Peter A. French

Bio: Peter A. French is an academic researcher from Arizona State University. The author has contributed to research in topics: Moral responsibility & Western philosophy. The author has an hindex of 16, co-authored 77 publications receiving 2572 citations. Previous affiliations of Peter A. French include Trinity University & Sewanee: The University of the South.

Contemporary perspectives in the philosophy of language

Abstract: Contemporary Perspectives in the Philosophy of Language was first published in 1983. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions. This volume, an expanded edition of the philosophy of language issue of the journal Midwest Studies in Philosophy (1977), includes essays by some of the foremost exponents of the most influential current approaches to the philosophy of language. There are new contributions to this edition by Keith S. Donnellan, Jerrold J. Katz, Barbara Partee, John Searle, Richmond Thomason and Zeno Vendler. Essays drawn from the original edition are by W. V. Quine, Keith S Donnellan, Stephen Schiffer, Donnis W. Stampe, Baruch A Brody, Panayot Butchvarov, Fred I. Dretske, Jaegwon Kim, David Shwayder, J. O. Urmson, Michael Levin, David E. Cooper, John Wallace, Hector-Neri Castaneda, Howard K Wettstein, Herbert Hochberg, Nelson Goodman, Wilfrid Sellars, Michael Root, Bruce Aune, Donald Davidson, and Saul Kripke. Of special interest in the original edition was Kripke's paper "Speaker's Reference and Semantic Reference, Descriptions, and Anaphora," Presents a rebuttal to Kripke's essay and attempts to establish referential attributive distinction as semantically significant.

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

The emotional dog and its rational tail: a social intuitionist approach to moral judgment.

Abstract: Research on moral judgment has been dominated by rationalist models, in which moral judgment is thought to be caused by moral reasoning. The author gives 4 reasons for considering the hypothesis that moral reasoning does not cause moral judgment; rather, moral reasoning is usually a post hoc construction, generated after a judgment has been reached. The social intuitionist model is presented as an alternative to rationalist models. The model is a social model in that it deemphasizes the private reasoning done by individuals and emphasizes instead the importance of social and cultural influences. The model is an intuitionist model in that it states that moral judgment is generally the result of quick, automatic evaluations (intuitions). The model is more consistent than rationalist models with recent findings in social, cultural, evolutionary, and biological psychology, as well as in anthropology and primatology.

The archaeology of knowledge

Abstract: We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.

The Contours of Positive Human Health

Abstract: The primary objectives of this article are (a) to put forth an explicit operational formulation of positive human health that goes beyond prevailing "absence of illness" criteria; (b) to clarify that positive human health does not derive from extant medical considerations, which are not about wellness, but necessarily require a base in philosophical accounts of the "goods" in life; (c) to provoke a change of emphasis from strong tendencies to construe human health as exclusively about the mind or the body toward an integrated and positive spiral of mind-body influences; (d) to delineate possible physiological substrates of human flourishing and offer future directions for understanding the biology of positive health; and (e) to discuss implications of positive health for diverse scientific agendas (e.g., stress, class and health, work and family life) and for practice in health fields (e.g., training, health examinations, psychotherapy, and wellness intervention programs).

Centering: a framework for modeling the local coherence of discourse

Abstract: This paper concerns relationships among focus of attention, choice of referring expression, and perceived coherence of utterances within a discourse segment. It presents a framework and initial theory of centering intended to model the local component of attentional state. The paper examines interactions between local coherence and choice of referring expressions; it argues that differences in coherence correspond in part to the inference demands made by different types of referring expressions, given a particular attentional state. It demonstrates that the attentional state properties modeled by centering can account for these differences.