Modern aesthetics in its early phase was “consciousness aesthetics” which upheld spirit but obviated body, hence offered demonstration for the priority of refined art as well as elite culture. In its later period, modern aesthetics converted into “somaesthetics” which, at the same time when it affirmed the identity of consciousness and body, laid particular stress on body, hence offered basis for the reasonableness of popular art as well as mass culture. Thus consciousness aesthetics and somaesthetics have their respective reasonableness and (...) limitation. We should transcend the opposition between them, acknowledging the spirit aspect of aesthetics as well as the body aspect of it and affirming the dominant position of spirit, so as to establish a modern aesthetics characterized by body-mind integration. (shrink)

This paper examines the particular relevance of feminist critiques of epistemic authority in contexts of institutionalized violence. Reading feminist criticism of “experts” together with theorists of institutionalized violence, Stone-Mediatore argues that typical expert modes of thinking are incapable of rigorous knowledge of institutionalized violence because such knowledge requires a distinctive kind of thinking-within-discomfort for which conventionally trained experts are ill-suited. The author demonstrates the limitations of “expert” modes of thinking with reference to writings on the Iraq war by Michael Ignatieff (...) and Fouad Ajami. Finally, the author turns to a newly active group of epistemic agents—anti-war relatives of soldiers--to examine the role that undervalued epistemic traits can play in knowledge of war and other forms of structural violence. (shrink)

In this article, I discuss the relevance of the study of mysticism for Christian analytic theologians and philosophers of religion. I begin with a brief consideration of some reasons Christian academics might be reluctant to enter this field, and indicate that, somewhat surprisingly, the study of mysticism is something but seldom addressed in Christian analytic circles. With this background in place, I proceed to the primary two sections of the article. Section I deals with demarcating mysticism: for the purposes of (...) this article alone, an experience will count as mystical if and only if it is strongly unitive, transcends everyday consciousness, and conveys epistemic certainty as to the veracity of the insights acquired. These three criteria are discussed in some depth. Section II turns to the challenge mysticism in this sense might present to the Christian philosopher or theologian. I argue that the phenomenon of mysticism might be seen plausibly to imply one of two conclusions, both of which appear to be unpalatable for the Christian. First, it might suggest certain metaphysical views which prima facie call key tenets of orthodox Christianity into question. Secondly, mystical experience might be understood as the ‘inner meaning’ of Christianity which renders the better part of orthodox Christian belief equally problematic. I then conclude with a reflection on how the discussion might proceed, suggesting once more that Christian analytic theologians and philosophers of religion have scarcely begun to ask the relevant questions, let alone answer them in any persuasive manner. (shrink)

In this paper we provide a psychological explanation for ‘grounding observations’—observations that are thought to provide evidence that there exists a relation of ground. Our explanation does not appeal to the presence of any such relation. Instead, it appeals to certain evolved cognitive mechanisms, along with the traditional modal relations of supervenience, necessitation and entailment. We then consider what, if any, metaphysical conclusions we can draw from the obtaining of such an explanation, and, in particular, if it tells us anything (...) about whether we ought to posit a relation of ground. (shrink)

Unlike natural-born citizens, many immigrants have agreed to undertake political obligations. Many have sworn oaths of allegiance. Many, when they entered their adopted country, promised to obey the law. This paper is about these agreements. First, it’s about their validity. Do they actually confer political obligations? Second, it’s about their justifiability. Is it permissible to get immigrants to undertake such political obligations? Our answers are ‘usually yes’ and ‘probably not’ respectively. We first argue that these agreements give immigrants political obligations. (...) We then argue that getting immigrants to undertake such obligations is morally wrong. This is because it makes immigrants’ political obligations more burdensome than those of natural-born citizens. We conclude that the practice of getting immigrants to undertake such obligations should be abolished. (shrink)

:This article outlines three possible ethical injunctions underlying three different educational projects related to the self: “become what you are”, “be what you are”, and “be what you become”. While differing on many levels, these three injunctions all assume connections between self, education, and some form of determinism and/or developmentalism. Although relatively autonomous, determinism and developmentalism are often linked together in the sense that they both presuppose that function precedes form, determining in advance how something ought to develop, mature, or (...) change. As an alternative, the essay concludes with a parodic fourth injunction which suspends the relationship between self, education, and determinism and/or developmentalism: an injunction to be “less than you are.”. (shrink)

In Plato’s dialogues, the Phaedo, Laches, and Republic, Socrates warns his interlocutors about the dangers of misology. Misology is explained by analogy with misanthropy, not as the hatred of other human beings, but as the hatred of the logos or reasonable discourse. According to Socrates, misology arises when a person alternates between believing an argument to be correct, and then refuting it as false. If Socrates is right, then misanthropy is sometimes instilled when a person goes from trusting people to (...) learning that others sometimes betray our reliance and expectations, and finally not to placing any confidence whatsoever in other people, or, in the case of misology, in the correctness or trustworthiness of arguments. A cynical indifference to the soundness of arguments generally is sometimes associated with Socrates’ polemical targets, the Sophists, at least as Plato represents Socrates’ reaction to these itinerant teachers of rhetoric, public speaking and the fashioning of arguments suitable to any occasion. Socrates’ injunctions against misology are largely moral, pronouncing it ‘shameful’ and ‘very wicked’, and something that without further justification we must ‘guard against’, maintaining that we will be less excellent persons if we come to despise argument as lacking the potential of leading to the truth. I examine Socrates’ moral objections to misology which I show to be inconclusive. I consider instead the problem of logical coherence in the motivations supposedly underlying misology, and conclude that misology as Socrates intends the concept is an emotional reaction to argumentation on the part of persons who have not acquired the logical dialectical skills or will to sort out good from bad arguments. We cannot dismiss argument as directed toward the truth unless we have a strong reason for doing so, and any such argument must itself presuppose that at least some reasoning can be justified in discovering and justifying belief in interesting truths. The relevant passages from Socrates’ discussion of the soul’s immortality in the Phaedo are discussed in detail, and set in scholarly background against Socrates’ philosophy more generally, as represented by Plato’s dialogues. I conclude by offering a suggestive list of practical remedies to avoid the alienation from argument in dialectic with which Socrates is concerned. (shrink)

I consider if and how far it is possible to live an educational philosophical life, in the fast-changing, globalised world of Higher Education. I begin with Socrates’ account of a philosophical life in the Apology. I examine some tensions within different conceptions of what it is to do philosophy. I then go on to focus more closely on what it might be to live a philosophical, educational life in which educational processes and outcomes are influenced by philosophy, using examples taken (...) from published sources and from conversational interviews with philosophers carried out by myself with Kenneth Wain, Bas Levering and Richard Pring. I then outline the directions of current European policy for Higher Education. Finally I discuss how far current policies and trends leave room for doing philosophy of education, concluding that it is possible, but only for individuals who are very much in sympathy with current policy trends or who are creative in constructing smoke screens. (shrink)

Primitive, unanalysable grounding relations are considered by many to be indispensable constituents of the metaphysician’s toolkit. Yet, as a primitive ontological posit, grounding must earn its keep by explaining features of the world not explained by other tools already at our disposal. Those who defend grounding contend that grounding is required to play two interconnected roles: accounting for widespread intuitions regarding what is ontologically prior to what, and forming the backbone of a theory of metaphysical explanation, in much the same (...) way that causal relations have been thought to underpin theories of scientific explanation. This thesis undermines the need to posit grounding relations to perform either of these jobs. With regard to the first, it is argued that a pair of human psychological mechanisms—for which there is substantial empirical support—can provide a more theoretically virtuous explanation of why we have the intuitions that we do. With regard to the second, I begin by considering what we want from a theory of explanation, and go on to develop three attractive (yet grounding-free) theories of metaphysical explanation. I offer: i) a psychologistic theory that calls upon the aforementioned psychological mechanisms, as well as the modal relations of necessitation and supervenience, ii) a metaphysical variant of the deductive-nomological theory of scientific explanation, and iii) a metaphysical variant of the unificationist theory of scientific explanation. Furthermore, these theories draw upon mechanisms and relations (both logical and ontological) to which we are already committed. Thus, to posit grounding relations in order to explain our priority intuitions, or in order to develop a theory of metaphysical explanation, is ontologically profligate. I conclude that we should not posit relations of ground. (shrink)

This chapter introduces some central issues in Epistemology, and, like others in the open textbook series Introduction to Philosophy, is set up for rewarding college classroom use, with discussion/reflection questions matched to clearly-stated learning objectives,, a brief glossary of the introduced/bolded terms/concepts, links to further open source readings as a next step, and a readily-accessible outline of the classic between William Clifford and William James over the "ethics of belief." The chapter introduces questions of epistemic value through Plato's famous example (...) of the 'road to Larissa,' and goes on to explain work on doxastic responsibility, on intellectual “virtue”/“vice,” and on epistemic value monism vs. pluralism. Section 1; Epistemic Value and the Value Problem; Section 2: The Ethics of Belief; Section 3: Virtue & Vice Epistemologies; Section 4: Epistemic Paternalism. (shrink)

The purpose of this work is to offer a critical examination of Immanuel Kant's ethic of suicide. Kant's suicidology marks an influential view regarding the moral stature of suicide, yet one that remains incomplete in important respects. Because Kant's moral views are rationalistic, they restrict moral consideration to rational entities. Many people who commit suicide are not rational at the time of its commission, for they suffer from severe mental illness. Because of this, Kant's suicidology devastatingly excludes certain human demographics (...) from moral consideration, current Canadian statistics indicating that such people mark one of the highest populations at risk of committing suicide in the first place. This work contains a presentation, analysis, and critique of Kant's ethic of suicide, leading to an attempt to state criteria for an adequate suicidology.Dept. of Philosophy. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2006.T66. Source: Masterss International, Volume: 45-01, page: 0101. Thesis --University of Windsor, 2006. (shrink)