An Introduction to the Logic of the Computing Sciences provides an introduction to symbolic logic by creating connections with the diverse fields of philosophy, mathematics, computing sciences, law, business, popular culture, and ethics, so that students from varied backgrounds can grasp the ideas of logic. The author relates symbolic logic to computer science by introducing each logical principle by a truth table, flow chart, and algorithm. He emphasizes the connections between logic and the different subjects through over two hundred word (...) problems that relate to the different areas. Following a strategic plan that avoids intimidating students, the author introduces each new principle one at a time with a set of twenty exercises that require the use of that principle. He introduces the next principle with exercises that require the use of the new principle and the principles previously studied, gradually building on the knowledge of the student until he or she has a thorough understanding of symbolic logic. (shrink)

This book introduces major philosophical theories and issues in the context of the contemporary debate about the so-called culture wars in American society. It is designed to make these theories come alive as they are related to these vital contemporary concerns and to provide a framework within which to assess the ongoing debate about the future direction of Western culture. As a book in ethical theory, it is designed to provide the framework for clear and comprehensive thinking about our cultural (...) development. Classical ethical positions like cultural relativism, emotivism, egoism, hedonism, utilitarianism and theorists like Kant are introduced and assessed. The contemporary theorists John Rawls and Alasdair MacIntyre are given extensive treatment and made accessible to the introductory student in philosophy. Culture War and Ethical Theory exhibits a non-ptolemical tone as it relates these theories, for heuristic purposes, to the contrasting perspective of fundamentalism and secular humanism. These two viewpoints are treated fairly without pretense of thorough exposition. They were chosen because they set the contemporary debate in stark relief. Thus, they assist the reader in understanding the relationship of philosophical reflection to commonly held perspectives. (shrink)

1. Die Hymnen des Rigveda, herausgegeben Oldenberg von Hermann. Band.I. Metrische und Textgeschichtliche Prolegomena. Berlin, 1888. 14 Mk.2. Vedische Studien, Pischel von Richard und Karl F. Geldner. Stuttgart, 1888–1889. 12 Mk.

According to scholars as influential as Hans Urs von Balthasar, Eric Voegelin and Cyril O'Regan, what was once rejected as an esoteric second century Christian heresy, has, and indeed continues to, exert a significant amount of influence over modern philosophy and theology in the form of ancient Gnosticism. While a variety of major studies have applied this hermeneutical lens to evaluate and better grasp Hegel's philosophical system, very few have sought to interpret Schelling's philosophy in this manner, when there seems (...) to be ample evidence to suggest that Schelling consciously adopted Gnostic philosophy, particularly Valentinian speculation, alongside other theosophic proposals, when constructing his own ideas. And, given the rise of theological systems, notably from the East, although not exclusively, in the guise of Sergius Bulgakov, that are heavily indebted to Schelling and are currently exerting a notable influence on contemporary Anglophone systematic theology (theologians such as John Milbank), it would seem beneficial for such a study to be conducted to better grasp certain trends in current, mainstream, theological proposals. (shrink)

Der Streit um den Humanismus ist älter als das Wort. Was die Sache selber sei, ist aber schon zur Zeit der griechischen Klassik umstritten. Seit Humanismus auch noch als Epochenbegriff verwendet wird, konkurrieren sogar Humanismen im Plural miteinander. Dabei versuchen die unterschiedlichen Richtungen, den Begriff für sich zu besetzen, ja zu monopolisieren. Freilich entstehen bald auch ausdrückliche Antihumanismen, die nur insofern humanistisch bleiben, als sie sich weiterhin der griechisch-römischen Antike verpflichtet fühlen: eine andere, zum Beispiel "archaische" und "heroische" Antike der (...) wie auch immer "humanen" konfrontieren. Seitdem gibt es einen Humanismusstreit im engeren und bis heute andauernden Sinn. Entscheidende Voraussetzung dafür ist, dass Humanismus stets Antike-Rezeption und Humanität zugleich meinte, also auch "Humanitarismus" gewesen ist. - Vorwort - I. Antiker und moderner Barmherzigkeitsdiskurs - H. Cancik: Entrohung und Barmherzigkeit, Herrschaft und Würde. Antike Grundlagen von Humanismus - F. Hartmann: "Das Wohlergehen des Kranken... oberster Grundsatz"? Über Menschlichkeit und Menschen-Heilkunde - II. Menschenrechtsdiskurse und ihre Problematik - A. Haratsch: Entstehung und Entwicklung der Menschenrechte - E. Stölting: Humanismus und Eurozentrismus - C. Elsas: Potentiale religiös-kultureller Traditionen zur Achtung von Menschenrechten - K. Meyer: Feminismus zwischen Neo- und Posthumanismus. Betrachtungen zu Martha Nussbaum und Judith Butler - III. Antihumanistische Diskurse des späten 19. und 20. Jahrhunderts - E. Flaig: Kultur und Krieg. Antihumanismus bei Jakob Burckhardt und Friedrich Nietzsche - Richard Faber: Humanistische und faschistische Welt. Über Ludwig Curtius (1874-1954) - E. Rudolph: Humanismus und Antihumanismus im Streit. Cassirer und Heidegger in Davos - A. Geisenhanslüke: Antihumanismus? Über Michel Focault und die Folgen - IV. Prohumanistische Plädoyers bis heute - A.-U. Sommer: Franz Overbeck, ein skeptischer Humanist? - G. Wedekind: Europa im Exil. Erich Auerbachs säkulare Weltbürgerschaft - C. Türcke: Die Falle der Selbstentfaltung. Humanismus und kritische Theorie. (shrink)

Beitrage von Ludwig Nagl, Richard Heinrich, Arthur C. Danto, Barry Stroud, Peter F. Strawson, Herbert Hrachovec, Richard Rorty, Stanley Cavell, Hubert L. Dreyfus und Stuar E. Dreyfus, Kurt R. Fischer und Franz M. Wimmer.

Open peer commentary on the article “Learning How to Innovate as a Socio-epistemological Process of Co-creation: Towards a Constructivist Teaching Strategy for Innovation” by Markus F. Peschl, Gloria Bottaro, Martina Hartner-Tiefenthaler & Katharina Rötzer. Upshot: Peschl et al. argue that innovation, or the creation of sustainable change in the market, is a natural topic to be understood from a radical constructivist perspective and is similar in structure to von Glasersfeld’s theory of learning. I argue that this is an accurate and (...) interesting extension of the theory, but that their understanding of innovation needs to be extended to consider the viability of the innovation in the market. It is only in the context of the market that the innovation is perceived as novel, or that it can be understood as sustainable. (shrink)

Aristotle on the Athenian Constitution, translated, with introduction and notes, by F. G. Kenyon. London. Bell. 4s. 6d. Aristotle on the Constitution of Athens, translated by E. Poste. London. Macmillan. 3s. 6d. Aristoteles Schriftvom Staatswesen der Athener, verdeutscht von Georg Kaibel und Adolf Kiessling. Strassburg. 2 Mk. Aristotele la Costituzione degli Ateniesi Testo Greco, versione Italiana, introduzione e note per cura di C. Ferrini. Milano.

Pausanias' Description of Greece, translated into English, with Notes and Index, by Arthur Richard Shilleto. Two Vols. George Bell and Sons. 1886. 10s.Pausanias der Perieget; Untersuchungen über seine Schriftstellerei und seine Quellen, von Dr. A. Kalkmann. Berlin, Reimer. 1886. 8 Mk.

Although some attention has been devoted to assessing the attitudes and concerns of businesspeople toward ethics, relatively little attention has focused on the attitudes and concerns of tomorrow's business leaders, today's college students. In this investigation a national sample was utilized to study college students' attitudes toward business ethics, with the results being analyzed by academic classification, academic major, and sex. Results of the investigation indicate that college students are currently somewhat concerned about business ethics in general, and that female (...) students in particular are more concerned about ethical issues than are their male counterparts. (shrink)

He describes this most private work of Heidegger's philosophy as "a dissonant symphony that imperfectly weaves together its moments into a vast fugue, under the ...

Genetic epistemology analyzes the growth of knowledge both in the individual person (genetic psychology) and in the socio-historical realm (the history of science). But what the relationship is between the history of science and genetic psychology remains unclear. The biogenetic law that ontogeny recapitulates phylogeny is inadequate as a characterization of the relation. A critical examination of Piaget's Introduction à l'Épistémologie Généntique indicates these are several examples of what I call stage laws common to both areas. Furthermore, there is at (...) least one example of a paradoxical inverse relation between the two — geometry. Both similarities and differences between the two domains require an explanation, a developmental explanation. Although such an explanation seems to be psychological in nature, it is not merely empirical but also normative (since psychology is both factual and normative according to Piaget). Hence genetic epistemology need not be reduced to psychology (narrowly conceived), but rather should be seen as being both empirical and normative and thus similar to certain types of contemporary philosophy of science. (shrink)

_Heidegger_ is a classic introduction to Heidegger's notoriously difficult work. Truly accessible, it combines clarity of exposition with an authoritative handling of the subject-matter. Richard Polt has written a work that will become the standard text for students looking to understand one of the century's greatest minds.

ALTHOUGH the nature of scientific explanation has been a topic much discussed by philosophers of science, one type of scientific explanation has received scant attention. In several of the sciences one often encounters a developmental explanation, an attempt, according to Woodward, "to explain why a system is in a certain stage of development by reference to a developmental 'law' which describes an orderly sequence of stages which systems of that kind go through.".

Buddhist intellectual discourse owes its development to a dynamic interplay between primary source materials and subsequent interpretation, yet scholarship on Indian Buddhism has long neglected to privilege one crucial series of texts. Commentaries on Buddhist scriptures, particularly the sutras, offer rich insights into the complex relationship between Buddhist intellectual practices and the norms that inform—and are informed by—them. Evaluating these commentaries in detail for the first time, Richard F. Nance revisits—and rewrites&mdashthe critical history of Buddhist thought, including its unique (...) conception of doctrinal transmission. Attributed to such luminaries as Nagarjuna, Vasubandhu, Dignaga, and Santideva, scriptural commentaries have long played an important role in the monastic and philosophical life of Indian Buddhism. Nance reads these texts against the social and cultural conditions of their making, establishing a solid historical basis for the interpretation of key beliefs and doctrines. He also underscores areas of contention, in which scholars debate what it means to speak for, and as, a Buddha. Throughout these texts, Buddhist commentators struggle to deduce and characterize the speech of Buddhas and teach others how to convey and interpret its meaning. At the same time, they demonstrate the fundamental dilemma of trying to speak on behalf of Buddhas. Nance also investigates the notion of "right speech" as articulated by Buddhist texts and follows ideas about teaching as imagined through the common figure of a Buddhist preacher. He notes the use of epistemological concepts in scriptural interpretation and the protocols guiding the composition of scriptural commentary, and provides translations of three commentarial guides to better clarify the normative assumptions organizing these works. (shrink)

Several business trends have forced accelerated efforts to acquire competitive intelligence. While coverage of business ethics in classroom instruction has accelerated, concerns over unethical competitive information acquisition strategies persist. The frequency of use by individuals, their companies, and their competitors is assessed, and the findings reveal the extent of this ethics gap.

Piaget's social psychology is not widely discussed among psychologists, partly because much of it is still contained in untranslated French works. In this article I summarize the main lines of Piaget's social psychology and briefly indicate its relation to current theories in social psychology. Rejecting both Durkheim's sociological holism and Tarde's individualism, Piaget advances a sociological relativism in which all social facts are reducible to social relations and these, in turn, are reducible to rules, values and signs. Piaget's theory of (...) social values takes the form of a social exchange theory characterized in an abstract logical way. Piaget claims social exchange requires normative principles of reciprocity and that individual social development results in such an equilibrium because rationality itself is social and based upon social cooperation. These views, in turn, derive from Piaget's orthogenetic views concerning the course of evolution: development can be characterized as an increase in equilibrium manifested both in individual action and in social interaction. (shrink)

The Conduct of Inquiry is a practical introduction to logic and scientific method. It provides a comprehensive and current discussion of the logic of scientific method and scientific reasoning. The author places consistent stress on the evaluation of actual scientific reasoning and the development of critical thinking skills by employing numerous examples that require the application of the principles discussed in the text. Each chapter lays out basic, underlying principles of logic and scientific method and illustrates them by reference to (...) detailed case studies in the history of science. The method of proceeding from concrete case studies to general principle embodied in the examples provides an understandable progression for those learning the basic ideas of logic and scientific method. (shrink)

The question, What is Folk Epistemology?, is a question receiving increasing attention, but one that still awaits a sustained answer. In the present work by Mikkel Gerken,1 1 we have a somewhat different question discussed: What should FE be?

This article is currently available as a free download on ingentaconnect.

W.D. Hamilton, Narrow Roads of Gene Land: The Collected Papers of W.D. Hamilton.

I shall develop the suggestion that the thing in itself is not in any sense a thing. Nor is it a term which refers to a reality in opposition to which objects of experience are unfavorably compared. Yet Kant uses language which sometimes suggests both, providing ground for Schrader's observation about both the obscurity and the perversity of the doctrine.

In this article, I am concerned with the ethical foundations of behavior therapy, that is, with the normative ethics and the meta-ethics underlying behavior therapy. In particular, I am concerned with questions concerning the very possibility of providing an ethical justification for things done in the context of therapy. Because behavior therapists must be able to provide an ethical justification for various actions (if the need arises), certain meta-ethical views widely accepted by behavior therapists must be abandoned: in particular, one (...) must give up ethical subjectivism, ethical skepticism, and ethical relativism. An additional task is to show how it is possible to provide a nonsubjective, nonskeptical, and nonrelativistic moral justification for an ethical statement. Although this is a monumental task, I provide a rough sketch of such a model, one that is congenial to the value judgments underlying behavior therapy. (shrink)

Several philosophers have questioned the possibility of a genetic epistemology, an epistemology concerned with the developmental transitions between successive states of knowledge in the individual person. Since most arguments against the possibility of a genetic epistemology crucially depend upon a sharp distinction between the genesis of an idea and its justification, I argue that current philosophy of science raises serious questions about the universal validity of this distinction. Then I discuss several senses of the genetic fallacy, indicating which sense of (...) ‘genesis’ is relevant to epistemology. Next I consider the objection that psychology is irrelevant to epistemology, and that since "genetic epistemology" is really psychology, "genetic epistemology" is irrelevant to a real epistemology. Finally, I take up the objection that nothing discovered in genetic psychology could be relevant to a genetic epistemology. These last two arguments are based upon what I claim to be a mistaken notion of the nature of psychology. Suitably interpreted, psychology can assist genetic epistemology precisely in the way that the history of science assists current philosonhv of science. *I owe considerable thanks to Jann Benson, Ken Freeman, Bernie Rollin and Ron Williams for their helpful discussions concerning many of the issues discussed in this paper. I also wish to thank David Hamlyn, John Heil, William Lycan, Harvey Siegel and an anonymous reviewer for their comments and suggestions. It goes without saying that none of these individuals (especially Hamlyn and Siegel) necessarily agree with me. An earlier version of this paper was read at Colorado State University where the audience's comments were beneficial. (shrink)

Although numerous aspects of Bertrand Russell's philosophical views have been discussed, his views about the nature of the mind and the place of psychology within modern science have received less attention. In particular, there has been little discussion of what I will call "Russell's flirtation with behaviorism." Although some individuals have mentioned this phase in Russell's philosophical career, they have not adequately situated it within Russell's changing philosophical views, in particular, his naturalistic epistemology. I briefly discuss this naturalistic epistemology and (...) the kind of behaviorism it resulted in. I also briefly compare it to the behaviorism of John Watson, which had a strong influence on Russell. Russell finally abandoned this extreme form of behaviorism because of its denial of mental images, which was crucial to Russell's philosophy of mind and his semantics. I suggest that even though Russell's flirtation with behaviorism came to an end, he continued to be committed to a naturalistic epistemology. If this is so, we need to reassess the views of Russell and their place in twentieth-century thought. (shrink)