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Essays in science and philosophy

New York,: Greenwood Press (1947)

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  1. Process philosophy.Nicholas Rescher - 2008 - Stanford Encyclopedia of Philosophy.
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  • Emergence and reference in Whitehead's Process and Reality.Ella Csikós - 2008 - Semiotica 2008 (170):49-61.
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  • Steps to a Sustainable Mind: Explorations into the Ecology of Mind and Behaviour.Roope Oskari Kaaronen - 2020 - Dissertation, University of Helsinki
    This transdisciplinary doctoral thesis presents various theoretical, methodological and empirical approaches that together form an ecological approach to the study of social sciences. The key argument follows: to understand how sustainable behaviours and cultures may emerge, and how their development can be facilitated, we must further learn how behaviours emerge as a function of the person and the material and social environment. Furthermore, in this thesis the sustainability crises are framed as sustain-ability crises. We must better equip our cultures with (...)
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  • Analytic Idealism: A consciousness-only ontology.Bernardo Kastrup - 2019 - Dissertation, Radboud University Nijmegen
    This thesis articulates an analytic version of the ontology of idealism, according to which universal phenomenal consciousness is all there ultimately is, everything else in nature being reducible to patterns of excitation of this consciousness. The thesis’ key challenge is to explain how the seemingly distinct conscious inner lives of different subjects—such as you and me—can arise within this fundamentally unitary phenomenal field. Along the way, a variety of other challenges are addressed, such as: how we can reconcile idealism with (...)
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  • Conflating Abstraction with Empirical Observation: The False Mind-Matter Dichotomy.Bernardo Kastrup - 2018 - Constructivist Foundations 13 (3):341-361.
    > Context • The alleged dichotomy between mind and matter is pervasive. Therefore, the attempt to explain mat- ter in terms of mind (idealism) is often considered a mirror image of that of explaining mind in terms of mat- ter (mainstream physicalism), in the sense of being structurally equivalent despite being reversely arranged. > Problem • I argue that this is an error arising from language artifacts, for dichotomies must reside in the same level of abstraction. > Method • I (...)
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  • Whitehead and science education.Charles Birch - 1988 - Educational Philosophy and Theory 20 (2):33–41.
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  • Constructivist Pedagogy and Symbolism: Vico, Cassirer, Piaget, Bateson.Thomas Erling Peterson - 2012 - Educational Philosophy and Theory 44 (8):878-891.
    Constructivism is at the heart of a pedagogical philosophy going back to Vico, whose view of the interrelationship of the arts and sciences sought to reconstitute the classical paideia. The Vichian idea that human beings can only know the truth of what they themselves have made has theoretical and practical consequences for Vico's pedagogy and view of the university. Vico's ideas on education are extended in the modern period by such thinkers as Cassirer, Piaget and Bateson. At the basis of (...)
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  • Process Philosophy.Johanna Seibt - 2013 - Stanford Encyclopedia of Philosophy.
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  • (1 other version)Whitehead, Bateson and Readings and the predicates of education.Thomas E. Peterson - 1999 - Educational Philosophy and Theory 31 (1):27–41.
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  • Science and Whole Person Medicine: Enormous Potential in a New Relationship.Rustum Roy - 2002 - Bulletin of Science, Technology and Society 22 (5):374-390.
    A silent revolution has occurred in the most highly industrialized countries. This is the utilization and acceptance of various healing practices (which for convenience has often been labeled as “alternative medicine,” a.k.a. “whole person healing”) by an enormous fraction of the population. Moreover, this population cohort is much wealthier and better educated than the average citizen. It is no longer possible for this generation in the Western world to ignore or denigrate the medicine and healing practices used by hundreds of (...)
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  • Toward preparing students for change: A critical discussion of the contribution of the history of physics in physics teaching.Walter Jung - 1994 - Science & Education 3 (2):99-130.
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  • Uses of cognitive science to science education.W. Jung - 1993 - Science & Education 2 (1):31-56.
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  • On the Organism-Environment Distinction in Psychology.Daniel K. Palmer - 2004 - Behavior and Philosophy 32 (2):317 - 347.
    Most psychology begins with a distinction between organism and environment, where the two are implicitly (and sometimes explicitly) conceptualized as flipsides of a skin-severed space. This paper examines that conceptualization. Dewey and Bentley's (1949) account of firm naming is used to show that psychologists have, in general, (1) employed the skin as a morphological criterion for distinguishing organisms from backgrounds, and (2) equated background with environment. This two-step procedure, which in this article is named the morphological conception of organism, is (...)
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  • Process philosophy, social thought, and liberation theology.Roy D. Morrison - 1984 - Zygon 19 (1):65-81.
    This essay sets forth the decisive notions and postulates of process philosophy in Process Philosophy and Social Thought, edited by John B. Cobb, Jr. and W. Widick Schroeder. After commenting on the circumstances in which process philosophy came to be a major option among philosophical theologians, I provide some amplification of those notions and postulates. Then, selecting material from the eighteen articles in the volume, I offer several critical assessments of the process viewpoint and its relation to science and to (...)
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  • An epistemological use of nonstandard analysis to answer Zeno's objections against motion.William I. McLaughlin & Sylvia L. Miller - 1992 - Synthese 92 (3):371 - 384.
    Three of Zeno's objections to motion are answered by utilizing a version of nonstandard analysis, internal set theory, interpreted within an empirical context. Two of the objections are without force because they rely upon infinite sets, which always contain nonstandard real numbers. These numbers are devoid of numerical meaning, and thus one cannot render the judgment that an object is, in fact, located at a point in spacetime for which they would serve as coordinates. The third objection, an arrow never (...)
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  • Whitehead, confucius, and the aesthetics of virtue.Nicholas F. Gier - 2004 - Asian Philosophy 14 (2):171 – 190.
    The most constructive response to the crisis in moral theory has been the revival of virtue ethics, an ethics that has the advantages of being personal, contextual, and, as this paper will argue, normative as well. The first section offers a general comparative analysis of Confucian and Whiteheadian philosophies, showing their common process orientation and their views of a somatic self united in reason and passion. The second section contrasts rational with aesthetic order, demonstrating a parallel with analytic and synthetic (...)
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  • Maximal motion and minimal matter: Aristotelian physics and special relativity.John W. Keck - 2022 - Synthese 200 (5):1-26.
    This paper shows how key aspects of Aristotle’s core concepts of matter and motion, some of which have recently been shown to help make sense of quantum mechanical indeterminacy, align with some important results of the energy-momentum relationship of special relativity. In this conception, mobility and indeterminacy are inherently linked to each other and to materiality. Applying these ideas to massless particles, which relativity tells us move at the maximal cosmic speed, allows us to draw the conclusion that they must (...)
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  • (2 other versions)The art of language teaching as interdisciplinary paradigm.Thomas Erling Peterson - 2008 - Educational Philosophy and Theory 40 (7):900-918.
    One can extrapolate from the art of language instruction to discover methods applicable across the disciplines in higher education. The paradigm presented by language instruction is applicable throughout the arts and sciences. If cultivated—and there are institutional pressures working against it—such an art can impact the languages and codes of the individual disciplines so as to advance the research mission of scholars in those fields; it can also favor the interrelationships between the disciplines. How the student learns another language (L2) (...)
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  • Argument and belief: Where we stand in the Keynesian tradition. [REVIEW]R. P. Loui - 1991 - Minds and Machines 1 (4):357-365.
    There is the idea that rational belief for a single individual can be constructed via a process of unilateral argument. To preempt antipathy between the AI communities that can claim the idea that rational belief can be so constructed, we trace the idea to the beginning of this century, to Keynes' dispute with Russell over logic and probability. We review how Keynesian ideas were revived in AI's work on non-monotonic reasoning and parallel developments in philosophical logic.
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