1. "To establish and to follow the methodical order in which Aristotle himself, for pedagogical reasons, wished his thought to be studied".

Part I: The Life of Cognitive Science:. William Bechtel, Adele Abrahamsen, and George Graham. Part II: Areas of Study in Cognitive Science:. 1. Analogy: Dedre Gentner. 2. Animal Cognition: Herbert L. Roitblat. 3. Attention: A.H.C. Van Der Heijden. 4. Brain Mapping: Jennifer Mundale. 5. Cognitive Anthropology: Charles W. Nuckolls. 6. Cognitive and Linguistic Development: Adele Abrahamsen. 7. Conceptual Change: Nancy J. Nersessian. 8. Conceptual Organization: Douglas Medin and Sandra R. Waxman. 9. Consciousness: Owen Flanagan. 10. Decision Making: J. (...) Frank Yates and Paul A. Estin. 11. Emotions: Paul E. Griffiths. 12. Imagery and Spatial Representation: Rita E. Anderson. 13. Language Evolution and Neuromechanisms: Terrence W. Deacon. 14. Language Processing: Kathryn Bock and Susan M. Garnsey. 15. Linguistics Theory: D. Terence Langendoen. 16. Machine Learning: Paul Thagard. 17. Memory: Henry L. Roediger III and Lyn M. Goff. 18. Perception: Cees Van Leeuwen. 19. Perception: Color: Austen Clark. 20. Problem Solving: Kevin Dunbar. 21. Reasoning: Lance J. Rips. 22. Social Cognition: Alan J. Lambert and Alison L. Chasteen. 23. Unconscious Intelligence: Rhianon Allen and Arthur S. Reber. 24. Understanding Texts: Art Graesser and Pam Tipping. 25. Word Meaning: Barbara C. Malt. Part III: Methodologies of Cognitive Science:. 26. Artificial Intelligence: Ron Sun. 27. Behavioral Experimentation: Alexander Pollatsek and Keith Rayner. 28. Cognitive Ethology: Marc Bekoff. 29. Deficits and Pathologies: Christopher D. Frith. 30. Ethnomethodology: Barry Saferstein. 31. Functional Analysis: Brian Macwhinney. 32. Neuroimaging: Randy L. Buckner and Steven E. Petersen. 33. Protocal Analysis: K. Anders Ericsson. 34. Single Neuron Electrophysiology: B. E. Stein, M.T. Wallace, and T.R. Stanford. 35. Structural Analysis: Robert Frank. Part IV: Stances in Cognitive Science:. 36. Case-based Reasoning: David B. Leake. 37. Cognitive Linguistics: Michael Tomasello. 38. Connectionism, Artificial Life, and Dynamical Systems: Jeffrey L. Elman. 39. Embodied, Situated, and Distributed Cognition: Andy Clark. 40. Mediated Action: James V. Wertsch. 41. Neurobiological Modeling: P. Read Montague and Peter Dayan. 42. Production Systems: Christian D. Schunn and David Klahr. Part V: Controversies in Cognitive Science:. 43. The Binding Problem: Valerie Gray Hardcastle. 44. Heuristics and Satisficing: Robert C. Richardson. 45. Innate Knowledge: Barbara Landau. 46. Innateness and Emergentism: Elizabeth Bates, Jeffrey L. Elman, Mark H. Johnson, Annette Karmiloff-Smith, Domenico Parisi, and Kim Plunkett. 47. Intentionality: Gilbert Harman. 48. Levels of Explanation and Cognition Architectures: Robert N. McCauley. 49. Modularity: Irene Appelbaum. 50. Representation and Computation: Robert S. Stufflebeam. 51. Representations: Dorrit Billman. 52. Rules: Terence Horgan and John Tienson. 53. Stage Theories Refuted: Donald G. Mackay. Part VI: Cognitive Science in the Real World:. 54. Education: John T. Bruer. 55. Ethics: Mark L. Johnson. 56. Everyday Life Environments: Alex Kirlik. 57. Institutions and Economics: Douglass C. North. 58. Legal Reasoning: Edwina L. Rissland. 59. Mental Retardation: Norman W. Bray, Kevin D. Reilly, Lisa F. Huffman, Lisa A. Grupe, Mark F. Villa, Kathryn L. Fletcher, and Vivek Anumolu. 60. Science: William F. Brewer and Punyashloke Mishra. Selective Biographies of Major Contributors to Cognitive Science: William Bechtel and Tadeusz Zawidzki. (shrink)

A major problem for interpersonal aggregation is how to compare utility across individuals; a major problem for decision-making under normative uncertainty is the formally analogous problem of how to compare choice-worthiness across theories. We introduce and study a class of methods, which we call statistical normalization methods, for making interpersonal comparisons of utility and intertheoretic comparisons of choice-worthiness. We argue against the statistical normalization methods that have been proposed in the literature. We argue, instead, in favor of normalization of variance: (...) we claim that this is the account that most plausibly gives all individuals or theories ‘equal say’. To this end, we provide two proofs that variance normalization has desirable properties that all other normalization methods lack, though we also show how different assumptions could lead one to axiomatize alternative statistical normalization methods. (shrink)

Neurobiologist William Calvin explores the human brain, positing that the neurons in the brain operate in an accelerated version of biological evolution, evolving ideas through random variations and selections, and supports his hypothesis with numerous ca.

The pedagogical technique of the playful Plato, especially his ability to create living discourses that directly address the student, is the subject of Plato the Teacher. “The crisis of the Republic” refers to the decisive moment in his central dialogue when philosopher-readers realize that Plato’s is challenging them to choose justice by going back down into the dangerous Cave of political life for the sake of the greater Good, as both Socrates and Cicero did.

What determines whether an action is right or wrong? Morality, Rules, and Consequences: A Critical Reader explores for students and researchers the relationship between consequentialist theory and moral rules. Most of the chapters focus on rule consequentialism or on the distinction between act and rule versions of consequentialism. Contributors, among them the leading philosophers in the discipline, suggest ways of assessing whether rule consequentialism could be a satisfactory moral theory. These essays, all of which are previously unpublished, provide students in (...) moral philosophy with essential material and ask key questions on just what the criteria for an adequate moral theory might be. (shrink)

A number of philosophers have argued that the Holocaust is incapable of philosophical analysis and explanation. There are two arguments for this view: (1) that it is unique, and thus resists such analysis; and (2) that it is incomprehensible, and thus incapable of being understood. In this article, several versions of both of these arguments are considered and shown not to support the conclusion that the Holocaust resists philosophical explanation. An alternative route to philosophical explanation is then suggested.

In "The Cerebral Code," he has solidly embedded his ideas in experimental neurophysiology and neuropharmacology, deriving from his decades in the laboratory.

For over thirty years C. A. Campbell has made major contributions to both ethics and metaphysics. Since these do not correspond to the prevailing fashions in philosophy and theology they are in danger of being under-estimated, if not ignored. I hope to summarise and comment on them as impartially as possible. Inevitably I must be selective. In writing for this journal I have, naturally, chosen to stress those elements in Campbell's thought which are directly or indirectly relevant to religion. Even (...) so, there are many points which I have no space to develop. I shall be content if I say enough to indicate the importance of Campbell's writings for the study of the philosophically crucial topics to which they are devoted. (shrink)

Combining engaging discussions and stimulating new case studies, BUSINESS ETHICS: A TEXTBOOK WITH CASES gives students a comprehensive survey of business ethics that will guide them toward becoming ethical professionals, even if they have never studied philosophy before. Rich with real-world examples, BUSINESS ETHICS: A TEXTBOOK WITH CASES invites students to critically analyze and apply a broad range of philosophical concepts and principles to today's most important issues in business and beyond. BUSINESS ETHICS: A TEXTBOOK WITH CASES is a concise (...) (without readings) and updated version of the eleventh edition of MORAL ISSUES IN BUSINESS. BUSINESS ETHICS: A TEXTBOOK WITH CASES is also available in an eBook format. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. (shrink)

In this book, William H. F. Altman turns to Demosthenes-universally regarded as Plato's student in antiquity-and Plato's other Athenian students in order to add external and historical evidence for Plato's original curriculum.

In the first section, I consider what several logicians say informally about the notion of logical consequence. There is significant variation among these accounts, they are sometimes poorly explained, and some of them are clearly at odds with the usual technical definition. In the second section, I first argue that a certain kind of informal account—one that includes elements of necessity, generality, and apriority—is approximately correct. Next I refine this account and consider several important questions about it, including the appropriate (...) characterization of necessity, the criterion for selecting logical constants, and the exact role of apriority. I argue, among other things, that there is no need to recognize a special logical sense of necessity and that the selection of terms to serve as logical constants is ultimately a pragmatic matter. In the third section, I consider whether the informal account I have presented and defended is adequately represented by the usual technical definition. I show that it is, and provably so, for certain limited ways of selecting logical constants. In the general case, however, there seems to be no way to be sure that the technical and informal accounts coincide. (shrink)

Investigates the rapid evolution of the ape brain into the hominid brain, and explains why understanding our evolutionary past can help us survive an uncertain future.

With both the Roman Empire and contemporary scholarship as backdrop, this book contrasts the Imperial Platonism of Plotinus with Plato's own by distinguishing one as a master enlightening disciples, and the other as an Athenian teacher who taught students to discover the truth for themselves in the Academy.

This book looks back at the simpler versions of mental life in apes, Neanderthals, and our ancestors, back before our burst of creativity started 50,000 years...