In this essay, I would like to look at two particular attempts of developing a preliminary question that paves the way for establishing a Filipino Philosophy: viz. Rolando Gripaldo’s Historian of Philosophy approach and Napoleon Mabaquiao’s Strict Discipline approach. The former envisages that the first question that needs to be considered in the discussion of Filipino Philosophy must be taken from the perspective of a scholar of the history of philosophy. The latter’s procedure is (...) to take what academic philosophers deem to be the characterization of their discipline. In effect, while the former’s question is a question of a historian of philosophy; the latter’s question is a question of a philosopher. As this essay progresses I will try to make a critical assessment of the two attempts by first showing the strengths and weaknesses of their respective attempts, and secondly by stressing that their attempts, whether successful or not, should already be taken as contributions to the effort of establishing a Filipino Philosophy. (shrink)

Quito published her book The State of Philosophy in the Philippines in 1983. When the book was already out for fifteen years, I undertook a re-reading of its identified four clusters of reasons for the underdevelopment of Filipino philosophy, and hope for development in 1999, through an article “Re-Reading Emerita Quito’s Thoughts Concerning the Underdevelopment of Filipino Philosophy.” Thirty-six years after the publication of Quito’s book, and twenty years after the publication of my re-reading, this (...) paper looks back again on Quito’s four clusters of reasons and hope, as well as on my re-reading of such reasons and hope, with the intention of sharpening our collective diagnosis on what continue to cause the underdevelopment of Filipino philosophy, as well as imagining more realistic pathways towards its more robust development. This paper, therefore, has two substantive sections: the first is an exposition of Quito’s four clusters of causes and hope, accompanied by my commentaries on such four causes and hope; and the second is my present critical reflection on Quito’s thirty-four-year-old diagnosis and hope, as well as on my twenty-year-old commentary. (shrink)

If we are to periodize the intellectual biography of Rolando Gripaldo into his Mindanaoan, Lasallian, and retirement periods, his Lasallian period would be a very significant one because this is the period where he produced the most important works that earned him a niche as one of the important Filipino philosophers. This paper exposed and analyzed the works of Gripaldo in this very significant period of his intellectual biography. This paper was able to identify four clusters of themes that (...) recur in Gripaldo’s Lasallian period writings: 1) his reflective thoughts on Filipino philosophy, 2) his studies of Filipino philosophical luminaries, 3) his critical Filipino philosophy, and 3) his efforts towards revisionist writing. This paper contributes towards the discourse of Filipino philosophy that studies Filipino philosophical luminaries, a discourse in which Gripaldo was a leading advocate. Contributions in this specific discourse can make Filipino philosophy more mainstream and easier to study, especially for beginners and undergraduate students. (shrink)

Similar to ongoing discussions about the existence of Filipino philosophy, questions remain whether there is indeed a Filipino philosophy of education or not. Several scholars have sought an authentic Filipino philosophy of education that is untouched by colonization, while others have acknowledged that foreign influence cannot be taken away from the different aspects of being Filipino including their philosophy of education. Additionally, some scholars have criticized the coloniality that is evident in the (...) nation-state’s perspectives on education, whereas others have recognized the contributions of Western thoughts in shaping the discourse on Philippine education. The general education curriculum recently mandated by the Commission on Higher Education of the Philippines for undergraduate students, for instance, displays these opposing views. Its emphasis on progressive education and social reconstruction clearly shows the pervading influence of John Dewey on Philippine education. Such articulations on the purpose of Philippine higher education by the nation-state, on the one hand, can be construed as ‘un-Filipino.’ On the other hand, they can mean ‘Filipinization’ of the Philippine higher education, which involves appropriating Deweyan philosophy of education to suit the local context and to render the curriculum more responsive to the needs of the Filipino people amidst a rapidly globalizing world. Both viewpoints are relevant in offering a nuanced understanding of the Filipino philosophy of education. The former challenges us to reflect on what constitutes the Filipino identity, whereas the latter urges us to unravel the vestige of coloniality in the prescribed curriculum to bring out its ‘Filipino-ness.’. (shrink)

This paper explores the thoughts of Emerita Quito, Claro Ceniza, Florentino Timbreza, and Rolando Gripaldo as contributiors of De La Salle University to the development of Filipino philosophy in the cultural sense. These philosophy mentors ore selected based on their textual productivity and on the fact that they retired from DLSU as full professors. Filipino philosophy in this paper is limited to the following discourses: logical analysis, phenomenology/existentialism/hermeneutics, critical philosophy as an academic method; (...) appropriation of foreign theories ; appropriation of folk philosophy, revisionist writing, interpretation of Filipino worldview, research on Filipino values and ethics, identification of the presuppositions and implications of the Filipino worldview and the study on Filipino philosophical luminaries. This exploration concludes with some assessments of the aforementioned philosophers' more specific impact on Filipino philosophy. (shrink)

Filipino philosophy of education involves layers of meanings blurred by foreign assumptions. Any study that enlightens this theme is relevant and necessary. Hence, I intend to contribute to the aim of shedding light and exploring the richness of this discourse. Specifically, I focus on the historicity of Filipino philosophy, particularly under its colonial past. The literature suggests that education has been shaped by the colonizers, in particular, Christianity by the Spaniards and Pragmatism by the Americans. Albeit (...) systematic, these philosophies of education did less to alleviate national consciousness that could have developed into genuine economic progress, ethical mindfulness, and quality living for its people. I argue that this dissonance between theory and practice is entrenched in adherence to distant educational philosophies. This study proposes to address the issue by returning to Filipino indigenous teachings. Jeremiah Reyes (2015) identifies two Filipino virtues: loób and kapwa, which I attempt to appropriate in the contemporary pedagogy amidst the worldwide capitalist environment. This return to indigeneity further hopes to shape a critical yet optimistic trajectory of Filipino philosophy of education in the future. (shrink)

Bourdieu’s thought is disturbing. Provocative. Scandalous even, at least for those who do not easily tolerate the unmitigated truth about the social. Nonetheless his ideas, among the most important and innovative of our time, are here to stay. This thought has taken form in the course of a career and through works on diverse subjects that have constructed a far-reaching analytical model of social life, which the author calls more readily an anthropology rather than a sociology. In their totality, they (...) constitute today an original and powerful proposal to explain human practices. In the face of criticisms commonly leveled at Bourdieu’s thought (notably the charge that it reduces everything to a single schematic model), it is important to identify the spirit of his enterprise. Early on, it is true, his thought drew on a few fundamental concepts—the trilogy habitus, field (champ), practice (pratique)—to which it constantly returned, and followed a clearly defined trajectory. At the same time, however, he continually reformulated, adapted, and refined his analytical model, depending on the operations to which he subjected new objects of inquiry. The regenerative and transformative force of his thought was supported by two convictions. First, that there being nothing more vain than theory for theory’s sake, it is preferable that theoretical production originate in the study of concrete and occasionally very specific cases. Second, that in order to escape stereotypical classifications, boundaries separating disciplines are best transgressed, thereby favoring new constructions of the object of inquiry. (shrink)

In tracing historically the development of Filipino philosophy as traditionally conceived, the author discovered that the early Filipino philosophers were Enlightenment thinkers. This was the direct consequence of the Filipino colonial experience and the explanation why the trajectory of Filipino philosophy is basically Western in orientation.

The meta-philosophical discussion on ‘what is Filipino philosophy?’ is an attempt to provide clarifications of apparent misconceptions about philosophy ‘as a discipline’, that whenever we talk about ‘non-western’ philosophy (more specifically Filipino philosophy), so to speak, we are basically applying a Western concept to non-western systems of thought. We are comparing different systems of thoughts and literatures by the Western standards. The investigation eventually arrived at the inevitable discussions on the distinctions between: [1] ‘ (...) class='Hi'>philosophy as a discipline’ and ‘philosophy as a system of thought,’ and [2] ‘Filipino philosophy’ and ‘Filipino philosopher’ Keywords: Filipino philosophy, Filipino philosopher, Logic, Nationality, Citizenship. (shrink)

Practical medical decisions are closely integrated with ethical and religious beliefs in the Philippines. This is shown in a survey of Filipino physicians' attitudes towards severely compromised neonates. This is also the reason why the ethical analysis of critical care practices must be situated within the context of local culture. Kagandahang loob and kusang loob are indigenous Filipino ethical concepts that provide a framework for the analysis of several critical care practices. The practice of taking-from-the-rich-to-give-to-the-poor in (...) public hospitals is not compatible with these concepts. The legislated definition of death and other aspects of the Philippine Law on Organ Transplants also fail to be compatible with these concepts. Many ethical issues that arise in a critical care setting have their roots outside the seemingly isolated clinical setting. Critical care need not apply only to individuals in a serious clinical condition. Vulnerable populations require critical attention because potent threats to their lives exist in the water that they drink and the air that they breathe. We cannot ignore these threa ts even as we move inevitably towards a technologically dependent, highly commercialized approach to health management. (shrink)

In this paper, the author makes the distinctions between traditional and cultural approaches to philosophy and between philosophers and scholars of philosophy, explains why the Filipino philosophy that developed is Western in orientation, discusses the problems of philosophy in the Philippines, argues for the relevant linkage of philosophy to nation building and, among others, enumerates some principles that help guide the author in developing philosophy in the Philippines.

In his two articles, F. P. A. Demeterio III attempts to classify works in Filipino philosophy using a list of twelve (or sixteen) supposed discourses that prominent philosophers in the Philippines have engaged in and published over the past few years. From this list, he advises current Filipino philosophers to invest their time and effort in contributing to only five of these because of their alleged higher measure of "developmental potential" as opposed to other discourses. In this (...) paper, we raise some fundamental issues with Demeterio's approach. We show that (i) his work's conclusions rest on questionable methodological assumptions that make (ii) the discourses which the work arrived at and the rankings in terms of "developmental potential" superficial and ungrounded. Finally, (iii) instead of fulfilling the main aim of advancing research in Filipino philosophy, the proposed approach may actually lead to its stagnation and demise. We argue that these issues, if left unanswered, make Demeterio's whole approach to Filipino philosophy unsound and may put into question the employment of such an approach. (shrink)

Throughout Theodor Adorno’s Negative Dialectics moral philosophy is discussed only indirectly, as a subject which is relevant to the more primary discussions of freedom and world history, among others. In the relatively recently released English translation of the History and Freedom lectures, however, moral philosophy is more explicitly discussed, but even there its subject matter is of secondary importance to the more fundamental discussions of the philosophy of history and of freedom. In fact, that moral philosophy (...) is an auxiliary concern in these lectures reveals much about how Adorno views moral philosophy. Perhaps a trivial detail but revealing nonetheless, the lecture entitled ‘Transition to Moral Philosophy’ points to something quite essential about Adorno’s moral philosophy. In this lecture Adorno attempts to show that his previous discussions of the philosophy of history have direct bearing on the concept of freedom. He claims that his task is to articulate “what we [can glean]…about the problem of freedom, from the discussions of the philosophy of history” (HF, 177). Adorno rightfully believes that freedom, the ability to act (in some way) without being determined to do so, is a precondition of one’s actions being considered on moral grounds, of one being held morally accountable for such actions. Surely, therefore, it is appropriate that a transition takes place from discussing freedom to discussing moral philosophy. There is something else going on here, however, that reveals the peculiar nature of Adorno’s moral philosophy. The above quote reveals that the philosophy of history conditions the problem of freedom, and therefore moral philosophy for Adorno. The following paper attempts to show how Adorno’s moral philosophy is situated within his more foundational considerations of the philosophy of history and of freedom. As a result of it being so situated it also attempts to argue that the History and Freedom lectures reveal that the task for moral philosophy is the critique of moral philosophy. (shrink)

Gesellschaftskritik, or social philosophy that aims to provide firm criticism of pathological social practices, requires normatively grounded evaluative principles. In this article, we assess different possibilities for such principles with focus on a model that takes specific patterns of intersubjective interaction as its point of reference. We argue that in order to understand the full significance of this ‘intersubjective turn’ for social philosophy, and to strengthen the normative foundation of social philosophy, we need to distinguish several levels (...) of intersubjectivity and, in particular, focus on the somewhat neglected level of primary intersubjectivity. The article will discuss the account of primary intersubjectivity in Honneth’s work. We show that Honneth’s account runs into difficulties, and drawing on recent findings in developmental psychology, we suggest a rethinking of elementary recognition in terms of ‘affective proximity’. This both renders the account less susceptible to criticism and provides a normative perspective that can effortlessly enter into interdisciplinary collaboration. (shrink)

The essential mission of the church is evangelization (EN 14). She establishes her own schools to accomplish this mission. Evangelization aims at the formation of the whole person. In this complete formation, the religion or faith dimension plays an important role in the development of the other aspects of one’s personality in the measure in which it is integrated into general education. The extent to which the Christian message is transmitted through education depends not only on content and methodology but (...) also on the teacher, usually the lay. The Catholic Schools and the lay educators receive from the Church, through the Bishops, this “mandate” of “an apostolic undertaking”. Religious instruction in the Archdiocese of Cebu rests on the religious congregations spread across the province. The congregations pursue mainly their vision, mission, and thrusts. This study sought to review the Catholic Life Formation (CLF) content and strategies of ten representative schools from the Catholic Church and the Catechism for Filipino Catholics to ensure the inclusion of basic doctrine and Faith essentials, evaluate the qualifications and the teaching performance of teachers CLF or Christian Living and propose a model for Cebu Catholic Life Formation Program Scope and Sequence and a corollary Facilitators Formation Program needed to implement it. CLF curriculum of the 10 schools varied greatly in catechetical focus. Review of curriculum content revealed that the essentials of the Faith lacked in organic and systematic manner of presentation. The 10 schools had variance in elements, systems and sequence of exposition, faith exposure and prayer forms lack in connectivity to Church prescriptions. Thus, a Model Cebu CLF Program Scope and Sequence is proposed for the utilization by the Catholic Schools in the Archdiocese of Cebu. Keywords - Cebu Catholic Life Formation, Archdiocese of Cebu. (shrink)

The primary objective of this paper is to find out whether there is any possibility of coming up with a philosophy that we can call Filipino. Inspired by the works of Prof. Leonardo Mercado, I suggest an exciting new area of philosophy that can get us to an answer: experimental philosophy. Secondly, I shall bridge the connection between experimental philosophy and the search for Filipino philosophy. More specifically, I shall provide an answer as (...) to how experimental philosophy can be expected to lead to a Filipino philosophy. Then, I shall suggest a novel way in how to do experimental Filipino philosophy, that is, experimental philosophy in the service of discovering a Filipino philosophy, and it is by way of traditional empirical methods in anthropology, such as interviews and focus group discussions. Finally, I introduce the charge of limited applicability inspired by Roland Theuas Pada and respond to the objection. I conclude by inviting Filipino philosophers to integrate experimental philosophy in their search for a Filipino philosophy. (shrink)

This paper is premised on the thought that aside from Emerita Quito, who is generally considered in the Philippines as the "Filipino philosopher, " there is another Filipina philosopher who is unfortunately ignored in the various philosophy circles in the country but whose works and scholarship can easily rival those of the former. This paper, therefore, surveys the thoughts of Mary John Mananzan in order to understand her contributions to the development of Filipino philosophy. To attain (...) such a goal, this paper discusses six substantive sections, which tackle the following: (]) her intellectual biography, (2) her critique of patriarchal religion, (3) her critique of the Philippine political economy, (4) her critique of patriarchal everyday culture, (5) her critique of Philippine colonization, and (6) her recollections on her own political praxis. This paper defines the place of Mananzan among the various discourses of Filipino philosophy and assesses her contributions to such a philosophy. (shrink)

Critical Reasoning & Philosophy is an innovative and clearly written handbook that teaches studnets how to read critically, think critically while they read, and write thoughtful, sound arguments in response.

This paper compares and contrasts the taxonomies and periodizations of Filipino philosophy by seven Filipino scholars -- Fernando Zialcita, Florentino Timbreza, Emerita Quito, Romualdo Abulad, Napoleon Mabaquiao, Rolando Gripaldo, and Alfredo Co -- in order to determine the various philosophical discourses that are present in the country, and in order to pinpoint which of these discourses offer higher developmental potentials for Filipino philosophy. For each taxonomy and periodization, this paper looks into: (1) the period covered, (...) (2) the inclusivity or exclusivity of the classification/configuration, (3) the taxonomizer/periodizer utilized, (4) the implied structure of the classification/configuration, (5) the problematic classes/periods suggested by the classification/configuration, and (6) the promising classes/Periods suggested by the classification/configuration. This paper concludes with an attempt to synthesize the thoughts of these seven scholars in a comprehensive taxonomy of Filipino philosophies and to give an overall assessment for each of these philosophies' strengths and weaknesses. (shrink)

In this thesis, I examine recent proposals for the creation of African and Native American forms of Indigenous philosophy and show how the discussions and debates in these fields challenge the disciplinary boundaries of modern Academic Western philosophy. With regard to African philosophy, I critique the debates in the Anglophone literature, teasing out those aspects of the debates which pose substantial epistemological challenges to mainstream [Western] philosophy, focusing, in particular, on assumptions about the intersections between (...) class='Hi'>philosophy, culture, science, and universality which manifest themselves in the Euro-traditional critiques the "Professional" school philosophers make of the Afri-traditional approach of the "Ethnophilosophy" school philosophers. Looking at the works of such "Ethnophilosophers" as Kagame, Mbiti, Wright, and Gyeke and the critiques made of them by "Professional" school philosophers such as Wiredu, Bodunrin, Oruka, and Appiah, I present and critique both sides of the universal European argument, the literacy argument, the objective individual male argument, and the logical-scientific vs. magical-religious arguments, highlighting the epistemological implications of each. With regard to Native American Philosophy, I discuss recent proposals being made by Native American academic philosophers, and also do a philosophical analysis of traditional Native American culture as expressed in a variety of Native-authored sources. I argue, based on the works of Native authors, that three main methodological problems condition the formulation of Native American philosophy, namely 'problems of conquest,' 'problems of translation,' and 'problems of identity' and that each of these problems manifest as epistemological problems. I then go on to make proposals for five possible beginning points for the formulation of Native American philosophy by identifying themes which recur in the works of philosophers Deloria, Cordova, and Hester; traditional sages such as Black Elk, and Lame Deer; critical theorists such as Warrior, Guerrero, Gunn-Allen, Durham, and Forbes; and novelists Silko and King. I argue that both African and American forms of Indigenous philosophy provoke a reevaluation of many of the epistemic frames heretofore assumed to be universal in modern academic philosophy. (shrink)

Critical Reasoning and Philosophy is an innovative and clearly written handbook that teaches students how to read critically, think critically while they read, and write thoughtful, sound arguments in response.

This essay deploys the existence of epistemic vices in the trajectory of Western philosophy to map the erasures and complicities that accompanied the emergence of contemporary African philosophy (CAP1). It argues that the complicity of CAP1 in the hyperspecialization and academic self‐absorption that marked the professionalization of Western philosophy, makes it difficult to attend to the conditions for its own possibility. CAP1 arguably needs to make a critical turn into critical African philosophy (CAP2), understood (...) as a metatheoretical and metaphilosophical framework for an internal transformation that is emancipatory. CAP2 is envisioned, first, as a critique of postcoloniality that rehumanizes the autonomous African subject; and, second, as an ethicopolitical project that explores the cracks between philosophy as theoretical practice and philosophy as praxis in opening up the spaces for postcolonial emancipation. The essay identifies three conditions that instigate the emancipatory possibility of philosophizing on the continent: the spatial/platial, demosophic, and political. (shrink)

This article presents critical psychology in some new light. First, it presents the history of US critical psychology in terms of the overall foundation of its critique (identity-based, ideologically-based, and epistemologically-based). Second, it broadens the population that can be called critical psychologists. The argument is made to include: (1) philosophers of language, science, and mind critical of psychology’s foundational assumptions, conceptions, and methods of inquiry; and (2) non-professional, ordinary people who live their lives critical of (...) psychology by eschewing mainstream approaches and taking alternative routes to getting help with their emotional and physical pain, or the education of their children. Third, the article discusses ontology-based critique through the example of the practical-critical theory/practice of social therapy. (shrink)

In the study of the Filipino thoughts on religion, there are two important features of religion to consider in order to formulate a method that is suitable for the study of Filipino philosophy of religion. First, man experiences an encounter with the sacred, and this is called a religious experience. And this causes him to believe or to assent, and specifically, this is called faith. And second, symbols are used in expressing religious experience.

Children from various countries have been acknowledged and studied for their ability to philosophize, while, unfortunately, Filipino children have not received similar recognition. In this paper, I make a rather unpopular claim that Filipino children can and already are doing philosophy in their efforts to make sense of their existential conditions. “Doing philosophy” here refers to the act of being perplexed by one's own or other people's experiences and making an effort to comprehend them. Filipino (...) children, are a vast and diverse group, coming from various backgrounds, speaking different or even multiple languages, and representing rich cultures and unique circumstances. This diversity adds richness to the wide array of experiences from which existential questions can emerge. However, to truly comprehend the philosophical thinking of Filipino children, they need opportunities and guidance to explore their existential questions and solutions, regardless of how tentative or rudimentary these may seem to adults. Without such opportunities, it remains unclear to what extent their thinking engages with philosophical themes and issues. This not only offers Filipino adults a view of children’s inner worlds but also brings fresh perspectives to commonly held assumptions. (shrink)

In architecture, the concept of Critical Regionalism gained popularity as a synthesis of universal, “modern” elements and individualistic elements derived from local cultures. Critical Regionalist alternatives are more than a postmodern mix of ethno styles but integrate conceptual qualities like local light, perspective, and tectonic quality into a modern architectural framework. In order to “critically” root architectural works in their corresponding traditions, Critical Regionalists base their conceptual stances on those philosophers that have produced a critical consciousness (...) in European culture like Kant, Ranke, Niebuhr, Humboldt, and others. It must appear as surprising that philosophy, the field from which architectural Critical Regionalism extracted its theoretical foundations, has never developed its own Critical Regionalist tradition. The present article attempts to formulate the relationship between regionalism and philosophy in a different fashion: is it possible and useful to retrospectively use the philosophical insights gained by architectural Critical Regionalism for a definition of the practice of regionalism in contemporary philosophy? (shrink)

The philosophical relevance of experimental psychology is hard to dispute. Much more controversial is the so‐called negative program's critique of armchair philosophical methodology, in particular the reliance on ‘intuitions’ about thought experiments. This chapter responds to that critique. It argues that, since the negative program has been forced to extend the category of intuition to ordinary judgments about real‐life cases, the critique is in immediate danger of generating into global scepticism, because all human judgments turn out to depend on intuitions. (...) Recently, some proponents of the negative program have tried to demarcate the target of their critique more narrowly. However, their attempts are still far too indiscriminate, and over‐generate scepticism. Nevertheless, once experimental philosophy has refined its own methodology, it may contribute to the refinement of the methodology of mainstream philosophy, by filtering out the effects of cognitive bias, although it offers no prospect of doing without judgments on real or imaginary cases. (shrink)

Léon Brunschvicg's contribution to philosophical thought in fin-de-siècle France receives full explication in the first English-language study on his work. Arguing that Brunschvicg is crucial to understanding the philosophical schools which took root in 20th-century France, Pietro Terzi locates Brunschvicg alongside his contemporary Henri Bergson, as well as the range of thinkers he taught and influenced, including Lévinas, Merleau-Ponty, de Beauvoir, and Sartre. Brunschvicg's deep engagement with debates concerning spiritualism and rationalism, neo-Kantian philosophy, and the role of mathematics in (...) philosophy made him the perfect supervisor for a whole host of nascent philosophical ideas which were forming in the work of his students. Terzi outlines Brunchvicg's defence of neo-Kantian judgement, historical analysis and the inextricability of the natural and humanist sciences to any rigorous system of philosophy, with wide-ranging implications for contemporary scholarship. (shrink)

Explores the interplay between artistic values and social, political, and moral concerns in writings by African American and Native American women.

In line with the British Psychological Society's recent recommendations for teaching the history of psychology, this comprehensive undergraduate textbook emphasizes the philosophical, cultural and social elements that influenced psychology's development. The authors demonstrate that psychology is both a human (e.g. psychoanalytic or phenomenological) and natural (e.g. cognitive) science, exploring broad social-historical and philosophical themes such as the role of diverse cultures and women in psychology and the complex relationship between objectivity and subjectivity in the development of psychological knowledge. The result (...) is a fresh and balanced perspective on what has traditionally been viewed as the collected achievements of a few 'great men'. With a variety of learning features, including case studies, study questions, thought experiments and a glossary, this new textbook encourages students to critically engage with chapter material and analyze themes and topics within a social, historical and philosophical framework. (shrink)

This paper traces the development of “cultural philosophy,” distinguishes it from the “philosophy of culture,” discusses African and Filipino philosophical dimensions, and then makes the concluding remarks. This paper argues that while cultural philosophy is a significant development in the history of ideas, any given culture must opt to develop its own philosophical tradition.

In A World Not Made for Us, Keith R. Peterson provides a broad reassessment of the field of environmental philosophy, taking a fresh and critical look at three classical problems of environmentalism: the intrinsic value of nature, the need for an ecological worldview, and a new conception of the place of humankind in nature. Peterson makes the case that a genuinely critical environmental philosophy must adopt an ecological materialist conception of the human, a pluralistic value theory (...) that emphasizes the need for value prioritization, and a stratified categorical ontology that affirms the basic principle of human asymmetrical dependence on more-than-human nature. Integrating environmental ethics with the latest work in political ecology, Peterson argues it is important to understanding that the world is not made for us, and that coming to terms with this fact is a condition for survival in future human and more-than-human communities of liberation and solidarity. (shrink)