O estudo consiste na discussão da perspectiva larrosiana do conceito de experiência, a partir do livro Tremores. Partiu da pergunta: O conceito de experiência como acontecimento fundamenta a necessidade de uma nova língua educacional? O método tratou de pesquisa bibliográfica que teve o início na revisão de literatura sobre o tema, análise sistemática do livro Tremores, da mesma forma que problematização em torno do conceito de acontecimento em Martin Heidegger e de experiência em Walter Benjamin. Como resultado, o conceito de (...) experiência se expressa como raridade e deve ser pensado como acontecimento capaz de trazer novos sentidos. Para Larrosa, pensar novos sentidos é pensar novas realidades, tendo como base os sentidos gerados pelos mecanismos de subjetivação que existem em cada indivíduo. Sendo o sentido individual e subjetivo, é responsável por mostrar a cada indivíduo uma forma de experiência. Assim, a aposta diz respeito à necessidade de se repensar as linguagens, das quais emergem o mundo de cada indivíduo, e, além disso, de pensar a pedagogia como transformadora do que já existe por meio da linguagem. A linguagem possibilita a compreensão de si e do outro, em uma realidade abstrata que se perdeu das palavras e se distanciou da verdadeira experiência e do mundo real, enquanto acontecimento. Por derradeiro, o estudo demonstrou a necessidade de uma nova língua para a educação em Jorge Larrosa, como necessidade de fortalecimento da potência que habita entre aqueles que escutam e aqueles que falam, dos que não desejam colocar fim à identidade do sujeito, destruí-la, mas dar possibilidades para que a identidade se abra a novas significações, a fim de construir o acontecimento, a abertura e o conhecimento. (shrink)

Resenha de: KOHAN, Walter Omar. O Mestre inventor. Relatos de um viajante educador. Tradução Hélia Freitas. 1. ed. Belo Horizonte: Autêntica Editora, 2013 (Coleção Educação: Experiência e Sentido).

Este texto discute aspectos educacionais do pensamento de Herbert Spencer, especialmente sobre os princípios dirigentes da educação intelectual. Questiona-se: qual a importância dos princípios dirigentes da educação intelectual de Herbert Spencer para a educação atual? Spencer coloca em relevo os problemas da educação intelectual, moral e física, da mesma maneira que considera a superficialidade da formação familiar e a consequência para a educação escolar.

Este artigo discute os pressupostos éticos da educação da solidão, compreendida como educação aristocrática ou educação do solitário. Abordase alguns pressupostos da ética aristocrática em Heráclito, a partir de diversos comentadores, com o intento de evidenciar que a noção de ética aristocrática encontra amparo na vivência do filósofo obscuro, além de tratar da questão do ó, no sentido de explicitar que a vida aristocrática não diz respeito a qualquer vida, mas à vida desperta. Em seguida, aborda-se a educação aristocrática como (...) educação da solidão e, neste contexto, busca-se responder à questão central do artigo que consiste na pergunta: quais os pressupostos éticos da educação da solidão? O método consiste em revisão bibliográfica, dado se tratar de investigação realizada no contexto de fundamentos da educação, mais precisamente de filosofia da educação. Os resultados alcançados apontam para três pressupostos éticos da educação da solidão com destaque para a excelência individual. This article discusses the ethical education of solitude, understood as aristocratic education or education of solitarian. It approaches some assumptions of aristocratic ethics in Heraclitus, from several commentators, with the intent of showing that the notion of aristocratic ethics finds support in living the obscure philosopher, and address the issue of ó, in the sense to clarify that the aristocratic life is not about any life but its waking life. Then, it approaches the aristocratic education as education of solitude and in this context, we seek to answer the central question of the article: what the ethical education of solitude? The method is based on literature review dealing with research conducted in the context of foundations of education, specifically in the philosophy of education. The results point to three ethical premises of the solitude of education with emphasis on individual excellence. (shrink)

Resenha da obra Nietzsche e o Paradoxo, de Rogério Miranda de Almeida. Destinada aos interessados no pensamento de Nietzsche, especialmente os mais rigorosos, a obra analisa os escritos do filósofo a partir do original e o faz com rigor e precisão. Com linguagem sofisticada, o texto de Almeida revela profundo conhecimento da obra de Nietzsche, decifrando a presença do paradoxo em sua filosofia.

O artigo "Educação moral: a busca da excelência a partir de virtudes aristotélicas e a formação do educador" coloca em relevo a necessidade do cultivo de virtudes para a construção da excelência moral do homem. Discutimos a importância da compreensão do termo filosófico. Os resultados esperados consistem na possibilidade do educador de conseguir compreender, dentre os valores clássicos, em específico, o da justiça e o da amizade, como sendo a base para a discussão da educação moral. Se a educação moral (...) exerce algum papel na formação da personalidade humana, então, é preciso examinar quais virtudes são efetivamente necessárias para o desenvolvimento do caráter do homem. A educação moral, tal como temos concebido, possibilita a construção da autonomia do educando para que ele se torne um cidadão emancipado, independente, crítico e, antes, autocrítico. Com efeito, o problema desta investigação consiste na pergunta: quais são os desafios para a formação do educador no processo de conquista da excelência a partir de virtudes aristotélicas em se tratando de educação moral? Nesse sentido, o objetivo principal deste trabalho é compreender a excelência humana a partir do desenvolvimento de virtudes aristotélicas, especialmente a justiça e aamizade, com vistas aos desafios que se colocam aos educadores. Do ponto de vista do método, o trabalho é realizado a partir de revisão bibliográfica e procura problematizar, conceituar e argumentar características típicas do método de forma mais rigorosa, virtudes fundamentais para a formação do caráter do homem. (shrink)

Em O Niilismo, Volpi Franco discorre sobre a história do niilismo e problematiza temas contemporâneos como o fim da história, o relativismo e o ceticismo.

O artigo "Educação moral: a busca da excelência a partir de virtudes aristotélicas e a formação do educador" coloca em relevo a necessidade do cultivo de virtudes para a construção da excelência moral do homem. Discutimos a importância da compreensão do termo filosófico. Os resultados esperados consistem na possibilidade do educador de conseguir compreender, dentre os valores clássicos, em específico, o da justiça e o da amizade, como sendo a base para a discussão da educação moral. Se a educação moral (...) exerce algum papel na formação da personalidade humana, então, é preciso examinar quais virtudes são efetivamente necessárias para o desenvolvimento do caráter do homem. A educação moral, tal como temos concebido, possibilita a construção da autonomia do educando para que ele se torne um cidadão emancipado, independente, crítico e, antes, autocrítico. Com efeito, o problema desta investigação consiste na pergunta: quais são os desafios para a formação do educador no processo de conquista da excelência a partir de virtudes aristotélicas em se tratando de educação moral? Nesse sentido, o objetivo principal deste trabalho é compreender a excelência humana a partir do desenvolvimento de virtudes aristotélicas, especialmente a justiça e aamizade, com vistas aos desafios que se colocam aos educadores. Do ponto de vista do método, o trabalho é realizado a partir de revisão bibliográfica e procura problematizar, conceituar e argumentar características típicas do método de forma mais rigorosa, virtudes fundamentais para a formação do caráter do homem. (shrink)

Resenha do livro de: Vânia Dutra Azeredo. Nietzsche e a dissoluçáo da moral. 2ed. Sáo Paulo. Unijuí. 2003.

Editorial para o dossiê Nietzsche e a Educação.

A escola: problema filosófico é uma coletânea oriunda do III Congresso da Sociedade Brasileira de Filosofia da Educação, realizado em 2018 na Pontifícia Universidade Católica de Campinas. Organizado por Samuel Mendonça e Silvio Gallo, o livro foi publicado em 2020 pela Parábola Editorial (São Paulo). Junto à obra A escola: uma questão pública – publicada no mesmo ano e pela mesma Editora –, forma um díptico que interroga, com o instrumental teórico próprio da Filosofia da Educação, a instituição (...) escolar. (shrink)

In Improvisation, Samuel Wells defines improvisation in the theater as "a practice through which actors seek to develop trust in themselves and one another in order that they may conduct unscripted dramas without fear." Sounds a lot like life, doesn't it? Building trust, overcoming fear, conducting relationships, and making choices--all without a script. Wells establishes theatrical improvisation as a model for Christian ethics, a matter of "faithfully improvising on the Christian tradition." He views the Bible not as a "script" (...) but as a "training school" that shapes the habits and practices of the Christian community. Drawing on scriptural narratives and church history, Wells explains six practices that characterize both improvisation and Christian ethics. His model of improvisation reinforces the goal of Christian ethics--to teach Christians to "embody their faith in the practices of discipleship all the time."--Publisher description. (shrink)

Logical omniscience states that the knowledge set of ordinary rational agents is closed for its logical consequences. Although epistemic logicians in general judge this principle unrealistic, there is no consensus on how it should be restrained. The challenge is conceptual: we must find adequate criteria for separating obvious logical consequences from non-obvious ones. Non-classical game-theoretic semantics has been employed in this discussion with relative success. On the one hand, with urn semantics [15], an expressive fragment of classical game semantics that (...) weakens the dependence relations between quantifiers occurring in a formula, we can formalize, for a broad array of examples, epistemic scenarios in which an individual ignores the validity of some first-order sentence. On the other hand, urn semantics offers a disproportionate restriction of logical omniscience. Therefore, an improvement of this system is needed to obtain a better solution of the problem. In this paper, I argue that our linguistic competence in using quantifiers requires a sort of basic hypothetical logical knowledge that can be formulated as follows: when inquiring after the truth-value of ∀xφ, an individual might be unaware of all substitutional instances this sentence accepts, but at least she must know that, if an element a is given, then ∀xφ holds only if φ is true. This thesis accepts game-theoretic formalization in terms of a refinement of urn semantics. I maintain that the system so obtained affords an improved solution of the logical omniscience problem. To do this, I characterize first-order theoremhood in US+. As a consequence of this result, we will see that the ideal reasoner depicted by US+ only knows the validity of first-order formulas whose Herbrand witnesses can be trivially found, a fact that provides strong evidence that our refinement of urn semantics captures a relevant sense of logical obviousness. (shrink)

The story of God -- The story of the church -- The story of ethics -- The story of Christian ethics -- Universal ethics -- Subversive ethics -- Ecclesial ethics -- Good order -- Good life -- Good relationships -- Good beginnings and endings -- Good earth.

I am writing on moral knowledge in Locke's Essay Concerning Human Understanding. There are two basic parts. In the first part, I articulate and attack a predominant interpretation of the Essay . This interpretation attributes to Locke the view that he did not write in the Essay anything that would be inconsistent with his early views in the Questions Concerning the Laws of Nature that there exists a single, ultimate, moral standard, i.e., the Law of Nature. For example, John Colman, (...) in his book John Locke's Moral Philosophy , argues that even though Locke explains in the Essay that we arbitrarily create our moral notions, they are still objective since they are bound together with the Law of Nature. Colman explains that the features of human nature relevant to the derivation of the Law of Nature are universally shared needs and concerns . I argue that this presupposes a view of Locke which assumes that there are essences of species independent of our beliefs about them. However, I attempt to show from the text of the Essay that this view cannot be supported. ;In the second part, I argue that the text of the Essay supports two alternative theses. The first is that given the kind of metaphysical world-view presupposed by the corpuscular method of science employed within the Essay, coupled with Locke's commitment to the possibility of moral knowledge, he was left with only one option with reference to ethics, viz., to make moral goodness or evil a mind-dependent relation between a rule and an action, instead of a property of an action or person which exists independently of our moral beliefs. This view is logically inconsistent with the existence of the Law of Nature. The second is that Locke has a semantical view of moral claims which is consistent with his relational view of moral goodness, viz., the primary function of moral judgments is to recommend behavior for ourselves and others. I described. However, Locke explains in the Essay that the opposite takes place with respect to our moral notions: events and persons must conform to the moral notion. ;On the account that I offer, Locke's views on moral epistemology are much closer to David Hume's than many have supposed, and correspondingly, anticipate the more skeptical views of moral epistemology in the twentieth century. (shrink)

My aim in this paper is twofold: I will try to clarify what the conditions developed in EN I a discipline or an argument must meet to be assumed as precise are, and, then, try to present evidence that the exam of akrasia in EN VII 3 meets these conditions. In the first part of this paper, I will select passages in which such conditions are displayed, and also distinguish between practical precision and theoretical precision. In the second part, where (...) the analysis of the senses of having but not using knowledge in EN VII 3 is carried on, I will claim that Aristotle’s objective is reaching the adequate statement of the explanandum that will be the subject of causal enquiry of akrasia. My concluding remarks will claim that the conditions displayed in this paper’s first part are met by Aristotelian procedure in EN VII 3. (shrink)

A RELEVÂNCIA DO PRÉVIO ESGOTAMENTO DAS INSTÂNCIAS DESPORTIVAS E AS SANÇÕES AO SEU DESCUMPRIMENTO.

Resenha do novo livro de Israel Finkelstein, publicado em inglês em 2013. Israel Finkelstein apresenta nova visão acerca do reino do Norte Israel, apontando a compilação e redação final das narrativas bíblicas pelos judaítas, depois da queda do reino do Norte Israel. É uma bela obra que resume o desenvolvimento das pesquisas arqueológicas do autor.

This paper takes issue with a widely accepted view of mental causation. This is the view that mental causation is either reducible to physical causation or ultimately untenable, because incompatible with the causal completeness of physics The paper examines, first, why recent attempts to save the phenomena of mental causation by way of the notion of supervenient causation fail The result of t/us examination is the claim that any attempted specification of the most basic causal factors which supposedly underlie a (...) causal transaction cannot account for the counterfactually necessary connections with the effect m question. By contrast, the specification of these factors at a higher-level would allow establishing such connections. The paper doses with a discussion of how the view of autonomous higher-level causation grounded on counterfactual relations can be made compatible with the physicalistic commitment to a complete specification of the particular causes of any physical effect exclusively in physical terms. (shrink)

In this superb introduction, Samuel Freeman introduces and assesses the main topics of Rawls' philosophy. Starting with a brief biography and charting the influences on Rawls' early thinking, he goes on to discuss the heart of Rawls's philosophy: his principles of justice and their practical application to society. Subsequent chapters discuss Rawls's theories of liberty, political and economic justice, democratic institutions, goodness as rationality, moral psychology, political liberalism, and international justice and a concluding chapter considers Rawls' legacy. Clearly setting (...) out the ideas in Rawls' masterwork, _A Theory of Justice_, Samuel Freeman also considers Rawls' other key works, including _Political Liberalism_ and _The Law of Peoples_. An invaluable introduction to this deeply influential philosopher, _Rawls_ is essential reading for anyone coming to his work for the first time. (shrink)

The processes underwriting the acquisition of culture remain unclear. How are shared habits, norms, and expectations learned and maintained with precision and reliability across large-scale sociocultural ensembles? Is there a unifying account of the mechanisms involved in the acquisition of culture? Notions such as “shared expectations,” the “selective patterning of attention and behaviour,” “cultural evolution,” “cultural inheritance,” and “implicit learning” are the main candidates to underpin a unifying account of cognition and the acquisition of culture; however, their interactions require greater (...) specification and clarification. In this article, we integrate these candidates using the variational (free-energy) approach to human cognition and culture in theoretical neuroscience. We describe the construction by humans of social niches that afford epistemic resources called cultural affordances. We argue that human agents learn the shared habits, norms, and expectations of their culture through immersive participation in patterned cultural practices that selectively pattern attention and behaviour. We call this process “thinking through other minds” (TTOM) – in effect, the process of inferring other agents’ expectations about the world and how to behave in social context. We argue that for humans, information from and about other people's expectations constitutes the primary domain of statistical regularities that humans leverage to predict and organize behaviour. The integrative model we offer has implications that can advance theories of cognition, enculturation, adaptation, and psychopathology. Crucially, this formal (variational) treatment seeks to resolve key debates in current cognitive science, such as the distinction between internalist and externalist accounts of theory of mind abilities and the more fundamental distinction between dynamical and representational accounts of enactivism. (shrink)

O que se pretende neste artigo é mostrar antes de tudo que revoluçáo galilena é fruto de uma mudança de mentalidade, de visáo de mundo, decorrente da própria crise por que passava o paradigma aristotélico . Um bom exemplo desta mudança e das dificuldades de livrar-se dos quadros tradicionais do pensamento filosofico é o matematismo(universo de precisáo) e a crença galileana em orbitas circulares, respectivamente. Com efeito, como poderá Galileu ser um dos fundadores da fisica moderna, se esta é fundamentada (...) no principio de inércia e na preponderancia da reta em relaçáo ao circulo? A resposta é a presentada a partir da analise do racíonio de Galileu no tocante a ideia de movimento. (shrink)

Is an ethical leader an oxymoron? Society demands and expects greater accountability from organizational leaders. The literature on leadership, especially business leadership, has neglected ethical issues by focusing only on those approaches and strategies that emphasize self-centred, individualistic concerns. How ever, true and effective leadership is one in which the leader's behaviour and the exercise of the leadership influence process are consistent with ethical and moral values. The authors argue that our understanding of leadership is incomplete, if not deformed, if (...) it does not include the three critical dimensions of ethical leadership. (shrink)

This article discusses the importance of metaemotions (emotions about emotions), showing their undeniable existence and how they are a critical and essential part of emotion life. The article begins by placing reflexivity of emotions within the general reflexivity of human beings. Then, the article presents the literature on metaemotion, showing some of the problems that surround them, which ultimately will lead to ask if the concept of metaemotion is really necessary. The second part of the article argues for the usefulness (...) of the concept, pointing out its role in establishing distinctions among emotional states as well as further clarifying the nature of emotion, and concludes on pointing out some of the directions for future research on metaemotions. (shrink)

This paper examines the interplay of semantics and pragmatics within the domain of film. Films are made up of individual shots strung together in sequences over time. Though each shot is disconnected from the next, combinations of shots still convey coherent stories that take place in continuous space and time. How is this possible? The semantic view of film holds that film coherence is achieved in part through a kind of film language, a set of conventions which govern the relationships (...) between shots. In this paper, we develop and defend a new version of the semantic view. We articulate it for a pair of conventions that govern spatial relations between viewpoints. One such rule is already well-known; sometimes called the "180° Rule," we term it the X-Constraint; to this we add a previously unrecorded rule, the T-Constraint. As we show, both have the effect, in different ways, of limiting the way that viewpoint can shift through space from shot to shot over the course of a film sequence. Such constraints, we contend, are analogous to relations of discourse coherence that are widely recognized in the linguistic domain. If film is to have a language, it is a language made up of rules like these. (shrink)

Samuel Freeman was a student of the influential philosopher John Rawls, he has edited numerous books dedicated to Rawls' work and is arguably Rawls' foremost interpreter. This volume collects new and previously published articles by Freeman on Rawls. Among other things, Freeman places Rawls within historical context in the social contract tradition, and thoughtfully addresses criticisms of this position. Not only is Freeman a leading authority on Rawls, but he is an excellent thinker in his own right, and these (...) articles will be useful to a wide range of scholars interested in Rawls and the expanse of his influence. (shrink)

We sometimes fail unwittingly to do things that we ought to do. And we are, from time to time, culpable for these unwitting omissions. We provide an outline of a theory of responsibility for unwitting omissions. We emphasize two distinctive ideas: (i) many unwitting omissions can be understood as failures of appropriate vigilance, and; (ii) the sort of self-control implicated in these failures of appropriate vigilance is valuable. We argue that the norms that govern vigilance and the value of self-control (...) explain culpability for unwitting omissions. (shrink)

In this paper, we focus on whether and to what extent we judge that people are responsible for the consequences of their forgetfulness. We ran a series of behavioral studies to measure judgments of responsibility for the consequences of forgetfulness. Our results show that we are disposed to hold others responsible for some of their forgetfulness. The level of stress that the forgetful agent is under modulates judgments of responsibility, though the level of care that the agent exhibits toward performing (...) the forgotten action does not. We argue that this result has important implications for a long-running debate about the nature of responsible agency. (shrink)

Music comprises a diverse category of cognitive phenomena that likely represent both the effects of psychological adaptations that are specific to music (e.g., rhythmic entrainment) and the effects of adaptations for non-musical functions (e.g., auditory scene analysis). How did music evolve? Here, we show that prevailing views on the evolution of music – that music is a byproduct of other evolved faculties, evolved for social bonding, or evolved to signal mate quality – are incomplete or wrong. We argue instead that (...) music evolved as a credible signal in at least two contexts: coalitional interactions and infant care. Specifically, we propose that (1) the production and reception of coordinated, entrained rhythmic displays is a co-evolved system for credibly signaling coalition strength, size, and coordination ability; and (2) the production and reception of infant-directed song is a co-evolved system for credibly signaling parental attention to secondarily altricial infants. These proposals, supported by interdisciplinary evidence, suggest that basic features of music, such as melody and rhythm, result from adaptations in the proper domain of human music. The adaptations provide a foundation for the cultural evolution of music in its actual domain, yielding the diversity of musical forms and musical behaviors found worldwide. (shrink)

Samuel Lebens takes the three principles of Jewish faith, as proposed by Rabbi Joseph Albo (1380-1444), in order to scrutinize and refine them with the toolkit of contemporary analytic philosophy. What could it mean for a perfect being to create a world from nothing? Could our world be anything more than a figment of God's imagination? What is the Torah? What does Judaism expect from a Messiah, and what would it mean for a world to be redeemed? These questions (...) are explored in conversation with a wide array of Jewish sources and with an eye towards diverse fields of contemporary research, such as cosmology, philosophical logic, the ontology of literature, and the metaphysics of time. The Principles of Judaism articulates the most fundamental axioms of Orthodox Judaism in the vernacular of contemporary philosophy. (shrink)

Each volume of this series of companions to major philosophers contains specially commissioned essays by an international team of scholars and will serve as a reference work for students and nonspecialists. John Rawls is the most significant and influential philosopher and moral philosopher of the twentieth century. His work has profoundly shaped contemporary discussions of social, political and economic justice in philosophy, law, political science, economics and other social disciplines. In this exciting collection of new essays, many of the world's (...) leading political and moral theorists discuss the full range of Rawls's contribution to the concepts of political and economic justice, democracy, liberalism, constitutionalism, and international justice. There are also assessments of Rawls's controversial relationships with feminism, utilitarianism and communitarianism. New readers will find this the most accessible guide to Rawls currently available. Advanced students and specialists will find a conspectus of recent developments in the interpretation of Rawls. (shrink)

Samuel Newlands presents a sweeping new interpretation of Spinoza's metaphysical system and the way in which his metaphysics shapes, and is shaped by, his moral program. Engaging with contemporary metaphysics and ethics, Newlands reveals just how exciting and vibrant Spinoza's philosophical outlook remains for philosophers today.

This work presents the basic arguments and fundamental themes of the political and moral thought of the seventeenth-century philosopher, Samuel Pufendorf--one of the most widely read natural lawyers of the pre-Kantian era. Selections from the texts of Pufendorf's two major works, Elements of Universal Jurisprudence and The Law of Nature and of Nations, have been brought together to make Pufendorf's moral and political thought more accessible. The selections included have received a new English translation, the first for both works (...) in roughly sixty years. The editor, a political scientist, and the translator, a philosopher, have developed a volume that is comprehensive and representative of Pufendorf's thought without being repetitive, fragmented, or obscure. (shrink)

Contains material previously published in the author's Socrates to Sartre : a history of philosophy; Philosophical problems.

I provide an analysis of sentences of the form ‘To be F is to be G’ in terms of exact truth-maker semantics—an approach that identifies the meanings of sentences with the states of the world directly responsible for their truth-values. Roughly, I argue that these sentences hold just in case that which makes something F is that which makes it G. This approach is hyperintensional, and possesses desirable logical and modal features. These sentences are reflexive, transitive and symmetric, and, if (...) they are true, then they are necessarily true, and it is necessary that all and only Fs are Gs. I close by defining an asymmetric and irreflexive notion of analysis in terms of the reflexive and symmetric one. (shrink)

[Samuel Scheffler] Some egalitarian liberals have proposed a division of moral labour between social institutions and individual agents, but the division-of-labour metaphor has been understood in different ways. This paper aims to disentangle some of these different understandings, with an eye to clarifying the appeal of the egalitarian-liberal project and the challenges that it faces. The idea of a division of moral labour is best understood as the expression of a strategy for accommodating diverse values. It is not an (...) apology for economic self-interest or a device for justifying personal acquisitiveness. /// [Véronique Munoz-Dardé] Are there distinctively political values? Certain egalitarians seem to think that equality is one such value. Scheffler's contribution to the symposium seeks to articulate a division of moral labour between norms of personal morality and the principles of justice that regulate social institutions, and using this suggests that the egalitarian critique of Rawls can be deflected. In this paper, instead, I question the status of equality as an intrinsic value. I argue that an egalitarianism which focuses on the status of equality as valuable in itself embraces a theory of value with the worst elements of utilitarianism while leaving behind any of the intuitive appeal that utilitarianism has. In its place I press that we need a political conception of egalitarianism which stresses the role we engage beyond those found in the norms of personal morality. (shrink)

The philosophy of mind is one of the fastest-growing areas in philosophy, not least because of its connections with related areas of psychology, linguistics and computation. This _Companion_ is an alphabetically arranged reference guide to the subject, firmly rooted in the philosophy of mind, but with a number of entries that survey adjacent fields of interest. The book is introduced by the editor's substantial _Essay on the Philosophy of Mind_ which serves as an overview of the subject, and is closely (...) referenced to the entries in the Companion. Among the entries themselves are several "self-profiles" by leading philosophers in the field, including Chomsky, Davidson, Dennett, Dretske, Fodor, Lewis, Searle and Stalnaker, in which their own positions within the subject are articulated. In some more complex areas, more than one author has been invited to write on the same topic, giving a polarity of viewpoints within the book's overall coverage. All main entries have a full bibliography, and the book is indexed to the high standards set by other volumes in the Blackwell Companions to Philosophy series. (shrink)