Martin Heidegger is now widely recognized as one of the greatest philosophers of the twentieth century. He transformed mainstream philosophy by defining its central task as asking the 'question of being'. His thought has contributed to the turn to hermeneutics and to postmodernism and poststructuralism. Moreover, the disclosure of his deep involvement in Nazism has provoked much debate about the relation of philosophy to politics. This edition brings to the fore other works, as well as alternative approaches to scholarship. The (...) essays cover topics such as Heidegger's conception of phenomenology, his relation to Kant and Husserl, his account of truth, and his stand on the realism/anti-realism debate. This edition includes a new preface by the editor, revised versions of several essays from the first edition, and an exhaustive bibliography, providing guidance for both newcomers to Heidegger's work and established scholars. (shrink)

Martin Heidegger is now widely recognised alongside Wittgenstein as one of the greatest philosophers of the twentieth century. He redefined the central task of philosophy as the investigation of the nature of being, and has exerted a profound impact on literary theory, theology, psychotherapy, political theory, aesthetics, environmental studies, as well as mainstream philosophy. His thought has contributed to the recent turn to hermeneutics in philosophy and the social sciences, and to current post-modern and post-structuralist developments. The disclosing of his (...) deep involvement in the ideology of Nazism has provoked much debate about the relation of philosophy to politics. This volume contains both overviews of Heidegger's life and works and analysis of his most important work, Being and Time. In addition there are discussions of Heidegger's thought in relation to mysticism, traditional theology, ecology, psychotherapy and the philosophy of language. The volume also contains the first in-depth study of what has been called Heidegger's second greatest work, the Beitrage zur Philosophie. (shrink)

Echoes of a philosophy -- Strategic considerations -- Cultural evolution -- Communication -- A cultural technology -- Unique function of the library -- Stewardship of the social transcript -- Sounding for the embedded philosophy.

"....an admirably clear account of Heidegger's relation to the philosophical tradition, and especially of his criticism of Cartesianism." -- Richard Rorty, University of Virginia.

As originally planned this volume was meant to cover a somewhat wider scope than, in fact, it has turned out to do. When, in rg68, I initially conceived of preparing it, it was proposed to deal with several aspects of early modern scepticism, in addition to the fortuna of the Academica, and to publish various loosely related pieces under the title of 'Studies in the History of Early Modern Scepticism. ' Thereby, I foresaw that I would exhaust my knowledge of (...) the subject and would then be able to turn my attention to other matters. In initiating my research on this topic, however, I soon found that there remained a much greater bulk of material to study than could possibly be dealt with between the covers of the single modest volume which I envisioned. My proposed section on Cicero's Academica was to cover between 50 and 75 pages in the original plan. It soon became apparent, however, especially after Joannes Rosa's hitherto unstudied commentary on Cicero's work was uncovered, that this material would have to be treated at a much greater length than I had foreseen. The present volume is the result of this expanded investigation. The monograph which has come from this alteration in plans has, I think, the virtues of continuity and cohesive ness and one hopes that these advantages offset the benefits of a broader scope which were sacrificed. (shrink)

The culture of authenticity -- The enchanted garden -- The modern worldview -- Romanticism and the ideal of authenticity -- The heart of darkness -- De-centering the subject -- Story-shaped selves -- Authenticity in context.

At a time when Americans are increasingly concerned with finding jobs and economic stability, supporting families, and surviving in the global economy, many consider the arts to be a luxury, a frivolous distraction which entices students away from real learning. In Strong Arts, Strong Schools, Charles Fowler argues that, far from a luxury, the arts are a vitally important part of our society and our schools. Speaking directly to educators, policy makers, and parents alike, Fowler presents a compelling defense (...) of the arts and their importance in our lives. The arts illuminate "life in all its mystery, misery, delight, pity and wonder." Without them, students are deprived of learning what it means to be truly human. The arts teach students how rather than what to think. Highlighting the crucial effect of the arts on learning, he contends that the arts teach skills that other basic subjects cannot--critical thinking and problem solving, judgment and independence, attention to detail and craftsmanship, and an openness to other cultures and ways of thinking. Arguing on behalf of the arts, Fowler shows how the arts can enliven and extend the entire school curriculum by integrating different subjects in innovative interdisciplinary ways, sparking the interest of at-risk or special needs students. "The best schools have the best arts programs," writes Fowler. "Excellence in education and excellence in the arts go hand in hand." In eighteen compelling essays, Fowler demonstrates the importance of the arts in our culture and the necessity of rescuing the arts for our future. Beginning with an overview of the context in which the arts operate, he offers an honest and sometimes distressing overview of the state of education and arts education today. He then examines the arts and economics, presenting a carefully researched exposition of the significance of the arts and their relationship to science and industry. Showing how the arts provide a more comprehensive education, he shows why the arts engage students and make learning relevant and fun. Tackling the controversial question of curriculum, Fowler addresses such questions as who should study the arts, which arts, and whose culture should be taught. Citing a shameful neglect of creativity in our culture, he highlights the negligence of the schools in teaching students to be creative and inventive thinkers, and he shows the capacity of the arts to communicate these essential skills. Fowler concludes the book with suggestions for reform and with practical strategies for winning the support of school boards and school administrators. Finally asking "how do we get there," he offers specific recommendations for changing our schools, providing equal opportunity for all, and--perhaps most critically in today's economic climate--paying the bill. In this elegantly written, passionately argued book, Fowler presents a convincing case for teaching the arts to all children. "A downtrodden army of cultureless children," Fowler warns, "is marching toward a barren and depleted adulthood and taking the future of our civilization with them." Strong Arts, Strong Schools is a clarion call to action for any teacher, parent, policy maker, or citizen concerned about the fate of the arts in American society and about the state of our schools. (shrink)

At a time when Americans are increasingly concerned with finding jobs and economic stability, supporting families, and surviving in the global economy, many consider the arts to be a luxury, a frivolous distraction which entices students away from real learning. In Strong Arts, Strong Schools, Charles Fowler argues that, far from a luxury, the arts are a vitally important part of our society and our schools. Speaking directly to educators, policy makers, and parents alike, Fowler presents a compelling defense (...) of the arts and their importance in our lives. The arts illuminate "life in all its mystery, misery, delight, pity and wonder." Without them, students are deprived of learning what it means to be truly human. The arts teach students how rather than what to think. Highlighting the crucial effect of the arts on learning, he contends that the arts teach skills that other basic subjects cannot--critical thinking and problem solving, judgment and independence, attention to detail and craftsmanship, and an openness to other cultures and ways of thinking. Arguing on behalf of the arts, Fowler shows how the arts can enliven and extend the entire school curriculum by integrating different subjects in innovative interdisciplinary ways, sparking the interest of at-risk or special needs students. "The best schools have the best arts programs," writes Fowler. "Excellence in education and excellence in the arts go hand in hand." In eighteen compelling essays, Fowler demonstrates the importance of the arts in our culture and the necessity of rescuing the arts for our future. Beginning with an overview of the context in which the arts operate, he offers an honest and sometimes distressing overview of the state of education and arts education today. He then examines the arts and economics, presenting a carefully researched exposition of the significance of the arts and their relationship to science and industry. Showing how the arts provide a more comprehensive education, he shows why the arts engage students and make learning relevant and fun. Tackling the controversial question of curriculum, Fowler addresses such questions as who should study the arts, which arts, and whose culture should be taught. Citing a shameful neglect of creativity in our culture, he highlights the negligence of the schools in teaching students to be creative and inventive thinkers, and he shows the capacity of the arts to communicate these essential skills. Fowler concludes the book with suggestions for reform and with practical strategies for winning the support of school boards and school administrators. Finally asking "how do we get there," he offers specific recommendations for changing our schools, providing equal opportunity for all, and--perhaps most critically in today's economic climate--paying the bill. In this elegantly written, passionately argued book, Fowler presents a convincing case for teaching the arts to all children. "A downtrodden army of cultureless children," Fowler warns, "is marching toward a barren and depleted adulthood and taking the future of our civilization with them." Strong Arts, Strong Schools is a clarion call to action for any teacher, parent, policy maker, or citizen concerned about the fate of the arts in American society and about the state of our schools. (shrink)

"[A]n erudite and passionate testimonial from a man who made service to arts education his life's work. His words and wisdom inspire us to continue the fight to insure that every child has access to world class instruction in the arts."--Michael Greene, President and CEO, National Academy of Recording Arts and Sciences.

Zygon®, Volume 56, Issue 4, Page 1008-1026, December 2021.

Here we identify approximately 40,000 healthy human volunteers who were intentionally exposed to infectious pathogens in clinical research studies dating from late World War II to the early 2000s. Microbial challenge experiments continue today under contemporary human subject research requirements. In fact, we estimated 4,000 additional volunteers who were experimentally infected between 2010 and the present day. We examine the risks and benefits of these experiments and present areas for improvement in protections of participants with respect to safety. These are (...) the absence of maximum limits to risk and the potential for institutional review boards to include questionable benefits to subjects and society when weighing the risks and benefits of research protocols. The lack of a duty of medical care by physician–investigators to research subjects is likewise of concern. The transparency of microbial challenge experiments and the safety concerns raised in this work may stimulate further dialogue on the risks to participants of human experimentation. (shrink)

Stone & Wang collate the nascent research examining the mnemonic consequences associated with social media use. In particular, they highlight two important factors in understanding how social media use shapes the way individuals and groups remember the past: the type of information (personal vs. public) and the role (producer vs. consumer) individuals undertake when engaging with social media. Stone and Wang investigate those two features in relation to induced forgetting for personal information and false memories/truthiness for public information.

We live in an age in which outer space has changed from a theme for flights of science fiction to the actual locus of exploration and travel.1 Space no longer has merely speculative significance for thinking about possible worlds; it has become a real factor in understanding the nature and conditions of the human world that we are constantly refashioning. Our entry into outer space brings with it changes in conditions and experience that require us to rethink the concepts through (...) which we comprehend environment and act environmentally. (shrink)

This volume brings together for the first time some of the most helpful and insightful essays on the four most influential and discussed philosophers in the history of existentialism: Kierkegaard, Nietzsche, Heidegger, and Sartre.

A selection function based semantics is offered for the 'can' of ability based on the idea that 'John can run a four minute mile' is true iff John would do so under the right conditions, meaning that he would do so under at least one appropriately chosen test condition. Completeness is proved for an axiom system and semantics based on this idea, and the logic turns out to be interestingly different from any standard system of modal logic.

In this essay I present a new version of the Paradox of the Knower and show that this new paradox vitiates a certain argument against epistemic closure. I then prove a theorem that relates the new paradox to epistemological scepticism. I conclude by assessing the use of the Knower in arguments against syntactical treatments of knowledge.

In a 1994 ANALYSIS article Peter Klein and Ted Warfield show that an epistemically more coherent set of beliefs often has a smaller unconditional probability of joint truth than some of its less coherent subsets. They conclude that epistemic justification, as understood in one version of a coherence theory of justification, is not truth conducive. After getting clear about what truth conduciveness requires, I show that their argument does not tell against BonJour's coherence theory.

This paper examines the characteristics of infectious diseases that raise special medical and social ethical issues, and explores ways of integrating both current bioethical and classical public health ethics concerns. Many of the ethical issues raised by infectious diseases are related to these diseases' powerful ability to engender fear in individuals and panic in populations. We address the association of some infectious diseases with high morbidity and mortality rates, the sense that infectious diseases are caused by invasion or attack on (...) humans by foreign micro-organisms, the acute onset and rapid course of many infectious diseases, and, in particular, the communicability of infectious diseases. The individual fear and community panic associated with infectious diseases often leads to rapid, emotionally driven decision making about public health policies needed to protect the community that may be in conflict with current bioethical principles regarding the care of individual patients. The discussion includes recent examples where dialogue between public health practitioners and medical-ethicists has helped resolve ethical issues that require us to consider the infected patient as both a victim with individual needs and rights and as a potential vector of disease that is of concern to the community. (shrink)

The origins of this book go back to I956 when it was suggested to me that a study on the philosophy of Gianfrancesco Pico della Mirandola would furnish an important addition to our knowledge of the philoso phy of the Italian Renaissance. It was not, however, until I960 that I could devote a significant portion of my time to a realization of this goal. My work was essentially completed in 1963, at which time it was presented in its original form (...) as a doctoral dissertation in the Phi losophy Department of Columbia University. Since then I have made many minor improvements and several chapters have been extensively reworked. This study represents the first attempt in fifty years to give a detailed account of even a portion of Gianfrancesco Pico's life and thought. The most comprehensive previous study, Gertrude Bramlette Richards, "Gianfrancesco Pico della lv1irandola" (Cornell University Dissertation, I 9 I 5), which I have found very useful in preparing my own book, is largely based on secondary literature and is mistaken in a number of details. Furthermore, Miss Richards' treatment of Gian francesco Pico as a thinker is very sketchy and is not an exhaustive study of his own writings. It is hoped that my present study, built in part on her extensive bibliographical indications, brings forth a certain amount of new information which will be of value for further research. (shrink)

This perceptive study of John Case, teacher of philosophy at Oxford from the mid-1560s until his death in 1600 and author of expositions of Aristotle which became standard textbooks of the time, focuses on his intellectual and cultural milieu and reveals.

In The Scientific Image B. C. van Fraassen argues that a theory of explanation ought to take the form of a theory of why-questions, and a theory of this form is what he provides. Van Fraassen's account of explanation is good, as far as it goes. In particular, van Fraassen's theory of why-questions adds considerable illumination to the problem of alternative explanations in psychodynamics. But van Fraassen's theory is incomplete because it ignores those classes of explanations that are answers not (...) to why-questions but to how-questions. In this article I provide a unified theory of explanatory questions that comprehends both how-questions and why-questions, and I show that a question-theoretic approach to explanation can be defended independently of van Fraassen's programme of Constructive Empiricism. (shrink)

In this essay I renew the case for Conditional Excluded Middle in light of recent developments in the semantics of the subjunctive conditional. I argue that Michael Tooley's recent backward causation counterexample to the Stalnaker-Lewis comparative world similarity semantics undermines the strongest argument against CXM, and I offer a new, principled argument for the validity of CXM that is in no way undermined by Tooley's counterexample. Finally, I formulate a simple semantics for the subjunctive conditional that is consistent with both (...) CXM and Tooley's counterexample. (shrink)

In ‘Reincarnation and Relativized Identity’ 1 J. J. MacIntosh argues that reincarnation is impossible. I wish to make a slightly backhanded defence of reincarnation by showing that MacIntosh's argument does not succeed. I do not follow his recipe for defence of reincarnation exactly.

This paper examines the characteristics of infectious diseases that raise special medical and social ethical issues, and explores ways of integrating both current bioethical and classical public health ethics concerns. Many of the ethical issues raised by infectious diseases are related to these diseases’ powerful ability to engender fear in individuals and panic in populations. We address the association of some infectious diseases with high morbidity and mortality rates, the sense that infectious diseases are caused by invasion or attack on (...) humans by foreign micro‐organisms, the acute onset and rapid course of many infectious diseases, and, in particular, the communicability of infectious diseases. The individual fear and community panic associated with infectious diseases often leads to rapid, emotionally driven decision making about public health policies needed to protect the community that may be in conflict with current bioethical principles regarding the care of individual patients. The discussion includes recent examples where dialogue between public health practitioners and medical‐ethicists has helped resolve ethical issues that require us to consider the infected patient as both a victim with individual needs and rights and as a potential vector of disease that is of concern to the community. (shrink)

IN his recent book on Heidegger's concept of authenticity, Eclipse of the Self, Michael Zimmerman points out Heidegger's life-long attempt to link the theoretical-ontological questions of traditional philosophy with the personal-existential issues of everyday life. The aim of grounding the "question of Being" in a deeper, more authentic way of being human is most strikingly evident in Being and Time. There the seemingly most abstract of all metaphysical questions--What is the meaning of Being?--is posed in terms of the most intensely (...) personal question facing any individual--What is the meaning of human existence? To answer the former question appropriately, Heidegger claims, we must transform our approach to the latter. And this in turn requires a radical alteration in the quality of our lives. Despite Heidegger's insistence that his ontological findings have no evaluative import, the exhortative tone of the account of authenticity is unmistakable. He quotes with full approval Count Yorck's description of his own philosophy: "The practical aim of our standpoint is pedagogical in the broadest sense of the word". Its goal is "to make possible the cultivation of individuality". Emerging out of an age that perceived itself as a time of profound crisis, a period shaken by intellectual currents of relativism, scientific materialism, Darwinism, and the complete secularization of life, Being and Time attempts to combat the "groundlessness" of the contemporary world by uncovering enduring values and meanings within the framework of "worldliness" and human finitude. The "question of Being" is no exercise in arcane speculation; its aim is to restore a sense of the gravity and responsibility of existence by recovering a more profound grasp of what it is to be. (shrink)

[IMPORTANT CORRECTION - See end of abstract.] In Syntactical Treatments of Modality, with Corollaries on Reflexion Principles and Finite Axiomatizability, Acta Philosophica Fennica 16 (1963), 153–167, Richard Montague shows that the use of a single syntactic predicate (with a context-independent semantic value) to represent modalities of alethic necessity and idealized knowledge leads to inconsistency. In A Note on Syntactical Treatments of Modality, Synthese 44 (1980), 391–395, Richmond Thomason obtains a similar impossibility result for idealized belief: under a syntactical treatment of (...) belief, the assumption that idealized belief is deductively closed, together with certain other plausible conditions on idealized belief, imply that an ideal believer with consistent beliefs cannot believe the truth of Robinson's Arithmetic. In this essay I assert an impossibility result similar to Thomason's but which does not assume that belief is deductively closed or ideal in any other way. There are technical mistakes in the formulations of Lemmas 1-4 and Theorem 2, however. Corrections can be found in the Erratum section of the author's website. (shrink)

Zubiri was especially keen on unde rstanding what mathematics is, and what literature is,not in the operational terms often employed to describe them, but as knowledge about reality. Through his philosophy of sentient intelligence, he came to understand that in bothcases, a new reality is created which is then explored, and the essential ingredient ispostulation. This insight was only possible because Zubiri recognized that reality is not azone of things, but formality. Zubiri’s notion of postulated reality can be extended to (...) a thirdarea, political theory, where analysis reveals that key realities are postulated by the action of politically empowered entities, usually states. However, postulated reality in thisarea differs in some important ways from mathematics and literature. Zubiri tuvo gran interés en entender qué es la matemática, y qué es la literatura, no ensentido funcional, sino en sentido de saber acerca de la realidad. Por su filosofía de inteligencia sentiente, llegó a entender que en ambos casos, se crea una realidad nueva que seexplora después, y el ingrediente esencial es la postulación. Tal percepción solo fue posibleya que Zubiri se dio cuenta de la realidad no es una zona de cosas, sino formalidad. Su noción de realidad por postulación se puede extender a un campo tercero, la teoría de la polí-tica, donde el análisis revela que las realidades claves son postulados por acción de entidades autorizadas políticamente, en general, estados nacionales. Pero, la realidad postuladaen este campo difiere de la matemática y de la literatura en sentidos importantes. (shrink)

Causality has been a key concept throughout the history of philosophy. One of its main uses has been in securing proofs of the existence of God. A review of the history of causality discloses five distinct phases, with major changes to the uses and understanding of causality, with the last ending in a very confused idea of causality. Zubiri pointed out that there are really three elements conflated in the common idea of causality: real production of effects, functionality, and power (...) of the real. By sorting these out, and recognizing that causality in the majority of cases is merely a type of functional relation between "cause" and "effect", many problems are greatly clarified. The type of functionality involved varies greatly, and can involve notions unknown to Aristotle, Hume, or Kant. But especially important is the case of causality involving human beings, since knowledge of direct production of effects is available there that is absent elsewhere. Combined with understanding of the. (shrink)

Causality has been a pivotal concept in the history of philosophy since the time of the Ancient Greeks. After David Hume, however, many have questioned whether there is any metaphysical meaning of causality, or valid inferences based upon it. Xavier Zubiri has rethought and reformulated the question of causality in light of its historical roles, well-known criticisms, and relevant contemporary knowledge. In doing so, he has achieved a unique perspective on the subject which should be of great interest to those (...) concerned with causality and any of its applications. (shrink)

Hume's analyses of human apprehension and of causality were the most penetrating up to his time and continue to have great influence. Contemporary Spanish philosopher Xavier Zubiri has examined both and identified three underlying errors: the failure to recognize that there are three stages of human intellection, and especially that the first, primordial apprehension, has quite unique characteristics; the attempt to place an excessive burden on the content of impressions while ignoring what Zubiri terms their 'formality of reality'; and the (...) failure to recognize that functionality, not causality, is the basis for most of our knowledge. Causal chains in general cannot be adequately known, and therefore are not and cannot be the basis of our knowledge of the external world. Only in the area of persons and morality does causality play a critical role. (shrink)