Results 231 to 240 of about 42,720 (290)
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Philosophia, 1997
Etude des strategies constructive et intuitive pour la refutation du scepticisme concernant la connaissance du monde exterieur developpees par M. Williams. Mesurant la vailidite de la position theorique de Williams, mais denoncant l'absence d'une refutation decisive du scepticisme, l'A.
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Etude des strategies constructive et intuitive pour la refutation du scepticisme concernant la connaissance du monde exterieur developpees par M. Williams. Mesurant la vailidite de la position theorique de Williams, mais denoncant l'absence d'une refutation decisive du scepticisme, l'A.
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The British Journal for the Philosophy of Science, 1958
It is good that Professor Ayer has written this book,1 if only because it is a rounded treatment of a subject in one of the Wittgensteinian ways of handling philosophy. There have been at least two other works of recent times that have also provided rounded treatments of a philosophical problem in a Wittgensteinian way.
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It is good that Professor Ayer has written this book,1 if only because it is a rounded treatment of a subject in one of the Wittgensteinian ways of handling philosophy. There have been at least two other works of recent times that have also provided rounded treatments of a philosophical problem in a Wittgensteinian way.
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MORE SCEPTICISM ABOUT SCEPTICISM
Oxford Journal of Legal Studies, 1988Considering the difficulties for a modern reader of the writings on evidence of Bentham and Wigmore, it is pleasing to have a book,1 written with clarity and economy, which conveys the main ideas of each. Given his knowledge of those writings and of the intellectual history of evidence scholarship, few could be as well-qualified to write it as William ...
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Cortex, 2009
Educators play an important role in developing the minds and brains of their learners. Little wonder then, that most have a natural enthusiasm to learn about concepts from neuroscience and apply them in their classrooms. Such enthusiasm may be fundamentally misplaced if neuroscience can make no practical contribution to education.
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Educators play an important role in developing the minds and brains of their learners. Little wonder then, that most have a natural enthusiasm to learn about concepts from neuroscience and apply them in their classrooms. Such enthusiasm may be fundamentally misplaced if neuroscience can make no practical contribution to education.
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Sceptical insulation and sceptical objectivity
Australasian Journal of Philosophy, 1994(1994). Sceptical insulation and sceptical objectivity. Australasian Journal of Philosophy: Vol. 72, No. 4, pp. 411-425.
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The Physics Teacher, 1960
Science teaching, both in school and university, is geared very closely to utilitarian aims. Has it also an important contribution to make a liberal education? This article argues that it has, but that its opportunities are not being seized. Various ways of improving on the present state of affairs are discussed.
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Science teaching, both in school and university, is geared very closely to utilitarian aims. Has it also an important contribution to make a liberal education? This article argues that it has, but that its opportunities are not being seized. Various ways of improving on the present state of affairs are discussed.
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Sceptical theism and moral scepticism
Religious Studies, 2007Several theists have adopted a position known as ‘sceptical theism’, according to which God is justified in allowing suffering, but the justification is often beyond human comprehension. A problem for sceptical theism is that if there are unknown justifications for suffering, then we cannot know whether it is right for a human being to relieve ...
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2021
AbstractChapter 6 addresses the problem of scepticism. More specifically, it focuses on a particularly difficult sceptical argument which proceeds from the plausible claims (i) that we don’t know that we are not radically deceived and (ii) that, if so, we don’t know much at all to the problematic sceptical conclusion that we don’t know much at all.
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AbstractChapter 6 addresses the problem of scepticism. More specifically, it focuses on a particularly difficult sceptical argument which proceeds from the plausible claims (i) that we don’t know that we are not radically deceived and (ii) that, if so, we don’t know much at all to the problematic sceptical conclusion that we don’t know much at all.
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Why there is reason to remain sceptical of Durston's scepticism
Religious Studies, 2006In this reply I argue that Durston's defence of his argument from the complexity of history ought to be unacceptable to the theist as it undermines not only common theistic attitudes towards God, such as gratitude and praise, but also the rationality of our ordinary moral practices.
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How sceptical is Kripke's ‘sceptical solution’?
Philosophia, 1998L'A. propose une nouvelle lecture de la solution sceptique au paradoxe sceptique developpee par S. Kripke dans son ouvrage intitule «Wittgenstein on rules and private language» (1982). Alors que l'interpretation commune de Kripke, representee par C. Travis, S. Blackburn et C.
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