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Apart from using our eyes to see and our ears to hear, we regularly and effortlessly perform a number of complex perceptual operations that cannot be explained in terms of the five senses taken individually. Such operations include, for example, perceiving that the same object is white and sweet, noticing the difference between white and sweet, or knowing that one's senses are active. Observing that lower animals must be able to perform such operations, and being unprepared to ascribe any share in rationality to them, Aristotle explained such operations with reference to a higher-order perceptual capacity which unites and monitors the five senses. This capacity is known as the 'common sense' or sensus communis. Unfortunately, Aristotle provides only scattered and opaque references to this capacity. It is hardly surprising, therefore, that the exact nature and functions of this capacity have been a matter of perennial controversy. Pavel Gregoric offers an extensive and compelling treatment of the Aristotelian conception of the common sense, which has become part and parcel of Western psychological theories from antiquity through to the Middle Ages, and well into the early modern period. Aristotle on the Common Sense begins with an introduction to Aristotle's theory of perception and sets up a conceptual framework for the interpretation of textual evidence. In addition to analysing those passages which make explicit mention of the common sense, and drawing out the implications for Aristotle's terminology, Gregoric provides a detailed examination of each function of this Aristotelian faculty.
While common sense and rationality often have been viewed as two distinct features in a unitifed cognitive map, this this volume offers novel, even paradoxical views of the relationship. Touching on various disciplines, it considers what constitutes human rationality, behavior, and intelligence.
Drawing on his own experience teaching diverse grades and subjects, Kevin Kumashiro examines aspects of teaching and learning toward social justice, and suggests concrete implications for K-12 teachers and teacher educators.
Can we know anything for certain? There are those who think we can (traditionally labeled the "dogmatists") and those who think we cannot (traditionally labeled the "skeptics"). The theory of knowledge, or epistemology, is the great debate between the two. This book is an introductory and historically-based survey of the debate. It sides for the most part with the skeptics. It also develops out of skepticism a third view, fallibilism or critical rationalism, which incorporates an uncompromising realism about perception, science, and the nature of truth.
Patriotism, Democracy, and Common Sense is a new strategic analysis of common-sense alternatives to the public policies America has pursued since September 11, 2001. This important book features more than three dozen internationally known experts in economics, foreign and domestic policy, media, and political action.
Contributes to the archives of integration and nondiscrimination. This book brings a band of progressive Southerners into focus, and follows them from the late thirties into the sixties.