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Utilitarianism & the Afterlife
Utilitarianism & the Afterlife The paradox of a pleasant hereafter Betsy McCall The goal of Utilitarianism is to lay out a moral philosophy to provide us a way of living, and a way of making difficult moral choices correctly(Mill, 2001) in circumstances which are uncommon enough that experience has not, or cannot, prepare us for the solution. But in doing so, Utilitarianism must confront the same moral challenges confronted by all moral philosophies, including the consequences of belief in the afterlife(Hasker, 2005). The afterlife has provided a complex moral challenge for many moral philosophical frameworks throughout the ages, from Buddhism to Christianity. Buddhism posits that life is suffering, and that the ultimate goal of living is really to escape living altogether by achieving nirvana, or at least, a better life in the next reincarnation(Becker, 1993). Christianity similarly puts this life into a comparison with another better alternative, in this case, the possibility of an infinitely better afterlife in heaven with god and the angels(Pohle, 1920). In both cases, the philosophical frameworks have been forced to incorporate specific prohibitions against suicide in order to avoid the apparently logical conclusion that death is preferable to life, and we would do well to get ourselves there as quickly as possible. Mill, in arguing for Utilitarianism, does not specifically address this question, perhaps because Mill himself gave the afterlife little personal credence(Wilson, 2009). However, writing to a largely Christian Western audience, like Christianity, and a deep-seated historical affinity for belief in reincarnation(Haraldsson, 2005), Mill and his followers must be prepared to address this potential concern. -
Foundations of Nursing Science 9781284041347 CH01.Indd Page 2 10/23/13 10:44 AM Ff-446 /207/JB00090/Work/Indd
9781284041347_CH01.indd Page 1 10/23/13 10:44 AM ff-446 /207/JB00090/work/indd © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION PART 1 Foundations of Nursing Science 9781284041347_CH01.indd Page 2 10/23/13 10:44 AM ff-446 /207/JB00090/work/indd © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION 9781284041347_CH01.indd Page 3 10/23/13 10:44 AM ff-446 /207/JB00090/work/indd © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION CHAPTER Philosophy of Science: An Introduction 1 E. Carol Polifroni Introduction A philosophy of science is a perspective—a lens, a way one views the world, and, in the case of advanced practice nurses, the viewpoint the nurse acts from in every encounter with a patient, family, or group. A person’s philosophy of science cre- ates the frame on a picture—a message that becomes a paradigm and a point of reference. Each individual’s philosophy of science will permit some things to be seen and cause others to be blocked. It allows people to be open to some thoughts and potentially keeps them closed to others. A philosophy will deem some ideas correct, others inconsistent, and some simply wrong. While philosophy of sci- ence is not meant to be viewed as a black or white proposition, it does provide perspectives that include some ideas and thoughts and, therefore, it must neces- sarily exclude others. The important key is to ensure that the ideas and thoughts within a given philosophy remain consistent with one another, rather than being in opposition. -
The Synchronicity of Hope and Enhanced Quality of Life in Terminal Cancer
University of Central Florida STARS Honors Undergraduate Theses UCF Theses and Dissertations 2016 The Synchronicity of Hope and Enhanced Quality of Life in Terminal Cancer Brianna M. Terry University of Central Florida Part of the Nursing Commons Find similar works at: https://stars.library.ucf.edu/honorstheses University of Central Florida Libraries http://library.ucf.edu This Open Access is brought to you for free and open access by the UCF Theses and Dissertations at STARS. It has been accepted for inclusion in Honors Undergraduate Theses by an authorized administrator of STARS. For more information, please contact [email protected]. Recommended Citation Terry, Brianna M., "The Synchronicity of Hope and Enhanced Quality of Life in Terminal Cancer" (2016). Honors Undergraduate Theses. 75. https://stars.library.ucf.edu/honorstheses/75 THE SYNCHRONICITY OF HOPE AND ENHANCED QUALITY OF LIFE IN TERMINAL CANCER by BRIANNA TERRY A thesis submitted in partial fulfillment of the requirements for the Honors in the Major Program in Nursing in the College of Nursing and in the Burnett Honors College at the University of Central Florida Orlando, Florida Summer Term, 2016 Thesis Chair: Dr. Susan Chase Abstract Cancer is the second leading cause of death in the United States and a leading cause of death worldwide. The rate of mortality is currently approximately 171.2 out of every 100,000 individuals with a terminal cancer diagnosis annually. Individuals with terminal cancer diagnoses facing probable mortality utilize various coping mechanisms or internal resources in an attempt to maintain an internal sense of well-being, commonly referred to as quality of life (QOL). -
1 Bringing Real Realism Back Home: a Perspectival Slant Michela Massimi
Bringing real realism back home: a perspectival slant Michela Massimi School of Philosophy, Psychology, and Language Sciences University of Edinburgh [email protected] 1. Introduction When it comes to debates on realism in science, Philip Kitcher’s Real Realism: The Galilean Strategy (henceforth abbreviated as RR) occupies its well-deserved place among my top five must-read articles published in the past forty years or so on the topic (alongside Putnam’s What is realism?; Boyd’s Realism, anti-foundationalism and the enthusiasm for Natural Kinds; Laudan’s A refutation of convergent realism; and Psillos’ The present state of the scientific realism debate). Personal as this top-five list may be, there is no doubt that Real Realism has ushered in a silent revolution. Without much fanfare, it has shown how realism is hard to resist because it “begins at home” and “it never ventures into the metaphysical never-never- lands to which antirealists are so keen to banish their opponents” (RR, p. 191). Kitcher has taught us how realism began with homely considerations such as those used by Galileo to persuade the Venetians about the reliability of his telescope to spot ships approaching the harbor. The following step from ‘being a reliable naval instrument’ to ‘being a reliable instrument, in general’—capable of revealing the craters of the Moon, the satellites of Jupiter, and the phases of Venus—was a short one. The Galilean strategy that Kitcher has so admirably defended in Real Realism against both empiricism and constructivism (in their respective semantic and epistemic forms) entice us to a “homely line of thought”, and warns us against any “Grand Metaphysical Conclusions”. -
Developing the Researchable Problem
© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION CHAPTER © Jones & Bartlett Learning, LLC © Jones & Bartlett2 Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Developing the © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTIONResearchableNOT Problem FOR SALE OR DISTRIBUTION © echo3005/ShutterStock, Inc. © echo3005/ShutterStock, © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Objectives © Jones & BartlettUpon completion Learning, of thisLLC chapter, the reader should© Jonesbe prepared & Bartlett to: Learning, LLC NOT FOR SALE 1.OR Discuss DISTRIBUTION the elements needed to formulateNOT aFOR research SALE ques- OR DISTRIBUTION tion, specifi cally discussing the PICOT process of developing a research question. 2. Utilize sample scenarios to formulate suitable research questions. © Jones & Bartlett Learning, 3.LLC Discuss the development© of Jones a testable & hypothesis.Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION4. Describe the diff erent categoriesNOT FOR of hypotheses:SALE OR research DISTRIBUTION vs. sta- tistical, directional vs. nondirectional. 5. Determine when it would be most appropriate to utilize a research question and when it would be most appropriate to uti- © Joneslize a& hypothesis. Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT6. FORDiscuss SALE the diff OR erence DISTRIBUTION between a directional hypothesisNOT and FORa SALE OR DISTRIBUTION nondirectional hypothesis. 7. Discuss the diff erence between a research hypothesis and a sta- tistical hypothesis. © Jones & Bartlett8. -
Philosophy of Science Association
Philosophy of Science Association Testability and Meaning--Continued Author(s): Rudolf Carnap Source: Philosophy of Science, Vol. 4, No. 1 (Jan., 1937), pp. 1-40 Published by: The University of Chicago Press on behalf of the Philosophy of Science Association Stable URL: http://www.jstor.org/stable/184580 Accessed: 22/09/2008 10:53 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=ucpress. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We work with the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact [email protected]. Philosophy of Science Association and The University of Chicago Press are collaborating with JSTOR to digitize, preserve and extend access to Philosophy of Science. -
Constructive Empiricism in the Social Sciences
Constructive empiricism in the social sciences Abstract ‘What problems face the aspirant empiricist today?’ is the question Bas C. van Fraassen asks in his seminal work The Scientific Image (1980). In this thesis, I interpret this question as a challenge to develop constructive empiricism [CE] in a field of scientific inquiry other than the context of physics in which it was conceived. The first part of the thesis expounds CE with reference to classical empiricism, discloses some of its fundamental assumptions, and spells out in detail its account of science. In the second part of the thesis, CE is extended to social science. Since CE was developed in the context of natural science, I take an articulation of the alleged fundamental differences between natural and social science as indicating challenges a CE-outlook on social science must address. I also provide a brief history of the gap between the sciences. Then, in the bulk of this thesis, I argue that CE’s model view accommodates social science, that description, prediction and explanation in the light of CE are proper fruits of inquiry in social science, and that CE is able to make sense of the differences in the concepts used in natural and social science. In the discussion of the feasibility of CE for social science, I show concurrently that contemporary articulations of the differences between the natural and the social sciences pose no insuperable problems for the constructive empiricist. Bram van Dijk | 3691454 History & Philosophy of Science | Utrecht University Daily supervisors | dr. Guido Bacciagaluppi & dr. Ruud Abma Third examiner | dr. -
Meaning & Interpretation
Meaning & Interpretation Meaning & Interpretation Wittgenstein, Henry James, and Literary Knowledge G. L. HAGBERG Cornell University Press Ithaca and London Open access edition funded by the National Endowment for the Humanities/ Andrew W. Mellon Foundation Humanities Open Book Program. Copyright © 1994 by Cornell University All rights reserved. Except for brief quotations in a review, this book, or parts thereof, must not be reproduced in any form without permission in writing from the publisher. For information, address Cornell University Press, Sage House, 512 East State Street, Ithaca, New York 14850, or visit our website at cornellpress.cornell.edu. First published 1994 by Cornell University Press Library of Congress Cataloging-in-Publication Data Hagberg, Garry, 1952– Meaning and interpretation : Wittgenstein, Henry James, and literary knowledge / G.L. Hagberg. p. cm. Includes bibliographical references (p.) and index. ISBN-13: 978-0-8014-2926-2 (cloth) — ISBN-13: 978-1-5017-2696-5 (pbk.) 1. James, Henry, 1843–1916—Criticism and interpretation. 2. Fiction— History and criticism—Theory, etc. 3. Wittgenstein, Ludwig, 1889–1951. 4. Knowledge, Theory of, in literature. 5. Meaning (Philosophy) in literature. I. Title. 2124.H34 1994 121'.68'092—dc20 93-36146 The text of this book is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License: https://creativecommons.org/licenses/by-nc-nd/4.0/ To the memory of my father ! J -� Contents Acknowledg;ments IX Introduction I Language-Games and Artistic -
Faculty of Humanities School of Social Sciences
FACULTY OF HUMANITIES SCHOOL OF SOCIAL SCIENCES PHILOSOPHY COURSE UNIT OUTLINE 2017-18 PHIL20021 Philosophy of Religion Semester: 1 Credits: 20 This course guide should be read in conjunction with the Philosophy Study Guide 2016-17, available from the Philosophy Intranet. Lecturer(s): Dr Michael Scott Office: Humanities Bridgeford Street 2.56 Telephone: 0161 275 3875 Email: [email protected] Office Hours: Tuesdays 10-11, Wednesdays 11-12. Please email to arrange an appointment outside of these hours. Tutors: Tutorials will be taken by Teaching Assistants – see below. Their office hours will be posted here: http://www.socialsciences.manchester.ac.uk/student- intranet/undergraduate/course-information/philosophy/office-hours/ Administrator: Christopher Ashworth, UG Office, G.001 Arthur Lewis Building Tel: 0161 275 7129, Email: [email protected] Lectures: Tues 11-1pm. Tutorials: Allocate yourself to a tutorial group using the Student System (this is compulsory and on a first come, first served basis) Assessment: 2 hour exam 67% 2,000 word essay 33% Reading Week: Monday 30th October 2017 – Friday 3rd November 2017 Philosophy Intranet: http://www.socialsciences.manchester.ac.uk/student- intranet/undergraduate/course-information/philosophy/ Please go to the intranet for staff and TA office hours, the Philosophy Study Guide, and advice on accessing online philosophy resources. ***IMPORTANT INFORMATION – PLEASE READ*** Pre-requisite(s): None Communication: Students must read their University e-mails regularly, as important information will be communicated in this way. Examination period: Monday 15 January – Friday 26 January 2018 1 Re-sit Examination period: Monday 20th August – Friday 31st August 2018 Please read this course outline through very carefully as it provides essential information needed by all students attending this course 2. -
The Study and Teaching of Philosophy of Science
The Study and Teaching of Philosophy of Science An Academic Interview of Professor Peter Achinstein Liang: Could you please share some more details about the reason why you chose philosophy of science as a life-time business? It is said that you were motivated by Hempel when you were studying at Harvard. Is that true? Achinstein: Well, I didn’t choose it at the beginning as a life-time career, but philosophy was always fascinating to me, since it raises fundamental questions that I find very challenging. I chose to do my Ph.D. thesis on probability theory, particularly Carnap’s probability theory, and that got me interested in philosophy of science. The philosopher who had the greatest influence on me as a student was Carl G. Hempel, who came to visit Harvard one year when I was an undergraduate. He taught a course on probability, and one on philosophy of science. These were the most interesting philosophy courses I’d taken at Harvard. When I was a graduate student, I wrote my thesis in the area of probability and induction. This led me to the question: what is evidence, and can it be defined in terms of probability? At the same time, I began attending courses in physics at Harvard and later at Johns Hopkins, which got me further interested the philosophy of science. So, I didn’t start out by planning to work in the philosophy of science. When I became a graduate student, I was not like some graduate students who are sure what they want to focus on at the very beginning of their study. -
Bibliography of the Writings of Hilary Putnam
PART THREE BIBLIOGRAPHY OF THE WRITINGS OF HILARY PUTNAM Compiled and Edited by John R. ShooK with the assistance of Hilary Putnam anD Joseph PalenCIK Putnam Bibliography.indd 891 1/24/2015 4:09:12 PM Putnam Bibliography.indd 892 1/24/2015 4:09:12 PM BIBLIOGRAPHY OF THE WRITINGS OF Hilary Putnam This bibliography lists books and then shorter writings, in chronological order of their first publication. Chapters of books are accompanied by a year of first publication; those chapters lacking a year were first published in that book. Only selected reprintings of shorter writings are mentioned, to clarify multiple versions. A translation of a shorter item is included if that was its first publication; any later publication in English is mentioned. BOOKS The Meaning of the Concept of Probability in Application to Finite Sequences. Ph.D. dis- sertation, University of California, Los Angeles, 1951. New York: Garland, 1990. The 1990 reprinting includes “Introduction Some Years Later,” 1–12. Philosophy of Mathematics: Selected Readings. Edited with Paul Benacerraf. Englewood Cliffs, NJ: Prentice Hall, 1964. Includes an “Introduction” with Paul Benacerraf, 1–27. The 2nd edition (Cambridge, UK: Cambridge University Press, 1983) adds two chapters by Putnam: “Mathematics without Foundations” (1967), 295–313; and “Models and Reality” (1980), 421–45. Philosophy of Logic. New York: Harper and Row, 1971. London: George Allen and Unwin, 1972. Translated into Italian (1975), Japanese (1975), Chinese (1984). Repr. in Math- ematics, Matter and Method, 2nd ed. (1985), 323–57. Repr., London: Routledge, 2010. CONTENTS Preface, vii 1. What Logic Is, 3–7 2. -
Thomas Kelly
Thomas Kelly Department of Philosophy https://www.princeton.edu/~tkelly/ Princeton University [email protected] 212 1879 Hall (609) 258-4294 (tel) Princeton, NJ 08544 Employment Princeton University, 2004- Professor of Philosophy, 2012- Associate Professor of Philosophy, 2007-2012 Assistant Professor of Philosophy, 2004-2007 Assistant Professor of Philosophy, University of Notre Dame, 2003-2004. Junior Fellow, Harvard Society of Fellows, 2000-2003. Education Ph.D. in Philosophy, Harvard University, 2001. B.A. in Philosophy, summa cum laude, University of Notre Dame, 1994. Areas of Specialization Epistemology, Theory of Rationality, Philosophical Methodology Areas of Competence History of Analytic Philosophy, Philosophy of Science, Ethics, Philosophy of Religion Publications Papers “Historical versus Current Time Slice Theories in Epistemology.” Forthcoming in Hilary Kornblith and Brian McLaughlin (eds.) Goldman and His Critics (Blackwell Publishers), along with a reply by Alvin Goldman. 2 “Disagreement in Philosophy.” Forthcoming in Herman Cappelen, Tamar Szabó Gendler, and John Hawthorne (eds.) The Oxford Handbook of Philosophical Methodology (Oxford University Press). “Are There Any Successful Philosophical Arguments?” (co-authored with Sarah McGrath). Forthcoming in a festschrift for Peter van Inwagen, edited by John Keller for Oxford University Press, along with a reply from van Inwagen. “Religious Diversity and the Epistemology of Disagreement” (co-authored with Nathan King). Forthcoming in William Abraham and Fred Aquino (eds.). The Oxford Handbook to the Epistemology of Theology (Oxford University Press). “Soames and Moore on Method in Ethics and Epistemology” (co-authored with Sarah McGrath). Philosophical Studies Volume 172, Issue 6 (2015): 1661-1670. “Quine and Epistemology”. In Gilbert Harman and Ernest Lepore (eds.) The Blackwell Companion to Quine (Blackwell 2014): 17-37.