Professor Phillips′s short paper ‘Ten Questions for Psycho-Analysis’ goes back a long time to 1964 or 65. The questions were originally directed to me after a paper I read to the Philosophical Society in Swansea. I have answered some of these questions in my books on Freud, though perhaps not to Phillips′s satisfaction. Here I shall try to do so again, however briefly.

JOHN WISDOM AND THE BREADTH OF PHILOSOPHY hham Dhman 1. THE ESSAYS IN THIS VOLUME The essays following the two pieces by John Wisdom have all been written by philosophers who are former students or friends of Wisdom or who have a high regard for his work. Their contributions were all written with him in mind and to be discussed at a conference honouring his work. This conference was held in August 1983 at Trinity College, Cambridge, of which Wisdom has (...) been a fellow since 1935. Wisdom is a master of discursive reasoning and one of his distinctive contributions in philosophy has been to examine its various forms and their interconnections, particularly the form it takes in philosophical inquiry and the way it advances our understanding there. His concern to bring out the links between all that is abstract in such reasoning and the concrete and particular is well known and represented in many of the essays in this volume. But Wisdom has also a deep appreciation of the kind of understanding that is advanced non-discursively. As he puts it in the first piece in this volume: However skilled a good critic 'I am sure that much of what makes "Hamlet" "Hamlet" will run between his fingers'. He has himself advanced our understanding on many questions in philosophy in this way, not simply by what he has said, but also by what he has suggested 'between the lines'. (shrink)

Fulke Greville speaks of the will as inevitably divided between reason and passion. Shakespeare takes such a division seriously but, through Hamlet, he recognizes the possibility of reason and passion being united in a man's will and purpose.

People sometimes ask whether their lives are meaningful or not, whether or not their lives add up to anything. Sometimes they also ask whether life as such is meaningful or not. These are not unconnected questions. Still they are not questions which everyone asks himself. Nor do we always readily recognise what one who asks these questions wants to know. There are some people who will not even find such questions sensible. Some will regard them not as questions but simply (...) as symptoms of something having gone wrong somewhere. Thus in the Diary of the Student Kostya Ryabtsev we find the following words. (shrink)

This is a reply to nielsen's discussion in "philosophical investigations" (vol. 3, No. 4, Fall 1980) of my two papers 'wisdom's philosophy of religion' ("c. J. P." dec. 1975). In it I attempt to correct some misunderstandings and reply to some criticisms regarding what I said in my papers about 'religious transcendence', 'the relation between religion and life', 'religious truth', 'religion and myth', 'experience of god', And 'philosophy and religious belief'.

Professor Phillips′s short paper ‘Ten Questions for Psycho-Analysis’ goes back a long time to 1964 or 65. The questions were originally directed to me after a paper I read to the Philosophical Society in Swansea. I have answered some of these questions in my books on Freud, though perhaps not to Phillips′s satisfaction. Here I shall try to do so again, however briefly.

Radicalism has the potential to become more widespread in a younger generation of Muslims who are too textual, exclusive, extreme and uncritical. Their ethos of struggle has created a momentum to contest radical ideologies of Islamic radicals. This study investigates the potential for the radicalisation of Islamic students in Indonesia and formulates an approach of integrating national and religious values to mitigate the potential for radicalism. A qualitative research approach is used, and data were collected by distributing questionnaires to Indonesian (...) Islamic student activists. Interviews were also conducted with experts to strengthen secondary sources of information. The results show that the potential for Islamic student to be exposed to radical activists is high. Through categorisation, interpretation and analysis, it was found that the concepts and spread of radicalism were more influenced by religious interpretations than social tolerance factors. In addition, the religious nationalist approach is formulated based on religious terminology and religious narratives. CONTRIBUTION: This research contributes by assisting colleges' efforts in building a detection system and mitigating the risk of student radicalism through a religious nationalist approach. (shrink)

Wittgenstein's Copernican Revolution explores the relation between language and reality without embracing Linguistic Realism and without courting any form of Linguistic Idealism either. It argues that this is precisely what Wittgenstein does. This book also examines some well known contemporary philosophers who have been concerned with this same question.

The debate between free will and its opposing doctrine, determinism, is one of the key issues in philosophy. Ilham Dilman brings together all the dimensions of the problem of free will with examples from literature, ethics and psychoanalysis, and draws out valuable insights from both sides of the freedom-determinism divide. The book provides a comprehensive introduction to this highly important question and examines the contributions made by sixteen of the most outstanding thinkers from the time of early Greece to (...) modern times: Homer, Sophocles, Plato, Aristotle, St. Augustine, St. Thomas Aquinas, Descartes, Spinoza, Hume, Kant, Schopenhauer, Freud, Sartre, Weil, Wittgenstein, Moore. (shrink)

What is the place of human free will in our lives if all our actions are the result of some other cause? Does our processing unconscious beliefs or desires make us less free? Is our free will necessarily restricted if we do not choose our own beliefs? The debate between free will and its opposing doctrine, determinism, is one of the key issues in philosophy. _Free Will: An historical and philosophical introduction_ provides a comprehensive introduction to this highly important question (...) and examines the contributions made by sixteen of the most outstanding thinkers from the time of early Greece to the twentieth century: *Homer *Sophocles *Platto *Aristotle *St Augustine *St Thomas Aquinas *Descaartes *Spinoza *Hume *Kant *Schopehauer *Freud *Sartre *Weil *Wittgenstein *Moore Ilham Dilman brings together all the dimensions of the problem of free will with examples from literature, ethics and psychoanalysis. Drawing out valuable insights from both sides of the free will-determinism divide, and he provides an accessible and highly readable introduction to this perennial problem. (shrink)

Ilham Dilman; III*—Universals: Bambrough on Wittgenstein, Proceedings of the Aristotelian Society, Volume 79, Issue 1, 1 June 1979, Pages 35–58, https://doi.org.

İlham Dilman; III—The Freedom of Man, Proceedings of the Aristotelian Society, Volume 62, Issue 1, 1 June 1962, Pages 39–62, https://doi.org/10.1093/aristotelia.

Sometimes when artists talk about painting one finds what they have to say interesting: because they are talking about something they have lived with, something in which they find meaning. At other times one feels that it would be better for them to paint rather than talk about painting.

John Wisdom studied ‘moral sciences’ in Cambridge under G. E. Moore and C. D. Broad. His first post as a teacher of philosophy was at St Andrew's University under F. G. Stout. His early books Interpretation and Analysis and Problems of Mind and Matter and a series of articles on ‘Logical Constructions’ in Mind 1931-33, later published as a book, belong to this time.

In a lecture on ‘Science and Psychology’ Dr Drury distinguishes between ‘a psychology which has insight into individual characters’ and ‘a psychology which is concerned with the scientific study of universal types’, one which comprises ‘those subjects that are studied in a university faculty of psychology’. The former, and not the latter, he says, is psychology in ‘the original meaning of the word’. ‘We might say of a great novelist such as Tolstoy or George Eliot that they show profound psychological (...) insight into the characters they depict … In general, it is the great novelists, dramatists, biographers, historians, that are the real psychologists.’. (shrink)

In a lecture on ‘Science and Psychology’ Dr Drury distinguishes between ‘a psychology which has insight into individual characters’ and ‘a psychology which is concerned with the scientific study of universal types’, one which comprises ‘those subjects that are studied in a university faculty of psychology’. The former, and not the latter, he says, is psychology in ‘the original meaning of the word’. ‘We might say of a great novelist such as Tolstoy or George Eliot that they show profound psychological (...) insight into the characters they depict … In general, it is the great novelists, dramatists, biographers, historians, that are the real psychologists.’. (shrink)