The Concept of Law is one of the most influential texts in English-language jurisprudence. 50 years after its first publication its relevance has not diminished and in this third edition, Leslie Green adds an introduction that places the book in a contemporary context, highlighting key questions about Hart's arguments and outlining the main debates it has prompted in the field. The complete text of the second edition is replicated here, including Hart's Postscript, with fully updated notes to include modern references (...) and further reading. (shrink)

The Concept of Law is the most important and original work of legal philosophy written this century. First published in 1961, it is considered the masterpiece of H.L.A. Hart's enormous contribution to the study of jurisprudence and legal philosophy. Its elegant language and balanced arguments have sparked wide debate and unprecedented growth in the quantity and quality of scholarship in this area--much of it devoted to attacking or defending Hart's theories. Principal among Hart's critics is renowned lawyer and political philosopher (...) Ronald Dworkin who in the 1970s and 80s mounted a series of challenges to Hart's Concept of Law. It seemed that Hart let these challenges go unanswered until, after his death in 1992, his answer to Dworkin's criticism was discovered among his papers. In this valuable and long-awaited new edition Hart presents an Epilogue in which he answers Dworkin and some of his other most influential critics including Fuller and Finnis. Written with the same clarity and candor for which the first edition is famous, the Epilogue offers a sharper interpretation of Hart's own views, rebuffs the arguments of critics like Dworkin, and powerfully asserts that they have based their criticisms on a faulty understanding of Hart's work. Hart demonstrates that Dworkin's views are in fact strikingly similar to his own. In a final analysis, Hart's response leaves Dworkin's criticisms considerably weakened and his positions largely in question. Containing Hart's final and powerful response to Dworkin in addition to the revised text of the original Concept of Law, this thought-provoking and persuasively argued volume is essential reading for lawyers and philosophers throughout the world. (shrink)

That certain paper bills have monetary value, that Vladimir Putin is the president of Russia, and that Prince Philip is the husband of Queen Elizabeth II: such facts are commonly called ‘institutional facts’. IFF are, by definition, facts that exist by virtue of collective recognition. The standard view or tacit belief is that such facts really exist. In this paper we argue, however, that they really do not—they really are just well-established illusions. We confront realism about IFF with six criteria (...) of existence, three established and three less so but highly intuitive. We argue that they all tell against the existence of IFF. An obvious objection to IFF non-realism is that since people’s behaviour clearly reflects the existence of IFF, denying their existence leaves an explanatory gap. We reject this argument by introducing a variant of the so-called ‘Thomas Theorem,’ which says that when people collectively recognize a fact as existing, they largely behave accordingly, regardless of whether that fact really exists or not. (shrink)

As is shown in the introduction of the book, the notion "illocutionary act" is used with quite a number of essentially different meanings; consequently, it is quite unclear what an "illocutionary act" is actually supposed to be. This problem is the starting point of the thesis. An argument is stated, to the effect that the introduction and use of scholarly terms like, for instance, "illocutionary act", or "performative sentence", is not entirely arbitrary. It is argued that technical terms should not (...) be re-defined without a reason, but in the absence of reasons to the contrary should be used in the way in which they have originally been introduced. This argument is applied to the notion "illocutionary act". John L. Austin is the one who introduced this notion. Consequently, his conception of these acts should be adopted unless there are good reasons to the contrary. Therefore the book provides a detailed analysis of Austin's account, and his original conception of these acts is reconstructed. The most popular alternative account of "illocutionary acts" is John R. Searle's. Therefore, secondly, the book provides an analysis of Searle's famous account of "illocutionary acts" - the first really detailed one available, including Searle's own work. It is shown that what Searle presents is in fact extremely sketchy, and can certainly not be viewed, as it often is, as an elaborated theory. It is further argued that the fundamental assumptions about language which Searle intends to illustrate with his account of "illocutionary acts" are mistaken, so that in general a theory following the lines Searle suggests is doomed to failure. Finally it is shown that Searle's account of "illocutionary acts", as far as it goes, is not an adequate adoption of the conception Austin introduced. Hence Searle's account is no reasonable alternative to Austin's account. (shrink)

It is essential to engage the public in conservation measures to conserve insects. We investigate the Protection Motivation Theory, as well as knowledge, attitudes, and sociodemographic variables as predictors of willingness to donate and actual donations to insect conservation for a representative German sample. The PMT subcomponents severity, self-efficacy, and response efficacy, as well as attitudes toward insects, income, and education level, significantly predicted WTD. In contrast, severity, response barriers, age, gender, and the WTD significantly influenced actual donations. Overall, components (...) of the PMT have high predictive power for both dependent variables. Our results suggest that an intention-behavior gap exists between the intention to donate and the actual donation toward insect conservation. Measures to increase WTD and actual donations for insect conservation are discussed. (shrink)

Contains an overall account of morality in its philosophical format particularly with regard to problems of observation, evidence, and truth.

This is a new release of the original 1949 edition.

The Speech act models of Searle and Bach/Hamish mistakenly reconstruct Austin's concept of "illocutionary act". In Austin's view, "illocutionary acts" are not pure acts of communication but social acts achieved by communicative behavior. Following Searle's "Speech Acts" and Strawson's "Intention and Convention in Speech Acts" today's speech act theory looks upon illocutionary acts as pure acts of communication, involving "conventionality" (in a certain sense) only as part of speaker's meaning. However, following Austin, to perform an illocutionary act is to bring (...) about conventional consequences which are not adequately dealt with in the speech act models of Searle and Bach/Hamish. (shrink)

Die meisten Ethik- und Philosophie-Lehrpläne sehen vor, dass Schüler/innen die Grundlagen der Moralphilosophie kennen und verstehen. Im vorliegenden Beitrag nennen und erläutern wir einige Probleme, die der Erreichung dieses Ziels entgegenstehen. Eines dieser Probleme – die Vermischung unterschiedlicher Fragen – illustrieren wir an einer konkreten Lehreinheit. Anschließend skizzieren wir schädliche Folgen dieses Problems und deuten mögliche Wege zu seiner Beseitigung an.

This article explores a case study of a mindfulness teacher, Beth, and her experiences of teaching mindfulness to 11- to 16-year-olds in several English schools. It shows why Beth was drawn to teaching mindfulness, which was both to alleviate the stress amongst her pupils and improve her own mental health. It illustrates how and why she became a confident, successful mindfulness teacher: she learnt about mindfulness at various classes, retreats and teacher-education training sessions, spending thousands of pounds on her own (...) training. It argues that her positioning as a mindfulness teacher in an unmindful school system created an overwhelming demand for her services, but also huge stress upon her. It develops McCaw’s conceptions of ‘thin’ and ‘thick’ mindfulness (2020), arguing that while Beth began by practising ‘thin’ mindfulness – seeing it as a way of solving exam stress amongst her pupils – she became increasingly a ‘thick’ practitioner; her experiences of mindfulness led to profound personal change and, ultimately, to her becoming very disillusioned about teaching mindfulness in an unwelcoming educational, ‘unmindful’ environment. (shrink)

English translation of a lecture delivered by HLA Hart on 29 October 1979 at the Autonomous University of Madrid. For commentary on the provenance of the lecture and on the methodology of its translation, see Andrzej Grabowski, ‘The Missing Link in the Hart–Dworkin Debate’ 36 Oxford Journal of Legal Studies 476.

v. 1. Critical essays.--v. 2. Collected essays, 1929-1968.

Le proslogion de saint Anselme n'est pas une oeuvre tres connue, bien que les commentaires de ses chapitres 2 a 4 sur l'argument appele par Kant ontologique soient en nombre infini.

One important concern regarding implantable Brain Computer Interfaces is the fear that the intervention will negatively change a patient’s sense of identity or agency. In particular, there is concern that the user will be psychologically worse-off following treatment despite postoperative functional improvements. Clinical observations from similar implantable brain technologies, such as deep brain stimulation, show a small but significant proportion of patients report feelings of strangeness or difficulty adjusting to a new concept of themselves characterized by a maladaptive je ne (...) sais quoi despite clear motor improvement. Despite the growing number of cases in the DBS literature, there is currently no accepted or standardized tool in neuroethics specifically designed to capture the phenomenological postoperative experience of patients implanted with DBS or BCI devices. Given potential risks of postoperative maladaptation, it is important for the field of neuroethics to develop a qualitative instrument that can serve as a shared method for capturing postoperative variations in patient experience of identity and agency. The goal of this article is to introduce an instrument we have developed for this purpose and call for further neuroethical efforts to assess the phenomenology of implantable brain device use. (shrink)

Surveying nearly seven decades of habitual and obsessive reading, I consider how my character and psychology used reading to shape philosophical questions that move me into forms in which I could pursue them by reading. This became both the method and the substance of my philosophical work. It preserved some core emotional issues but also gave me the way to integrate them into scholarship and into my life.

A long-awaited translation on the philosophical relation between technology, the individual, and milieu of the living.

BonJour offers two main reasons for supposing that there is such a thing as rational insight into necessity. First, he says there are many examples in which it clearly seems that one has such insight. Second, he argues that any epistemology denying the existence of rational insight into necessity is committed to a narrow skepticism. After commenting about possible frameworks for epistemological justification, I argue against these two claims in reverse order.

Ethics and the Community of Inquiry gets to the heart of democratic education and how best to achieve it. The book radically reshapes our understanding of education by offering a framework from which to integrate curriculum, teaching and learning and to place deliberative democracy at the centre of education reform. It makes a significant contribution to current debates on educational theory and practice, in particular to pedagogical and professional practice, and ethics education.

This paper argues for a methodological point that bears on a relatively long-standing debate concerning collective beliefs in the sense elaborated by Margaret Gilbert: are they cases of belief or rather of acceptance? It is argued that epistemological accounts and distinctions developed in individual epistemology on the basis of considering the individual case are not necessarily applicable to the collective case or, more generally, uncritically to be adopted in collective epistemology.

CRS says that the meanings of expressions of a language or other symbol system or the contents of mental states are determined and explained by the way symbols are used in thinking. According to CRS one.

Thoughts and other mental states are defined by their role in a functional system. Since it is easier to determine when we have knowledge than when reasoning has occurred, Gilbert Harman attempts to answer the latter question by seeing what assumptions about reasoning would best account for when we have knowledge and when not. He describes induction as inference to the best explanation, or more precisely as a modification of beliefs that seeks to minimize change and maximize explanatory coherence. Originally (...) published in 1973. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905. (shrink)

Change in View offers an entirely original approach to the philosophical study of reasoning by identifying principles of reasoning with principles for revising one's beliefs and intentions and not with principles of logic. This crucial observation leads to a number of important and interesting consequences that impinge on psychology and artificial intelligence as well as on various branches of philosophy, from epistemology to ethics and action theory. Gilbert Harman is Professor of Philosophy at Princeton University. A Bradford Book.

It's not always the person who is right who wins the arguments, more often it's the person who argues best. Gilbert's practical, clever guide--which also serves as a text for his popular seminars on the art of arguing--shows readers how to hone their polemical skills, and how to counter the verbal weapons that may be in an opponent's arsenal.

First published in 1949, Gilbert Ryle ’s The Concept of Mind is one of the classics of twentieth-century philosophy. Described by Ryle as a ‘sustained piece of analytical hatchet-work’ on Cartesian dualism, The Concept of Mind is a radical and controversial attempt to jettison once and for all what Ryle called ‘the ghost in the machine’: Descartes’ argument that mind and body are two separate entities. This sixtieth anniversary edition includes a substantial commentary by Julia Tanney and is essential reading (...) for new readers interested not only in the history of analytic philosophy but in its power to challenge major currents in philosophy of mind and language today. (shrink)

The studies by Trickey and Topping, which provide empirical support that philosophy produces cognitive gains and social benefits, have been used to advocate the view that philosophy deserves a place in the curriculum. Arguably, the existing curriculum, built around well-established core subjects, already provides what philosophy is said to do, and, therefore, there is no case to be made for expanding it to include philosophy. However, if we take citizenship education seriously, then the development of active and informed citizens requires (...) an emphasis on citizen preparation, but significantly more than the existing curriculum can provide, namely, the acquisition of knowledge and skills to improve students’ social and intellectual capacities and dispositions as future citizens. To this end, I argue for a model of democratic education that emphasises philosophy functioning educationally, whereby students have an integral role to play in shaping democracy through engaging in philosophy as collaborative inquiry that integrates pedagogy, curriculum and assessment. I contend that only philosophy can promote democracy, insofar as philosophical inquiry is an exemplar of the kind of deliberative inquiry required for informed and active democratic citizenship. In this way, philosophy can make a fundamental and much needed contribution to education. (shrink)

Within the community of inquiry literature, the absence of the notion of genuine doubt is notable in spite of its pragmatic roots in the philosophy of Charles Sanders Peirce, for whom the notion was pivotal. We argue for the need to correct this oversight due to the educational significance of genuine doubt—a theoretical and experiential understanding of which can offer insight into the interrelated concepts of wonder, fallibilism, inquiry and prejudice. In order to detail these connections, we reinvigorate the ideas (...) of Peirce by borrowing the language and concepts of Albert Camus, at the same time demonstrating their unlikely congruence. In particular, we argue for the necessity of genuine doubt along with the need for the presence of a diversity of prejudices as a starting point for genuine inquiry. (shrink)

What is a social rule? This paper first notes three important problems for H.L.A. Hart’s famous answer in the Concept of Law. An alternative account that avoids the problems is then sketched. It is less individualistic than Hart’s and related accounts. This alternative account can explain a phenomenon observed but downplayed by Hart: the parties to a social rule feel that they are in some sense ‘bound’ to conform to it.