This chapter contains section titled: References Further reading.

In lieu of an abstract, here is a brief excerpt of the content:Being Sure of One's Self: Hume on Personal Identity1 Corliss Gayda Swain A number of papers recently published on Hume's theory of personal identityhavebeen devoted to the question: Whyin the Appendix to the Treatise did Hume express complete or acute dissatisfaction with his account of personal identity in book 1 of that work?2 In this paper I shall argue that no adequate answer can be given (...) to this question because its presupposition—namely, that Hume discovered some reason to be dissatisfied with his account—is false. My thesis is that Hume did not write the section ofthe Appendix dealing with personal identity in order to raise new questions about the adequacy ofhisbook 1 account of the mind; he wrote it in order to defend that account by showing that alternative explanations of personal identity are incoherent.3 Very briefly, this defense is as follows. In the Appendix Hume considers two hypotheses concerning the nature of the human mind: the first is the hypothesis accepted by many of the modern philosophers, namely, that the mind is a thinking substance which is both unitary and simple; the secondis Hume's own account ofpersonal identity, according to which "the true idea of the human mind, is to consider it as a system ofdifferent perceptions or different existences, which are link'd togetherby the relation ofcause and effect."4 Drawing on arguments he had developed in Treatise 1.4.5 and 6, Hume shows in the Appendix that the first hypothesis, while pretending to account for the identityand simplicityofthe selfin terms ofamental substance and to offer a new foundation for knowledge, actually leads us into the same labyrinth of obscurities and contradictions in which the ancient philosophy was involved when it tried to account for the identity and simplicity of material objects in terms of material substances. The modern philosophy tried to solve the same kind of problem as did the ancients, using the same kind of resources as the ancients used, and for this reason it is involved in the same contradictions and obscurities when it tries to explain the nature of the mind as the ancients were when they tried to explain the nature of matter. Hume's response to this situationisnotmerelytorejectbothmetaphysical systemsbutalso to reject their formulation of the problems ofidentity through change and unity in diversity and thè attendant criterion ofadequacy for the solution. Hume is sceptical that the problem which both the ancient Volume XVII Number 2 107 CORLISS GAYDA SWAIN andthemodernmetaphysicians setthemselves canbe solved,5but this does not mean that he is sceptical about personal identity or his own account ofit. In book 1 Hume had argued that a proper understanding ofthe real problem of personal identity leads to a real solution. In the Appendix he is concerned to show that this solution is not a solution to the (insoluble) problem that so preoccupied the metaphysicians. It is Hume's insistence that the metaphysicians' problem is insoluble that seems to have led commentators to think that Hume was dissatisfied with his own solution to the problem ofpersonal identity. On this view, the labyrinth ofcontradictions in which Hume finds himselfin the Appendix is not a labyrinth he gets into upon accepting his own account of personal identity, but rather a labyrinth he finds himself in without that account. What the Appendix adds to Hume's positive account of personal identity is a clear statement of the destructive argument againstmetaphysical systems that try to have it both ways. Thus, the Appendix should be read not as a renunciation but as a defense. I. Hume's "Renunciation" Commentators who hold that Hume found a new problem that was connected with his book 1 account of personal identity seem to have some strong textual support for their view.6 In the introductory paragraph of the section in the Appendix dealing with personal identity, Hume says, "But upon a more strict review of the section concerningpersonal identity, I find myselfinvoWd in such a labyrinth, that, I must confess, I neither know how to correct my former opinions, nor how to render them consistent" (T 633).7 He confesses that his account ofpersonal identity is "very defective" (T 635) and claims that... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Being Sure of One's Self: Hume on Personal Identity1 Corliss Gayda Swain A number of papers recently published on Hume's theory of personal identityhavebeen devoted to the question: Whyin the Appendix to the Treatise did Hume express complete or acute dissatisfaction with his account of personal identity in book 1 of that work?2 In this paper I shall argue that no adequate answer can be given (...) to this question because its presupposition—namely, that Hume discovered some reason to be dissatisfied with his account—is false. My thesis is that Hume did not write the section ofthe Appendix dealing with personal identity in order to raise new questions about the adequacy ofhisbook 1 account of the mind; he wrote it in order to defend that account by showing that alternative explanations of personal identity are incoherent.3 Very briefly, this defense is as follows. In the Appendix Hume considers two hypotheses concerning the nature of the human mind: the first is the hypothesis accepted by many of the modern philosophers, namely, that the mind is a thinking substance which is both unitary and simple; the secondis Hume's own account ofpersonal identity, according to which "the true idea of the human mind, is to consider it as a system ofdifferent perceptions or different existences, which are link'd togetherby the relation ofcause and effect."4 Drawing on arguments he had developed in Treatise 1.4.5 and 6, Hume shows in the Appendix that the first hypothesis, while pretending to account for the identityand simplicityofthe selfin terms ofamental substance and to offer a new foundation for knowledge, actually leads us into the same labyrinth of obscurities and contradictions in which the ancient philosophy was involved when it tried to account for the identity and simplicity of material objects in terms of material substances. The modern philosophy tried to solve the same kind of problem as did the ancients, using the same kind of resources as the ancients used, and for this reason it is involved in the same contradictions and obscurities when it tries to explain the nature of the mind as the ancients were when they tried to explain the nature of matter. Hume's response to this situationisnotmerelytorejectbothmetaphysical systemsbutalso to reject their formulation of the problems ofidentity through change and unity in diversity and thè attendant criterion ofadequacy for the solution. Hume is sceptical that the problem which both the ancient Volume XVII Number 2 107 CORLISS GAYDA SWAIN andthemodernmetaphysicians setthemselves canbe solved,5but this does not mean that he is sceptical about personal identity or his own account ofit. In book 1 Hume had argued that a proper understanding ofthe real problem of personal identity leads to a real solution. In the Appendix he is concerned to show that this solution is not a solution to the (insoluble) problem that so preoccupied the metaphysicians. It is Hume's insistence that the metaphysicians' problem is insoluble that seems to have led commentators to think that Hume was dissatisfied with his own solution to the problem ofpersonal identity. On this view, the labyrinth ofcontradictions in which Hume finds himselfin the Appendix is not a labyrinth he gets into upon accepting his own account of personal identity, but rather a labyrinth he finds himself in without that account. What the Appendix adds to Hume's positive account of personal identity is a clear statement of the destructive argument againstmetaphysical systems that try to have it both ways. Thus, the Appendix should be read not as a renunciation but as a defense. I. Hume's "Renunciation" Commentators who hold that Hume found a new problem that was connected with his book 1 account of personal identity seem to have some strong textual support for their view.6 In the introductory paragraph of the section in the Appendix dealing with personal identity, Hume says, "But upon a more strict review of the section concerningpersonal identity, I find myselfinvoWd in such a labyrinth, that, I must confess, I neither know how to correct my former opinions, nor how to render them consistent" (T 633).7 He confesses that his account ofpersonal identity is "very defective" (T 635) and claims that... (shrink)

Central to Husserl's investigation of the foundations of logic is the notion of the identity of the judgment. Every theoretical enterprise, including logic, presupposes that its judgments are stable and enduring acquisitions which can be understood in the same sense by anyone at any time. In order fully to understand logic and its foundational role for all the other sciences Husserl believed it necessary to examine how this sense of the identical judgment is constituted. It is within this context that (...) Moneta carries out her study of identity. The results she arrives at are significant for Husserl's investigation of logic and also for his theory of perception. (shrink)

The "New Hume" referred to in the title of this collection of essays is the Hume who is supposed to be a causal realist in Galen Strawson's and John Wright's senses of that term. There are, of course, other "New Humes." There is the "New Hume" who is not an inductive sceptic, the "New Hume" who is a moral realist, and the "New Hume" who is a causal realist of a very different kind, to name but a few. Perhaps the (...) book should have been called A New Hume Debate to acknowledge the many interesting and new interpretations of Hume that have very little to do with Strawson's and Wright's forms of causal realism and may even be incompatible with them. (shrink)

A growing body of empirical literature challenges philosophers’ reliance on intuitions as evidence based on the fact that intuitions vary according to factors such as cultural and educational background, and socio-economic status. Our research extends this challenge, investigating Lehrer’s appeal to the Truetemp Case as evidence against reliabilism. We found that intuitions in response to this case vary according to whether, and which, other thought experiments are considered first. Our results show that compared to subjects who receive the Truetemp Case (...) first, subjects first presented with a clear case of knowledge are less willing to attribute knowledge in the Truetemp Case, and subjects first presented with a clear case of nonknowledge are more willing to attribute knowledge in the Truetemp Case. We contend that this instability undermines the supposed evidential status of these intuitions, such that philosophers who deal in intuitions can no longer rest comfortably in their armchairs. (shrink)

In None so Fit to Break the Chains Dan Swain offers an interpretation of Marx's ethics that foregrounds his commitment to working class self-emancipation and uses it as a guiding thread to interpret a number of different aspects of Marx's ethical thought. This commitment is frequently overlooked in discussions of Marx's ethics, but it deeply influenced his criticism of capitalism, his approach towards an alternative, and his conception of his own role as activist and theorist. Foregrounding self-emancipation offers new (...) perspectives on various existing debates in the interpretation of Marx, such as the meanings of concepts like alienation, exploitation and utopianism, and can also offer insights into broader questions of the relationship between critical theory and practice. (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 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. 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)

This chapter contains sections titled: Introduction: The Liberal Reliance on Autonomy Autonomy: A Working Definition What is Wrong with Autonomy? An Alternative Option: A Liberalism of Conscience Four Objections to the Argument Conclusion Notes References.

A growing body of empirical literature challenges philosophers’ reliance on intuitions as evidence based on the fact that intuitions vary according to factors such as cultural and educational background, and socio‐economic status. Our research extends this challenge, investigating Lehrer’s appeal to the Truetemp Case as evidence against reliabilism. We found that intuitions in response to this case vary according to whether, and which, other thought‐experiments are considered first. Our results show that compared to subjects who receive the Truetemp Case first, (...) subjects first presented with a clear case of knowledge are less willing to attribute knowledge in the Truetemp Case, and subjects first presented with a clear case of non‐knowledge are more willing to attribute knowledge in the Truetemp Case. We contend that this instability undermines the supposed evidential status of these intuitions, such that philosophers who deal in intuitions can no longer rest comfortably in their armchairs. (shrink)

One of the most difficult problems for a student of religion is the problem of how to relate different religious views of life. It is not difficult to say, ‘My religious orientation has the only truth,’ but the art of giving evidence and argument to support a view on how they should be compared is almost nonexistent. Because of this, the recent work that John Hick has done in this area deserves thoughtful consideration. Since I am working on a book (...) which is concerned with this issue, I am not only going to discuss Hick's views but also defend an alternative way of relating religious views of life. I hope this article will stimulate reactions which will be of help in my work on the book. (shrink)

The critics of Schleiermacher's hermeneutic are legion and its defenders few – due, to a great extent, to the popularity of Gadamer's Truth and Method and its attack on Schleiermacher. I believe that the critics of Schleiermacher have not understood him very well and the failure of his hermeneutics to gain very much respect lies, at least partially, to a lack of understanding of what he had to say. Besides, if we look at contemporary scholars who focus on the study (...) of language and how it functions we will find that they often have views very much like those found in Schleiermacher's discussion of hermeneutics. (shrink)

In 'on the analysis of causation' ("synthese", Volume 21, 1970), We argued that any analysis of causation entailing that "a" caused "b" only if "a" is the set of conditions necessary and sufficient for "b" yields a formal contradiction. In 'causal necessity and logical necessity' ("philosophical studies", Volume 28, 1975), David sanford objects to that argument, Concentrating his attack on the notions of causal necessity and total sets of antecedent conditions. We reply in this paper that, Although sanford's objections help (...) clarify the issues, They are not telling. (shrink)

The U.S. Civil Rights Movement (CRM) is a relevant K-6 topic to learn foundational concepts of social justice and participatory citizenship. Year after year, though, U.S. elementary school lessons typically focus on a Martin Luther King, Jr.-Rosa Parks centered narrative, adapted for character education. This qualitative inquiry invited 66 pre-service teachers to explore social justice education embedded at the core of existing K-6 historical topics. Examining pre-service teachers' knowledge, beliefs, and what and how they plan to teach their future students (...) revealed dated educational philosophies. They held limited content knowledge and sociopolitical critical thinking needed to teach the CRM's civic significance and were conflicted by wanting to both empower students and withhold information. This study describes actions designed to model replicable, justice-oriented lessons and help K-6 pre-service teachers reflect on pedagogical choices and ideologies they adopt. It also calls attention to the challenges of K-6 teacher education and school reform when teachers lack content knowledge and political/cultural awareness. (shrink)