The strongly innovative theory of whole-parts relations outlined by Husserl in his Third logical Investigation—to which he attributed a basic value for his entire phenomenology—has recently attracted a renewed interest. Although many important issues have been clarified (especially by Kit Fine) the subject seems still worth being revisited. To this aim Husserlian universes are introduced. These are lower bounded distributive lattices endowed with a unary operation of defect and a binary relation of isogeneity. Husserl's contents are identified with nonzero elements (...) of a Husserlian universe and the dependence relations among contents are defined and studied starting from the idea that the defect of xis what x needs in order to ‘exist’ i.e., in order to be ‘closed’ with respect to the closure operation defined as the sup of x and its defect. It turns out that there are (at least) eight dependence relations which are worth to be considered. Many other questions concerning the world of contents (among them the proofs of the famous Husserl's Sätze) may now be discussed and clarified. Then the theory of species and genera is developed. Ultimate species (for short: species) are identified with equivalence classes of contents modulo isogeneity, and species in general (for short: genera) are identified with arbitrary unions of species. On the basis of the relation obtaining among two contents when they are isogeneous to two contents the first of which is a part of the second it becomes possible to develop a rather satisfying interpretation of Husserl's theory of the dependencies among species and genera and of the material a priori laws. By strengthening the notion of Husserlian universe into the notion of rigid Husserlian universe, the theory of species and genera obtains a stronger version. Three models of the theory are exhibited. The first one, suggested by combinatorial-topological considerations, identifies contents with finite non-empty sets of natural numbers; the second one identifies contents with non-empty sets of formulas of a formal language; the third one (not totally ‘rigid’) identifies contents with positive integers. (shrink)

The paper examines the all too often neglected role of the Czech philosopher and mathematician Bernard Bolzano for Husserl’s work, from ca. 1893–1894 onwards. Husserl himself finds it important to stress in an appendix to chapter 10 of the Prolegomena to Pure Logic that his investigations are not “in any sense mere commentaries upon, or critically improved expositions of, Bolzano’s thought patterns”, but that they “have been crucially stimulated by Bolzano …”. The paper examines early Bolzano’s ideas on the ground-consequence (...) relation, Bolzano’s logical universe as presented in his masterpiece, the monumental Wissenschaftslehre, the role of Hermann Lotze in making Husserl receptive for Bolzano and, finally, a lecture course on logic held by Husserl at the University of Halle in 1896, working out just what Husserl is taking, and not taking, from Bolzano. (shrink)

The claims about (1) the lack of empirical support for a model of strong reciprocation and (2) the irrelevant empirical role of costly punishment to support cooperation in the field need qualifications. The interpretation of field evidence is not straightforward, and other-regarding preferences are also likely to play a role in the field.

This book is focused on the first three parts of Bolzano's Theory of Science and introduces a more systematic reconsideration of Bolzano's logical thought. In undertaking this task, the book is intended as an exploration, not so much of the more specifically discursive aspects of Bolzano's logical thought - already amply studied - as much as on identifying the singularly coherent and systematic nature of the logic presented in Bolzano's work.

Big Ideas for Little Kids includes everything a teacher, a parent, or a college student needs to teach philosophy to elementary school children from picture books. Written in a clear and accessible style, the book explains why it is important to allow young children access to philosophy during primary-school education. Wartenberg also gives advice on how to construct a "learner-centered" classroom, in which children discuss philosophical issues with one another as they respond to open-ended questions by saying whether they agree (...) or disagree with what others have said. (shrink)

Introducing Dialogic Pedagogy presents some of the ideas of Russian philosopher Mikhail Bakhtin concerning dialogism in a way that will engage and inspire those studying early childhood education. By translating the growing body of dialogic scholarship into a practical application of teaching and learning with very young children, this book provides readers with alternative ways of examining, engaging and reflecting on practice in the early years to provoke new ways of understanding and enacting pedagogy. This text combines important theoretical ideas (...) with a practical application to support practitioners who are keen to promote creativity and agency through ethical self-other relations. It provides unique insights into the amazing world of the youngest child, and offers enriched understandings of the profound impact of adults in their journey of becoming (or bildung). Key points covered include: Investigating dialogic philosophy and its application to early childhood education, with an emphasis on notions of justice, democracy, ethics and answerability Considering the relationship between dialogism and pedagogical approaches Theorising a range of approaches to relevant early childhood practice, as pedagogy This accessible and readable guide offers sound theoretical principles with practical suggestions for early years' settings. The book is supplemented by an extensive online video resource website that will bring these revolutionary ideas to life.. (shrink)

_Seeing the World through Children’s Eyes_ brings an overarching emphasis on ‘seeing’ to early years research and provides an opportunity to see and hear from leading researchers in the field concerning how they work with visual methodologies in their early years research.

Standard models of adolescent risk taking posit that the cognitive abilities of adolescents and adults are equivalent, and that increases in risk taking that occur during adolescence are the result of socio emotional differences in impulsivity, sensation seeking, and lack of self-control. Fuzzy-trace theory incorporates these socio emotional differences. However, it predicts that there are also cognitive differences between adolescents and adults, specifically that there are developmental increases in gist-based intuition that reflects understanding. Gist understanding, as opposed to verbatim-based analysis, (...) generally has been hypothesized to have a protective effect on risk taking in adolescence. Gist understanding is also an essential element of informed consent regarding risks in medical decision- making. Evidence thus supports the argument that adolescents’ status as mature minors should be treated as an exception rather than a presumption, because accuracy in verbatim analysis is not mature gist understanding. Use of the exception should be accompanied by medical experts’ input on the bottom-line gist of risks involved in treatment. (shrink)

Logic was understood by the Stoics in a broad sense, as the doctrine that included analysis of the forms of argumentation, rhetoric, theory of concepts and propositions, epistemology, and philosophy of language. The distinguishing characteristic of Stoic logic is the fact that it is fundamentally a logic of propositions, unlike the logic of terms belonging to the Aristotelian tradition. This study offers a new treatment of Stoic logic, in which the various topics are retraced and critically assessed.

The foundation of the Christian counselling movement -- Christian counselling in the UK -- The aims of Christian counselling -- Integrating psychological and biblical truth -- Sigmund Freud--the founding father of psychotherapy -- The individual psychology of Alfred Adler -- Abraham Maslow--the man with new age tendencies -- Carl Rogers--a man who believed in himself -- Albert Ellis--the aggressive atheist -- The Bible's verdict on psychological 'truth' -- The case against Larry Crabb -- Self-esteem: the secular foundation -- Self-esteem and (...) the Christian counselling movement -- Self-esteem dogma in the light of scripture. (shrink)

The Great Psychotherapy Debate: Models, Methods, and Findings comprehensively reviews the research on psychotherapy to dispute the commonly held view that the benefits of psychotherapy are derived from the specific ingredients contained in a given treatment (medical model). The author reviews the literature related to the absolute efficacy of psychotherapy, the relative efficacy of various treatments, the specificity of ingredients contained in established therapies, effects due to common factors, such as the working alliance, adherence and allegiance to the therapeutic protocol, (...) and effects that are produced by different therapists. In each case, the evidence convincingly corroborates the contextual model and disconfirms the prevailing medical model. (shrink)