Of articles which are submitted for publication in Philosophy, a surprisingly large proportion are about the views of Richard Rorty. Some, indeed, we have published. They, along with pretty well all the articles we receive on Professor Rorty, are highly critical. On the perverse assumption that there must be something to be said for anyone who attracts widespread hostility, it is only right to see what can be said in favour of Rorty's latest collection of papers, entitled, Truth and Progress.

Of articles which are submitted for publication in Philosophy, a surprisingly large proportion are about the views of Richard Rorty. Some, indeed, we have published. They, along with pretty well all the articles we receive on Professor Rorty, are highly critical. On the perverse assumption that there must be something to be said for anyone who attracts widespread hostility, it is only right to see what can be said in favour of Rorty's latest collection of papers, entitled, Truth and Progress.

This volume introduces a wide range of important views, questions, and controversies in and about contemporary metaethics. It is natural to ask: What, if anything, connects this extraordinary range of discussions? This introductory chapter aims to answer this question by giving an account of metaethics that shows it to be a unified theoretical activ- ity. According to this account, metaethics is a theoretical activity characterized by an explanatory goal. This goal is to explain how actual ethical thought and talk—and what (...) (if anything) that thought and talk is distinctively about—fits into reality. We begin by introducing and developing this account, and illustrating it via discus- sion of a simple illustrative metaethical theory: Simple Subjectivism. We then explain important upshots of the characterization. Our account is novel and controversial, as is the status of metaethics as a theoretically fruitful project. We thus compare our account to competing characterizations of the field, and explain how our account permits us to address certain challenges to the theoretical significance of a distinctively metaethical project. In the conclusion, we explain why, given our account, one might think that meta- ethics matters, and explain how we understand the history and future of self-conscious metaethical theorizing. As we will emphasize, we should expect new ways of approaching the explanatory project at the heart of metaethics to emerge in the coming years, as the tools and resources we have for tackling that project expand. Our hope is that by empha- sizing the centrality of the explanatory project itself, rather than just focusing narrowly on the views that have been developed so far by those engaged in that project, we can help encourage and facilitate the development of new questions, arguments, and views that help move the field forward. (shrink)

WE ARE FACED WITH GROWING POWERS OF MANIPULATION OF OUR HUMAN GENETIC MAKEUP. WHILE NOT DENYING THAT THESE POWERS CAN BE USED FOR GREAT GOOD, IT BEHOOVES US TO THINK NOW OF POSSIBLE UPPER LIMITS TO THE CHANGE THAT WE MIGHT WANT TO EFFECT. I ARGUE THAT THOUGHTS OF CHANGING THE HUMAN SPECIES INTO A RACE OF SUPERMEN AND SUPERWOMEN ARE BASED ON WEAK PREMISES. GENETIC FINE-TUNING MAY INDEED BE IN ORDER; WHOLESALE GENETIC CHANGE IS NOT.

Autonomy has been the central principle underpinning changes which have affected the practice of medicine in recent years. Medical education is undergoing changes as well, many of which are underpinned, at least implicitly, by increasing concern for autonomy. Some universities have embarked on graduate courses which utilize problem-based learning (PBL) techniques to teach all areas, including medical ethics. I argue that PBL is a desirable method for teaching and learning in medical ethics. It is desirable because the nature of ethical (...) enquiry is highly compatible with the learning processes which characterize PBL. But it is also desirable because it should help keep open the question of what autonomy really is, and how it should operate within the sphere of medical practice and medical education. (shrink)

The concept of avidyā or ignorance is central to the Advaita Vedāntic position of Śȧnkara. The post-Śaṅkara Advaitins wrote sub-commentaries on the original texts of Śaṅkara with the intention of strengthening his views. Over the passage of time the views of these sub-commentators of Śaṅkara came to be regarded as representing the doctrine of Advaita particularly with regard to the concept of avidyā. Swami Satchidanandendra Saraswati, a scholar-monk of Holenarsipur, challenged the accepted tradition through the publication of his work Mūlāvidyānirāsaḥ, (...) particularly with regard to the avidyādoctrine. It was his contention that the post-Śaṅkara commentators brought their own innovations particularly on the nature of avidyā. This was the idea of mūlāvidyā or ‘root ignorance’, a positive entity which is the material cause of the phenomenal world. Saraswati argues that such an idea of mūlāvidyā is not to be found in the bhāṣyas (commentaries) of Śaṅkara and is foisted upon Śaṅkara. This paper attempts to show that although Śaṅkara may not have explicitly favoured such a view of mūlāvidyā, his lack of clarity on the nature of avidyā left enough scope for the post-Śaṅkara commentators to take such a position on avidyā. (shrink)

Intuitionism and nihilism, according to nihilists, have key features in common: the same semantics and the same phenomenology. Intuitionism is the object of nihilism’s attack. The central charge nihilism lodges against intuitionism is that its nonnatural moral properties are queer. Here I’ll examine what ‘queer’ might mean in relation to the doctrines nihilism uses to support this charge. My investigation reveals that nihilism’s queerness charge lacks substance and resembles a tautology served with a frown. There’s really nothing to it. After (...) I show that, I’ll offer an explanation for why nihilism has gotten intuitionism wrong. It makes a central mistaken methodological assumption and doesn’t target any identifiable intuitionism in the last hundred or so years. (shrink)

Fictionalism has recently returned as a standard response to ontologically problematic domains. This article assesses moral fictionalism. It argues (i) that a correct understanding of the dialectical situation in contemporary metaethics shows that fictionalism is only an interesting new alternative if it can provide a new account of normative content: what is it that I am thinking or saying when I think or say that I ought to do something; and (ii) that fictionalism, qua fictionalism, does not provide us with (...) any new resources for providing such an account. (shrink)

This article was first published in 1982 in Educational Analysis (4, 75–91) and republished in 1998 (Hirst, P. H., & White, P. (Eds.), Philosophy of education: Major themes in the analytic tradition, Vol. 1, Philosophy and education, Part 1, pp. 61–78. London: Routledge). I was then a lecturer in philosophy of education at Sheffield University teaching the subject to Master’s students on both full- and part-time programmes. My first degree was in philosophy, read under D. W. Hamlyn and David Cooper (...) and, given their interests, inevitably emphasized the philosophy of language, in particular the work of Wittgenstein in this field. When I subsequently turned my attention to the philosophy of education it seemed obvious to me that there were serious problems with Professor Peters’ approach to language, and I had particular difficulties with his approach to criteria, meaning theory and what seemed an odd interpretation of a transcendental argument. This article thus set out to show that the then dominant form of philosophy of education seemed not to take account of developments in the philosophy of language that preceded Professor Peters’ early work by at least a decade and which cast serious doubt on the enterprise as it was then understood. As the articles in the 1998 collection indicate, I was not alone in thinking there was something amiss, although at the time I seemed to be ploughing a somewhat lonely furrow. In revisiting this early article some 30 years after it was first published I have found to my surprise that there is little I would now change, although I have been forcibly reminded of the very lively discussions Professor Peters and I had over these issues. The fact that there is little I would now add to, or subtract from, my critique is in itself a telling comment on the enduring and influential legacy of the approach to the philosophy of education that Professor Peters championed so powerfully. (shrink)

The grounds for critique offered by Roy Bhaskar have developed over the course of his work, but two claims have remained central: ethical naturalism and moral realism. I argue that neither of these is compatible with a scientific realist understanding of values: a scientific realist approach commits one to treating values as socially produced and historically contingent. This does not, however, prevent us from reasoning about values, nor from developing critiques by combining ethical reasoning with a theoretical understanding of the (...) social world and its possibilities. In particular, we can draw on a variety of Habermas's discourse ethics to offer provisional justifications for value-claims that support a critical stance. Thus we can develop grounds for critique that are both ontologically credible and anti-foundational, but also judgementally rational. (shrink)

Charles Clark; Why Teachers Need Philosophy, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 241–252, https://doi.org/10.1111/j.1467-.