research does not depend on whether it is done in laboratory, ward, bed, armchair, library, or community. What is important in research is whether it is fundamental or trivial, good or bad. What makes it science is the effectiveness , not the type, of methods used by the investigator. What makes it good
In this paper, I will investigate how the form of a natural thing relates to its matter. In a first step, I will set aside a couple of kinds of matter, or ways of speaking of matter, that are not relevant for this question. Then I will ask whether and in what sense matter can be part of the
others in the pursuit of the good. Negative duties seem to have the same function: they specify types of action that we are not allowed to perform. Conceived in this way, the present project might be understood as investigating the question of whether there is a rationale for the idea that one is not
, Machina (1976: 60–61) admits, »I am myself unable to see how one might arrive at [an assignment of precise degrees, I.B.] with any confidence.« He suggests, however, that an assignment would not need to be arbitrary, since empirical investigation could in principle reveal patterns in ordinary speakers
’s interest in continuing to live greater than his dog’s.
Unfortunately, a thus modified time-relative interest account raises many questions and problematic implications on its own, which would certainly be worth investigating in full detail at another time. The focus of this thesis, however, is on future
supports the genetic argument by analysing the ontological carrier of the dispositional structures investigated by the physical sciences. It argues that mental qualities are the only plausible candidate to fulfill this crucial role of metaphysical explanation of the existence of empirical reality. The
, he applies that structure in a different way.
Consider the following example of how exploring both sides might work. Say you are investigating the nature of reality and inquiring into the most fundamental principles that explain the way things are. You want to decide which principles play that role
senseless (ἀνόητος); for that a straight line is equal in magnitude to its own parts and neither exceeding these nor being exceeded by these makes no sense. (97) But if it is in the second, they will be teaching by means of the very thing being investigated (δι᾽ αὑτοῦ), if indeed they establish that it is
to re-examine the course of the investigation and its conclusion so far. First, I will deal with a number of considerations that might be taken to imply that the whole project has been misguided from the very beginning (chapter 9). 144 Given that I will conclude that none of these considerations is