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James Kern Feibleman, born in New Orleans in 1904 of Jewish parents, had an early career as poet, short story writer and novelist, and assistant manager of a department store and partner in an investment company.

We invited Professor Harris to allow us to publish his lectures in Tulane Studies in Philosophy. Matchette Foundation for the original grant sup porting the lectures and to Professor Harris for presenting first the lectures and then the book.

The Subject-Matter of Philosophy.- Philosophic Disagreement and the Study of Philosophy.- An Explanation of Philosophy.- Philosophy and the Categories of Experience.- The Nature of Analytic Philosophy.- Wilmon H. Sheldon¿s Philosophy of Philosophy.- Is The Study of Aesthetics a Philosophic Enterprise?.- Philosophy as Comparative Cosmology.

It is now one hundred fifty years since the death of Immanuel Kant, and this, the third volume of Tulane Studies in Philosophy is dedicated to the commemoration of the event. Of no man whose impact upon the history of ideas has been as great as that of Kant can it be said with finality: this 5 6 TULANE STUDIES IN PHILOSOPHY is his philosophy.

Truth and Subjectivity.- Truth as Procedure.- Falsity in Practice.- Truth in Empirical Science.- A Fitting Theory of Truth.

Aggression: The Muscle and Alterable Objects.- Perception and Epistemology.- The Pernicious Distinction Between Logic and Psychology.- Anaxagoras¿ Theory of Mind.- Renaissance Space and the Humean Development in Philosophical Psychology.- The Rational Psychology of Laurens Hickok.- The Philosophy of Brand Blanshard.

As professor of philosophy at Newcomb College, the undergraduate women's division of Tulane, and head of the Newcomb philosophy department, he carried a heavy burden of teaching and administration.

According to* Malcolm, this sense of "know" is important and useful.' Philosophers have had it "in mind when they have spoken of 'perfect,' 'metaphysical,' or 'strict' cer tainty" (Ke, 70). Nevertheless, in spite of his opinion that it is important, Malcolm has not given a detailed analysis of the strong sense of "know."

Toward A Phenomenological Aesthetic of Cinema.- Is Gracefulness A Supervenient Property?.- Value and Artistic Value in Le Senne¿s Philosophy.- Bad Art.- Psychical Distance and Temporality.- C. I. Lewis and the Paradox of the Esthetic.- On the Nature of Ultimate Values in the Fine Arts.

In his chosen field of philosophy of education he has long been recognized as a leader, serving several terms on the Executive Committee of the Philosophy of Education Society and in I963 as its President.

The Ethics of Belief.- On Beliefs and Believing.- Substance and Experience.- Panentheism in Neo-Platonism.- Ultimacy and the Philosophical Field of Metaphysics.

The Philosophy of George Herbert Mead (1863¿1931):.- Mead¿s Doctrine of the Past:.- Symbolic Forms; Cassirer and Santayana:.- In Defense of Santayana¿s Theory of Expression:.- Activity as a Source of Knowledge in American Pragmatism:.- A Brief Introduction to the Philosophy of Martin Heidegger:.

Husserl¿s Philosophy of Intersubjectivity in Relation to his Rational Ideal:.- The Impact of Science on Society:.- The Social Import of Empiricism:.- The Social Philosophy of Elijah Jordan (1875¿1953):.- The Case for Sociography:.

Time in Hegel¿s Phenomenology.- Hegel Revisited.- On Hegel¿s Theory of Alienation and its Historic Force.- Are There Infallible Explanations?.- Substance, Subject and Dialectic.- Hegel as Panentheist.- The Philosophy of Merleau-Ponty.

The year 1959 has been called The Centennial Year in view of the anniversary of the publication of The Origin of SPecies and the centenary of the births of many who later contributed much to the philosophy of the recent past, such as Samuel Alexander, Henri Bergson, John Dewey and Edmund Husser!' The essays in the present volume which are on subjects germane to any of the anniversaries celebrated this year have been placed first in the present volume. CENTENNIAL YEAR NUMBER DARWIN AND SCIENTIFIC METHOD JAMES K. FEIBLEMAN The knowledge of methodology, which is acquired by means of formal education in the various disciplines, is usually com­ municated in abstract form. Harmony and counterpoint in musical composition, the axiomatic method of mathematics, the established laws in physics or in chemistry, the principles of mathematics - all these are taught abstractly. It is only when we come to the method of discovery in experimental science that we find abstract communication failing. The most recent as well as the greatest successes of the experimental sciences have been those scored in modern times, but we know as yet of no abstract way to teach the scientific method. The astonishing pedagogical fact is that this method has never been abstracted and set forth in a fashion which would permit of its easy acquisition. Here is an astonishing oversight indeed, for which the very difficulty of the topic may itself be responsible.

With this issue we initiate the policy of expanding the scope of Tulane Studies in Philosophy to include, in addition to the work of members of the department, contributions from philosophers who have earned advanced degrees from Tulane and who are now teaching in other colleges and universities.