This paper responds to comments and criticisms by Stefan Brandt and Eva-Maria Jung, directed at the book "Know-how as Competence. A Rylean Responsibilist Account".

Analogien lassen sich aus unserem vernünftigen Nachdenken und Argumentieren kaum wegdenken. Ganz zurecht stellen sie eines der klassischen Themen der Argumentationstheorie dar. Doch wie genau sollte die argumentative Rolle von Analogien in Argumentrekonstruktionen dargestellt werden? Das ist die Leitfrage dieses Beitrags. Zunächst wird mit Michael Dummetts Schach-Analogie ein prominentes Beispiel dargestellt und eine genauere Charakterisierung des Analogiebegriffs vorgeschlagen. Danach wird die gängigste Rekonstruktionsform von Analogien diskutiert, das Analogieargument, und in einigen Punkten verfeinert. Vor diesem Hintergrund schlägt der Beitrag eine zweite, (...) alternative Rekonstruktionsform vor, in der zwei analoge Argumente an die Stelle eines einzelnen Analogiearguments treten. Nachdem diese beiden Rekonstruktionsformen an einem weiteren berühmten Beispiel vorgeführt wurden, an Peter Singers Teich-Analogie, wird diskutiert, wie sich diese beiden Varianten gegenseitig ergänzen und welche Stärken und Schwächen sie haben. Es zeigt sich, dass Analogien nicht nur in Form von Analogieargumenten einen zentralen Topos eines Einzelarguments darstellen. Darüber hinaus kann die Untersuchung analoger Argumente bereits selbst als argumentationstheoretische Topik verstanden werden. (shrink)

In this paper, we propose a framework for fostering argumentative skills in a systematic way in Philosophy and Ethics classes. We start with a review of curricula and teaching materials from the German-speaking world to show that there is an urgent need for standards for the teaching and learning of argumentation. Against this backdrop, we present a framework for such standards that is intended to tackle these difficulties. The spiral-curricular model of argumentative competences we sketch helps teachers introduce the relevant (...) concepts and skills to students early on in their school career. The focus is on secondary schools, but the proposal can also be of use for learning and teaching in universities, especially in introductory classes. (shrink)

What does it mean to know how to do something? This book develops a comprehensive account of know-how, a crucial epistemic goal for all who care about getting things right, not only with respect to the facts, but also with respect to practice. It proposes a novel interpretation of the seminal work of Gilbert Ryle, according to which know-how is a competence, a complex ability to do well in an activity in virtue of guidance by an understanding of what it (...) takes to do so. This idea is developed into a full-fledged account, Rylean responsibilism, which understands know-how in terms of the normative guidance and responsible control of one's acts. Within the complex current debate about know-how, this view occupies a middle ground position between the intellectualist claim that know-how just is propositional or objectual knowledge and the anti-intellectualist claim that know-how just is ability. In genuine know-how, practical ability and guiding intellect are both necessary, but essentially intertwined. (shrink)

Erarbeitet von Dominik Balg, Anne Burkard, Henning Franzen, Aenna Frottier, David Lanius, David Löwenstein, Hanna Lucks, Kirsten Meyer, Donata Romizi, Katharina Schulz, Stefanie Thiele und Annett Wienmeister. -/- Die Entwicklung argumentativer Fähigkeiten ist ein zentrales Ziel des Ethik- und Philosophieunterrichts, ja überhaupt ein zentrales Bildungsziel. Wie aber kann das gelingen? In vielen verfügbaren Unterrichtsmaterialien werden argumentative Fähigkeiten eher vorausgesetzt als systematisch gefördert. Auch curriculare Vorgaben bleiben zumeist sehr unspezifisch. Lehrpersonen werden so weitgehend allein gelassen mit der Aufgabe, Lernende (...) beim Erwerb argumentativer Fähigkeiten zu fördern. Die vorliegende Aufgabensammlung soll dazu beitragen, diese Lücke zu schließen. Sie bietet Lehrpersonen reichhaltige Materialien für die spiralcurricular angelegte, systematische Förderung argumentativer Fähigkeit anhand exemplarischer Inhalte. Orientiert an klaren fachlichen Standards finden sich hier Aufgaben auf vier Niveaustufen, jeweils in Verbindung mit übersichtlichen Merkblättern. Die Aufgaben der beiden unteren Niveaustufen lassen sich bereits für jüngere Lernende der Sekundarstufe einsetzen, Aufgaben der obersten Niveaustufe richten sich an Lernende von Abschlussklassen oder der Studieneingangsphase. Für die Hand der Lehrpersonen werden die Aufgaben und Merkblätter durch fachliche und didaktische Kommentare sowie Lösungshinweise ergänzt. (shrink)

Argumente begegnen uns überall: in der Politik, in Schule und Hochschule, Beruf und Alltag. Dabei werden wir immer auch mit der Frage konfrontiert, wie die behaupteten Aussagen begründet werden. Angelehnt an Thomas Nagels Einführung in die Philosophie beginnt der Band mit Hinweisen, wie wir Argumente interpretieren können. Es folgt eine Einführung in die logische Analyse von Argumenten und ihre Strukturen: Bedingungen, Alternativen und andere logische Zusammenhänge. Immer wieder werden die vorgestellten Inhalte durch Beispiele und Gegenbeispiele erläutert, so dass die Themen (...) anschaulich und praktisch anwendbar werden – ein vorzügliches Einführungsbuch für Schule, Studium und Selbststudium. (shrink)

This paper presents a uniform general account of regress problems in the form of a pentalemma—i.e., a set of five mutually inconsistent claims. Specific regress problems can be analyzed as instances of such a general schema, and this Regress Pentalemma Schema can be employed to generate deductively valid arguments from the truth of a subset of four claims to the falsity of the fifth. Thus, a uniform account of the nature of regress problems allows for an improved understanding of specific (...) regress objections or arguments, and, correspondingly, of the general logical geography of the debate about infinite regresses. This uniform approach is illustrated by a treatment of the classical epistemological problem of justification, but it encompasses a whole variety of cases including explanation and ontological grounding. Furthermore, this general account is compared and contrasted with the existing literature discussing argument schemata for regress objections, particularly with the work of Jan Willem Wieland. It is shown how such other schemata can be incorporated and superseded by the general Regress Pentalemma Schema. (shrink)

This is a précis of my book "Know-how as Competence. A Rylean Responsibilist Account".

The distinction between knowing how to do something and knowing that something is the case is a piece of common sense. Still, it has been suggested that one of these concepts can be reduced to the other one. Intellectualists like Jason Stanley (2011) try to reduce know-how to propositional knowledge, while practicalists like Stephen Hetherington (2011) try to reduce propositional knowledge to know-how. I argue that both reductionist programs fail because they make the manifestations of the knowledge to be reduced (...) unintelligible. Contrary to both, I suggest that know-how and propositional knowledge are distinct, but conceptually interdependent. (shrink)

Husserl and Frege reject logical psychologism, the view that logical laws are psychological 'laws of thought'. This paper offers an account of these famous objections and argues that their crucial premise, the necessity of logical laws, is justified with reference to a problematic metaphysics. However, this premise can be established in a more plausible way, namely via a transcendental argument which starts from the practice of rational criticism. This argument is developed through a discussion of Quine's holism, which at first (...) appears to make the idea of the necessity of logical laws even less plausible, but eventually turns out to speak in favor of this view. (shrink)

Agents' Abilities ist ein Geschenk von einem Buch, das man nicht genug loben kann. Und deswegen versuche ich es erst gar nicht. Stattdessen beschränke ich mich auf einige konstruktiv-kritische Bemerkungen, die in zwei miteinander verbundenen Bereichen Perspektiven der Weiterentwicklung und Verfeinerung aufzeigen sollen.

Which role do concepts play in a person's actions? Do concepts underwrite the very idea of agency in somebody's acting? Or is the appeal to concepts in action a problematic form of over-intellectualization which obstructs a proper picture of genuine agency? Within the large and complicated terrain of these questions, the debate about know-how has been of special interest in recent years. In this paper, I shall try to spell out what know-how can tell us about the role of concepts (...) in action. I will argue that the fact that people possess and exercise know-how is indeed suited to deliver a number of important insights as to where and how concepts play a role in action. But I shall argue that these insights are limited in that they fail to cover the whole realm of relevant phenomena. (shrink)

Kognitive Dissonanzen und Inkonsistenzen gehören zu den zentralen Charakteristika philosophischer Probleme. Gleichzeitig wird die Philosophie zurecht dafür gepriesen, dass sie wichtige Kompetenzen und Tugenden fördert – etwa begriffliche Klarheit, treffende Problemanalyse, gute Argumentation, Kritikfähigkeit, Offenheit und konstruktives Diskutieren. Eine wichtiges Anwendungsgebiet dieser Kompetenzen und Tugenden besteht ihrerseits darin, Auswege aus kognitiven Dissonanzen finden und argumentativ begründen zu können. Inkonsistenzen sind demnach eine wichtige Gelenkstelle zwischen den Themen und Fragen der Philosophie und den zentralen Kompetenzen und Tugenden, die im Philosophieren ausgeübt (...) und geschult werden. So zumindest die Arbeitshypothese, die in diesem Beitrag verfolgt werden soll, und die zum Teil und in unterschiedlichen Hinsichten an vorliegende Ansätze anknüpft. (shrink)

How should we understand knowledge-how – knowledge how to do something? And how is it related to knowledge-that – knowledge that something is the case? In this paper, I will discuss a very important and influential aspect of this question, namely the claim – dubbed ‘Intellectualism’ by Gilbert Ryle – that knowledge-how can be reduced to knowledge-that. Recently, Jason Stanley and Timothy Williamson have tried to establish Intellectualism with the aid of linguistic considerations. This project – Linguistic Intellectualism – will (...) be criticized on three levels. First, I will reconstruct and object to Stanley and Williamson’s positive argument in favour of Intellectualism. Second, I will assess their view of the relationship between knowledge-how and practical ability and argue that their stance is not well-motivated. Third, I will discuss their criticism of Ryle’s objection against Intellectualism. After distinguishing between different versions of Ryle’s argument, I will show that its strongest version is both immune to the objection by Stanley and Williamson and a decisive argument against their own theory. Given that Intellectualism fails for these three reasons, I finally draw on a broader reading of Ryle in order to develop the beginnings of a positive account of knowledge-how and its relationship to knowledge-that. (shrink)

This paper presents a passage from Peter Singer on the pond analogy and comments on its content and use in the classroom, especially with respect to the development of the learners' argumentative skills.

It is widely held that truth and reference play an indispensable explanatory role in theories of meaning. By contrast, so-called deflationists argue that the functions of these concepts are merely expressive and never explanatory. Robert Brandom has proposed both a variety of deflationism — the anaphoric theory —, and a theory of meaning — inferentialism — which doesn’t rely on truth or reference. He argues that the anaphoric theory counts against his (chiefly referentialist) rivals in the debate on meaning and (...) thereby paves the way for inferentialism. In this paper, I give a friendly reconstruction of anaphoric deflationism (section II) and point to a distinguishing feature of the theory with respect to other deflationist proposals. While Brandom simply assumes, but doesn’t earn this feature, I propose a natural argument to justify it (section III). Then, however, I point out a subtle but clear sense in which truth and reference can play a role in explaining meaning, even if the anaphoric theory holds. Thus, anaphoric deflationism will turn out to be neutral in the debate on meaning (section IV). (shrink)

This paper presents a passage on truth from "Der Gedanke" and comments on its content and use in the classroom.

This is an introduction to the debate about Know-how.

Auch in großen Studierendengruppen lässt sich die Lehre aktivierend und interaktiv gestalten. Ein Beispiel dafür ist das hier in seinen zentralen Gestaltungsmerkmalen skizzierte Konzept eines Einführungsmoduls zur Logik und Argumentanalyse. Ein integriertes Kursformat erlaubt einen dynamischen Wechsel zwischen verschiedenen Arbeitsformen. Metakommentare und andere Maßnahmen schaffen eine authentisch wertschätzende Kursatmosphäre. Eine Vielfalt interaktiver Arbeitsformen ermöglicht individuelle Lernwege in heterogenen Studierendengruppen.

Whether or not deflationism is compatible with truth-conditional theories of meaning has often been discussed in very broad terms. This paper only focuses on Davidsonian semantics and Brandom's anaphoric deflationism and defends the claim that these are perfectly compatible. Critics of this view have voiced several objections, the most prominent of which claims that it involves an unacceptable form of circularity. The paper discusses how this general objection applies to the case of anaphoric deflationism and Davidsonian semantics and evaluates different (...) ways of responding to it (Williams 1999, Horisk 2008 and Lance 1997). Then, three further objections to the compatibility of these theories are assessed and eventually dismissed (Horisk 2007, Patterson 2005 and Collins 2002). It is shown how these considerations shed light on core issues of the debate. (shrink)

Der Sammelband umfasst Aufsätze zu den Grundfragen, Anwendungen und Grenzen des Unterrichts des Argumentierens, in allen Fächern und mit Fokus auf die Fächer Philosophie und Ethik. Dabei werden Fragen wie diese behandelt: Welchen Zielen dient das Argumentieren und welche verfolgt der Unterricht des Argumentierens? In welchem Verhältnis stehen diese zu anderen Zielen des Unterrichts? Welche Kenntnisse, Fähigkeiten und Tugenden des Argumentierens sollen eingeübt werden und wie? Die vorgeschlagenen Antworten sind nicht nur für Personen aus der Fachdidaktik, sondern auch aus der (...) Philosophie und der Schullehrpraxis aller Fächer interessant. Der Band trägt damit auch zur stärkeren Etablierung des Felds der Argumentationsdidaktik bei. (shrink)

What do horror films reveal about social difference in the everyday world? Criticism of the genre often relies on a dichotomy between monstrosity and normality, in which unearthly creatures and deranged killers are metaphors for society's fear of the "others" that threaten the "normal." The monstrous other might represent women, Jews, or Blacks, as well as Indigenous, queer, poor, elderly, or disabled people. The horror film's depiction of such minorities can be sympathetic to their exclusion or complicit in their oppression, (...) but ultimately, these images are understood to stand in for the others that the majority dreads and marginalizes. Adam Lowenstein offers a new account of horror and why it matters for understanding social otherness. He argues that horror films reveal how the category of the other is not fixed. Instead, the genre captures ongoing metamorphoses across "normal" self and "monstrous" other. This "transformative otherness" confronts viewers with the other's experience-and challenges us to recognize that we are all vulnerable to becoming or being seen as the other. Instead of settling into comforting certainties regarding monstrosity and normality, horror exposes the ongoing struggle to acknowledge self and other as fundamentally intertwined. Horror Film and Otherness features new interpretations of landmark films by directors including Tobe Hooper, George A. Romero, John Carpenter, David Cronenberg, Stephanie Rothman, Jennifer Kent, Marina de Van, and Jordan Peele. Through close analysis of their engagement with different forms of otherness, this book provides new perspectives on horror's significance for culture, politics, and art. (shrink)

Video games, YouTube channels, Blu-ray discs, and other forms of "new" media have made theatrical cinema seem "old." A sense of "cinema lost" has accompanied the ascent of digital media, and many worry film's capacity to record the real is fundamentally changing. Yet the Surrealist movement never treated cinema as a realist medium and understood our perceptions of the real itself to be a mirage. Returning to their interpretation of film's aesthetics and function, this book reads the writing, films, and (...) art of Luis Buñuel, Salvador Dalí, Man Ray, André Breton, André Bazin, Roland Barthes, Georges Bataille, Roger Caillois, and Joseph Cornell and recognizes their significance for the films of David Cronenberg, Nakata Hideo, and Atom Egoyan; the American remake of the Japanese _Ring_ ; and a YouTube channel devoted to Rock Hudson. Offering a positive alternative to cinema's perceived crisis of realism, this innovative study enriches the meaning of cinematic spectatorship in the twenty-first century. (shrink)

Volume 97, Issue 3, September 2019, Page 633-634.

From religion to philosophy to science, all human systems of definition are formed by human brains. The nature and limits of the human brain are the nature and limits of those systems. This essay shows how the human brain works normally then unusually, and what this reveals about the limits of human knowledge. There are many conditions and instances where the brain processes information unusually, including mental disorders, physical events, and drug use. This essay focuses on the neurological events called (...) mystical experiences. (shrink)

This short peer-reviewed text is a concise look at the psychology of how human beings make decisions, including how they form their worldviews and make arguments.

This paper aims to provide two abductive considerations adducing in favor of the thesis of Necessitism in modal ontology. I demonstrate how instances of the Barcan formula can be witnessed, when the modal operators are interpreted 'naturally' -- i.e., as including geometric possibilities -- and the quantifiers in the formula range over a domain of natural, or concrete, entities and their contingently non-concrete analogues. I argue that, because there are considerations within physics and metaphysical inquiry which corroborate modal relationalist claims (...) concerning the possible geometric structures of spacetime, and dispositional properties are actual possible entities, the condition of being grounded in the concrete is consistent with the Barcan formula; and thus -- in the geometric setting -- merits adoption by the Necessitist. (shrink)

Part of the appeal of the biological approach to personal identity is that it does not have to countenance spatially coincident entities. But if the termination thesis is correct and the organism ceases to exist at death, then it appears that the corpse is a dead body that earlier was a living body and distinct from but spatially coincident with the organism. If the organism is identified with the body, then the unwelcome spatial coincidence could perhaps be avoided. It is (...) argued that such an identification would be a mistake. A living organism has a different part/whole relationship and persistence conditions than the alleged body. A case will be made that the concept ‘human body’ is a conceptual mess, vague in an unprincipled manner, and that an eliminativist stance towards dead bodies is the appropriate response. CiteULike Connotea Del.icio.us What's this? (shrink)

Oxford Philosophical Texts Series Editor: John Cottingham The Oxford Philosophical Texts series consists of authoritative teaching editions of canonical texts in the history of philosophy from the ancient world down to modern times. Each volume provides a clear, well laid out text together with a comprehensive introduction by a leading specialist, giving the student detailed critical guidance on the intellectual context of the work and the structure and philosophical importance of the main arguments. Endnotes are supplied which provide further commentary (...) on the arguments and explain unfamiliar references and terminology, and a full bibliography and index are also included. The series aims to build up a definitive corpus of key texts in the Western philosophical tradition, which will form a reliable and enduring resource for students and teachers alike. David Hume's aim in writing An Enquiry concerning Human Understanding was to introduce his philosophy to a European culture in which many educated people read original works of philosophy. He gives an elegant and accessible presentation of strikingly original and challenging views about the limited powers of human understanding, the attractions of scepticism, the compatibility of free will and determinism, and weaknesses in the foundations of religion. Hume's philosophy was highly controversial in the eighteenth century and remains so today. The text printed in this edition is that of the Clarendon critical edition of Hume's works. A substantial introduction by the editor explains the intellectual background to the work and surveys its main themes. The volume also includes detailed explanatory notes on the text, a glossary of terms, a full list of references, and a section of supplementary readings. (shrink)

As a continuation of the work of the third author in [5], we make further observations on the features of Galois cohomology in the general model theoretic context. We make explicit the connection between forms of definable groups and first cohomology sets with coefficients in a suitable automorphism group. We then use a method of twisting cohomology (inspired by Serre’s algebraic twisting) to describe arbitrary fibres in cohomology sequences—yielding a useful “finiteness” result on cohomology sets. Applied to the special case (...) of differential fields and Kolchin’s constrained cohomology, we complete results from [3] by proving that the first constrained cohomology set of a differential algebraic group over a bounded, differentially large, field is countable. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

We offer obeisances to Lord Śiva, guru of knowledge, lord of the dance, who purifies by the very utterance of his name, who transcends all dualities. May he grant us permission to argue with his devotees. May he also give us his blessings to convince them.Properly speaking, comparative philosophy does not lead toward the creation of a synthesis of philosophical traditions. What is being created is not a new theory but a different sort of philosopher. The goal of comparative philosophy (...) is learning a new language, a new way of talking. The comparative philosopher does not so much inhabit both of the standpoints represented by the traditions from which he draws as he comes to inhabit an.. (shrink)

In this classic work David Bohm, writing clearly and without technical jargon, develops a theory of quantum physics which treats the totality of existence as an unbroken whole.

This volume is devoted to Lewis's work in metaphysics and epistemology. Topics covered include properties, ontology, possibility, truthmaking, probability, the mind-body problem, vision, belief, and knowledge. The purpose of this collection, and the volumes that precede and follow it, is to disseminate more widely the work of an eminent and influential contemporary philosopher. The volume will serve as a useful work of reference for teachers and students of philosophy.

Religion, science, and naturalism -- Perception and religious experience -- Panexperientialism, freedom, and the mind-body relation -- Naturalistic, dipolar theism -- Natural theology based on naturalistic theism -- Evolution, evil, and eschatology -- The two ultimates and the religions -- Religion, morality, and civilization -- Religious language and truth -- Religious knowledge and common sense.

In this innovative study, Lea David critically investigates the relationship between human rights and memory, suggesting that, instead of understanding human rights in a normative fashion, human rights should be treated as an ideology. Conceptualizing human rights as an ideology gives us useful theoretical and methodological tools to recognize the real impact human rights has on the ground. David traces the rise of the global phenomenon that is the human rights memorialization agenda, termed 'Moral Remembrance', and explores what (...) happens once this agenda becomes implemented. Based on evidence from the Western Balkans and Israel/Palestine, she argues that the human rights memorialization agenda does not lead to a better appreciation of human rights but, contrary to what would be expected, it merely serves to strengthen national sentiments, divisions and animosities along ethnic lines, and leads to the new forms of societal inequalities that are closely connected to different forms of corruptions. (shrink)

Liberal thinkers of the eighteenth and nineteenth centuries were alert to the political costs and human cruelties involved in European colonialism, but they also thought that European expansion held out progressive possibilities. In Progress, Pluralism, and Politics David Williams examines the colonial and anti-colonial arguments of Adam Smith, Immanuel Kant, Jeremy Bentham, and L.T. Hobhouse. Williams locates their ambivalent attitude towards European conquest and colonial rule in a set of tensions between the impact of colonialism on European states, the (...) possibilities of progress in distant and diverse places, and the relationship between universalism and cultural pluralism. In so doing he reveals some of the central ambiguities that characterize the ways that liberal thought has dealt with the reality of an illiberal world. Of particular importance are appeals to various forms of universal history, attempts to mediate between the claims of identity and the reality of difference, and the different ways of thinking about the achievement of liberal goods in other places. Pointing to key elements in still ongoing debates within liberal states about how they should relate to illiberal places, Progress, Pluralism, and Politics enriches the discussion on political thought and the relationship between liberalism and colonialism. (shrink)

Moral claims not only purport to be true, they also purport to guide our choices. This book presents a new theory of normative judgment, the "standard-based theory," which offers a schematic account of the truth conditions of normative propositions of all kinds, including moral propositions and propositions about reasons. The heart of Copp 's approach to moral propositions is a theory of the circumstances under which corresponding moral standards qualify as justified, the " society -centered theory." He argues that because (...) any society needs a social moral code in order to enable its members to live together successfully, and because it would be rational for a society to choose such a code, certain moral codes, and the standards they include, are justified. According to the standard-based theory then, if certain moral standards are indeed justified, corresponding moral propositions may be true. Copp 's approach to morality and explaining normativity and the truth conditions of moral claims, raises a number of important issues in moral theory, as well as in metaphysics and the philosophy of language. (shrink)

"My work has had nothing to do with gay liberation," Michel Foucault reportedly told an admirer in 1975. And indeed there is scarcely more than a passing mention of homosexuality in Foucault's scholarly writings. So why has Foucault, who died of AIDS in 1984, become a powerful source of both personal and political inspiration to an entire generation of gay activists? And why have his political philosophy and his personal life recently come under such withering, normalizing scrutiny by commentators as (...) diverse as Camille Paglia, Richard Mohr, Bruce Bawer, Roger Kimball, and biographer James Miller? David M. Halperin's Saint Foucault is an uncompromising and impassioned defense of the late French philosopher and historian as a galvanizing thinker whose career as a theorist and activist will continue to serve as a model for other gay intellectuals, activists, and scholars. A close reading of both Foucault and the increasing attacks on his life and work, it explains why straight liberals so often find in Foucault only counsels of despair on the subject of politics, whereas gay activists look to him not only for intellectual inspiration but also for a compelling example of political resistance. Halperin rescues Foucault from the endless nature-versus-nurture debate over the origins of homosexuality ("On this question I have absolutely nothing to say," Foucault himself once remarked) and argues that Foucault's decision to treat sexuality not as a biological or psychological drive but as an effect of discourse, as the product of modern systems of knowledge and power, represents a crucial political breakthrough for lesbians and gay men. Halperin explains how Foucault's radical vision of homosexuality as a strategic opportunity for self-transformation anticipated the new anti-assimilationist, anti-essentialist brand of sexual identity politics practiced by contemporary direct-action groups such as ACT UP. Halperin also offers the first synthetic account of Foucault's thinking about gay sex and the future of the lesbian and gay movement, as well as an up-to-the-minute summary of the most recent work in queer theory. "Where there is power, there is resistance," Michel Foucault wrote in The History of Sexuality, Volume I. Erudite, biting, and surprisingly moving, Saint Foucault represents Halperin's own resistance to what he views as the blatant and systematic misrepresentation of a crucial intellectual figure, a misrepresentation he sees as dramatic evidence of the continuing personal, professional, and scholarly vulnerability of all gay activists and intellectuals in the age of AIDS. (shrink)