This reissue of D. A. Gillies highly influential work, first published in 1973, is a philosophical theory of probability which seeks to develop von Mises' views on the subject. In agreement with von Mises, the author regards probability theory as a mathematical science like mechanics or electrodynamics, and probability as an objective, measurable concept like force, mass or charge. On the other hand, Dr Gillies rejects von Mises' definition of probability in terms of limiting frequency and claims that probability should be taken as a primitive or undefined term in accordance with modern axiomatic approaches. This of course raises the problem of how the abstract calculus of probability should be connected with the actual world of experiments'. It is suggested that this link should be established, not by a definition of probability, but by an application of Popper's concept of falsifiability. In addition to formulating his own interesting theory, Dr Gillies gives a detailed criticism of the generally accepted Neyman Pearson theory of testing, as well as of alternative philosophical approaches to probability theory. The reissue will be of interest both to philosophers with no previous knowledge of probability theory and to mathematicians interested in the foundations of probability theory and statistics.

Why is understanding causation so important in philosophy and the sciences? Should causation be defined in terms of probability? Whilst causation plays a major role in theories and concepts of medicine, little attempt has been made to connect causation and probability with medicine itself. Causality, Probability, and Medicine is one of the first books to apply philosophical reasoning about causality to important topics and debates in medicine. Donald Gillies provides a thorough introduction to and assessment of competing theories of causality in philosophy, including action-related theories, causality and mechanisms, and causality and probability. Throughout the book he applies them to important discoveries and theories within medicine, such as germ theory; tuberculosis and cholera; smoking and heart disease; the first ever randomized controlled trial designed to test the treatment of tuberculosis; the growing area of philosophy of evidence-based medicine; and philosophy of epidemiology. This book will be of great interest to students and researchers in philosophy of science and philosophy of medicine, as well as those working in medicine, nursing and related health disciplines where a working knowledge of causality and probability is required.

Drawing from the ideas of Michel Foucault, this book offers a critical examination of today's dominant discourse of educational leadership. Foucault's understanding of critique is as a 'permanent' ethos in which humans explore the nature of their existence but at the same time query the limits imposed upon them, and probe opportunities for increasing freedom. This book outlines the key concepts in the work of Foucault, and demonstrates how his concepts of discourse, power/knowledge, and governmentality offer an understanding of how ideas of educational leadership and management have emerged, how they serve to establish a discipline, and how they construct individuals - pupils, teachers, and head teachers - in particular ideological ways.

The discourse of educational leadership and management not only represents a specific means of 'governing' education but also calls for the development of approved management and leadership skills and behaviours. The related focus on cultivating, valuing, and rewarding effective leaders is eminently suited to Foucauldian critique, which not only questions the basis for its assumptions and norms, but also examines the way in which the subjects of ELMA - today's educational professionals - are both constructed by the discourse and are called upon to shape themselves accordingly.

Included in the book:

- educational leadership as discourse
- educational leadership as discipline
- power and educational leadership
- governmentality and educational leadership.

By both applying theory and examining empirical exemplars, this volume offers a challenge to dominant leadership discourse and suggests alternative understandings of the field and approaches to practice. The book will be of value to researchers and postgraduate students with an interest in educational leadership, management and administration, as well as to practitioners in the school system.

This reissue of D. A. Gillies highly influential work, first published in 1973, is a philosophical theory of probability which seeks to develop von Mises' views on the subject. In agreement with von Mises, the author regards probability theory as a mathematical science like mechanics or electrodynamics, and probability as an objective, measurable concept like force, mass or charge. On the other hand, Dr Gillies rejects von Mises' definition of probability in terms of limiting frequency and claims that probability should be taken as a primitive or undefined term in accordance with modern axiomatic approaches. This of course raises the problem of how the abstract calculus of probability should be connected with the 'actual world of experiments'. It is suggested that this link should be established, not by a definition of probability, but by an application of Popper's concept of falsifiability. In addition to formulating his own interesting theory, Dr Gillies gives a detailed criticism of the generally accepted Neyman Pearson theory of testing, as well as of alternative philosophical approaches to probability theory. The reissue will be of interest both to philosophers with no previous knowledge of probability theory and to mathematicians interested in the foundations of probability theory and statistics.

First published in 1982, this reissue contains a critical exposition of the views of Frege, Dedekind and Peano on the foundations of arithmetic. The last quarter of the 19th century witnessed a remarkable growth of interest in the foundations of arithmetic. This work analyses both the reasons for this growth of interest within both mathematics and philosophy and the ways in which this study of the foundations of arithmetic led to new insights in philosophy and striking advances in logic.

This historical-critical study provides an excellent introduction to the problems of the philosophy of mathematics - problems which have wide implications for philosophy as a whole. This reissue will appeal to students of both mathematics and philosophy who wish to improve their knowledge of logic.

The Twentieth Century has seen a dramatic rise in the use of probability and statistics in almost all fields of research. This has stimulated many new philosophical ideas on probability.
Philosophical Theories of Probability is the first book to present a clear, comprehensive and systematic account of these various theories and to explain how they relate to one another. Gillies also offers a distinctive version of the propensity theory of probability, and the intersubjective interpretation, which develops the subjective theory.

The Truth about St Kilda is a unique record of the isolated way of life on St Kilda in the early part of the twentieth century, based on seven handwritten notebooks written by the Rev. Donald Gillies, containing reminiscences of his childhood on the island of Hirta. It provides a first-hand account of the living conditions, social structure and economy of the community in the early 1900s, before the evacuation of the remaining residents in 1930. The memoirs describe in some detail the St Kildans' way of life, including religious life and the islanders' diet. The puritanical form of religion practised on St Kilda has often been interpreted by outsiders as austere and draconian, but Gillies' account of the islanders' religious practices makes clear the important role that these had in reinforcing the spiritual stamina of the community. This book is a lasting tribute to the adaptability and courage of a small Gaelic-speaking society which endured through two millennia on a remote cluster of islands, until its way of life could no longer be sustained.

Why is understanding causation so important in philosophy and the sciences? Should causation be defined in terms of probability? Whilst causation plays a major role in theories and concepts of medicine, little attempt has been made to connect causation and probability with medicine itself. Causality, Probability, and Medicine is one of the first books to apply philosophical reasoning about causality to important topics and debates in medicine. Donald Gillies provides a thorough introduction to and assessment of competing theories of causality in philosophy, including action-related theories, causality and mechanisms, and causality and probability. Throughout the book he applies them to important discoveries and theories within medicine, such as germ theory; tuberculosis and cholera; smoking and heart disease; the first ever randomized controlled trial designed to test the treatment of tuberculosis; the growing area of philosophy of evidence-based medicine; and philosophy of epidemiology. This book will be of great interest to students and researchers in philosophy of science and philosophy of medicine, as well as those working in medicine, nursing and related health disciplines where a working knowledge of causality and probability is required.

The Twentieth Century has seen a dramatic rise in the use of probability and statistics in almost all fields of research. This has stimulated many new philosophical ideas on probability.
Philosophical Theories of Probability is the first book to present a clear, comprehensive and systematic account of these various theories and to explain how they relate to one another. Gillies also offers a distinctive version of the propensity theory of probability, and the intersubjective interpretation, which develops the subjective theory.

First published in 1982, this reissue contains a critical exposition of the views of Frege, Dedekind and Peano on the foundations of arithmetic. The last quarter of the 19th century witnessed a remarkable growth of interest in the foundations of arithmetic. This work analyses both the reasons for this growth of interest within both mathematics and philosophy and the ways in which this study of the foundations of arithmetic led to new insights in philosophy and striking advances in logic. This historical-critical study provides an excellent introduction to the problems of the philosophy of mathematics - problems which have wide implications for philosophy as a whole. This reissue will appeal to students of both mathematics and philosophy who wish to improve their knowledge of logic.

Drawing from the ideas of Michel Foucault, this book offers a critical examination of today's dominant discourse of educational leadership. Foucault's understanding of critique is as a 'permanent' ethos in which humans explore the nature of their existence but at the same time query the limits imposed upon them, and probe opportunities for increasing freedom. This book outlines the key concepts in the work of Foucault, and demonstrates how his concepts of discourse, power/knowledge, and governmentality offer an understanding of how ideas of educational leadership and management have emerged, how they serve to establish a discipline, and how they construct individuals - pupils, teachers, and head teachers - in particular ideological ways. The discourse of educational leadership and management not only represents a specific means of 'governing' education but also calls for the development of approved management and leadership skills and behaviours. The related focus on cultivating, valuing, and rewarding effective leaders is eminently suited to Foucauldian critique, which not only questions the basis for its assumptions and norms, but also examines the way in which the subjects of ELMA - today's educational professionals - are both constructed by the discourse and are called upon to shape themselves accordingly. Included in the book: - educational leadership as discourse - educational leadership as discipline - power and educational leadership - governmentality and educational leadership. By both applying theory and examining empirical exemplars, this volume offers a challenge to dominant leadership discourse and suggests alternative understandings of the field and approaches to practice. The book will be of value to researchers and postgraduate students with an interest in educational leadership, management and administration, as well as to practitioners in the school system.

At the height of Britain's 20th century power, Sir Archibald Clark Kerr reached the pinnacle of his remarkable and controversial career. He served in vital diplomatic posts and was a major figure in determining and executing British foreign policy. His vital work with Churchill, Roosevelt and Stalin is regarded as being crucial to the wartime alliance and, after the war, he was rewarded with the post of Ambassador to the US. Kerr helped develop both the Marshall Plan and the foundation of NATO and was influential in the USA and Britain's Cold War alliance. Based on specialist access to the vast Inverchapel archive, Donald Gillies argues against questions of his loyalty and addresses assumptions of his left-wing and anti-imperialist views.

This book presents detailed criticisms of existing systems for organising research, and outlines a new approach based on different principles. Part 1 criticizes the research assessment exercise (RAE) which has been used in the UK from 1986 to 2008. It is argued that the RAE is both very costly, and likely to reduce the quality of research produced. The UK government has decided that, from 2009, the RAE should be replaced by a system based on metrics. In Part 2 this system is criticized and it is argued that it is certainly no better, and probably worse, than the RAE. In Part 3 of the book, the proposed alternative system is outlined, and it is argued that it would produce better quality research at a much lower cost than either the RAE or the system based on metrics. The arguments are illustrated by a variety of examples of excellent research, taken from different fields. These include Einstein's discovery of Special Relativity, Fleming's discovery of penicillin, Frege's introduction of modern mathematical logic, and Wittgenstein's work on his masterpiece: Philosophical Investigations. The Author: Donald Gillies is Professor in the Department of Science and Technology Studies, University College London.

Artificial Intelligence and Scientific Method examines the remarkable advances made in the field of AI over the past twenty years, discussing their profound implications for philosophy. Taking a clear, non-technical approach, Donald Gillies focuses on two key topics within AI: machine learning in the Turing tradition and the development of logic programming and its connection with non-monotonic logic. Demonstrating how current views on scientific method are challenged by this recent research, he goes on to suggest a new framework for the study of logic. He draws on work by such seminal thinkers as Bacon, Godel, Popper, Penrose, and Lucas to address the hotly contested question of whether computers might become intellectually superior to human beings. These topics will attract a wide readership from followers of advances in artificial intelligence, to students and scholars of the history and philosophy of science.

Artificial Intelligence and Scientific Method examines the remarkable advances made in the field of AI over the past twenty years, discussing their profound implications for philosophy. Taking a clear, non-technical approach, Donald Gillies shows how current views on scientific method are challenged by this recent research, and suggests a new framework for the study of logic. Finally, he draws on work by such seminal thinkers as Bacon, Gödel, Popper, Penrose, and Lucas, to address the hotly-contested question of whether computers might become intellectually superior to human beings.

Social revolutions--critical periods of decisive, qualitative change--are a commonly acknowledged historical fact. The publication of Kuhn's The Structure of Scientific Revolutions in 1962 led to an exciting discussion of revolutions in the natural sciences; an off-shoot of this was a debate in the United States in the mid-1970's as to whether the concept of revolution could be applied to mathematics as well as science. This book is the first comprehensive examination of the question. It reprints the original papers of leading supporters and opponents, together with additional chapters giving their current views. To this are added new contributions from nine other experts in the history of mathematics, who each discuss an important episode and consider whether it was a revolution. The whole question of mathematical revolutions is thus examined comprehensively and from a variety of perspectives, and will interest mathematicians, philosophers, and historians alike.