Book of Jewish philosophy including such topics as reconciling science and religion, Divine providence, God's infinitude and omniscience, reincarnation, how faith has the power to alter nature, God's immutability, how to reconcile spirituality with the physical universe, and resurrection.

How faith in God maintains the link between the physical realm and the spiritual realm. Discusses free will, resurrection, God's immanence and transcendence, and similar topics.

In a recent article, Azzouni has argued in favor of a version of formalism according to which ordinary mathematical proofs indicate mechanically checkable derivations. This is taken to account for the quasi-universal agreement among mathematicians on the validity of their proofs. Here, the author subjects these claims to a critical examination, recalls the technical details about formalization and mechanical checking of proofs, and illustrates the main argument with aanalysis of examples. In the author's view, much of mathematical reasoning presents genuine (...) meaning-dependent mathematical characteristics that cannot be captured by formal calculi. ‘…there is a conflict between mathematical practice and the formalist doctrine.’ [Kreisel, 1969, p. 39]. (shrink)

In Cahn's brief article, he contests Philippa Foot's contention that “Great happiness, unlike euphoria or even great pleasure, must come from something related to what is deep in human nature, and fundamental in human life, such as affection for children and friends, the desire to work, and love of freedom and truth,” contesting her claim with the counterexample of a person, "Fred," not unlike people Cahn has known, who is perfectly contented with their role, not unlike the figure (...) painted by Glaucon in Book 2 of Plato's Republic, a "completely unjust person [who,] while doing the greatest injustice, [...] has nonetheless provided himself with the greatest reputation for justice.". (shrink)

This study introduces the concept of deviant behavior in a moderated-mediation framework of incentives and organizational justice perception. The proposed relationships in the theoretical framework were tested with a sample of 311 academics, using simple random sampling, via causal models and structural equation modeling. The findings suggest that incentives might boost the apparent performance, but not necessarily the intended performance. The results confirm that employees’ affection for incentives has direct, indirect, and conditional indirect effects on their deviant behavior likelihood. The (...) relationship between employee deviant behavior likelihood and affection for incentives was moderated by organizational justice perception and partially mediated by reward expectancy, thus having significant contributions toward the extant literature of deviant behavior and incentives. The findings have important implications for managers, academicians, and policy makers for mitigating adverse behavior in professional employees through proper use of incentives. (shrink)

Older adults process emotional speech differently than young adults, relying less on prosody (tone) relative to semantics (words). This study aimed to elucidate the mechanisms underlying these age-related differences via an emotional speech-in-noise test. A sample of 51 young and 47 older adults rated spoken sentences with emotional content on both prosody and semantics, presented on the background of wideband speech-spectrum noise (sensory interference) or on the background of multi-talker babble (sensory/cognitive interference). The presence of wideband noise eliminated age-related differences (...) in semantics but not in prosody when processing emotional speech. Conversely, the presence of babble resulted in the elimination of age-related differences across all measures. The results suggest that both sensory and cognitive-linguistic factors contribute to age-related changes in emotional speech processing. Because real world conditions typically involve noisy background, our results highlight the importance of testing under such conditions. (shrink)

Contributors: Steven M. Cahn, James W. Nickel, J. L. Cowan, Paul W. Taylor, Michael D. Bayles, William A. Nunn III, Alan H. Goldman, Paul Woodruff, Robert A. Shiver, Judith Jarvis Thomson, Robert Simon, George Sher, Robert Amdur, Robert K. Fullinwider, Bernard R. Boxhill, Lisa H. Newton, Anita L. Allen, Celia Wolf-Devine, Sidney Hook, Richaed Waaserstrom, Thomas E. Hill, Jr., John Kekes.

Some students find philosophy engrossing; others are merely bewildered. How can professors meet the challenge of teaching introductory-level philosophy so that their students, regardless of initial incentive or skill, come to understand and even enjoy the subject? For nearly a decade, renowned philosopher and teacher Steven M. Cahn offered doctoral students a fourteen-week, credit-bearing course to prepare them to teach undergraduates. At schools where these instructors were appointed, department chairs reported a dramatic increase in student interest. In this book, (...) Cahn captures the essence of that course. Yet many of the topics he discusses concern all faculty, regardless of subject: a teacher's responsibilities, the keys to effective instruction, the proper approach to term papers, examinations, and grades; and suggestions for how administrators should demonstrate that they take teaching seriously. Such matters are covered in the first seven chapters and in the final, fourteenth chapter. The intermediate six chapters focus on teaching introductory philosophy and, in particular, on critical thinking, free will, philosophy of religion, ethics, and political philosophy. Cahn's writing is lucid and lively, using vivid examples and avoiding educational jargon. In sum, this book is not only a guide on how to inspire students but also an inspiration for teachers themselves. (shrink)

New essays from an all-star cast of thinkers address ethical issues in higher education today. Topics include free speech, tenure, adjunct faculty, historical injustices, admission policies, faculty and admin responsibilities, student life, privacy, course technology, curricula, unions, philanthropy, sports, and the aims of liberal education.

Given a weakly o-minimal structure${\cal M}$and its o-minimal completion$\bar{{\cal M}}$, we first associate to$\bar{{\cal M}}$a canonical language and then prove thatTh$\left$determines$Th\left$. We then investigate the theory of the pair$\left$in the spirit of the theory of dense pairs of o-minimal structures, and prove, among other results, that it is near model complete, and every definable open subset of${\bar{M}^n}$is already definable in$\bar{{\cal M}}$.We give an example of a weakly o-minimal structure interpreting$\bar{{\cal M}}$and show that it is not elementarily equivalent to any reduct (...) of an o-minimal trace. (shrink)

We introduce a Gentzen-style modal predicate logic and prove the cut-elimination theorem for it. This sequent calculus of cut-free proofs is chosen as a proxy to develop the proof-theory of the logics introduced in [14, 15, 4]. We present syntactic proofs for all the metatheoretical results that were proved model-theoretically in loc. cit. and moreover prove that the form of weak reflection proved in these papers is as strong as possible.

'Small businesses do not have the depth to sustain mistakes and losses in the way that large businesses can. It is the view of the management of MacLine that an ethical approach to business is one of the key factors in ensuring the long term survival of the business.’Dr Yehuda Baruch is Visiting Research Fellow at the Centre for Organisational Research, London Business School, Sussex Place, Regent's Park, London NW1 4SA; and Mr Mark Lewis is Managing Director of MacLine. (...) Teachers interested in having a package of teaching notes and transparencies relevant to this case may contact Dr Baruch at the above address. (shrink)

In this introductory statement, given at the beginning of the Aboagora symposium in Turku in August 2011, Yehuda Elkana highlights the need, in accordance with the title of the conference, to rethink rather than unthink the Enlightenment. Indeed, the Enlightenment remained an unfinished project, but one should never forget that this era formed the basis for the greatest and most important creation of knowledge in all areas for 300 years. Over the last 100 or more years, however, cracks have (...) started to appear in this edifice, Elkana argues: researchers have started to realise that one cannot really distinguish the rational from the irrational and that being contextual does not necessarily mean being relativist. (shrink)

The Kuzari: In Defense of the Despised Faith is the first new translation into English of The Kuzari since 1905, annotated and explained based on the classic commentaries. Written by Rabbi Yehuda HaLevi of Spain over a period of twenty years and completed in 1140, The Kuzari has enthralled generations of Jews and non-Jews alike with its clear-cut presentation on Judaism, and its polemics against Greek philosophy, Christianity, Islam, and Karaism.

How should we evaluate the success of each person's life? Countering the prevalent philosophical perspective on the subject, Steven M. Cahn and Christine Vitrano defend the view that our well-being is dependent not on particular activities, accomplishments, or awards but on finding personal satisfaction while treating others with due concern. The authors suggest that moral behavior is not necessary for happiness and does not ensure it. Yet they also argue that morality and happiness are needed for living well, and (...) together suffice to achieve that goal. Cahn and Vitrano link their position to elements within both the Hellenistic and Hebraic traditions, in particular the views of Epicurus and lessons found in the Book of Ecclesiastes. Written in an accessible style and illustrated with incisive vignettes drawn from history, literature, films, and everyday life, _Happiness and Goodness_ is a compelling work of philosophy for anyone who seeks to understand the nature of a good life. (shrink)

An incisive and witty probe into ethics of the academic world.

I would like to argue that to a large extent universities are themselves to blame for their failure to respond adequately to external pressures of the day. Barring the work of a few exceptional departments and individuals here and there, universities are incapable of addressing precisely those problems that most preoccupy our societies nowadays. Granted, universities rightly regard themselves as playing a key role in preserving intellectual, academic and cultural traditions. This, however, should not be taken to be an acceptable (...) excuse for not dealing with fundamental social injustices and discrepancies - problems often deemed to lie outside the scope of a university's legitimate interests. Since universities are by far the most important institutions in any modern society entrusted with the task of creating knowledge, they should also strive to apply the knowledge created there to major social issues at any given time. This paper substantiates this thesis through some examples, and discusses its bearing on the future of the university curriculum. (shrink)

We introduce a first order extension of GL, called ML 3 , and develop its proof theory via a proxy cut-free sequent calculus GLTS. We prove the highly nontrivial result that cut is a derived rule in GLTS, a result that is unavailable in other known first-order extensions of GL. This leads to proofs of weak reflection and the related conservation result for ML 3 , as well as proofs for Craig’s interpolation theorem for GLTS. Turning to semantics we prove (...) that ML 3 is sound with respect to arithmetical interpretations and that it is also sound and complete with respect to converse well-founded and transitive finite Kripke models. This leads us to expect that a Solovay-like proof of arithmetical completeness of ML 3 is possible. (shrink)

"This engaging collection of recent essays reveals how a professorial career involves not only pursuit of a scholarly discipline but also such unwelcome features as the trials of graduate school, the tribulations that may arise in teaching, and the tensions that may develop from membership in a department. The author, who enjoyed a distinguished career as a professor of philosophy and senior university administrator, draws on his extensive experience to offer candid advice about handling the frustrations of academic life. Combining (...) philosophical principles, practical concerns, and personal observations, this book serves as a reliable guide for both new and veteran academics as well as for anyone seeking to understand the inner workings of colleges and universities"--. (shrink)

The ArgumentWhen we actually perform an experiment, we do many different things simultaneously – some belonging to the realm of theory, some to the realms of methodology and technique; however, a great deal of what happens is expressible in terms of socially determined images of knowledge or in terms of concepts of reflectivity – second-order concepts – namely thoughts about thoughts.The emergence of experiment as a second-order concept in late antiquity exemplifies the historical development of second-order concepts; it is shown (...) to be rooted in the Sophists' cunning reason and is followed up in the work of Ptolemy, Copernicus and Galileo.Then, by way of epistemological explication, the three levels of representation of an experiment are shown to be analogous to Baxandall's three levels of representation of a picture.Finally it is shown that such an interpretation only makes sense in terms of two-tier thinking: realism, inside a conceptual framework which is chosen or arrived at, relativistically. (shrink)

Author note: Steven M. Cahn is Provost and Professor of Philosophy at the Graduate School of the City University of New York.

Thirty-eight individuals (mean age: 34.8 years old) participating in a 3-month yoga and meditation retreat were assessed before and after the intervention for psychometric measures, brain derived neurotrophic factor (BDNF), circadian salivary cortisol levels, and pro- and anti-inflammatory cytokines. Participation in the retreat was found to be associated with decreases in self-reported anxiety and depression as well as increases in mindfulness. As hypothesized, increases in the plasma levels of BDNF and increases in the magnitude of the cortisol awakening response (CAR) (...) were also observed. The normalized change in BDNF levels was inversely correlated with BSI-18 anxiety scores at both the pre-retreat (r = 0.40, p < 0.05) and post-retreat (r = 0.52, p < 0.005) such that those with greater anxiety scores tended to exhibit smaller pre- to post-retreat increases in plasma BDNF levels. In line with a hypothesized decrease in inflammatory processes resulting from the yoga and meditation practices, we found that the plasma level of the anti-inflammatory cytokine Interleukin-10 was increased and the pro-inflammatory cytokine Interleukin-12 was reduced after the retreat. Contrary to our initial hypotheses, plasma levels of other pro-inflammatory cytokines, including Interferon Gamma (IFN-γ), Tumor Necrosis Factor (TNF-α), Interleukin-1β (IL-1β), Interleukin-6 (IL-6), and Interleukin-8 (IL-8) were increased after the retreat. Given evidence from previous studies of the positive effects of meditative practices on mental fitness, autonomic homeostasis and inflammatory status, we hypothesize that these findings are related to the meditative practices throughout the retreat; however, some of the observed changes may also be related to other aspects of the retreat such as physical exercise-related components of the yoga practice and diet. We hypothesize that the patterns of change observed here reflect mind-body integration and well-being. The increased BDNF levels observed is a potential mediator between meditative practices and brain health, the increased CAR is likely a reflection of increased dynamic physiological arousal, and the relationship of the dual enhancement of pro- and anti-inflammatory cytokine changes to healthy immunologic functioning is discussed. (shrink)

Following participation in Dr. Yair Caspi’s “Psychology in Judaism” workshop, the writers contemplate whether the teaching of Caspi’s model in academic settings could become simultaneously a fresh addition to interdisciplinary approaches to the teaching of Judaism in Israeli Academic life, and an academic addition to the contemporary trend to Jewish renewal in Israeli society. The model is based on weekly facilitated workshops in which participants both reflect on and discuss their lives and also explore unique interpretations of Jewish texts and (...) ideas, constantly seeking the borderline where their lives inform the text and vice versa. The process leads to the re-enchantment of ancient Jewish concepts, the reinvention of the Jewish religious experience in a contemporary paradigm and idiom, and the possibility of deep transformative insight. (shrink)

RésuméL’«Épître sur le savoir divin» d'Averroès présente quatre dialogues differents sur deux niveaux textuels. Ces dialogues, leur structure syllogistique ainsi que l'emploi des contradictions indiquent que l’«Épître» est structurée presque entièrement en accord avec les descriptions de la dialectique se trouvant dans les commentaires d'Averroès aux Topiques d'Aristote. Ainsi, la solution d'Averroès à la question de savoir comment Dieu peut avoir une connaissance universelle des particuliers passe par un compte rendu dialectique de la distinction entre le savoir divin et celui (...) des humains. De surcroît, à un point crucial de l’«Épître» Averroès se réfère à Métaphysique Β d'Aristote, qu'il considère être une exposition dialectique des questions sur la métaphysique. Cette référence suggère que l’«Épître sur le savoir divin» est, selon Averroès, une sorte d'enquête dialectique visant à répondre aux questions qui se présentent dès qu'on aborde l’étude de la métaphysique. Il en ressort que si on peut voir en l’«Épître» une interprétation dialectique de Coran LXVII, 14, son but primaire est d'introduire ses lecteurs a la spéculation métaphysique. Ainsi, il n'y a pas d'infraction de la prohibition légale d'Averroès, dans le Discours décisif, sur l'usage des interprétations dialectiques dans les oeuvres ouvertes au public général. (shrink)

Steven M. Cahn's advice on the professorial life covers an extensive range of critical issues: how to plan, complete, and defend a dissertation; how to navigate a job interview; how to improve teaching performance; how to prepare and publish research; how to develop a professional network; and how to garner support for tenure. He deals with such hurdles as a difficult dissertation advisor, problematic colleagues, and the pressures of the tenure clock. Whether you are beginning graduate study, hoping to (...) secure an academic position, or striving to build a professorial career, Cahn's insights are invaluable to traversing the thickets of academia. (shrink)

Despite its position in an introductory work to logic, the account of continuity presented by Abū Naṣr Al-Fārābī in his paraphrase of Aristotle’s Categories is apparently even less accessible to the beginner than Aristotle’s original. This is in part because Al-Fārābī integrated elements of the accounts of continuity in Aristotle’s Physics and Metaphysics into an account mainly derived from Aristotle’s Categories. While Al-Fārābī’s account chiefly follows Aristotle’s Categories 6 in describing a continuous object that can be divided into parts with (...) a shared boundary, it borrows the terminology of limits from Physics 5 and the notion of quantity as divisible into its parts from Metaphysics 5.13. In doing so, Al-Fārābī defines continuity using a notion of a limit without determining whether or not it was part of the continuous quantity. This definition could also accommodate atomists, since it would work even if the limit were an atom or several atoms that were part of the continuous object. The broadness of this definition is probably intended to allow students of logic who may have atomist tendencies to accept the account of quantity in the categories tradition, even though they may not be ready to reject atomism until after studying physics. (shrink)

Many philosophers, past and present, have been loath to admit the possibility of a happy immoralist. Here is a historical case featured in the play and film A Man for All Seasons.

Mauro Zonta's long awaited work Il Commento medio di Averroè alla Metafisica di Aristotele nella tradizione ebraica is really three books in one: a historical and philological account of the two medieval Hebrew translations of Averroes' Middle Commentary on Aristotle's Metaphysics and editions of both translations. The Arabic of Averroes' Middle Commentary on Aristotle's Metaphysics is not extant apart from a few fragments (see vol. 1, pp. 13-5). Nor is there a direct Latin translation of the Arabic—indeed, Zonta states that (...) there is no evidence of reliable citations of the work by any Latin authors (vol. 1, p. 18). Zonta's book, then, presents the only way of accessing Averroes' monumental work in its .. (shrink)

What is living well? We describe two contrasting lives and ask whether one is better lived than the other. Many philosophers, among them Susan Wolf, Richard Kraut and Stephen Darwall would say so. We criticize their position, which views certain activities as intrinsically more worthy than others. Instead, we conclude that persons are living well if they act morally and find long-term satisfaction, regardless of the pursuits they choose.

Now even more affordably priced in its second edition, Classic and Contemporary Readings in the Philosophy of Education is ideal for undergraduate and graduate philosophy of education courses. Editor Steven M. Cahn, a highly respected contributor to the field, brings together writings by leading figures in the history of philosophy and notable contemporary thinkers. The first section of the book provides material from nine classic writers, while the second section presents twenty-one recent selections that reflect diverse approaches, including pragmatism, (...) analytic philosophy, feminism, and multiculturalism. The second edition features expanded selections by Locke, Rousseau, Kant, and Dewey, along with eight new readings. (shrink)

The book_ Fate, Time, and Language: An Essay on Free Will_, published in 2010 by Columbia University Press, presented David Foster Wallace's challenge to Richard Taylor's argument for fatalism. In this anthology, notable philosophers engage directly with that work and assess Wallace's reply to Taylor as well as other aspects of Wallace's thought. With an introduction by Steven M. Cahn and Maureen Eckert, this collection includes essays by William Hasker, Gila Sher, Marcello Oreste Fiocco, Daniel R. Kelly, Nathan Ballantyne, (...) Justin Tosi, and Maureen Eckert. These thinkers explore Wallace's philosophical and literary work, illustrating remarkable ways in which his philosophical views influenced and were influenced by themes developed in his other writings, both fictional and nonfictional. Together with _Fate, Time, and Language_, this critical set unlocks key components of Wallace's work and its traces in modern literature and thought. (shrink)

Peopling the donor world -- The meaning of family in a changing world -- Creating families -- Creating communities across families -- The laws of the donor world: parents and children -- Law, adoption, and family secrets: disclosure and incest -- Reasons to regulate -- Regulating for connection -- Regulating for health and safety: setting limits in the gamete world -- Why not to regulate -- Conclusion: challenging and creating kinship.

This book will be the first collection of classic and contemporary readings devoted to the subject of happiness. Part I will include classic readings from Plato to Sartre, thus providing a brief tour of the most important theories of ethics and emphasizing their approaches to happiness. Part II will be devoted to the work of contemporary theorists who have sought to grasp the concept of happiness from a variety of perspectives.

RésuméSi l’œuvre d'Averroès est souvent considérée comme étant le sommet de la méthode démonstrative aristotélicienne dans la philosophie arabe, un bref passage de sonGrand commentaireàMétaphysiqueΓ.2 d'Aristote souligne l'importance primordiale de la dialectique et suggère d'examiner à nouveaux frais le statut de la dialectique et de la démonstration dans l’œuvre philosophique d'Averroès. Dans ce passage, Averroès décrit la dialectique comme une forme acceptable de philosophie et le dialecticien comme un certain type de scientifique. En mettant la dialectique et la démonstration à (...) un niveau égal ou presque, Averroès semble aller contre sa propre conception d'une distinction entre des types d'hommes dits “dialectiques” et “démonstratifs”, qu'il développe dans sonTraité décisif.En outre, cette interprétation deMétaphysiqueΓ.2 contredit aussi son explication du même passage dans leCommentaire moyen sur la Métaphysique, et la description donnée par Aristote lui-même de la dialectique tout au long de laMétaphysique, à savoir que, dans leGrand commentaireàMétaphysique, il s’écarte de ses vues antérieures en décrivant la dialectique comme une partie nécessaire de la métaphysique, même si la centralité de l'argumentation dialectique pourrait remettre en question le projet de la métaphysique tout entier et, par là, celui des sciences dont les démonstrations s'appuient sur le terrain métaphysique, c'est-à-dire toutes les sciences. Averroès ne souligne pas cette vue, mais sa présence n'en est pas moins ambiguë. (shrink)

PREFACE This volume is a sequel to yet independent of our Paranoia: A Study in Diagnosis, Reidel, Dordrecht and Boston, 1976. Whereas our first book centered on diagnosis, this centers on treatment. In our first volume, all discussions of nosology (theory of illness) and of treatment was ancillary to our discussion of diagnosis; similarly all discussion of this volume dealing with nosology - there is very little on diagnosis here - is ancillary to our discussion of psychotherapy. It is still (...) our profoundest conviction that to speak of treatment without diagnosis is meaningless, if not irresponsible, since otherwise one does not know what one is talking about. Hence, our present study, though it centers on theories of treatment, links psychotherapy with psychopathology. It is the rationale of psychotherapy which is of importance, and the rationale dwells in this link. We wish our present study to be self-contained and understood by readers who are not familiar with our first book - or with any specific literature. Our discussion of medicine in general, meaning the rationale of therapy in general, helps the uninitiated reader, as well as the initiated, we hope: it certainly has helped us. We did not see how else can we study a branch of medicine; we felt the need for some idea of how medicine is supposed to work. (shrink)