Faced by the issue of co-education in his book Opinions, the English philosopher C E M Joad once tried to draw up an intuitive list of the differences between little boys and girls. His list was an intelligent man’s summary of the salient distinguishing features characterised by the non-scientist’s reluctance to invoke behaviouristic factors. He thus opined that boys were more abstract, girls more empirical, boys more inquisitive, girls more obedient, and so on. An analogous account of the relations holding (...) between literature and philosophy will have occurred to people who read widely and credit themselves with a cultured receptivity: their commonest formula is that literature portrays real life while philosophy explains it. At this level of insight come those readers who state as a grave paradox that Dostoievski is ‘really more of a philosopher’ and Plato ‘a creative writer’. Others perceive that though philosophy may achieve the artistic effects of poetry or the novel, it is normally governed by rigour of method; that written philosophy tends to follow Occam’s razor, whereas literature approaches the sublime almost in inverse proportion to the noted rule, since a considerable part of its aesthetic relies on repetition, digression or what the Russian formalist critic Sklovskij termed ‘postponement of the effect’. Perhaps indeed there are some lateral factors, symptoms rather than causes, which do throw light on the parting of company between literary and philosophical writing: there is, for example, no such thing as a child prodigy in philosophy, though such a phenomenon exists in all the arts. Wittgenstein was making his first jottings at the same age when Rimbaud had given up writing poetry. No philosopher has developed a system by the age when most great novelists have formed their style. If personal maturity is a sine qua non of philosophy, it is marginal, even deleterious, to literature, for it may close off and ossify the inspiration, as is thought to be the case with the Wordsworth of 1840 onwards. The writer must in a sense never grow up, not only for the oft-cited reason that he has to remain in touch with the material provided by memory, but also because the disponibilité to experience of youth and early adulthood seems to be the essential initiatory stage of the literary hero. Jacopo Ortis, Julien Sorel, Raskolnikov, Felix Krull and Amory Blaine constitute a perennial type for all of whom adventure, travel, temptation and conflict are items of implicit acceptance. (shrink)

Babolin, one of the foremost Italian interpreters of modern German philosophy with a special interest in the direct analysis of the rapport Man/god, self/other than self, has written a close and persuasive account of the German theologian Guardini as a thinker concerned with ‘Otherness’. The methodology, as in his 1965 volume Essere e Alterità in Martin Buber is copious but precise, with a gratifying clear distinction between what the author has added to the chiefly Italo-German tradition of criticism and his (...) own review of that tradition, which is contained in the first section of the book. The second chapter contains an exhaustive review of the theory of ‘polar opposition’ axiomatised in Guardini’s Der Gegensatz which was published in 1925, just two years after Buber’s Ich und Du. Babolin’s third section covers ‘Otherness’ in Guardini’s Welt und Person, published in 1939. (shrink)

Celebrated as a courtesan and poet, and as a woman of great intelligence and wit, Tullia d'Aragona entered the debate about the morality of love that engaged the best and most famous male intellects of sixteenth-century Italy. First published in Venice in 1547, but never before published in English, _Dialogue on the Infinity of Love_ casts a woman rather than a man as the main disputant on the ethics of love. Sexually liberated and financially independent, Tullia d'Aragona dared to argue (...) that the only moral form of love between woman and man is one that recognizes both the sensual and the spiritual needs of humankind. Declaring sexual drives to be fundamentally irrepressible and blameless, she challenged the Platonic and religious orthodoxy of her time, which condemned all forms of sensual experience, denied the rationality of women, and relegated femininity to the realm of physicality and sin. Human beings, she argued, consist of body and soul, sense and intellect, and honorable love must be based on this real nature. By exposing the intrinsic misogyny of prevailing theories of love, Aragona vindicates all women, proposing a morality of love that restores them to intellectual and sexual parity with men. Through Aragona's sharp reasoning, her sense of irony and humor, and her renowned linguistic skill, a rare picture unfolds of an intelligent and thoughtful woman fighting sixteenth-century stereotypes of women and sexuality. (shrink)

This study proposes a polemical exegesis in three main sections of Nietzsche’s thought on his own central ideas. It makes no pretension at solving philological problems and thus does not, for example, examine those raised by the sister’s edition of Der Wille zur Macht, which de Feo quotes extensively, or the ideological variation between Nietzsche’s aphorisms and published books.

It is not three years since Martin Buber’s death at Jerusalem but not too soon for such a major and systematic re-evaluation of his ontology as that contained in this volume by Babolin. The author proposes nothing less than the initiation of critical debate as to how Man’s openness to being implies his awareness of what is other than himself and leads ultimately to his consciousness of Being as Other. It is a discussion which boldly presents Buber as the highest (...) articulater of the existentialist phenomenology but leads up to and away from this summit with copious documentation and an admirable insight into its slow flowering in German intellectualism; it is a discussion which takes us from the foundation and quality of being through the theoretical implications of human experience to Buber’s supreme and decisive message: ‘Knowledge of Man presupposes knowledge of the absolute, the mystic, Thou’. (shrink)

Presents a plethora of approaches to developing human potential in areas not conventionally addressed. Organized in two parts, this international collection of essays provides viable educational alternatives to those currently holding sway in an era of high-stakes accountability.

In this article we defend a moral conception of cosmopolitanism and its relevance for moral education. Our moral conception of cosmopolitanism presumes that persons possess an inherent dignity in the Kantian sense and therefore they should be recognised as ends‐in‐themselves. We argue that cosmopolitan ideals can inspire moral educators to awaken and cultivate in their pupils an orientation and inclination to struggle against injustice. Moral cosmopolitanism, in other words, should more explicitly inform the work that moral educators do. Real‐world constraints (...) on moral action and the need to prioritise one’s sometimes conflicting responsibilities will often qualify cosmopolitan justice as supererogatory. This fact does not absolve persons from aspiring to see themselves as having the moral obligation to help others in need, while recognising that their factual obligations are more modest in being bound by what they are actually able to do. (shrink)

Philosophers writing on the subject of human action have found it tempting to introduce their subject by raising Wittgenstein's question, 'What is left over if you subtract the fact that my arm goes up from the fact that I raise my arm?' The presumption is that something of particular interest is involved in an action of raising an arm that is not present in a mere bodily movement, and the philosopher's task is to specify just what this is. Unfortunately, such (...) an approach does not take us very far, since a person could properly be said to raise his (or her) arm while asleep or hypnotized even though he (or she) would not be performing an action in the sense of 'action' with which philosophers are particularly concerned. To avoid this kind of difficulty I shall approach the subject of human action is a more academic way: I shall expound some important rival theories of human action, and introduce the relevant issues by commenting critically on those theories. One of the issues I eventually introduce is a metaphysical one. A theory of action makes sense, I contend, only on the assumption that there are such 'things' as actions (or events). After considering some key arguments bearing on the issue I conclude that, as matters currently stand in philosophy, a metaphysically noncommittal attitude toward actions and events seems justified. (shrink)

Since the introduction of mathematical population genetics, its machinery has shaped our fundamental understanding of natural selection. Selection is taken to occur when differential fitnesses produce differential rates of reproductive success, where fitnesses are understood as parameters in a population genetics model. To understand selection is to understand what these parameter values measure and how differences in them lead to frequency changes. I argue that this traditional view is mistaken. The descriptions of natural selection rendered by population genetics models are (...) in general neither predictive nor explanatory and introduce avoidable conceptual confusions. I conclude that a correct understanding of natural selection requires explicitly causal models of reproductive success. *Received May 2006; revised December 2006. †To contact the author, please write to: Department of Philosophy, Kansas State University, 201 Dickens Hall, Manhattan, KS 66506; e‐mail: [email protected] . (shrink)

This volume represents a rich multi-disciplinary contribution to an expanding literature on citizenship, identity, and education in a variety of majority and minority Muslim communities. Each of these essays offer important insights into the various ways one may identify with, and participate in, different societies to which Muslims belong, from the United Kingdom to Pakistan to Indonesia. Authors include Robert Hefner, Andrew March, Tariq Modood, Lucas Swaine, Matthew Nelson, Rosnani Hashim, Charlene Tan and Yedullah Kazmi.

In this book the author examines the stubborn philosophical belief in moral responsibility, surveying the philosophical arguments for it, but focusing on the system that supports these arguments: powerful social and psychological factors that hold the belief in moral responsibility firmly in place.--Publisher's description.

In their target article, “Proposed Principles for International Bioethics Conferencing: Anti-Discriminatory, Global, and Inclusive,” Jecker et al. (2024) highlight the growing international scope o...

Gathering thoughts -- Teachers who inspired me -- What am I? : Montessori? Steiner? eclectic? : Is it important? -- Which comes first? : a philosophical framework, theory and research evidence : what do teachers and other practitioners need to bring out their best work -- Working with principles which are interpreted and embedded in articulated practice -- The importance of parent partnership and the development of moral values and self-discipline -- Play : a very complex thing -- Finding how (...) to position myself in relation to play -- Inclusion : commonalities, differences"fragmentation or wholeness?"-- Cultivating creativity -- Remaining a generalist rather than becoming a specialist within one area of early childhood education -- Changing political climates -- How best to train teachers of young children -- Remaining a Froebelian but still exploring why and wondering "will I always be one?". (shrink)

This article positions ‘safety’ and ‘risk’ as key public health problems in mental health. I demonstrate that discourse about safety occurs extensively in relation to mental health, but it does not occur in a way where the mental health system gets any safer for the key actors involved. Ongoing unproductive discourse occurs because the different actors involved are speaking at cross purposes and about different things against the background of a ‘public’ discourse focused on safety crises. I map the general (...) interests of the main set of actors to demonstrate the conflicted and complex nature of discourse around mental health safety. In response I outline a dialogical approach to safety and risk based on the work of Habermas and values of recovery. This is presented as a framework from which to assess whether discourse is occurring effectively to develop shared meanings. Shared understandings of safety will mean that the safety needs of relevant actors can be understood and negotiated rather than giving way to an actuarial process which does not take into consideration the context of a person’s life. (shrink)

Ethics codes of a number of scientific societies across different disciplines promulgate ethical standards for responsible conduct in research and other professional activities. The content of these codes of ethics are compared on key dimensions of research, service or practice, and teaching in terms of the range and specificity of the activities these codes cover, and in the degree to which they are educational, aspirational or regulatory in purpose. The role of professional associations in educating, regulating, monitoring, and sanctioning their (...) membership is also discussed. (shrink)

This article critiques Jack Halberstam's concept of queer failure through a feminist cripistemological lens. Challenging Halberstam's interpretation of Erika Kohut in The Piano Teacher as a symbol of postcolonial angst rather than a figure of psychosocial disability, the article establishes a critical coalition between crip feminist theory and queer-of-color theory to promote a materialist politics and literal-minded reading practice designed to recognize minority subjectivities rather than exploiting them for their metaphorical resonance. In asserting that Erika Kohut is better understood as (...) a woman with borderline personality disorder , and in proposing borderline personality disorder as a critical optic through which to read both The Piano Teacher and The Queer Art of Failure , the article challenges the usual cultural undermining of epistemic authority that comes with the BPD diagnosis. It asserts instead that BPD might be a location of more, rather than less, critical acumen about the negative affects that accompany queer failures, and reflect on what we might call a borderline turn in queer theory. On a broader level, the article joins an emergent conversation in crip theory about the reluctance of queer theory to address disability in meaningful and substantive ways. (shrink)

Professor Merrie Bergmann presents an accessible introduction to the subject of many-valued and fuzzy logic designed for use on undergraduate and graduate courses in non-classical logic. Bergmann discusses the philosophical issues that give rise to fuzzy logic - problems arising from vague language - and returns to those issues as logical systems are presented. For historical and pedagogical reasons, three-valued logical systems are presented as useful intermediate systems for studying the principles and theory behind fuzzy logic. The major fuzzy logical (...) systems - Lukasiewicz, Gödel, and product logics - are then presented as generalisations of three-valued systems that successfully address the problems of vagueness. A clear presentation of technical concepts, this book includes exercises throughout the text that pose straightforward problems, that ask students to continue proofs begun in the text, and that engage students in the comparison of logical systems. (shrink)

In this paper I am concerned with two questions: What is sexist humor? and what is wrong with it? To answer the first question, I briefly develop a theory of humor and then characterize sexist humor as humor in which sexist beliefs (attitudes/norms) are presupposed and are necessary to the fun. Concerning the second question, I criticize a common sort of argument that is supposed to explain why sexist humor is offensive: although the argument explains why sexist humor feels offensive, (...) it does not place responsibility for the offense in the humorist or audience that enjoys sexist humor. I develop an alternate account of the offense in sexist humor that places responsibility for offense in precisely those quarters. (shrink)

Merrie Bergmann Philosophical Review 100 :112-115Taking into account pragmatic considerations and recent linguistic and psychological studies, the author forges a new understanding of the relation between metaphoric and literal meaning. The argument is illustrated with analysis of metaphors from literature, philosophy, science, and everyday language.

The version uploaded to this site is a late draft. The paper arises both from William L. Rowe's classic 1979 discussion of the problem of evil, argues that there exist instances of intense suffering which an omnipotent, omniscient being could have prevented without thereby losing some greater good or permitting some evil equally bad or worse, and also from Steven Wykstra's response, in the course of which he argues for the following Condition of Reasonable Epistemic Access (CORNEA): "On the basis (...) of cognized situation s, human H is entitled to claim 'It appears that p' only if it is reasonable for H to believe that, given her cognitive faculties and the use she has made of them, if p were not the case, s would likely be different in some way discernible by her." My paper discusses CORNEA, and proposes a replacement principle. (shrink)

Locates in Schelling a new understanding of our relation to nature in philosophy.

This article is concerned with the childhood experience that seems to be preparatory for the onset of bulimia. Three women's serial experiences of bulimia were investigated and one pattern of experiencing that led to bulimia emerged. As the interview process deepened, the data moved from symptom-related to life-related. The general structure that captured the essence of the lived experience of bulimia remained the same but the individual experiences varied as these women live out their unique lives. In understanding the totality (...) of the phenomenon of bulimia, it is important to remember that although each of the six key constituents is described separately, in the life-world all the constituents merge together as they interact with each other and with the whole of the experience. These bulimic women reported having family backgrounds in which they experienced a sense of diminished self and dissatisfaction in interactions with significant others and self. They found themselves pressured to maintain a less than integrated life, and in rapid transition from 'awareful' behaving to automatic and anonymous functioning. A psychological hunger seems to possess them and this is lived out during the anonymous phase of their existence. Their need for the mastery and control ordinarily lacking in their lives becomes a symptomatic expression that has relevance for them in respect to the deep psychological pain that is only partially expressed. The phenomenal body and self are given priority over objective reality, resulting in distorted perceptions of "fatness" and feelings of terror of "fat.". (shrink)

Over the course of his work, Graham Oppy developed numerous important criticisms of versions of the cosmological argument. Here I am not concerned with his specific criticisms of cosmological arguments but rather with his claim that cosmological arguments per se are not good arguments, for they provide no persuasive reason for believing the conclusion that God exists and are embedded in theories that already affirm the conclusion. I explore what he believes makes an argument good, contend that cosmological arguments can (...) have functions within worldviews other than persuasion, and consider his recent modifications of the discussion that address competing worldviews. (shrink)

One of America's foremost philosophers reflects on the discipline and its relation to everyday life.

This outstanding book is a leading text for symbolic or formal logic courses. All techniques and concepts are presented with clear, comprehensive explanations and numerous, carefully constructed examples. Its flexible organization (all chapters are complete and self-contained) allows instructors the freedom to cover the topics they want in the order they choose.

Offers a compelling vision of how to achieve and conduct a liberal but democratic society through the ideal of Neutrality--between people and ideas of the good--and using the tool of Neutral dialogue.

Why do states who are committed to the principle of civilian immunity and the protection of non-combatants end up killing and injuring large numbers of civilians during their military operations? Bugsplat explains this paradox through an in-depth examination of five conflicts fought by Western powers since 1989.

« Ce guide offre aux étudiants en formation initiale à l'enseignement, au personnel enseignant en poste, à leurs formateurs et aux directions d'établissement scolaire les ressources nécessaires pour se frayer un chemin à travers les cadres éthiques et légaux complexes qui réglementent le quotidien de la pratique enseignante. ».