This book diagnoses a crisis facing philosophy – and the humanities more broadly – and sketches a path toward institutionalizing socially engaged approaches to philosophical research.

This essay argues that political, economic, and cultural developments have made the twentieth century disciplinary approach to philosophy unsustainable. It (a) discusses the reasons behind this unsustainability, which also affect the academy at large, (b) describes applied philosophy as an inadequate theoretical reaction to contemporary societal pressures, and (c) proposes a dedisciplined and interstitial approach??field philosophy??as a better response to the challenges facing the twenty-first century philosophy.

Demonstrates that the United Nations has been at the centre of key field operations and policy debates relating to humanitarian intervention since the end of the Cold War. However, the issue of humanitarian intervention also poses a challenge to the UN and its member states, and could even undermine the organization. At the heart of the UN’s difficulty is a delicate balance between the rights of individuals and the rights of states. For its first 45 years, the body was associated (...) with the principle of non-intervention and the non-use of force, yet, since 1990, it has endorsed a series of interventions for humanitarian purposes. After considering the history and causes of this shift, the author discusses nine cases of intervention between 1990 and 2001. These cases reveal a number of issues and controversies, including reliance on the UN Security Council for authorization, the stance of the UN Secretary General, and the impact of the 2002 National Security Strategy of the United States. (shrink)

Many philosophers have argued that large language models (LLMs) subvert the traditional undergraduate philosophy paper. For the enthusiastic, LLMs merely subvert the traditional idea that students ought to write philosophy papers “entirely on their own.” For the more pessimistic, LLMs merely facilitate plagiarism. We believe that these controversies neglect a more basic crisis. We argue that, because one can, with minimal philosophical effort, use LLMs to produce outputs that at least “look like” good papers, many students will complete paper assignments (...) in a way that fails to develop their philosophical abilities. We argue that this problem exists even if students can produce better papers with AI and even if instructors can detect AI-generated content with decent reliability. But LLMs also create a pedagogical opportunity. We propose that instructors shift the emphasis of their assignments from philosophy papers to “LLM dialogues”: philosophical conversations between the student and an LLM. We describe our experience with using these types of assignments over the past several semesters. We argue that, far from undermining quality philosophical instruction, LLMs allow us to teach philosophy more effectively than was possible before. (shrink)

‘The problem with simulations is that they are doomed to succeed.’ So runs a common criticism of simulations—that they can be used to ‘prove’ anything and are thus of little or no scientific value. While this particular objection represents a minority view, especially among those who work with simulations in a scientific context, it raises a difficult question: what standards should we use to differentiate a simulation that fails from one that succeeds? In this paper we build on a structural (...) analysis of simulation developed in previous work to provide an evaluative account of the variety of ways in which simulations do fail. We expand the structural analysis in terms of the relationship between a simulation and its real-world target emphasizing the important role of aspects intended to correspond and also those specifically intended not to correspond to reality. The result is an outline both of the ways in which simulations can fail and the scientific importance of those various forms of failure. (shrink)

Many philosophers have argued that large language models (LLMs) subvert the traditional undergraduate philosophy paper. For the enthusiastic, LLMs merely subvert the traditional idea that students ought to write philosophy papers “entirely on their own.” For the more pessimistic, LLMs merely facilitate plagiarism. We believe that these controversies neglect a more basic crisis. We argue that, because one can, with minimal philosophical effort, use LLMs to produce outputs that at least “look like” good papers, many students will complete paper assignments (...) in a way that fails to develop their philosophical abilities. We argue that this problem exists even if students can produce better papers with AI and even if instructors can detect AI-generated content with decent reliability. But LLMs also create a pedagogical opportunity. We propose that instructors shift the emphasis of their assignments from philosophy papers to “LLM dialogues”: philosophical conversations between the student and an LLM. We describe our experience with using these types of assignments over the past several semesters. We argue that, far from undermining quality philosophical instruction, LLMs allow us to teach philosophy more effectively than was possible before. (shrink)

The demand for greater public accountability is changing the nature of ex ante peer review at public science agencies worldwide. Based on a four year research project, this essay examines these changes through an analysis of the process of grant proposal review at two US public science agencies, the National Institutes of Health (NIH) and the National Science Foundation (NSF). Weaving historical and conceptual narratives with analytical accounts, we describe the ways in which these two agencies struggle with the question (...) of incorporating considerations of societal impact into the process of peer review. We use this comparative analysis to draw two main conclusions. First, evaluation of broader societal impacts is not different in kind from evaluation of intellectual merit. Second, the scientific community may actually bolster its autonomy by taking a broader range of considerations into its peer review processes. (shrink)

In this essay, we reply to the five commentaries offered of our 2016 book, Socrates Tenured: The Institutions of 21st Century Philosophy. We argue that, in a recursive fashion, those commentaries exemplify the thesis of our book – that contemporary philosophy has a blind spot concerning the philosophical priors of its status as an institution. That is, 20th and now 21st century philosophy has limited metaphilosophy to being an exclusively theoretical exercise, neglecting to also pursue a ‘philosophy of philosophy’ in (...) its material, bureaucratic, and Marxist dimensions. After making these points in the introduction, the article is divided into three parts that deal, in turn, with comments that are facile, earnest, and provocative. We then conclude by noting the unintentional irony of our contemporary situation, where the vast majority of philosophy departments are inhabited by sophists rather than philosophers. (shrink)

Many philosophers have argued that large language models (LLMs) subvert the traditional undergraduate philosophy paper. For the enthusiastic, LLMs merely subvert the traditional idea that students ought to write philosophy papers “entirely on their own.” For the more pessimistic, LLMs merely facilitate plagiarism. We believe that these controversies neglect a more basic crisis. We argue that, because one can, with minimal philosophical effort, use LLMs to produce outputs that at least “look like” good papers, many students will complete paper assignments (...) in a way that fails to develop their philosophical abilities. We argue that this problem exists even if students can produce better papers with AI and even if instructors can detect AI-generated content with decent reliability. But LLMs also create a pedagogical opportunity. We propose that instructors shift the emphasis of their assignments from philosophy papers to “LLM dialogues”: philosophical conversations between the student and an LLM. We describe our experience with using these types of assignments over the past several semesters. We argue that, far from undermining quality philosophical instruction, LLMs allow us to teach philosophy more effectively than was possible before. (shrink)

This article discusses preliminary data on advancing what we know about “sacred sites” and their effects on dreaming. Thirty‐five volunteers spent between one and five nights in one of four unfamiliar outdoor sacred sites in England and Wales. Another volunteer awakened them following the observation of rapid eye movement and asked for dream recall. The same volunteers monitored their own dreams in familiar home surroundings, keeping dream diaries. Equal numbers of site dreams and home dream reports were obtained for each (...) volunteer. The 204 dream reports had previously been subjected to inspection for bizarre and paranormal content, with no significant differences. This analysis used the Hall—Van de Castle Scale, and several differences were found, most notably more aggressive content in site dreams and more friendly content in home dreams. In addition, home dream reports contained more incidences of failure, striving, and success. A number of explanations were proposed for these differences, including expectancy, suggestion, the effect of unfamiliar surroundings, and possible anomalous properties of the sacred sites. (shrink)

Balancing Change and Tradition in Global Education Reform is an invaluable resource for policymakers, faculty, students, and anyone interested in how decisions made about the education system ultimately affect the quality of education, educational access, and social justice.

This article details an interpretive, qualitative interview study that explored rationales developed by seven social studies graduate students, all experiencedteachers, at a large Midwestern university. Interviews revealed three common themes regarding the influence of the rationale development process. The threethemes were: providing structure, connecting purpose and practice, and improving professionalism. The themes demonstrate the complex nature of articulating a sense of purpose, even for experienced teachers. While similar, there were considerable differences in the ways the participants conceptualized their purposes. Untangling (...) these differences has implications for social studies teacher educators interested in integrating rationale development into their work with experienced teachers. (shrink)

Adams presents an in-depth interpretation of three important parts of Leibniz's metaphysics, thoroughly grounded in the texts as well as in philosophical analysis and critique. The three areas discussed are the metaphysical part of Leibniz's philosophy of logic, his essentially theological treatment of the central issues of ontology, and his theory of substance. Adams' work helps make sense of one of the great classic systems of modern philosophy.

The distinguished philosopher Robert M. Adams presents a major work on virtue, which is once again a central topic in ethical thought. A Theory of Virtue is a systematic, comprehensive framework for thinking about the moral evaluation of character, proposing that virtue is chiefly a matter of being for what is good, and that virtues must be intrinsically excellent and not just beneficial or useful.

Adams offers a theistically-based framework for ethics, based upon the idea of a transcendent, infinite good, which is God, and its relation to the many finite examples of good in our experience. His account shows how philosophically unfashionable religious concepts can enrich ethical thought. "...one of the two most important books in moral philosophy of the last quarter century, the other being After Virtue."--Theology Today.

Renowned scholar Robert Adams explores the relation between religion and ethics through a comprehensive philosophical account of a theistically-based framework for ethics. Adams' framework begins with the good rather than the right, and with excellence rather than usefulness. He argues that loving the excellent, of which adoring God is a clear example, is the most fundamental aspect of a life well lived. Developing his original and detailed theory, Adams contends that devotion, the sacred, grace, martyrdom, worship, (...) vocation, faith, and other concepts drawn from religious ethics have been sorely overlooked in moral philosophy and can enrich the texture of ethical thought. (shrink)

The paper is an interpretation and defense of Kant's conception of things in themselves as noumena, along the following lines. Noumena are transempirical realities. As such they have several important roles in Kant's critical philosophy (Section 1). Our theoretical faculties cannot obtain enough content for a conception of noumena that would assure their real possibility as objects, but can establish their merely formal logical possibility (Sections 2-3). Our practical reason, however, grounds belief in the real possibility of some noumena, and (...) even knowledge of the noumenal reality of a free will (Section 4). Section 5 defends Kant's conception of noumena as a good piece of philosophy, particularly with respect to its distinction between logical and real possibility. Are noumena numerically identical with experienced (phenomenal) objects? Kantian principles yield the answers that human selves are, God isn't, and it's harder to say about bodies (Section 6). (shrink)

This book presents an in-depth interpretation of three important parts of Leibniz's metaphysics: the metaphysical part of Leibniz's philosophy of logic, his essentially theological treatment of the central issues of ontology, and his theory of substance.

This book presents an in-depth interpretation of three important parts of Leibniz's metaphysics: the metaphysical part of Leibniz's philosophy of logic, his essentially theological treatment of the central issues of ontology, and his theory of substance.

The problem of evil is one of the most discussed topics in the philosophy of religion. For some time, however, there has been a need for a collection of readings that adequately represents recent and ongoing writing on the topic. This volume fills that need, offering the most up-to-date collection of recent scholarship on the problem of evil. The distinguished contributors include J.L. Mackie, Nelson Pike, Roderick M. Chisholm, Terence Penelhum, Alvin Plantinga, William L. Rowe, Stephen J. Wykstra, John Hick, (...) and Diogenes Allen. Including an introductory essay and a selected bibliography, this comprehensive and completely up-to-date collection is an invaluable guide to current scholarship in this highly debated area of the philosophy of religion. Oxford Readings in Philosophy aims to bring together important recent writings in major areas of philosophical inquiry, selected from a variety of sources, mostly periodicals, which may not be conveniently available. (shrink)

Legendary since his own time as a universal genius, Gottfried Wilhelm Leibniz (1646-1716) contributed significantly to almost every branch of learning. One of the creators of modern mathematics, and probably the most sophisticated logician between the Middle Ages and Frege, as well as a pioneer of ecumenical theology, he also wrote extensively on such diverse subjects as history, geology, and physics. But the part of his work that is most studied today is probably his writings in metaphysics, which have been (...) the focus of particularly lively philosophical discussion in the last twenty years or so. The writings contain one of the great classic systems of modern philosophy, but the system must be pieced together from a vast and miscellaneous array of manuscripts, letters, articles, and books, in a way that makes especially strenuous demands on scholarship. This book presents an in-depth interpretation of three important parts of Leibniz's metaphysics, thoroughly grounded in the texts as well as in philosophical analysis and critique. The three areas discussed are the metaphysical part of Leibniz's philosophy of logic, his essentially theological treatment of the central issues of ontology, and his theory of substance (the famous theory of monads). (shrink)

Robert Merrihew Adams has been a leader in renewing philosophical respect for the idea that moral obligation may be founded on the commands of God. This collection of Adams' essays, two of which are previously unpublished, draws from his extensive writings on philosophical theology that discuss metaphysical, epistemological, and ethical issues surrounding the concept of God--whether God exists or not, what God is or would be like, and how we ought to relate ourselves to such a being. (...) Adams studies the relation between religion and ethics, delving into an analysis of moral arguments for theistic belief. In several essays, he applies contemporary studies in the metaphysics of individuality, possibility and necessity, and counterfactual conditionals to issues surrounding the existence of God and problems of evil. (shrink)

This essay presents a version of divine command metaethics inspired by recent work of Donnellan, Kripke, and Putnam on the relation between necessity and conceptual analysis. What we can discover a priori, by conceptual analysis, about the nature of ethical wrongness is that wrongness is the property of actions that best fills a certain role. What property that is cannot be discovered by conceptual analysis. But I suggest that theists should claim it is the property of being contrary to the (...) commands of a loving God. This claim, if true, is a necessary but not an a priori truth. It also is a claim, not about the way in which some believers use the word 'wrong,' but about the wrongness that virtually everyone talks about. This position is distinguished from the author's previous views, and from a holistic development of the latter proposed by Jeffrey Stout. (shrink)

The paper is an interpretation and defense of Kant’s conception of things in themselves as noumena, along the following lines. Noumena are transempirical realities. As such they have several important roles in Kant’s critical philosophy (Section 1). Our theoretical faculties cannot obtain enough content for a conception of noumena that would assure their real possibility as objects, but can establish their merely formal logical possibility (Sections 2-3). Our practical reason, however, grounds belief in the real possibility of some noumena, and (...) even knowledge of the noumenal reality of a free will (Section 4). Section 5 defends Kant’s conception of noumena as a good piece of philosophy, particularly with respect to its distinction between logical and real possibility. Are noumena numerically identical with experienced (phenomenal) objects? Kantian principles yield the answers that human selves are, God isn’t, and it’s harder to say about bodies (Section 6). (shrink)

Divine Motivation theory is a major contribution both to the philosophy of religion, particularly the philosophy of religious ethics, and to general ethical theory. It is demanding reading, because it is long and complex and about difficult issues. It is also rewarding, because it is suggestive and highly original, written and argued with philosophical intelligence and disciplined care, and rich in systematic connections and explanations of them.

This paper proposes the ‘AGENCY model’ of conscious state attribution, according to which an entity's displaying certain relatively simple features (e.g. eyes, distinctive motions, interactive behavior) automatically triggers a disposition to attribute conscious states to that entity. To test the model's predictions, participants completed a speeded object/attribution task, in which they responded positively or negatively to attributions of mental properties (including conscious and non-conscious states) to different sorts of entities (insects, plants, artifacts, etc.). As predicted, participants responded positively to conscious (...) state attributions only for those entities that typically display the simple features identified in the AGENCY model (eyes, distinctive motion, interaction) and took longer to deny conscious states to those entities. (shrink)

It is sometimes held that there is something in the nature of religious faith itself that renders it useless or undesirable to reason objectively in support of such faith, even if the reasoning should happen to have considerable plausibility. Søren Kierkegaard’s Concluding Unscientific Postscript is probably the document most commonly cited as representative of this view. In the present essay I shall discuss three arguments for the view. I call them the Approximation Argument, the Postponement Argument, and the Passion Argument; (...) and I suggest they can all be found in the Postscript. I shall try to show that the Approximation Argument is a bad argument. The other two will not be so easily disposed of, however. I believe they show that Kierkegaard’s conclusion, or something like it, does indeed follow from a certain conception of religiousness—a conception which has some appeal, although for reasons which I shall briefly suggest, I am not prepared to accept it. (shrink)