Deductive Irrationality examines and critiques economic rationalism by assessing the work of influential political philosophers and economic theorists such as Thomas Hobbes, John Locke, Adam Smith, Friedrich Hayek, Gunnar Myrdal, and John F. Muth. It is one of the first serious attempts to investigate the dominant sub-fields in economic theory through the lens of political philosophy.

In lieu of an abstract, here is a brief excerpt of the content:EOONOMICS, WISDOM AND THE TEACHING OF THE BISHOPS IN THE THEOLOGY OF THOMAS AQUINAS* KEVIN A. McMAHON St. Anselm OoZZege Manchester, New Hampshire WHEN IN 1985 the American bishops came out with the first drait of thcir pastoiral letter on the economy, and ithen a year Later when they ~ssued the final text,1 they drew fire from groups both within and outside the Church. Much of the criticism, (...) on the popular front at least, seemed to concern the impropriety of religious leaders involving themselves in seoular.affairs (1and technical affairs at that). But while ithe bishorps were quick to admit their Lack of technical expertise, they claimed for rthemselves a special authority to teach regarding the principles tha.t underlie a just economic life. Far from sitepping outside their proper sphere, it is their obligation, they sruid, to speak on these issues, and to a.ddress not only membel'IS of the Ca.tholic Church in America, 1but the nation as a whole. It is a requirement of their ofHce that ithey be concerned with the weHare and security of all individuals,,and they effectively promorte this end iby setting forth the word of God recorded in Scriipture and handed on by the Church's tramtion.2 There,are two points in prurticu1ar that are implied by this statement. F1irst, knowledge of revelation is an aid to estab- " The substance of this article was first presented as a paper at the College Theology Society convention, held in Newport, Rhode Island, in May 1985. i "Economic Justice for All: Catholic Social Teaching and the U.S. Economy," Origins, vol. 16, no. 24 (November 27, 1986), 412-455.. 2 Pastoral Message to accompany the letter, sections 4-9, 12-19, 29; Pastoral Letter, sections 5, 22-27. 91 9~ KEVIN A. MCMAHON lishing peace and justice in the community at large because of the iin.sight into 1the good for man that the Gospel offers. Second, reason alone will not suffi,ce the community ·as a guide in interpel'lsonal activity, even in the area of economics, so it makes great sense for the citizen 1 to ·attend to rthe bishop, who in his teaching expresses the Church's foilith. The bishops' letter on economics does not fully draw out either of these points. And Aquinas nowhere expressly deaLs with the authority of the bishop in economic matteiis. But he does have something to say about rthe nature and soul'lce of episcopal authority, and of the need in the community for moral teachers. Priv.ate property, commercial trading, the use of moneyfor Thoma.s,aJl o[ these institutions or practices were devised by communities for the 1 sake of individual and general wellbeing. They conform to right reason, they are products of right reason, and they are governed by the virtue of justice. It would seem that practical rea:son,,all by itself, is sufficient in their regaOO.. Take priViate propecl;y a:s an e~ample. Thomas offers three arguments in irts defens·e in his Summa theologiae. First, people work more diligently when they own the product of their lrubor. Second, if people work in the first instance for their own sake, roncentrarting on their own needs, there.WJill be less confusion than if everyone has responsibility for the group. Thiird, to quote Thomais, "quarrels arise more frequently where there is no division of the things possessed." 3 Note that Thomais is not.arguing for the rubsolute necessity of private property. He defends private property as a social institution without prejudicing eiither :the right of specific individuals to hold property in common, or the good of their doing so. After all, Thomas himself belonged to a religious order whose members take a vow of poverty. All he iis claiming is that the institution of private property makes sense.4 If pria 2-2, q. 66, a. 2, c. "Odon Lottin writes that Thomas was unusual in regarding human nature, even after the Fall, as indifferent to the institution of private property; the natural la.w neither commands nor prohibits it. Rather, men cross-cul- BISHOPS' TEACHING ROLE IN ECONOMICS 93 vate ownership is so common, Aquinas might say... (shrink)

This volume offers evidence for a more classical and philosophically-optimistic interpretation of Wallace Stevens than former studies have made. It examines his collected essays, his letters, journals and poems, existing scholarship, and the philosophic tradition in which he should be located.

A moving cultural biography of abolitionist martyr John Brown, by one of the most important African-American intellectuals of the twentieth century. In the history of slavery and its legacy, John Brown looms large as a hero whose deeds partly precipitated the Civil War. As Frederick Douglass wrote: "When John Brown stretched forth his arm... the clash of arms was at hand." DuBois's biography brings Brown stirringly to life and is a neglected classic.

'The problem of the twentieth-century is the problem of the color-line.' Originally published in 1903, The Souls of Black Folk is a classic study of race, culture, and education at the turn of the twentieth century. With its singular combination of essays, memoir, and fiction, this book vaulted W. E. B. Du Bois to the forefront of American political commentary and civil rights activism. The Souls of Black Folk is an impassioned, at times searing account of the situation of African (...) Americans in the United States. Du Bois makes a forceful case for the access of African Americans to higher education, memorably extols the achievements of black culture (above all the spirituals or 'sorrow songs'), and advances the provocative and influential argument that due to the inequalities and pressures of the 'race problem', African American identity is characterized by 'double consciousness'. This edition includes a valuable appendix of other writing by Du Bois, which sheds light on his attitudes and intentions. ABOUT THE SERIES: For over 100 years Oxford World's Classics has made available the widest range of literature from around the globe. Each affordable volume reflects Oxford's commitment to scholarship, providing the most accurate text plus a wealth of other valuable features, including expert introductions by leading authorities, helpful notes to clarify the text, up-to-date bibliographies for further study, and much more. (shrink)

Housed in one volume for the first time are several of the seminal essays on Du Bois's contributions to sociology and critical social theory: from DuBois as inventor of the sociology of race to Du Bois as the first sociologist of American religion; from Du Bois as a pioneer of urban and rural sociology to Du Bois as innovator of the sociology of gender and culture; and finally from Du Bois as groundbreaking sociologist of education and cultural criminologist to Du (...) Bois as critic of the disciplinary decadence of the discipline of sociology. Unlike any other anthology or critical reader on Du Bois, this new volume offers an excellent overview of the critical commentary on arguably one of the most imaginative and innovative, perceptive and prolific founders of the discipline of sociology. (shrink)

L’auteur cherche à montrer cru’un appel à l’évidence intuitive pour fonder les mathématiques n’est ni rejetable, ni évitable,. Cet appel à l’intuition nécessite un fondement subjectif des mathématiques à côté du fondement objectif.

William Ernest Johnson was a renowned British logician and economist, and also a fellow of King's College, Cambridge. Originally published in 1922, this book forms the second of a three-volume series by Johnson relating to 'the whole field of logic as ordinarily understood'. The series is widely regarded as Johnson's greatest achievement, making a significant contribution to the tradition of philosophical logic. This book will be of value to anyone with an interest in Johnson's theories, philosophy and the historical development (...) of logic. (shrink)

I find this postulate of Mr. Blanshard's puzzling, and I wish to exhibit some perplexing features of it, and therefore of the business of the philosopher as he understands it.

. ‘Mrs. Walker 's Merry games for little people’: Locating Froebel in an alien environment. British Journal of Educational Studies: Vol. 38, No. 1, pp. 15-32.

Humans do two types of actions, polimorphic actions and mimeomorphic actions. The ability to carry out polimorphic actions cannot be mastered outside of socialization. Mimeomorphic actions, however, can be learned in other ways; sometimes, they can be learned away from the context of practice. Polimorphic actions cannot be mimicked by machines, but some mimeomorphic actions can. Other mimeomorphic actions are too complex to mechanize. Actions that cannot be mechanized because they are physically complicated should not be confused with actions that (...) cannot be mechanized because socialization is needed to master them. The analysis has implications for recent debates concerning the differences and similarities between humans and machines. The implica tion of the analysis is that much more can be understood about the relationship between humans and machines if the difference is treated as being a consequence of the unique properties of human societies. In this article, the analysis is applied to cardiac catheteriza tion, pacemaker implantation, simulation of bodies, and work in a medical "SkillsLab.". (shrink)

Spanning pivotal years in the historic democratization of South Africa, this analysis provides a trenchant reflection of higher education in transition. Penned by one of South Africa’s foremost philosophers of education, the critique grapples with very real concerns in higher education policymaking and practice, including stakeholder politics, institutional cultures, and curriculum transformation and interrogation of the function of higher education institutions in modern societies. Exposing the tensions between egalitarian principles and the nature of higher knowledge, the essays raise questions to (...) which there are no simple answers. With characteristic rigor, the analysis looks into the assumptions underlying much of the thinking about these questions and concludes that a failure to sharpen thinking around higher education is a failure to recognize the epistemic value of academic practice in a developing democracy. (shrink)

For--whatever our eventual sphere of control--the realm of fact is there first and always for our docility. Observ- ing is mental submission. Bacon is right: to master nature we must first obey her. Facts are to be received, learned, set in order: but who will say they are to be understood? They cannot be deduced: they are what they are. Here we meet the problem of these lectures. If man is to fathom his destiny, not to say guide it, must (...) his thinking not penetrate world fact as well as world law? And is this possible? (shrink)

W E Andersen; Education and the Ethical Concept of a Person or Willie, and the Redoubtable Mr. Chips, Journal of Philosophy of Education, Volume 2, Issue 1, 30.