipation' rebuilding the struggle hero narrative along a decentred framework.2 By radically dislodging this narrative, Tambo is portrayed as the 'non-iconic icon' he was esteemed to embody, and in this move, the poem, notably, points to the dearth of dialectic politics, both in our quotidian praxis, and the commemoration of others.3 Aptly, Serote's work contributes to what Souleymane Bachir Diagne and Jean-Loup Amselle describe as a 'total decentring of all thought, one that rejects all "centrisms" and highlights instead branchings and connections, transfers, analogies and reciprocal influences between cultural places and intellectual fields that may be distant but are not distinct in space and time'.4 To this end, the poem presents us with a constellation of historical actors who flicker on the horizon, beckoning us to engage in the labour of freedom. (shrink)

Though he is known primarily for his mathematics, John Wallis was also a prominent natural philosopher and experimentalist. Like many experimental philosophers, including his colleagues in the Royal So­ciety, Wallis sought to identify the mathematical laws that govern natural phenomena. However, I argue that Wallis’s particular understanding of the laws of nature was informed by his reading of a thirteenth–century optical treatise by Robert Grosseteste, De lineis, angulis et figuris, which expresses the principle that “Nature doth not (...) work by Election.” Wallis’s use of this principle in his Discourse of Gravity and Gravitation helps to clarify his understanding of natural laws. According to Wallis, since nature cannot choose to act one way or another, natural phenomena are unfailingly regular, and it is this that allows them to be predicted, generalized, and described by mathematical rules. Furthermore, I argue that Wallis’s reading of Grosseteste reveals one way that medieval scholarship contributed to the “mathematization of nature” in the early modern period: historically–minded scholars like Wallis found insightful philosophical principles in medieval sources, and they transformed and redeployed these principles to suit the needs of early modern natural philosophy. (shrink)

Seit dem 2. nachchristlichen Jahrhundert werden die Schriften von Aristoteles kommentiert. Diese Ausgabe enthält griechische Kommentare zu seinem Werk vom 3. bis 8. Jahrhundert n. Chr., u. a. von Alexander von Aphrodiensias, Themistios, Joh. Philoponus, Simplicius in griechischer Sprache.

Evidence from neurophysiological and psychological studies is coming together to shed light on how we represent and recognize objects. This review describes evidence supporting two major hypotheses: the first is that objects are represented in a mosaic-like form in which objects are encoded by combinations of complex, reusable features, rather than two-dimensional templates, or three-dimensional models. The second hypothesis is that transform-invariant representations of objects are learnt through experience, and that this learning is affected by the temporal sequence in which (...) different views of the objects are seen, as well as by their physical appearance. (shrink)

Why do policies fail? How can we objectively choose the best policy from two (or more) competing alternatives? How can we create better policies? To answer these critical questions this book presents an innovative yet workable approach. Avoiding Policy Failure uses emerging metapolicy methodologies in case studies that compare successful policies with ones that have failed. Those studies investigate the systemic nature of each policy text to gain new insights into why policies fail. -/- In addition to providing intriguing directions (...) for research, this book also suggests a bold new standard for evaluating policies. While this method is broadly generalizable, specific examples are provided showing how to develop better Economic Policy, Military Policy, and Constitutional Organizations. This book shows scholars, researchers, and policy analysts how to develop more effective policies so that we may achieve our highest aspirations and avoid the horrendous failures of the past. (shrink)

The central claim of this paper is that the culture of entitlement in education is incoherent to the extent to which it rejects: concepts of educational achievement. It gives an account of some of the conceptual features of achievement and educational achievement, and argues that although educational and academic achievement are closely linked with each other they are distinct. It tries to show why academic practices are central in our conceptions of the value of educational achievement. In terms of the (...) concept of epistemological access it argues that the agency of the learner is necessary to educational access, and, hence, educational achievement, but that the culture of entitlement in education has a strong tendency to deny this. The paper tries to show in what ways the culture of entitlement presupposes the concept of educational achievement. (shrink)

Democracy is often said to rest on some form of deeper argument, some self-understanding amongst people as belonging to a common political community. This paper explores this issue in the situation of South Africa. The policies of Apartheid have left a legacy of a morally fractured society with little by way of a shared moral discourse, and the paper raises the question of whether the concepts of democracy and community which emerged out of educational struggles in South Africa might provide (...) a basis for the development of a shared moral discourse. The answer provided in the paper is that, although such concepts cannot provide the basis for democracy at a national level, they do provide some hints of how schools might contribute to the emergence of a shared moral discourse, and, thus, the starting point for building a unified political community. (shrink)

During the eighty years since the publication of the Principia, Newton's theories had been popularized. Based upon them, the first predicted return of any comet aroused anticipation and then elation. Contemporary accounts in widely-read periodicals show the interest in the vindication of gravitational theory provided by fulfilment of the prediction.

Seit dem 2. nachchristlichen Jahrhundert werden die Schriften von Aristoteles kommentiert. Diese Ausgabe enthält griechische Kommentare zu seinem Werk vom 3. bis 8. Jahrhundert n. Chr., u. a. von Alexander von Aphrodiensias, Themistios, Joh. Philoponus, Simplicius in griechischer Sprache.

This paper surveys the key terms śaktipāta and samāveśa (both of which refer to religious experience) in the primary sources of Tantric Śaivism over several centuries of textual development, building up a theory as to their range of meanings. It specifically focuses on their usage by Abhinavagupta (Kāshmīr, 10th century) by presenting a complete translation of chapter 11 of his Tantrasāra. The paper thus serves to (a) illuminate the nature of spiritual experience and the qualifcations for religious praxis in Śaivism, (...) (b) give insight into the worldview of the Tantric Śaivas, and (c) help in pinpointing a specific and significant issue in the phenomenological study of religion generally. (shrink)

This three volume set contains papers presented at the Seventh World Congress of the Econometric Society. The first volume contains three papers presented at the Seventh World Congress of the Econometric Society which summarize and interpret key recent developments and discuss current and future directions in a wide range of topics in economics and econometrics. They cover both theory and applications. Authored by leading specialists in their fields, these volumes provide a unique survey of progress in the discipline. The second (...) volume comprising three papers which examine the latest developments in economic theory, applied economics and econometrics presented at the Seventh World Congress of the Econometric Society in Tokyo in August 1995. The topics were carefully selected to represent the most active fields in the discipline over the past five years. Written by the leading authorities in their fields, each paper provides a unique survey of the current state of knowledge in economics. Designed to make the material accessible to a general audience of economists, these volumes should be helpful to anyone with a good undergraduate training in economics who wishes to follow new ideas and tendencies in the subject. The third of three volumes contains papers presented at the Seventh World Congress of the Econometric Society. The papers summarize and interpret key recent developments and discuss current and future directions in a wide range of topics in economics and econometrics. They cover both theory and applications. Authored by leading specialists in their fields, these volumes provide a unique survey of progress in the discipline. (shrink)

"This is an excellent textbook on Neoplatonism which gives the reader a very concise and lucid overview of the basic doctrines and leading thinkers of the last great philosophy to emerge before the Christianization of the Roman Empire. I’ve no doubt that my students next semester will benefit from the analyses contained in the book. The contents of the chapters are very informative and adequately place developments in their socio-cultural context." --Michael B. Simmons, Auburn University at Montgomery.