In the past ten years, work by K€olbel, MacFarlane, Richard and others has rekindled old debates on relativism. In this important contribution to those debates, the authors defend a ‘mainstream’ view about the contents of thought and talk that they call Simplicity against the assaults from such ‘analytic relativists’.

The first comprehensive analysis of the philosophical issues raised by the hijab controversy in France, this book also conducts a dialogue between contemporary Anglo-American and French political theory and defends a progressive republican solution to so-called multicultural conflicts in contemporary societies. It critically assesses the official republican philosophy of laïcité which purported to justify the 2004 ban on religious signs in schools. Laïcité is shown to encompass a comprehensive theory of republican citizenship, centered on three ideals: equality (secular neutrality of (...) the public sphere), liberty (individual autonomy and emancipation) and fraternity (civic loyalty to the community of citizens). Challenging official interpretations of laïcité, the book then puts forward a critical republicanism which does not support the hijab ban, yet upholds a revised interpretation of three central republican commitments: secularism, non-domination and civic solidarity. Thus, it articulates a version of secularism which squarely addresses the problem of status quo bias - the fact that Western societies are historically not neutral towards all religions. It also defends a vision of female emancipation which rejects the coercive paternalism inherent in the regulation of religious dress, yet does not leave individuals unaided in the face of religious and secular, patriarchal and ethnocentric domination. Finally, the book outlines a theory of immigrant integration which places the burden of civic integration on basic socio-political institutions, rather than on citizens themselves. Critical republicanism proposes an entirely new approach to the management of religious and cultural pluralism, centred on the pursuit of the progressive ideal of non-domination in existing, non-ideal societies. (shrink)

This book comes to the rescue of scientific realism, showing that reports of its death have been greatly exaggerated. Philosophical realism holds that the aim of a particular discourse is to make true statements about its subject matter. Ilkka Niiniluoto surveys different kinds of realism in various areas of philosophy and then sets out his own critical realist philosophy of science.

Appearing in English for the first time, Schelling’s 1842 lectures develop the idea that many philosophical concepts are born of religious-mythological notions.

Dictionary of Critical Realism fills a vital gap in the literature. The dictionary seeks to redress the problem of accessibility by explaining all the main concepts and key developments. It has more than 500 entires on these themes, with contributions from many leading critical realists, and is thoroughly cross-referenced. However, this text does not stop at the elucidation of concepts. It incorporates surveys of critical realist work and prospects in more than fifty areas of study across the humanities and social (...) sciences, thereby demonstrating the appropriate use and possibilities of the concepts in action."--BOOK JACKET. (shrink)

This book delivers a definitive contribution to the understanding of Habermas's oeuvre as it applies to education. The authors examine Habermas's contribution to pedagogy, learning and classroom interaction; the relation between education, civil society and the state; forms of democracy, reason and critical thinking; and performativity, audit cultures and accountability.

"This book is a succinct, pedagogically designed introduction. As classroom text, Sullivan's work is heady with vibrant debate and slim heuristics; her intellectual clarity is stunning." - Choice A Critical Introduction to Queer Theory explores the ways in which sexuality, subjectivity and sociality have been discursively produced in various historical and cultural contexts. The book begins by putting gay and lesbian sexuality and politics in historical context and demonstrates how and why queer theory emerged in the West in the late (...) twentieth century. Sullivan goes on to provide a detailed overview of the complex ways in which queer theory has been employed, covering a diversity of key topics including: race, sadomasochism, straight sex, fetishism, community, popular culture, transgender, and performativity. Each chapter focuses on a distinct issue or topic, provides a critical analysis of the specific ways in which it has been responded to by critics (including Freud, Foucault, Derrida, Judith Butler, Jean-Luc Nancy, Adrienne Rich and Laura Mulvey), introduces key terms, and uses contemporary cinematic texts as examples. (shrink)

There is extensive literature that indicates animals suffer considerably in the practices of factory farming and animal experimentation. In the light of the evidence of this suffering there is an urgent need to answer the question whether our current use of animals is ever morally justifiable. The aim of this thesis is to provide a critical examination of the moral status of animals and of our treatment of animals in these practices. My objective is to assess whether these practices are (...) ever justifiable and whether we have a moral obligation to revise our attitudes towards our use of animals. Animals are often denied moral standing on the basis that they lack certain capacities, such as rationality, language and the ability to think. Further, it is often thought that animals' supposed lack of such capacities could be used as a defence for our use of them in intensive farming and animal experimentation. Thus, in examining the moral status of animals this thesis also examines animals and their capacities in order to determine whether any of the arguments given against the moral standing of animals are sound. In seeking to discover the extent of our moral obligations towards animals and the necessary conditions for moral standing, I will demonstrate that, although animals used in factory farming and experiments do have moral standing, the only consistent course is to extend moral standing to all living things. I will conclude that although the possession of certain much-prized capacities is not necessary for moral standing, many animals do indeed possess such capacities, including the ability to use language. Centrally this thesis calls for a re-evaluation of our attitudes towards animals, particularly in respect of our beliefs about animals used in factory farms and experiments. (shrink)

The essays in this book - all of them published here for the first time - provide a long-overdue critical discussion of Jürgen Habermas's cascade of ideas. These are topped off by a freshet of original Habermas: in the final essay, he replies to the criticism developed in the preceding contributions and to other recent assessments of his work, provides an important clarification of his earlier views, and reveals the direction of his current thought.Each essay probes a particular theme in (...) Habermas's work, and each presents both an exposition and a critique. Among the subjects covered are Habermas's theory of knowledge-constitutive interests, his account of language and truth, his "overcoming" of hermeneutics, the concept of universal pragmatics, the orientation of his thought relative to the Marxist tradition, and his project of analyzing the crisis tendencies of capitalism within the context of evolutionary theory.The contributors are philosophers and social theorists of international standing, most of them affiliated with German, English, and American universities. They are Agnes Heller, Rudiger Bubner, Thomas McCarthy, Henning Ottmann, Mary Hesse, Steven Lukes, Anthony Giddens, Michael Schmid, Andrew Arato, and the editors. The editors have also contributed a substantial introduction outlining the central contours of Habermas's work and summarizing the main arguments of the essays.John B. Thompson is a Fellow of Jesus College, Cambridge, and David Held is Lecturer in Politics, University of York. (shrink)

Critical Theory constitutes one of the major intellectual traditions of the twentieth century, and is centrally important for philosophy, political theory, aesthetics and theory of art, the study of modern European literatures and music, the history of ideas, sociology, psychology, and cultural studies. In this volume an international team of distinguished contributors examines the major figures in Critical Theory, including Horkheimer, Adorno, Marcuse, Benjamin, and Habermas, as well as lesser known but important thinkers such as Pollock and Neumann. The volume (...) surveys the shared philosophical concerns that have given impetus to Critical Theory throughout its history, while at the same time showing the diversity among its proponents that contributes so much to its richness as a philosophical school. The result is an illuminating overview of the entire history of Critical Theory in the twentieth century, an examination of its central conceptual concerns, and an in-depth discussion of its future prospects. (shrink)

Phenomenological critique attempts to retrieve the lived experience of a human community alienated from its truthful condition and immersed in historical crises brought by processes of objectification and estrangement. This introductory article challenges two methodological assumptions that are largely shared in North American Critical Phenomenology: the definition of phenomenology as a first person approach of experience and the rejection of transcendental eidetics. While reflecting on the importance of otherness and community for phenomenology’s critical orientation, we reconsider the importance of eidetics (...) from the standpoint of Husserl’s genetic phenomenology, highlighting its historical and contingent character. Contrary to the received view of Husserl’s classical phenomenology as an idealistic and rigid undertaking, we show that his genetic phenomenology is interested in the material formation of meaning (Sinnbildung), offering resources for a phenomenological approach to a materialist social theory. Keywords: critical phenomenology, critical theory, genetic phenomenology, community, normativity. (shrink)

Critical Thinking is a comprehensive introduction to the essential skills of good reasoning, refined and updated through seven editions published over more than two decades. This concise edition offers a succinct presentation of the essential elements of reasoning that retains the rigor and sophistication of the original text. The authors provide a thorough treatment of such central topics as deductive and inductive reasoning, logical fallacies, how to recognize and avoid ambiguity, and how to distinguish what is relevant from what is (...) not. A companion website provides a range of interesting supplements, including interactive review materials, supplemental readings, and writing tips. (shrink)

Modern technology is more than a neutral tool: it is the framework of our civilization and shapes our way of life. Social critics claim that we must choose between this way of life and human values. Critical Theory of Technology challenges that pessimistic cliche. This pathbreaking book argues that the roots of the degradation of labor, education, and the environment lie not in technology per se but in the cultural values embodied in its design. Rejecting such popular solutions as (...) economic simplicity or spiritual renewal, Feenberg presents a compelling argument for broader democratic participation in technological choices. This book will be of special interest to scholars and students of philosophy, sociology, contemporary Marxism, and Critical Theory. (shrink)

Critical realism provides an alternative to positivism and interpretivism. It foregrounds ontology and an evaluative approach to knowledge, while promoting eclectic reasoning, transdisciplinarity, and ethical research across the quantitative/qualitative, macro/micro and other divides. Health researchers have usefully employed critical realism, though it has also been dismissed as strange, a source of self-deception and hubris. Furthermore, it has been accused of dehumanizing many people. Responding to these charges, this article makes the case for carefully employing critical realism within and beyond social (...) studies of health. It first outlines some basic critical realist tenets before summarizing two exemplars within the sociology of health, illness and medical work. The discussion section, observing the principle of hermeticism, engages with some criticisms before offering a prolegomenon to research on the COVID-19 pandemic response. In conclusion, a ‘radical’ proposal is ventured for possible transformative action so that society is less hierarchical, more equal and salutogenic. (shrink)

This book challenges the usual introductions to the study of law. It argues that law is inherently political and reflects the interests of the few even while presenting itself as neutral. It considers law as ideology and as politics, and critically assesses its contribution to the creation and maintenance of a globalised and capitalist world. The clarity of the arguments is admirably suited to provoking discussions of the role of law in our contemporary world. The third edition provides contemporary examples (...) to sustain the arguments in their relevance to the 21st century. The book includes an analysis of the common sense of law; the use of anthropological examples to gain external perspectives of our use and understanding of law; a consideration of central legal concepts, such as order, rules, property, dispute resolution, legitimation and the rule of law; an examination of the role of law in women's subordination; and finally a critique of the effect of our understanding of law upon the wider world. This book is ideal for undergraduate and postgraduate students reading law. (shrink)

This book covers all the material typically addressed in first or second-year college courses in Critical Thinking: Chapter 1: Critical Thinking 1.1 What is critical thinking? 1.2 What is critical thinking not? Chapter 2: The Nature of Argument 2.1 Recognizing an Argument 2.2 Circular Arguments 2.3 Counterarguments 2.4 The Burden of Proof 2.5 Facts and Opinions 2.6 Deductive and Inductive Argument Chapter 3: The Structure of Argument 3.1 Convergent, Single 3.2 Convergent, Multiple 3.3 Divergent Chapter 4: Relevance 4.1 Relevance 4.2 (...) Errors of Relevance Chapter 5: Language 5.1 Clarity 5.2 Neutrality 5.3 Definition Chapter 6: Truth and Acceptability 6.1 How do we define truth? 6.2 How do we discover truth? 6.3 How do we evaluate claims of truth? Chapter 7: Generalizations, Analogies, and General Principles 7.1 Sufficiency 7.2 Generalizations 7.3 Analogies 7.4 General Principles Chapter 8: Inductive Argument – Causal Reasoning 8.1 Causation 8.2 Explanations 8.3 Predictions, Plans, and Policies 8.4 Errors in Causal Reasoning (Three additional chapters – categorical logic, propositional logic, thinking critically about ethics – are available on the companion website.) -/- Special Features: -/- - The book takes a practice approach to learning how to think critically, so there are LOTS of exercises (within each chapter, focusing on discrete skills, and at the end of each chapter, focusing on more global skills in a cumulative fashion – thinking critically about what one sees, hears, reads, writes, and discusses). -/- - There is an extensive “Answers, Explanations, and Analyses” section that provides not just ‘the right answer’ but explanations as to why the right answer is right and why wrong answers are wrong; when the exercise is not a matter of providing an answer but of analyzing material, a detailed analysis is provided in this section; this feature is intended to help the student fully understand why some arguments are better than others (and why it’s not ‘just a matter of opinion’!). -/- - The regularly-appearing end-of-chapter “Thinking critically when you discuss” exercise is carefully graduated throughout the text, to gently lead students from sounding like a bad tv talk show to being able to hold an intelligent discussion. -/- - The regularly-appearing end-of-chapter “Thinking critically about what you write” exercise assumes almost no skill at the beginning and leads up to, in the last chapter, writing a 2,000 word position paper. -/- - A critical analysis template (a step-by-step approach to critical analysis) is presented in the first chapter and at the beginning of each subsequent chapter, and specific reference to it is made at the beginning of each end-of-chapter “Thinking critically about what you read” exercise (consisting of ten bits of increasing difficulty); this feature is intended to encourage the development of habitual, thorough analysis of arguments. -/- - Actual questions from standardized reasoning tests like the LSAT, GMAT, MCAT, and GRE are included. -/- - Ancillaries include an instructor’s manual; a test bank; PowerPoint slides; downloadable MP3 study guides; and interactive flash cards. (shrink)

This paper summarizes the problematic aspects of a globalized neoliberal culture in education. Linking to the particular studies of this monothematic volume it discusses the consequences of the globalization of a testing culture in schools, the issues of developing civic literacy in the context of current education practice and the issues of forming a historic consciousness in present schools relating to the existing social discourse. Language teaching, currently dominated by the concept of language literacy or the concept of language education (...) resulting from English language teaching seems to be significant. This paper reveals various ways in which the educational section is being contaminated by neoliberal transformations to point out their culturally devastating consequences in a critical way. The goal of this paper is to articulate the mechanism by which neoliberalism is infiltrating education in the form of discursive and physical “colonizing”. (shrink)

The successful study of film combines criticism, theory and practice. This book covers all three areas and guides the student towards an engaged form of creative expression and an active role as reviewer and critic. Beautifully presented, this ground-breaking text offers all students an integrated understanding of film criticism and production"--Provided by publisher.

This paper critically engages with how life not worth living (LNWL) and cognate concepts are used in the field of beginning-of-life bioethics as the basis of arguments for morally requiring the application of preimplantation genetic diagnosis (PGD) and/or germline genome editing (GGE). It is argued that an objective conceptualization of LNWL is largely too unreliable in beginning-of-life cases for deriving decisive normative reasons that would constitute a moral duty on the part of intending parents. Subjective frameworks are found to be (...) more suitable to determine LNWL, but they are not accessible in beginning-of-life cases because there is no subject yet. Conceptual and sociopolitical problems are additionally pointed out regarding the common usage of clear case exemplars. The paper concludes that a moral requirement for the usage of PGD and GGE cannot be derived from the conceptual base of LNWL, as strong reasons that can be reliably determined are required to limit reproductive freedom on moral grounds. Educated predictions on prospective well-being might still be useful regarding the determination of moral permissibility of PGD and/or GGE. It is suggested that due to the high significance of subjective experience in the normativity of beginning-of-life bioethics, the discipline is called to more actively realize the inclusion of people with disabilities. This regards for instance research design, citation practices, and language choices to increase the accessibility of societal debates on the reproductive ethics of genetic technologies. (shrink)

Critical Rationalism has become an influential philosophy in many areas including a great number of scientific disciplines. Yet only few studies have been devoted to the role of the philosophy of Sir Karl Popper in the vast field of education. This volume undertakes to fill this gap. Leading scholars in the educational science and in the philosophy of education have critically written for this volume in an attempt to elaborate Popper's methodological and socio-political views and confront them with a globally (...) relevant spectrum of scientific objectives and cultural values. Among the topics discussed are moral values, education for freedom and its consequences for the student, and the critical attitude in political education. Attention is also paid to the historiography of this significant philosophical movement. Regarding pedagogical research, the empirical paradigm, the falsificatory approach to educational research, the complex relationship between educational theory and practice as well as the problem of value-neutrality in educational science are objects of critical analysis. (shrink)

This book, first published in 1990, takes a critical look at the major assumptions which support critical thinking programs and discovers many unresolved questions which threaten their viability. John McPeck argues that some of these assumptions are incoherent or run counter to common sense, while others are unsupported by the available empirical evidence. This title will be of interest to students of the philosophy of education.

The Vocabulary of Critical Thinkingtakes an innovative, practical, and accessible approach to teaching critical thinking and reasoning skills. With the underlying notion that a good way to practice fundamental reasoning skills is to learn to name them, the text explores one hundred and eight words that are important to know and employ within any discipline. These words are about comparing, generalizing, explaining, inferring, judging sources, evaluating, referring, assuming and creating - actions used to assess relationships and arguments - and the (...) words are grouped according to these and other concepts essential to critical thinking. Featuring five or more words and an introduction on how they are related, each chapter is organized into three parts. Part I includes definitions of the words, brief examples of their use, and matching exercises. To further contextualize the words, Part II, Understanding the Meaning, provides numerous real-world examples, with commentary, of the words in use. Finally, Part III, providing practice of the associated critical thinking skills. Questions also appear throughout the chapters to encourage reflection and to highlight important points. Thirty-five photographs and illustrations additionally enrich the text. The book is an ideal text for critical thinking and reasoning courses as well as a variety of courses that prepare students to succeed. (shrink)

Critically engages the work of the philosopher Don Ihde.

Gilbert Ryle was one of the most important and controversial philosophers of the Twentieth century. Long unavailable, _Critical Essays: __Collected Papers Volume 1 _includes many of Ryle’s most important and thought-provoking papers. This volume contains 20 critical essays on the history of philosophy, with writing on Plato, Locke and Hume as well as important chapters on Russell and Wittgenstein. It also includes three essays on phenomenology, including Ryle’s famous review of Martin Heidegger’s _Being and Time_ first published in 1928. Although (...) Ryle believed phenomenology ‘will end in self-ruinous subjectivism or in a windy mysticism’ his review also acknowledged that Heidegger was a thinker of great originality and importance. While surveying the developments in the philosophy of language and philosophical logic, Ryle sets out his own conception of the philosophers’ role against that of his predecessors and contemporaries. Together with the second volume of Ryle’s collected papers _Collected Papers Volume 2 _and the new edition of _The Concept of Mind_, all published by Routledge, these outstanding essays represent the very best of Ryle’s work. Each volume contains a substantial introduction by Julia Tanney, and both are essential reading for any student of twentieth-century philosophies of mind and language. _Gilbert Ryle_ was Waynflete Professor of Metaphysics and Fellow of Magdalen College Oxford, an editor of _Mind_, and a president of the Aristotelian Society. _Julia Tanney_ is Senior Lecturer at the University of Kent, and has held visiting positions at the University of Picardie and Paris-Sorbonne. (shrink)

The city of Cork experienced a political odyssey between Easter 1916 and the end of 1918. Wartime policies conceived in London manifested themselves unexpectedly in Cork--The Defence of the Realm Act was used to repress political speech; deficit spending generated massive inflation; mandatory arbitration encouraged workers to join trade unions; food rationing panicked a country scarred by the Potato Famine; and military conscription generated virtual rebellion. As a result, the Cork public increasingly turned against the war. The book examines the (...) political situation in Cork prior to the Easter Rising; local reactions to the rebellion; the rapid creation of the Republican mass movement; the dramatic decline of the Irish Party; the explosion of anti-authority street rioting; the mobilization of women in the independence struggle; disturbances against venereal disease treatments and visiting American sailors; the emergence of radical trade unionism; agitation over the retention of local food supplies; the nationalist mobilization during the Conscription Crisis; and Sinn Féin's triumph in the 1918 General Election. (shrink)

This important book provides detailed critiques of the method of transcendental argumentation and the transcendental realist account of the concept of causal power that are among the core tenets of the bhaskarian version of critical realism. Kaidesoja also assesses the notions of human agency, social structure and emergence that have been advanced by prominent critical realists, including Roy Bhaskar, Margaret Archer and Tony Lawson. The main line of argument in this context indicates that the uses of these concepts in critical (...) realism involve ambiguities and problematic anti-naturalist presuppositions. -/- As a whole, these arguments are intended to show that to avoid these ambiguities and problems, critical realist social ontology should be naturalized. This not only means that transcendental arguments for ontological doctrines are firmly rejected and the notion of causal power interpreted in a non-transcendental realist way. Naturalization of the critical realist social ontology also entails that many of the core concepts of this ontology should be modified so that attention is paid to the ontological presuppositions of various non-positivist explanatory methods and research practices in the current social sciences as well as to new approaches in recent cognitive and neurosciences. -/- In addition of providing a detailed critique of the original critical realism, the book develops a naturalized version of the critical realist social ontology that is relevant to current explanatory practices in the social sciences. In building this ontology, Kaidesoja selectively draws on Mario Bunge’s systemic and emergentist social ontology, William Wimsatt’s gradual notion of ontological emergence and some recent approaches in cognitive science (i.e. embodied, situated and distributed cognition). This naturalized social ontology rejects transcendental arguments in favor of naturalized arguments and restricts the uses of the notion of causal power to concrete systems, including social systems of various kinds. It is also compatible with a naturalized version of scientific realism as well as many successful explanatory practices in the current social sciences. By employing the conceptual resources of this ontology, Kaidesoja explicates many of the basic concepts of social ontology and social theory, including social system, social mechanism, social structure, social class and social status. (shrink)

For over fifty years, Rudolf J. Siebert (b.1927) has developed his Critical Theory of Religion and Society out of the Critical Theory of the Institute for Social Research, commonly known as the "Frankfurt School." Born from the World War II ruins of his hometown in Frankfurt, Germany, Siebert's Hegelian thought has developed in conversation with Christian theology, German Idealism, comparative religion, political-economy, sociology, psychology, and history. Also known as Dialectical Religiology, Siebert's literary corpus is saturated with the dialectics of Georg (...) Wilhelm Friedrich Hegel (1770-1831), especially Hegel's philosophy of right, history, religion, as well as Hegel's theodicy, which lays at the core of the enlightener's work. This volume has collected Siebert's most important works on Hegel and the Hegelian influence on his Critical Theory of Religion and Society, some of which have never been published before. The articles contained in this volume represent over five decades worth of Siebert's engagements with Hegel, and his application of his dialectical critique to a variety of subjects, including secularization, theology, rebellion and revolution, civil society and the family, war and peace, the future of the West, and many other important subjects. As philosophers frequently return to Hegel, especially within the troubling conditions of modernity, this collection of Siebert's articles will serve as a foundational source for the study of Hegelian thought and its relevance to the contemporary moment well into the 21st century and beyond. (shrink)

Critical Conversations in Philosophy of Education presents a series of conversations expressing many of the multiple voices that currently constitute the field of philosophy of education. Philosophy of education as a discipline has undergone several turns--the once marginal perspectives of the various feminisms, critical Marxism, and poststructuralist, postmodernist and cultural theory have gained ground alongside those of Anglo-analytic and pragmatic thought. Just as western philosophers in general are coming to terms with the "end of philosophy" pronouncement implicit in postmodernism, so (...) too are philosophers of education faced with similar challenges--challenges to long-held moral, political, aesthetic and epistemological commitments. The contributors take up these challenges through a dialogical structure, expressing differing positions without engaging in destructive critique. There is no intention to come to consensus; rather the point is to expand the number and kind of participating voices in the conversation and engage in a lively intellectual exchange that will insure the vitality of educational theorizing. (shrink)

THINK Currency. THINK Relevancy. THINK Critically. THINK Critically is a cutting-edge, self-reflective guide for improving critical thinking skills through careful analysis, reasoned inference, and thoughtful evaluation of contemporary culture and ideas. An engaging visual design developed with extensive student feedback and 15-page chapters makesTHINK Critically the textbook your students will actually read. It delivers the core concepts of critical thinking in a way they can easily understand. Additionally, engaging examples and masterful exercises help students learn to clarify ideas, analyze arguments, (...) and evaluate reasoning. (shrink)

Retroduction -- Contextualized self-interpretations -- Causal mechanisms -- Ontology -- Logics -- Articulation.

Whatever the difference in the authors' positions, this collection gains its unity through their common interest in the significance and value of Critical ...

_The Critical Thinking Book_ covers not only standard topics such as definitions, fallacies, and argument identification, but also other pertinent themes such as consumer choice in a market economy and political choice in a representative democracy. Interesting historical asides are included throughout, as are images, diagrams, and reflective questions. A wealth of exercises is provided, both within the text and on a supplemental website for instructors. The author also offers additional exercises, videos, and other teaching and study materials that can (...) be digitally integrated into Learning Management Systems. (shrink)

Introduction: the advance of governmentality -- Foucault, power, and governmentality: introduction; what is governmentality?; beyond the microphysics of power?; from theory of the state to genealogy of the state; history of the art of government; pastoral power; raison d'état; liberal governmentality; five propositions on foucault and governmentality -- Governmentality 3.4.7.: introduction; governmentality after Foucault; governmentality and the political sciences; some problems in governmentality -- Foucault effect redux? some notes on international governmentality studies: constellation; a few preliminary observations; problems and debates (...) in international governmentality studies -- Reconnecting governmentality and genealogy: introduction; genealogy and governmentality; pluralizing genealogy; practicing genealogy; lines of descent: the family tree of power?; counter-memory and re-serialization; the retrieval of forgotten struggles and subjugated knowledges -- Conclusion: encountering governmentality: governmentality as a new cartography of power; from mapping to encountering; governmentality and politics. (shrink)

This book introduces readers to the many arguments and controversies concerning abortion. While it argues for ethical and legal positions on the issues, it focuses on how to think about the issues, not just what to think about them. It is an ideal resource to improve your understanding of what people think, why they think that and whether their (and your) arguments are good or bad, and why. It's ideal for classroom use, discussion groups, organizational learning, and personal reading. -/- (...) From the Preface -/- To many people, abortion is an issue for which discussions and debates are frustrating and fruitless: it seems like no progress will ever be made towards any understanding, much less resolution or even compromise. -/- Judgments like these, however, are premature because some basic techniques from critical thinking, such as carefully defining words and testing definitions, stating the full structure of arguments so each step of the reasoning can be examined, and comparing the strengths and weaknesses of different explanations can help us make progress towards these goals. -/- When emotions run high, we sometimes need to step back and use a passion for calm, cool, critical thinking. This helps us better understand the positions and arguments of people who see things differently from us, as well as our own positions and arguments. And we can use critical thinking skills help to try to figure out which positions are best, in terms of being supported by good arguments: after all, we might have much to learn from other people, sometimes that our own views should change, for the better. -/- Here we use basic critical thinking skills to argue that abortion is typically not morally wrong. We begin with less morally-controversial claims: adults, children and babies are wrong to kill and wrong to kill, fundamentally, because they, we, are conscious, aware and have feelings. We argue that since early fetuses entirely lack these characteristics, they are not inherently wrong to kill and so most abortions are not morally wrong, since most abortions are done early in pregnancy, before consciousness and feeling develop in the fetus. -/- Furthermore, since the right to life is not the right to someone else’s body, fetuses might not have the right to the pregnant woman’s body—which she has the right to—and so she has the right to not allow the fetus use of her body. This further justifies abortion, at least, until technology allows for the removal of fetuses to other wombs. Since morally permissible actions should be legal, abortions should be legal: it is an injustice to criminalizing actions that are not wrong. -/- In the course of arguing for these claims, we: 1. discuss how to best define abortion; 2. dismiss many common “question-begging” arguments that merely assume their conclusions, instead of giving genuine reasons for them; 3. refute some often-heard “everyday arguments” about abortion, on all sides; explain why the most influential philosophical arguments against abortion are unsuccessful; 4. provide some positive arguments that at least early abortions are not wrong; 5. briefly discuss the ethics and legality of later abortions, and more. -/- This essay is not a “how to win an argument” piece or a tract or any kind of apologetics. It is not designed to help anyone “win” debates: everybody “wins” on this issue when we calmly and respectfully engage arguments with care, charity, honesty and humility. This book is merely a reasoned, systematic introduction to the issues that we hope models these skills and virtues. Its discussion should not be taken as absolute “proof” of anything: much more needs to be understood and carefully discussed—always. (shrink)

The IMF, World Bank, and former colonial powers have put pressure on African countries to adopt multiparty democracy. Because of this pressure, many formerly one‐party states as well as some military dictatorships have embraced Western and Parliamentarian democratic forms. But does this mean that democracy has succeeded in Africa? Ernest Wamba‐dia‐Wamba of the University of Dar‐es‐Saalam and CODESRIA argues that embracing Western paradigms in an unthinking fashion will not bring real democracy, i.e. people's liberation. He advances criticisms of party politics (...) and statism, and suggests that African palaver and people's movements are a surer site of political action. In his criticisms of representative government he parallels the thoughts and criticism of Hannah Arendt. Arendt advocated a council system that shares many of the attributes of African palaver communities. By consulting the criticisms of Arendt and Wamba‐dia‐Wamba, we can see that an easy optimism about the multiparty system is unfounded. (shrink)