The purpose of the current research was to present a proposed outline for an introductory textbook for Theology faculties students. This outline is based on the Common European Framework of Reference for Language Learning, Teaching, and Assessment. The research problem was determined in the need of more academic contributions that can enrich the process of designing educational textbooks and programs which sometimes are not based on sound linguistic and educational foundations, in addition to, the lack of procedural steps (...) for designing an introductory textbook for Arabic language learners in Theology faculty in order to enrich them with the desired linguistic inventory. This can be confirmed by research that indicated a deficiency in the attention given to designing learning textbooks for Arabic language learners in general and for preparatory year students in particular. To address this problem, the research determined the standards of the linguistic performance for the introductory textbooks, the appropriate performance indicators for each standard, the appropriate assessment methods for both linguistic performance and linguistic aspects, then presented the final proposed outline for the introductory textbook in light of the European reference framework." The research utilized the descriptive analytical approach. The theoretical framework of the research consists of two chapters. The first chapter presented the status quo of teaching Arabic language in the preparatory year of theology faculty in Turkey. The second chapter presented the teaching of the Arabic language at the preparatory level in light of the Common European Framework of Reference for Language learning, teaching and assessment. It also presented the specification table of the introductory level mentioned in the Common European Framework of Reference. The research provided a proposed outline and presented linguistic performance indicators and linguistic aspects. Then, it highlighted the importance of cultural content and the assessment methods that can be utilized in the introductory textbook. The research then presented suggestions on the production of the textbook. The conclusion of the research emphasized the importance of having an outline for designing an introductory Arabic language textbook for Turkish theology students in light of the Common European Framework of Reference especially that the available textbooks in the preparatory year is still few and the field is still in need for more attention to accomplish the desired targets; among them, is addressing the individual differences issue among learners and helping teachers to present the subject matter to the learners who are diverse in their cognitive levels as they have linguistic systems that have its phonic, grammatical, morphological, semantic and structural features. The research demonstrated the importance of the paper textbook due to its unique role in the learning and teaching process regardless of its type, pattern, or content. The research emphasized that the adoption of a common framework-based introductory textbook by theology faculty will accomplish numerous benefits. These include reaching a consensus on the level of competence that students are expected to achieve by the end of the preparatory year. In light of the research problem and its revealed findings, the research recommended the importance of designing textbooks and educational series in line with global reference frameworks and reconsidering the content of some preparatory level textbooks. Additionally, the research highlighted the importance of organizing workshops to train Arabic language teachers to use reference frameworks to develop students’ linguistic skills. The research recommended that it is necessary to prepare proposed outlines for other levels, such as the novice, intermediate, and advanced, in light of the European reference framework. (shrink)

Contending that concern over the ethical dimensions of these and other like issues are no longer just in the domain of those involved in medical practice, the ...

Research ethics is a core component of undergraduate psychology curricula, typically first encountered in introductory textbooks. Previous analyses of introductory textbooks focused on human research ethics. Given growing concerns about animal research—particularly among college students—we analyzed discussions of animal research ethics in 18 introductory psychology textbooks. Our results revealed that while most textbooks address this topic, defenses of animal use and mentions of oversight account for a majority of content, while discussions of ethics were lacking. We discuss (...) implications of these results and suggest improvements for engaging students to think critically about animal research ethics. (shrink)

By examining the 5,413 illustrations provided in 33 introductory sociology textbooks published between 1982 and 1988, we explored the way textbook publishers in sociology pictorially construct images of gender and race. Individuals in a picture are coded for race and gender identity; each picture is coded for location in or outside the United States and for placement in 1 of 26 substantive topics. Although people of color were shown in numerically “fair” proportions, including Blacks seemed to be a (...) way of “staging” equality in the United States, while including other minorities appeared to offer “cross-cultural” comparisons to American society. Women accounted for only 36 percent of the individuals portrayed in these books, regardless of racial and ethnic category. Race and gender seemed to be conceptualized as nonoverlapping categories; White women “have” gender, while women of color apparently “have” only race. White men and boys occupied the center stage in these images of society; not only were more White men and boys presented than any other gender or race category, but they also received more exclusive attention and visually dominated the crucial institutions of politics and the economy. Although authors and publishers may strive to be fair, the way that race and gender representation is constructed in introductory sociology textbooks tends to reflect rather than critique popular American stereotypes. (shrink)

The meaning of intelligence has varied across time and place, with these varied constructions holding consequences for people and society at large. There is, however, little consensus around what intelligence actually means and how the construct should be applied. Educational discourses, including textbooks used to train teachers, have commonly been the site for the dissemination of ‘authoritative’ information surrounding intelligence. In this article, we present findings from a discourse analysis informed by discursive psychology of passages related to defining and measuring (...) intelligence taken from 10 educational psychology textbooks designed for university students studying to become teachers. Our research question was: How is the dilemmatic nature of the construct of intelligence managed in introductory educational psychology textbooks at the level of discourse? We discuss the function of sequencing and topic displays and how the textbook authors navigated the ideological dilemmas surrounding the construct of intelligence. We conclude by pointing to the implications for teacher training and the importance of social constructionist projects that place into question presumably ‘real’ psychological constructs. (shrink)

Dr. Zaslavsky’s An Introductory Latin Course presents the characteristics of the Latin language in a holistic way, rather than in the fragmented, way that is typical in other Latin textbooks. This mode of presentation allows students to gain a comprehensive conceptual grasp of the linguistic characteristics that are to be learnedIn addition, since there has been a neglect—even an outright abjuration—of the teaching of English grammar in our schools for at least a third of a century, which has left (...) our students grammar poor, this textbook aims to enrich students grammatically by providing a comprehensive explanation of both English and Latin grammar. This makes it as useful for understanding English as it is for learning Latin. (shrink)

These are notes designed to bring the beginning student of the philosophy of quantum mechanics 'up to scratch' on the mathematical background needed to understand elementary finite-dimensional quantum theory. There are just three chapters: Ch. 1 'Vector Spaces'; Ch. 2 'Inner Product Spaces'; and Ch. 3 'Operators on Finite-Dimensional Complex Inner Product Spaces'. The notes are entirely self-contained and presuppose knowledge of only high school level algebra.

What do we aim at when we teach general introductory courses in moral philosophy? What should we aim at? In particular, should we focus on practice or theory? Should we make the study of ethics easy for the students, or should we alternatively aim at making the hardness of ethics attractive to them? This review discusses four recently published textbooks in ethics designed for beginners’ level courses. The books are different in organization and emphases. In each case, I have (...) given a short overview of the book’s contents, its aims and methods. I have also made some assessment about the usefulness of each: the philosophical territory it covers, the philosophical approach it puts forward, and the amount of preparation-work it leaves with the teacher. My overview thus gives the necessary information, and creates for the teacher the occasion for reflecting on—leaves the teacher with the task of deciding—what and how they want to teach. (shrink)

This flexible textbook is both an introduction and a reader in metaphysics combining original discussion with selections from primary sources.

Historians have long since rejected the dubious assertions of the conflict model, with its narratives of perennial religion versus science combat. Nonetheless, this theory persists in various academic disciplines, and it is still presented to university students as the authoritative historical account of religion–science interactions. Cases of this can be identified within modern anthropology textbooks and reference materials, which often recapitulate claims once made by John W. Draper and Andrew D. White. This article examines 21st-century introductory anthropology publications, demonstrating (...) how such works perpetuate religion–science myths and the notion that history has been replete with inevitable religion versus science warfare. In particular, this study reveals how such introductory materials propagate discord narratives associated with the Scientific Revolution and the Enlightenment. Affiliated with these anecdotes are oversimplified accounts of religious responses to heliocentrism and evolutionary theory, as well as claims that science has invariably led to the usurpation of religious belief and secularization from Galileo onwards. (shrink)

In his Fallacies, Hamblin (1970) castigated what he called the “standard treatment” of fallacies in introductory textbooks of his day as debased, worn-out, dogmatic, and unconnected to anything else in modern logic. A bit more than 50 years later, I investigate the treatment of fallacies in six English-language introductory textbooks with a section on fallacies that have gone into 10 or more editions, to see whether their treatment of fallacies has taken account of the scholarship on fallacies that (...) Hamblin’s book evoked and is better than the treatment that Hamblin described. The answer is: not much. I conclude by setting out criteria for an adequate treatment of fallacies in an introductory textbook. (shrink)

An elementary textbook in Thomistic Metaphysics designed for use in Catholic colleges and seminaries. Strictly traditional in content and terminology, the book attempts nevertheless to argue its points in ways convincing to beginning students.--V. C. C.

Designed as a companion volume to Hospers' textbook An Introduction to Philosophical Analysis, this is a collection of readings on topics roughly parallelling the topics dealt with in the Introduction--Knowledge and Certainty, Necessary Truth, The Justification of Belief, Cause and Determinism, Mind and Body, The Existence of God, Our Knowledge of the External World, and Problems of Ethics. A very brief introduction to each section offers cross-references to both discussions and bibliographies in the Introduction. For the most part readings (...) have been selected to present opposed points of view on a specific issue; they range in length from two or three pages to twenty odd, and in time from Aquinas to the present--recent and contemporary thinkers naturally far outnumbering classical figures.--R. D. (shrink)

This book seeks to provide an introductory outline of the history and theory of knowledge production, notwithstanding the vastness of the subject. It is a brief history of intellectual formation or history of ideas. One can see it as a textbook of historical epistemology, which in spatio-temporal terms historicises knowledge production and contextualises methodological development. It addresses the historical process of the social constitution of knowledge, that is, the social history of the making of knowledge.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Introducing Christian Ethics by Samuel Wells and Ben Quash, and: Christian Ethics: An Introductory Reader ed. by Samuel WellsBradley B. BurroughsReview of Introducing Christian Ethics SAMUEL WELLS AND BEN QUASH Malden, MA: Wiley-Blackwell, 2010. 400 pp. $49.95Review of Christian Ethics: An Introductory Reader EDITED BY SAMUEL WELLS Malden, MA: Wiley-Blackwell, 2010. 360 pp. $51.95Whether in a semester-long course or a textbook, the task of introducing (...) Christian ethics generally requires one to choose between various competing priorities. Perhaps the most remarkable feature of Introducing Christian Ethics is that it eschews such choices. Instead of settling for an “either/or,” Samuel Wells and Ben Quash repeatedly push for “both/and.” Their introduction not only traces the historical development of Christian ethics, examining major historical thinkers and elucidating the larger arcs that connect them, but also treats the work of contemporary Christian ethicists. Moreover, on the one hand, the authors develop a typology of ethical thought that distinguishes various strands according to the audience to which ethical reflection is directed—universal ethics (which addresses all people), subversive ethics (which addresses the oppressed), and ecclesial ethics (which addresses Christians). On the other hand, the authors also show how notable representatives of these strands approach matters of contemporary ethical concern. To this, Wells adds a sourcebook that allows for readers to interact further with many of the thinkers treated in the introductory text as well as helps to shed further light upon these three strands of Christian ethics. The scope of the project represented by these two books is thus exceptionally ambitious: it strives to provide a comprehensive overview of the field and organize it according to an innovative typology.Introducing Christian Ethics proceeds in three parts. In part 1, Wells and Quash tell “the story of Christian ethics,” exploring the biblical, historical, and philosophical sources from which Christian ethics has most commonly drawn and offering brief depictions of a vast array of Christian thinkers, including Justin Martyr, Tertullian, Augustine, Thomas Aquinas, Martin Luther, John Calvin, Reinhold Niebuhr, and many others. Part 2, titled “The Questions Christian Ethics Asks,” lays out the threefold taxonomy of universal, subversive, and ecclesial ethics, illustrating each with reference to thinkers both historical and contemporary. Finally, part 3 turns to “the questions asked of Christian [End Page 233] ethics,” treating issues of “good order” (including the role of the state and the nature of justice), “good life” (economics, poverty, and work), “good relationships” (friendship, marriage, homosexuality), “good beginnings and endings” (contraception, abortion, euthanasia), and “good earth” (animals, crops ecology). For each of the issues treated in part 3, the authors offer an overview and an account of how thinkers from each of the strands of Christian ethics have addressed that topic.Wells and Quash bring an admirably broad view of the field to bear upon this project. Famous thinkers factor prominently. And yet the book also treats the work of those less likely to appear in introductory texts, such as Germain Grisez, John Mbiti, and Stephen Clark. Whether they are of the renowned or lesser-known, the sketches of thinkers that occur throughout the book are on the whole quite accurate. Although there are places where experts might wish to call out slight mischaracterizations, the renderings are precise enough to serve introductory readers. Wells and Quash’s broadness of vision also includes both Protestant and Roman Catholic thought. Whereas Introducing Christian Ethics focuses primarily upon papal encyclicals as exemplifying the latter, Wells’s introductory reader adds selections from Gustavo Gutiérrez, Margaret Farley, Dorothy Day, and others to help exemplify the complexity of Roman Catholic ethical reflection. Eastern Orthodoxy gets shorter shrift, an observation offered as a note to potential readers rather than a criticism.Even as its comprehensiveness equips Introducing Christian Ethics for use in a variety of ways and contexts, the quest for comprehensiveness appears to be at the heart of some of the book’s infelicities. Attempting to treat so many thinkers and concepts, it frequently moves at a brisk pace, touching upon complex phenomena and abruptly moving on. In many places, the questions the book answers for the entry-level readers at which it aims... (shrink)

Prima facie, Christian ethics will be centred on Jesus Christ, but to what extent can and should textbooks for academic study of the field have this focus? Perhaps the two most influential Anglophone Christian ethicists of recent decades are Stanley Hauerwas and Oliver O’Donovan. Their introductory volumes were both very Christocentric although in different ways. Yet recent textbooks in the discipline generally do not manifest such a strong focus on Jesus Christ. This generates one criterion by which we might (...) assess such books. This article reviews six textbooks, four by UK and two by US authors. It suggests that other criteria for assessment include whether they give appropriate prominence to the Pauline vision of ‘life by the Spirit’, whether they manifest such pastoral responsibility as Christian ethicists have for students, and whether they are alert to overlapping concerns in Christian ethics and missiology. (shrink)

This paper examines, from the point of view of a philosopher of science, what it is that introductory science textbooks say and do not say about 'scientific method'. Seventy introductory texts in a variety of natural and social sciences provided the material for this study. The inadequacy of these textbook accounts is apparent in three general areas: (a) the simple empiricist view of science that tends to predominate; (b) the demarcation between scientific and non-scientific inquiry and (c) (...) the avoidance of controversy-in part the consequence of the tendency toward textbook standardization. Most importantly, this study provides some evidence of the gulf that separates philosophy of science from science instruction, and examines some important aspects of the demarcation between science and non-science-an important issue for philosophers, scientists, and science educators. (shrink)

Starting in 1958, Harry Harlow published numerous research papers analyzing the emotional and social development of rhesus monkeys. This essay examines the presentation of Harlow's work in introductory psychology textbooks from 1958 to 1975, focusing on whether the textbooks erased the process of research, presented results without hedging, and provided a uniform account of Harlow's work and results. It argues that many textbooks were not passive vehicles of knowledge transmission; instead, they played a role similar to articles of meta-analysis (...) and literature reviews. (shrink)

" Vice and virtue in everyday life is a bestseller in college ethics because students find the readings both personally engaging and intellectually challenging. Under the guidance of classical and modern writers on morality, students using this textbook come to grips with moral issues of everyday life. They discover that some currently fashionable approaches to morality, such as egoism and relativism, have long histories. They also become aquainted with the debates and criticisms of various moral doctrines, learning central ethical (...) theories and methods for reasoning about moral issues in the process." -- Back cover. (shrink)

Based on the author's lectures in Hong Kong, for classes on the philosophy of love, this book defends a theory of love as consisting of four types (two rational, two emotional) that tend to be experienced in three manifestations (sexuality, marriage, and friendship). Like a typical textbook, every chapter ends with a list of questions for further thought and a list of recommended further readings. The first of twelve chapters is shown here as an example.

This introductory textbook provides a comprehensive and up-to-date overview of the main issues in contemporary philosophy of social cognition. It explains and critically discusses each of the key philosophical answers to the captivating question of how we understand the mental life of other sentient creatures. Key Features: · Clearly and fully describes the major theoretical approaches to the understanding of other people’s minds. · Suggests the major advantages and limitations of each approach, indicating how they differ as well (...) as the ideas they have in common. · Tests each philosophical theory against the best available empirical data from psychology, neuroscience and psychopathology. · Includes suggestions for additional reading and practice study questions at the end of each chapter. Philosophy of Social Cognition is essential reading for all undergraduate and graduate students taking introductory courses on social cognition. It is also ideal for courses on cognitive neuroscience, social psychology and sociological theory. (shrink)

Two studies examined the possibility that instruction in psychological methodology is committed to a philosophy of science, logical positivism, that is not adequately acknowledged and is empirically problematic. Study 1 suggested that psychology departments had more courses in methodology than corresponding physics departments, and psychology departments were far more likely to offer an introductory course in general methodology. Study 2 suggested that psychology had more introductory general methods textbooks than did physics. Both studies suggested psychology still presents itself (...) as the kind of science that was defined by logical positivism. Study 2 suggested psychology does this only implicitly in its texts and without acknowledging problematic features of that philosophy. Psychology methods texts commonly justified the importance of the scientific method by describing human cognitive fallibilities without cautioning that these same fallibilities could be seen alternatively as showing the problematic nature of the positivistic conception of scientific methodology. In several regards, texts conformed to Fleck's notion of “textbook science” and to Kuhn's description of science texts as “tourist brochures.” It was cautioned that an implicit appeal by psychology to logical positivism contradicts its claim that its methods and data are objective, transparent, and little influenced by philosophy, logic divorced from data, or authority. 2012 APA, all rights reserved). (shrink)

This introductory textbook is ideally suited to newcomers to philosophy and ethical problems. Rosalind Hursthouse carefully introduces the three standard approaches in current ethical theory: utilitarianism, rights, and virtue ethics. She links each chapter to readings from key exponents such as Peter Singer and Mary Midgley and asks students to think critically about these readings for themselves. Key features include clear activities and activities, chapter summaries and guides to further reading.

The standard propositional exposition of necessary and sufficient conditions, as available in introductory logic texts, leads to a contradiction. It should be abolished.

This is the first introductory textbook on non-classical propositional logics.

This introductory textbook presents Christian philosophical and theological approaches to ethics. Combining their expertise in philosophy and theology, the authors explain the beliefs, values, and practices of various Christian ethical viewpoints, addressing biblical teachings as well as traditional ethical theories that contribute to informed moral decision-making. Each chapter begins with Words to Watch and includes a relevant case study on a vexing ethical issue, such as caring for the environment, human sexuality, abortion, capital punishment, war, and euthanasia. End-of-chapter (...) reflection questions, illustrations, and additional information tables are also included. (shrink)

An introductory textbook on metalogic. It covers naive set theory, first-order logic, sequent calculus and natural deduction, the completeness, compactness, and Löwenheim-Skolem theorems, Turing machines, and the undecidability of the halting problem and of first-order logic. The audience is undergraduate students with some background in formal logic.

An introductory textbook, Logic for Justice covers, in full detail, the language and semantics of both propositional logic and first-order logic. It motivates the study of those logical systems by drawing on social and political issues. Basically, Logic for Justice frames propositional logic and first-order logic as two theories of the distinction between good arguments and bad arguments. And the book explains why, for the purposes of social justice and political reform, we need theories of that distinction. -/- (...) In addition, Logic for Justice is extremely lucid, thorough, and clear. It explains, and motivates, many different features of the formalism of propositional logic and first-order logic, always connecting those features back to real-world issues. (shrink)

Hundreds of thousands of students in introductory human sexuality classes read text-books whose covert ideology reinforces dominant heteronormative narratives of sexual dimorphism, male hegemony, and heteronormativity. As such, the process of scientific discovery that proposes to provide description of existing sexual practices, identities, and physiologies instead succeeds in cultural prescription. This essay provides a feminist, queer content analysis of such textbooks to illuminate their implicit narratives and provide suggestions for writing more feminist, queer-friendly texts.

This piece offers a critique of what is commonly the structure of introductory philosophy textbooks, syllabi, and courses. The basic criticism is that this structure perpetuates the systematic devaluing of the views of historically marginalized and exploited people. The form my critique takes is that of a referee report on a hypothetical manuscript for an introductory philosophy textbook, authored by “Dr. Unspecified.” I examine what the manuscript chooses to focus on and what it chooses to omit from (...) discussion. I thereby outline much of the content typically used to introduce newcomers to philosophy, while illustrating that presenting exclusively that content supports a prejudiced view of philosophy. I try to show how this representation of philosophy marginalizes the concerns and insights of many and reinforces the disproportionate extent to which those who can do philosophy for a living are white, straight, men with typical body morphology. My report also identifies various ways that the content of an introductory philosophy textbook or course could be modified or supplemented in light of the sort of critique my report makes. (shrink)

The neglect of issues related to the economic status of minorities and women in introductory economics textbooks widely used in the United States is a problem rooted in the most fundamental theoretical propositions of mainstream economics. Despite the fact that the claims of both mainstream methodology and general equilibrium theory have been seriously questioned in recent years, introductory economics textbooks fail to incorporate into the principles curriculum those critical findings which would allow analysis of the economic problems of (...) women and minorities in the United States. This article compares mainstream and radical textbooks' treatments of race and gender issues to show how the radical approach to these economic questions overcomes many of the deficiencies of the mainstream approach. (shrink)

In this introductory textbook to Kant's Critique of Pure Reason, Jill Vance Buroker explains the role of this first Critique in Kant's Critical project and offers a line-by-line reading of the major arguments in the text. She situates Kant's views in relation both to his predecessors and to contemporary debates, explaining his Critical philosophy as a response to the failure of rationalism and the challenge of skepticism. Paying special attention to Kant's notoriously difficult vocabulary, she explains the strengths (...) and weaknesses of his arguments, while leaving the final assessment up to the reader. Intended to be read alongside the Critique, this guide is accessible to readers with little background in the history of philosophy, but should also be a valuable resource for more advanced students. (shrink)

This is a concise introductory textbook for a one semester course in the history and philosophy of mathematics. It is written for mathematics majors, philosophy students, history of science students and secondary school mathematics teachers. The only prerequisite is a solid command of pre-calculus mathematics. It is shorter than the standard textbooks in that area and thus more accessible to students who have trouble coping with vast amounts of reading. Furthermore, there are many detailed explanations of the important (...) mathematical procedures actually used by famous mathematicians, giving more mathematically talented students a greater opportunity to learn the history and philosophy by way of problem solving. Several important philosophical topics are pursued throughout the text, giving the student an opportunity to come to a full and consistent knowledge of their development. These topics include infinity, the nature of motion, and Platonism. This book offers, in fewer pages, a deep penetration into the key mathematical and philosophical aspects of the history of mathematics. (shrink)

This flexible introductory textbook explores several key themes in philosophy, and helps the reader learn to engage with the key arguments by introducing and analysing a selection of classic readings. Fully integrated introductory text with readings for beginning students of philosophy. Each chapter focusses on a core philosophical topic, and contains an introduction to the topic, 2 classic readings and interactive commentaries on the readings. An introductory book which doesn't merely _tell_ the reader about the subject, (...) but requires them to engage philosophically with the text. A pedagogical resource developed in the classroom by the authors at the University of London. (shrink)

This introductory textbook is a combination of text and anthology, and also includes student exercises. It intends to be analytic in its approach, and the readings as well as the text are almost exclusively confined to recent analytic concerns. As its point of departure the author takes Broad's distinction between speculative and critical philosophy, with critical philosophy identified with analysis. As illustrative of the use of this distinction it is suggested that science has increasingly eliminated questions about "life (...) and the universe" from appropriate speculation. Consequently philosophy is to aid in the coordination of scientific conclusions into a "balanced world-perspective," but philosophy does not interpret the whole of reality. The charge that all people, after all, have a metaphysical position is recognized but avoided by the claim that no clear analysis of the whole of reality is available, and by the proposal that no criteria are available to distinguish a better speculative theory from a less valid one. Critical philosophy is to analyze the assumptions of science, religion and ethics, not in order to develop a speculative system but to clarify how these assumptions function. Critical philosophy studies ideas about the world, more properly, the logical relation of such ideas, and not the world itself. The objectivity of such ideas lies in the agreement about rules for the use of such ideas. Having clarified the function of philosophy, interpretations are offered of meaning, truth, logic and explanation. By now one should not be confused, for it is the first requirement of the philosopher to be clear as to what he is doing. However, one may fear that even analytically inclined beginning students might have preferred a more analytic and thereby more clarified approach to the fundamental distinction between speculation and analysis upon which basis the entire book is projected.--H. A. D. (shrink)

The first introductory textbook on description logics, relevant to computer science, knowledge representation and the semantic web.

This is an introductory textbook of philosophy meant to enable group work in a large lecture. It has many questionnaires and materials for controlled discussions, to facilitate disgnoses of the reasons for disagreements about cases. contents: Certainty and doubt -- Sources of conviction -- Rationalism -- Rationalism versus relativism in morals -- Induction and deduction -- The retreat from certainty -- Utilitarianism -- Kantian ethics -- Empiricism -- Beyond empiricism -- Objectivity -- Materialism and dualism -- Morality for (...) naturalists -- Deep illusions -- Realism. (shrink)

This is an introductory textbook on probability and induction written by one of the world's foremost philosophers of science. The book has been designed to offer maximal accessibility to the widest range of students and assumes no formal training in elementary symbolic logic. It offers a comprehensive course covering all basic definitions of induction and probability, and it considers such topics as decision theory, Bayesianism, frequency ideas, and the philosophical problem of induction. The key features of the book (...) are a lively and vigorous prose style; lucid and systematic organisation and presentation of the ideas; many practical applications; a rich supply of exercises drawing on examples from such fields as psychology, ecology, economics, bioethics, engineering, and political science; numerous brief historical accounts of how fundamental ideas of probability and induction developed; a full bibliography of further reading. Although designed primarily for courses in philosophy, the book could certainly be read and enjoyed by those in the social sciences or medical sciences seeking a reader-friendly account of the basic ideas of probability and induction. (shrink)