Phi Beta Kappa Romanell Lectures, given at Michigan State University, February 2008.

Robert Frost read "The Gift Outright" to the Phi Beta Kappa Society at William & Mary College almost one hundred years after Emerson delivered his famous lecture "The American Scholar" before the Society's Harvard chapter. In his talk, Emerson proclaims, "Our day of dependence, our long apprenticeship to the learning of other lands, draws to a close" (Essays and Poems 53). It is no accident that Frost's poem brings to mind Emerson.1 The possession of the American imagination by (...) other lands and its "withholding from our land of living" declare the same distractions. The distance between ourselves and our own possibilities represents for Emerson the misdirection backwards toward Europe, and not forward to the land .. (shrink)

Philosophers traditionally see the task of philosophy as providing rational guidance to thought and action—as answering “the big questions” about the world, ourselves, and our place in its scheme of things. But does philosophy provide such answers? The motto of Phi Beta Kappa, America’s oldest academic confraternity, is the proud dictum “Philosophy is the guide of life”. But is this claim defensible? Does philosophy indeed provide a satisfactory guide to decision and action in the practical affairs of life?

In lieu of an abstract, here is a brief excerpt of the content:William Thomas Jones 1910–1998Charles M. YoungWilliam Thomas Jones, a friend and supporter of this journal since its inception, died on September 30, 1998, in Claremont, California, at the age of eighty-eight. Born in Natchez, Mississippi, Will was educated at Swarthmore, Oxford (as a Rhodes scholar), and Princeton. After a legendary teaching career spanning nearly fifty years, thirty-four at Pomona College and another fifteen at the California Institute of Technology, (...) Will retired in 1985. He published a host of articles and books, among them the highly regarded five-volume A History of Western Philosophy, now in its fourth edition. Will received numerous awards and honors, including Lippincott, Procter, Ford Faculty, and Guggenheim Fellowships; he was also a Phi Beta Kappa Visiting Scholar, and twice a Resident Scholar with the Rockefeller Foundation at Villa Servelloni. In 1969–70, he was President of the American Philosophical Association’s Pacific Division.In 1961, Will joined Karl Aschenbrenner, John D. Goheen, Paul O. Kristeller, Oskar Piest, Benson Mates, Ernest Moody, Richard H. Popkin, Herbert W. Schneider, and E. W. Strong (as chair) to form the Executive Committee (now Board of Directors) of the Journal of the History of Philosophy. The first issue of the JHP appeared some two years later. Will provided much valuable counsel and support in the turbulent early years of the JHP, helping in particular in securing much needed financial support from the Claremont Colleges. We join Will’s family, friends, colleagues, and students in mourning the loss of a fine historian, philosopher, and teacher.Copyright © 1999 Johns Hopkins University Press... (shrink)

This volume includes the Sigma XI-RESA National Lectures, 1961; the Sigma XI-Phi Beta Kappa Lecture, 1961; the RESA Proctor Prize Lecture, 1960; and a special Sigma XI Diamond Jubilee presidential article. The latter three are non-technical articles on such topics as trends in and growth of science in this decade, and the interrelations of science and government. The other articles discuss recent experimental and theoretical results in such areas as climatology, magnetic interaction of atomic nuclei, the effects of (...) solar disturbances on terrestrial magnetism, human genetics and evolution, the biophysics of chemoreceptors, astrophysics and cosmogony, and the physics of the plasma state of matter.--K. P. F. (shrink)

Maxime Vachon | : L’objectif de cet article est de montrer l’unité du chapitre 14 du Peri Hermeneias, chapitre dans lequel Aristote retourne au fondement de l’échange dialectique, à savoir la doxa. Je montre ainsi que ce chapitre expose progressivement les trois conditions sémantiques que des points de vue doivent respecter pour être contraires : le sujet doit être le même, l’objet doit aussi être le même, mais le mode de prédication doit être contradictoire. | : The aim of this (...) paper is to show the unity of chapter 14 of the Peri Hermeneias, in which chapter Aristotle goes back to the basis of dialectical exchange, that is doxa. Thus I show that this chapter presents in successive order the three semantical conditions that points of view must respect in order to be contrary : the subject has to be the same, the object has also to be the same, but the mode of predication must be contradictory. (shrink)

Demonstrates that the United Nations has been at the centre of key field operations and policy debates relating to humanitarian intervention since the end of the Cold War. However, the issue of humanitarian intervention also poses a challenge to the UN and its member states, and could even undermine the organization. At the heart of the UN’s difficulty is a delicate balance between the rights of individuals and the rights of states. For its first 45 years, the body was (...) associated with the principle of non-intervention and the non-use of force, yet, since 1990, it has endorsed a series of interventions for humanitarian purposes. After considering the history and causes of this shift, the author discusses nine cases of intervention between 1990 and 2001. These cases reveal a number of issues and controversies, including reliance on the UN Security Council for authorization, the stance of the UN Secretary General, and the impact of the 2002 National Security Strategy of the United States. (shrink)

The distinction itself is best explained as follows. At the empirical level (at the bottom), there are curves, or functions, or laws, such as PV = constant the Boyle’s example, or a = M/r 2 in Newton’s example. The first point is that such formulae are actually ambiguous as to the hypotheses they represent. They can be understood in two ways. In order to make this point clear, let me first introduce a terminological distinction between variables and parameters. Acceleration and (...) distance (a and r) are variables in Newton’s formula because they represent quantities that are more or less directly measured. The distinction between what is directly measured and what it is not is to be understood relative the context. All I mean is that values of acceleration and distance are determined independently of the hypothesis, or theory, under consideration. I do not mean that their determination involves no kind of inference at all. For instance, acceleration is the instantaneous change in velocity per unit time, and this is not something that is directly determined from raw data that records the position of the moon at consecutive points in time. It is consistent with that raw data that the motion of the moon is actually discontinuous, so that the moon has no acceleration. So, there are definitely theoretical assumptions make about the moon’s motion that are used to estimate the moon’s acceleration at a particular time. But these assumptions are not unique to Newton’s theory. The same assumptions are also made by the rival hypotheses under consideration. In fact, the existence of quantities such as instantaneous acceleration is only called into question by the far more recent theory of quantum mechanics. Likewise, in the case of Boyle’s law, there is no controversy in viewing the volume of the trapped air as being determined in a way that does not make use of the theory that Boyle is introducing. (shrink)

This essay investigates the translatability of experience in seventeenth-century medical practica. It reconstructs the translation and the retranslation of the chapter on smallpox and measles taken from the immensely popular Praxis medica of Lazare Rivière. This text was adapted by two Jewish physicians: Jacob Zahalon, who translated it into Hebrew; and Abraham Wallich, who then modified it further. Both presented this work as their own. Reconstructing the decision making that went into their work, the essay argues that the erasure of (...) some practical and experiential content does not constitute a failure of translation but, rather, a reevaluation of the content’s applicability in a new context. The essay, dealing with Jewish learned physicians, also examines how different environments were reflected in these physicians’ writing. It therefore shows how physicians of comparable expertise resorted to dissimilar practices. (shrink)

Anthony Appiah’s essay on liberal education in the United States begins by identifying a distinctive feature of classical liberalism – namely, that the state must respect substantial limits with respect to its authority to impose restrictions on individuals, even for their own good. Nevertheless, Appiah points out, the primary aim of liberal education is to ‘maximize autonomy not to minimize government involvement’. Most of the essays in this volume, including Appiah’s, are attempts to address the question of what the (...) liberal commitment to maximize personal autonomy means when it comes to the teaching of what Appiah refers to as ‘identity-related claims’. The aim of this chapter is to suggest how one might begin to think about some questions in the philosophy of education, guided by the liberal thought that education is a preparation for autonomy, and to show that this tradition is both powerful enough to help with this difficult question and rich enough to allow answers of some complexity. (shrink)

Philosophy for A2: Unit 3 is the definitive textbook for students of the current AQA Advanced Level syllabus. Structured very closely around the AQA specifications for Unit 3: Key Themes in Philosophy, it introduces the student to each of the core themes: philosophy of mind political philosophy epistemology and metaphysics moral philosophy philosophy of religion. All chapters are helpfully subdivided into short digestible passages, and include: quiz questions to test core knowledge discussion questions to deepen understanding 'going further' sections (...) for advanced study text boxes highlighting key definitions and arguments cross-references to help students make connections lively illustrations, diagrams and a glossary. In addition, a chapter on exam preparation contains a wealth of helpful hints and tips on revision and exam techniques. Written by an experienced philosopher and A Level consultant, Philosophy for A2: Unit 3 is an essential companion for all students of A2 Level philosophy. (shrink)