In this paper, I explore the relationship of virtue, argumentation, and philosophical conduct by considering the role of the specific virtue of intellectual humility in the practice of philosophical argumentation. I have three aims: first, to sketch an account of this virtue; second, to argue that it can be cultivated by engaging in argumentation with others; and third, to problematize this claim by drawing upon recent data from social psychology. My claim is that philosophical argumentation can be conducive to (...) the cultivation of virtues, including humility, but only if it is conceived and practiced in appropriately ‘edifying’ ways. (shrink)

Religious communities that speak of faith typically affirm the ideal of a highly confident faith. If we understand confidence in terms of the quality of assent to faith-claims, however, it is difficult to reconcile a high degree of confidence with intellectual virtue. As an alternative, I propose to construe confident faith as a kind of trusting perception. The sort of confidence that I envision here makes sense as a religious ideal. In addition it leaves room for (...) the recognition of epistemic risk needed for intellectual humility as well as for the kind of openness to revising the content of faith in the light of relevant evidential considerations that intellectual integrity demands. Furthermore, someone with this type of confidence can find a particular faith compelling, while also acknowledging some faiths that make conflicting claims to be reasonable options. (shrink)

The aim of the present study was to investigate the association between grandiose narcissism and the feeling of distress. We referred to the narcissistic admiration and rivalry model. We hypothesized that people with high narcissistic admiration would experience less distress and fear and that intellectual self-confidence would account for this relationship. We examined two dimensions of grandiose narcissism using Narcissistic Admiration and Rivalry Questionnaire, self-assessed intelligence, and various aspects of distress in two studies. In Study 1, we assessed (...) distress, related to performance in an intelligence test, and in Study 2 we measured fear related to the COVID-19 pandemic. In both studies, narcissistic admiration was inversely related to distress/fear, and this relationship was fully mediated by self-assessed intelligence. Narcissistic rivalry was unrelated to both distress and self-assessed intelligence. These findings emphasize the importance of self-views related to intelligence for those with high narcissistic admiration. In particular, intellectual self- confidence plays an important role in reducing distress among narcissists. (shrink)

Teachers need grounded ethical confidence: an intellectual virtue analogous to courage. I distinguish this from SCAA's notion of teacher confidence, based on the ‘authority of consensus’. Such a notion is challenged by Wittgenstein's later philosophy. I argue that confidence in authority is deferential rather than intellectual, which is not what we want for teachers. As courage (according to Aristotle) is a mean between vices, grounded ethical confidence is a mean between tendencies to excessive and (...) insufficient doubt (forms of ‘not knowing one's way about’ philosophically.) It is the virtue of thinking well ethically, and knowing that one thinks well. (shrink)

Teachers need grounded ethical confidence: an intellectual virtue analogous to courage. I distinguish this from SCAA's notion of teacher confidence, based on the ‘authority of consensus’. Such a notion is challenged by Wittgenstein's later philosophy. I argue that confidence in authority is deferential rather than intellectual, which is not what we want for teachers. As courage (according to Aristotle) is a mean between vices, grounded ethical confidence is a mean between tendencies to excessive and (...) insufficient doubt (forms of ‘not knowing one's way about’ philosophically.) It is the virtue of thinking well ethically, and knowing that one thinks well. (shrink)

Richard Rorty’s idealization of public dialogue pits literature and narrative against objectivity and ethics, thus leaving non-intellectual practitioners in the lurch. The evolutionary arc of Rorty’s oeuvre merits an assessment of the historiography he uses to prevent figures like Michel Foucault and Cornel West from being full participants in public dialogue. Miranda Fricker’s account of the collective explains confidence and transparency in an ironized ethical tradition that mediates irony and objectivity. Fricker’s mediation positions West’s use of Foucault’s to (...) re-narrate pragmatism as a way to embrace the process of rendering ethical experience universalizable. Ironized post-philosophical cultures can be explained responsibly by ironists within critically reflective ethical traditions. Confidence in pragmatism occurs when publics admit critical self-reflective inquiry from non-intellectuals. (shrink)

I offer an account of the virtue of intellectual humility, construed as a pair of dispositions enabling proper management of one's intellectual confidence. I then show its integral role in a range of familiar educational practices and concerns, and finally describe how certain entrenched educational attitudes and conceptions marginalise or militate against the cultivation and exercise of this virtue.

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 127 seems to imply. Of course, this critique can easily be dismissed as asking for a book that Krieger did not wish to write. His method has produced important results, for Krieger has discerned developmental trends overlooked by others. Otherwise, the only area that I think needs further discussion is Ranke's conception of the nature and function of science. Krieger seems to imply that science automatically means (...) a nomological approach modeled upon the mechanical physical sciences. But Ranke was nourished in an atmosphere where science was often equated with Naturphilosophie. Certainly, Ranke's language is filled with images and terms popularized by Naturphilosophen. Ranke's quest for a science of history may fit very nicely with the ideal dimension of his thought if the science that he is talking about is analogous to Naturphilosophie. It may turn out that the basic polarity in Ranke's idea of history is an analytic construct that has little meaning for Ranke's own intentions. Krieger ends his study with a chapter devoted to the meaning of Ranke's work for modem historiography. It is the dialectical synthesis of the whole study. After recapitulating Ranke's achievements, Krieger then emphasizes the breach that separates Ranke from our conceptual world. We no longer share Ranke's beliefs or values. In fact, for most of us "he must seem simply archaic, and the more he is himself historically restored the more archaic he must seem" (p. 355). For the reader who had to struggle through this difficult book and to contend with Professor Krieger's passion for complex dependent clauses, this announcement appears as a grand denouement. But the shock is only temporary. Krieger's assertion of the differences that separate Ranke from us serves as a warning to those who still take Ranke's approach as an objective model for historical reconstruction. The deeper meaning of Ranke's view of history is the affirmation of history as an autonomous and independent form of knowledge. "History is an inimitable way of rendering comprehensible modes of humanity which must otherwise be incomprehensible" (p. 356). This form of knowledge, which is devoted "to the actual but equipped with a language of common sense organized around the categorical," proceedes by arranging things along a time line (p. 357). Here Krieger launches a spirited counterattack against those modem theorists who have questioned the viability of history as an independent form of knowledge or who have minimized the importance of developmental analysis, preferring instead to concentrate upon relatively static deep structures. Krieger's study affirms Ranke's project in its most general sense; that history is a cumulative logic of the actual, "the meeting ground of philosophy, science, and cataclysmic experience" (p. 356). And it serves, at the same time, as a positive demonstration that a developmental analysis does impart knowledge that other approaches cannot achieve. In this sense, Krieger's masterful study of Ranke reaffirms Ranke's central position as a founding father of modem historical thought. PETER HANNS REILL University of California, Los Angeles Arthur Quinn. The Confidence of British Philosophers:An Essay in Historical Narrative. Leiden: E. J. Brill, 1977. Pp. xii + 289. Gld. 80. This is a remarkable book. Almost all of it is a study, very well researched and presented, of four major English philosophical movements: Newtonians, the Utilitarians, the Oxford Hegelians, and the Russell, G. E. Moore, and Whitehead group. The study shows the initial enthusiasm, optimism, and confidence of each of the groups. Each believed that it had found a way to solve the intellectual and perhaps moral and social problems of mankind. As each movement developed, the confidence slowly eroded when philosophical problems and difficulties failed to disappear. The picture Quinn presents of these movements is very interesting. He has grouped together 128 HISTORY OF PHILOSOPHY much detail that makes us see the original intentions of the leaders of each of these movements. He also deftly shows how as stumbling blocks arose each movement lowered its goals and began to fade. Employing a very wide range of printed sources, Quinn presents a series of convincing vignettes, and in so doing be often reveals features of these movements that have been... (shrink)

It has never been easy to understand what intellectuals are, whether they still exist, or whether they are vanishing into a huge ‘cultural middle class’ where high culture and mass culture meld into one another. With particular reference to Italy, Alfonso Berardinelli looks back at the undisputed intellectuals of the past, suggesting that they were their own critics and most determined detractors at the same time, yet full of confidence in their capacity to lay down laws for organizing and (...) developing society. In contrast, today’s intellectuals seem to embrace anonymity, and in a context defined as postmodern, they have given up being an elite that judges, whose duty is not only to produce knowledge but also to propose values and social models. (shrink)

Most historians explains changes in conceptions of the epistemic virtues and vices in terms of social and historical developments. I argue that such approaches, valuable as they are, neglect the fact that certain changes also reflect changes in metaphysical sensibilities. Certain epistemic virtues and vices are defined relative to an estimate of our epistemic situation that is, in turn, defined by a broader vision or picture of the nature of reality. I defend this claim by charting changing conceptions of the (...) virtue of epistemic humility in 19th century intellectual culture - specifically the scientific naturalists. (shrink)

In this paper, I argue that the objectivity of persons is best understood in terms of intellectual virtue, the telos of which is an enduring commitment to salient and accurate information about reality. On this view, an objective reasoner is one we can trust to manage her perspectives, beliefs, emotions, biases, and responses to evidence in an intellectually virtuous manner. We can be confident that she will exercise intellectual carefulness, openmindedness, fairmindedness, curiosity, and other intellectual virtues in (...) her reasoning. I argue further that the cultivation and exercise of such virtues is a social phenomenon and thus challenge highly individualistic notions of intellectual character, epistemic autonomy, and personal objectivity. An advantage of this account of objectivity is that it better enables us to address bias in scientific research, science policy, and public debates about science. (shrink)

It is argued that two plausible goals of the educational enterprise are (i) to develop the intellectual character, and thus the intellectual virtues, of the student, and (ii) to develop the student's intellectual self-confidence, such that they are able to have conviction in what they believe. On the face of it, however, these two educational goals seem to be in tension with one another, at least insofar as intellectual humility is a genuine intellectual virtue. (...) This is because intellectual humility seems to require that one does not have conviction in one's beliefs. It is argued that this tension can be avoided so long as we have the right account of intellectual humility in play. This enables us to understand what educating for intellectual humility might involve, and how it might co-exist with the educational development of a student's intellectual self-confidence. (shrink)

Some of the students in our classrooms doubt their intellectual strengths—their knowledge, abilities, and skills. They may be unaware of the intellectual strengths they have, or may ignore, lack confidence in, or under-estimate them. They may even incorrectly judge themselves to be intellectually inferior to their peers. Students who do such things consistently are deficient in the virtue of intellectual pride—in appropriately ‘owning’ their intellectual strengths—and are on their way to developing a form of (...) class='Hi'>intellectual servility. Can the ‘standard approach’ to intellectual character education help these students make progress toward intellectual pride? This article argues that there are two limitations in its ability to help. First, the standard approach isn’t likely to help unless it is combined with classroom strategies for ameliorating servility. Second, even when it is combined with ameliorative strategies, any progress it might make in the classroom is likely to be fleeting when a student’s servility is caused by systemic epistemic injustice. This article suggests that rather than prioritize the standard approach, we prioritize strategies that aim at systemic change and amelioration. (shrink)

Several hundred thousand intellectually talented 12-to 13-year-olds have been tested nationwide over the past 16 years with the mathematics and verbal sections of the Scholastic Aptitude Test (SAT). Although no sex differences in verbal ability have been found, there have been consistent sex differences favoring males in mathematical reasoning ability, as measured by the mathematics section of the SAT (SAT-M). These differences are most pronounced at the highest levels of mathematical reasoning, they are stable over time, and they are observed (...) in other countries as well. The sex difference in mathematical reasoning ability can predict subsequent sex differences in achievement in mathematics and science and is therefore of practical importance. To date a primarily environmental explanation for the difference in ability has not received support from the numerous studies conducted over many years by the staff of Study of Mathematically Precocious Youth (SMPY) and others. We have studied some of the classical environmental hypotheses: attitudes toward mathematics, perceived usefulness of mathematics, confidence, expectations/ encouragement from parents and others, sex-typing, and differential course-taking. In addition, several physiological correlates of extremely high mathematical reasoning ability have been identified (left-handedness, allergies, myopia, and perhaps bilateral representation of cognitive functions and prenatal hormonal exposure). It is therefore proposed that the sex difference in SAT-M scores among intellectually talented students, which may be related to greater male variability, results from both environmental and biological factors. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Aëtıana. The Method and Intellectual Context of a Doxographer, Volume One: The Sources by J. Mansfeld and D. T. RuniaA. A. LongJ. Mansfeld and D. T. Runia. Aëtıana. The Method and Intellectual Context of a Doxographer, Volume One: The Sources. Leiden: E.J. Brill, 1997. Pp. xxii + 371. Cloth, $135.50In this book, the first of a projected series of volumes, Mansfeld and Runia have begun a (...) massive investigation of the (mainly Greek) authors on whom we moderns rely for information about the numerous Greek philosophers whose works have not survived. The thousand-year tradition of Greek philosophy, extending from the Presocratics to Neoplatonism, is largely a story told via quotations, biographies, classifications, epitomes and criticisms. A few great works survive intact, including especially the dialogues of Plato, the technical writings of Aristotle, the sceptical books of Sextus Empiricus, and the Enneads of Plotinus; we also have most of the work on lost philosophers composed by such prolific authors as Cicero, Plutarch and Galen, and there are other well-known “sources,” such as the ten books of Lives and Doctrines, compiled by Diogenes Laertius. The present volume, however, deals with more recondite material: a work (P) on the physical doctrines of the philosophers, misattributed to Plutarch; a similar work, misattributed to Galen (G); the anthology of the Byzantine scholar Stobaeus (S); some chapters of Eusebius’ Praeparatio Evangelica (E); a work of Christian apologetics by the Syrian bishop Theodoret (T); and (in less detail) a few further writers from later antiquity.What unifies this set of authors is the thesis put forward by Hermann Diels in his monumental Doxographi Graeci (1879), to the effect that all of them, directly or indirectly, are derived from a single work composed in about 100 CE by Aetius. According to Diels, Aetius derived his material from a much older collection (Vetusta Placita), and this, in its turn, was ultimately dependent on an extensive work by Aristotle’s pupil and successor, Theophrastus. Diels’ thesis, which underpins his collection of testimonia for the Presocratics (the “A” fragments of Diels/Kranz Vorsokratiker), has been the foundation of all subsequent work on the sources of fragmentary Greek (especially Presocratic) philosophers. Diels gave the name “doxography” to the genre of writing he took to be represented by Aetius and the authors of similar accounts of philosophical doctrines.The volume under review explains, tests, supplements, and revises just that part of Diels’ thesis which invokes Aetius and the subsequent sources supposedly derived from this lost work. Mansfeld and Runia are uniquely qualified for this daunting task. Each of them has worked extensively on the historiography of Greek philosophy. As a Dutch duo in this volume, they bring unrivalled expertise to bear on revisiting the work of the formidable Diels.The good news is that Diels’ Aetian hypothesis has been vindicated for the most part. Although the name Aetius is attested to by only Theodoret, Diels was quite right to deduce that Aetius’ compilation was the source of the material common to P, S, and T, and that E and G make extensive use of P. Hence scholars of ancient philosophy can continue to impose confidence in that part of Diels’ work which takes the story from Aetius into later antiquity. This finding means that the work of Mansfeld and Runia will hardly change one’s judgment concerning what can be known about the actual doctrines of fragmentary philosophers.What it will particularly affect is one’s understanding of the lost Aetius himself and [End Page 523] the surviving authors whose work is directly derived from him. The core of this book (primarily composed by Runia) is a set of chapters on P, S, and T, in which these three authors are studied for their own sake and their different methodologies carefully set out. Diels, under the influence of nineteenth-century philology, treated P, S, and T as if they were variant manuscripts rather than distinct authors. This misled him into regarding the doxographical tradition as much more uniform than it actually is. In earlier works both Mansfeld and Runia have greatly illuminated the dialectical and classificatory ways in which philosophical doctrines were... (shrink)

Because higher education brings members of academic communities in direct contact with students, the reflective higher education student is in an excellent position for developing two important intellectual virtues: confidence and humility. However, academic communities differ as to whether their members reach consensus, and their teaching practices reflect this difference. In this essay, Ward Jones argues that both consensus‐reaching and non‐consensus‐reaching communities can encourage the development of intellectual confidence and humility in their students, although each will (...) do so in very different ways. (shrink)

Europe is in the midst of a double crisis: the rise of illiberal democracies and the reshaping of the so-called “world order.” Illiberal and autocratic regimes are on the rise and the “illiberal temptation” is present even in countries with strong democratic traditions, such as in Europe. The conflict between constitutional democracies and autocratic regimes is at the heart of the current struggle for a new international order. In this context, the confidence we have in our shared democratic and (...) humanist values is in crisis. Not only is there a debate about how these values should be interpreted—which is normal—it also seems that these values are no longer widely shared. Significant segments of the public no longer take democratic principles and the rule of law for granted. As a result, the use of violence is no longer taboo, not only in international relations but also within our own societies. This crisis is unfolding on a global scale, but it has implications for the European narrative, which is about both Europe’s post-nationalist, democratic identity, and Europe’s role in the world. In this article, I begin with some comments on this narrative, with an emphasis on the specificity of European cultural diversity. I then try to situate the role of intellectuals in this context. I examine (1) the task of interpreting the current historical situation, of raising collective awareness with regard to problems that require collective action (e.g. climate change, the reduction of gender and cultural discrimination, the prevention of armed conflicts, etc.); (2) the “universalization of tradition”, that is, the hermeneutic process by which a tradition (ethical, religious, political, etc.) reinterprets itself in such a way as to make it understandable and meaningful to other traditions; (3) the impact that the practice of dialogue, as understood in the human and social sciences, should have on actual political discussion; and (4) the role that the human and social sciences have in articulating, within a meaningful discourse, the demands for greater justice and for a meaningful existence that arise in the form of collective feelings, emotions, etc. (shrink)

Why is postmodernist discourse so biased against the Enlightenment? Indeed, postmodern theory challenges the validity of the rational basis of modern historical scholarship and the Enlightenment itself. Rather than avoiding this conflict, the contributors to this vibrant collection return to the philosophical roots of the Enlightenment, and do not hesitate to look at them through a postmodernist lens, engaging issues like anti-Semitism, Utopianism, colonial legal codes, and ideas of authorship. Dismissing the notion that the two camps are ideologically opposed and (...) thus incompatible, these essays demonstrate an exciting new scholarship that confidently mixes the empiricism of Enlightenment thought with a strong postmodernist skepticism, painting a subtler and richer historical canvas. (shrink)

In a recent paper we argued that a Moorean strategy can be employed to justify our continuing to believe the following proposition, even in the presence of philosophical views that entail it is false, without any philosophical argument against those views, and without any positive philosophical argument in its favour: -/- H>A: Humans have an equal moral status that is higher than the moral status of non-human animals. -/- The basic idea is that our confidence in the truth of (...) this proposition is greater than our confidence in the propositions that make up those philosophical views that entail it is false, and that this is sufficient to justify rejecting those views and to continue to believe H>A. -/- Roberts has recently responded to our argument by claiming: -/- (i) Although the Moorean strategy is valid, it is not powerful. (ii) A resort to the Moorean strategy reflects too great a pessimism about the accounts available that purport to justify H>A. -/- In this short rejoinder we explain why Roberts fails to establish his two claims. (shrink)

The Russian philosopher and cultural theorist Mikhail Bakhtin has traditionally been seen as the leading figure in the group of intellectuals known as the Bakhtin Circle. The writings of other members of the Circle are considered much less important than his work, while Bakhtin's achievement has been exaggerated in proportion to the downgrading of the thinkers with whom he associated in the 1920s. This volume, which includes new translations and studies of the work of the most important members of the (...) Circle, sets out to correct the distortions in the established representations of its activity. The original contributions to literary and linguistic theory made by Valentin Voloshinov and Pavel Medvedev (but frequently credited to Bakhtin) are assessed, and the distinctiveness of their approaches is highlighted. (shrink)

In this paper, I shall review the reasons that let Putnam to propose functionalism and the reasons that subsequently led him to abandon it. I would like to discuss Putnam's views belonging to early Putnam and later Putnam. First, let us focus on early Putnam. Early Putnam tries to show the possibility of robot consciousness. As a functionalist, Putnam shows that the human being is an autonomous: that is, human mind is a computing machine. Later, he changes his position to (...) demonstrate not just his intellectual confidence, but also the virtue of seeing the bigger picture. Later Putnam realized this because this sort of utopianism is an illustration of what is called ‘scientism’. It is based on speculations regarding scientific possibilities. The problem is that it is completely unclear just what possibility has been envisaged when one speaks of robotic consciousness. While arguing against Turing machine, the later Putnam said that pessimism about the success of artificial intelligence (AI) in simulating human intelligence amounts to pessimism about possibility of describing the functioning of the brain. He raised the question: what connection is there between simulating intelligence and describing the brain? Even if the computer model of the brain is correct, it does not follow that AI will succeed. Simulation is just simulation, it does not mean exact replications of human mind. (shrink)

This chapter reconstructs Adorno's practices of listening to music through the prism of two categories: exact listening and inconsistent listening. Exact listening depends upon a distinct kind of intellectual confidence about the capacity for an intellectual to listen to and comprehend the forms of a given work. This practice entails his well‐known writings on the resistant powers of fractured forms in late Beethoven and the Second Viennese School; as well as his critiques of Wagner, Stravinsky, jazz, popular (...) music, and the culture industry. By contrast, inconsistent listening, found particularly in Adorno's writings on Mahler and Berg, acknowledges a significant measure of uncertainty as to what forms constitute a locus of social resistance. In these writings, Adorno shows readers more explicitly what it means to grapple with music's ineffability through his use of parataxis, extra‐musical hallucinations, and contradictory or paradoxical assertions. The chapter frames its reconstruction of Adorno's dual listening practices by delineating the philosophical importance of music's ineffability for Adorno's negative conception of utopian truth‐content. (shrink)

Those who are interested in Freud and psychoanalysis will be familiar with questions such as ‘Is Freudian psychology pseudo-scientific?’ ‘Is Freudian psychology falsifiable?’ ’Is unfalsifiability an adequate criterion of pseudo-science?’, and they might naturally suppose that it is these questions of which Erwin has attempted a ‘final accounting’. Surprisingly, these questions hardly feature in Erwin's book. Though at the outset Peter Medawar's notorious judgment that psychoanalysis is ‘the most stupendous intellectual confidence trick of the twentieth century’ is cited, (...) Erwin does not seem to think it is part of his final accounting to say either whether he thinks it justified or, if not, why someone of Medawar's distinction should nevertheless have thought so. (shrink)

Teaching for social justice requires an ability to address sensitive issues such as racism and sexism so that students can gain critical consciousness of these pervasive social realities. However, the empirical literature thus far provides minimal exploration of the factors teachers consider in deciding how to address these issues. This study explores this question through ethnographic case studies of two urban, 11th grade U.S. History classrooms. Differing classroom racial demographics and teacher instructional goals resulted in two distinct pedagogical approaches to (...) social justice teaching. Despite differences in class makeup and teaching approach, students in both classrooms developed intellectual confidence and critical citizenship skills related to their growing sociopolitical awareness. (shrink)

This chapter contains sections titled: The Sophists Socrates.

This paper offers an analysis of the nature of epistemic trust. With increased philosophical attention to social epistemology in general and testimony in particular, the role for an epistemic or intellectual version of trust has loomed large in recent debates. But, too often, epistemologists talk about trust without really providing a sustained examination of the concept. After some introductory comments, I begin by addressing various components key to trust simpliciter. In particular, I examine what we might think of when (...) we consider what it means to place trust in someone. Once we have examined trust in general, we can modify this discussion to derive an epistemic version of trust—placing trust in someone for an epistemic reason. I argue that ET includes four components: belief, communication, reliance, and confidence. The first two sets are distinctively epistemic and the second set of conditions form the core of any kind of trust. Put together,.. (shrink)

Our planet contains 194 independent states and much more nations. They share membership of the United Nations and in consequence they subscribed the Universal Declaration of Rights. These are rooted in the modern universal conception of states and human rights formulated by philosophers of the Enlighten Age like Locke, Kant., Montesquieu, Voltaire and Rousseau. Concepts like democracy are mirrored to the organization of the political life as it was developed in North America and Europe at the end of the 18th (...) and the 19th century. Universality was deeply rooted in the Western intellectual, moral and religious tradition of that part of the world. Even globalization of the economic and social life is governed by the same Western standards and worldwide consumed basic goods like prime matter,. food and energy is expressed in terms of Western currency like dollar, pound sterling or euro. Despite this economic globalization there were two contradictory political evolution to discern: At the one hand more than 70 new states where created and on the other hand 28 European states started to integrate to a political European Union. The latter trend was based on a deep economic integration and since the creation of the euro also a financial integration. Basic idea was the creation of a free economic market as bases for a political unified Europe. Euro criticism is not only identified with conservatism, nationalism, narrow mind and even racism, euro criticism is deprived from any intellectual significance. However other trends put some shadow on the European project. First the Soviet experience around Marxism, Leninism and Stalinism unified more different nations than the European Union but ended in a complete political and economic chaos. Secondly the financial euro crisis involves only the tacit undermining of the national political independence of the member states, but does not make room for a deep analysis what the fundamentals are of this crisis such as lack of confidence of the citizen in the created unified political and financial market and its main instruments like banks that we consider as the fundamental boundary conditions of the worldwide globalization of goods, power and all aspects of human life. Furthermore we claim that this market in al its aspects is the worst answer to the inconvenient yet unavoidable truth that Western way of life of consumption includes a ecological footprint that exceeds since many years the sustainability of our planet. -/- . (shrink)

Enlightenment confidence in reason and in our individual powers of reasoning have been subjected to growing criticism. One criticism is that Enlightenment universalism about reason has provided a cover story for cultural if not economic or political imperialism. I identify and criticize three central assumptions about reason common from the Enlightenment to the present day: That reason and tradition are distinct, if not conflicting intellectual resources; that reason is inherently a power of individuals; and that rejecting individualism in (...) epistemology entails historicist relativism. The contemporary debates between defenders of universalist views of reason and their multi-culturalist critics reproduce on an inter-cultural level the contests between Christian religious sects that originally compelled the development in Europe of Enlightenment views of reason. Both sets of debates recapitulate at a practical level the theoretical issues posed by dogmatism and question-begging , problems crystallized in Sextus Empiricus' Dilemma of the Criterion. I contend that rectifying the three erroneous Enlightenment assumptions about reason shows that Sextus' Dilemma can be resolved by a constructive account of self- and mutual criticism. This account provides a constructive response to the contemporary debates between the Enlightenment and its multi-culturalist critics. Surprisingly, the basic views required for a tenable, enlightened account of reason were developed by Hegel, whose views have been widely misunderstood because they have been forced into the very dichotomies against which Hegel argued convincingly. (shrink)

Progressive intellectuals at the turn of the last century founded the modern American university, created its disciplines and edited the journals that codified their thoughts. They created the ligaments of the national administrative and regulatory state; they helped legitimate the creation of a national financial and industrial corporate economy. Through the writings of Lyman Abbott, Albion Small, and Simon Patten, three features of progressive thought are underlined: the primacy of a narrative, their hostility to “principled” or abstract-philosophical forms of political (...) and social thought, and their confidence that historical modes of social inquiry would produce “laws”? of progress that would guide practice and anchor values integrating self and society on a democratic basis. Five topics contain these animating features: national patriotism, the new industrial economy, a new democratic ethic, social Christianity, and their critique of the dominance of constitutional jurisprudence and law in American political institutions and practices. (shrink)

Normal 0 21 The main goal of this paper is to maintain that the skeptical hypotheses in the First Meditation, and especially the doubt about material things, should be interpreted as a kind of mental exercise whose purpose is both to weaken our confidence in the senses and to prepare the reader of the Meditation for the learning of the truths accessible through the light of reason. Thus, the paper purports to show that in the economy of the Meditations (...) skeptical doubts play a positive and constructive role, which is distinct from their role of bringing about philosophical skepticism that prevails in contemporary epistemological debates. The strategy that allowed for this reading consisted in both valuing the emergence of skeptical doubts within a text written in a meditative style and highlighting certain aspects of the intellectual context that were part of the scientific revolution experienced by Descartes. (shrink)

One of the major intellectual figures of the twentieth century, Paul Ricoeur has influenced a generation of thinkers. In this, the first philosophically informed biography of Ricoeur, student, colleague, and confidant Charles E. Reagan provides an unusually accessible look at both the philosophy of this extraordinary thinker and the pivotal experiences that influenced his development. "A valuable introduction to Ricoeur; highly recommended."—_Library Journal_ "[A] lively introduction to the life and thought of one of this century's most notable philosophers."—Norman Wirzba, (...) _Christian Century_ "Reagan lucidly explains Ricoeur's difficult philosophy while shining overdue light on the personality behind it."—Carlin Romano, _Philadelphia Inquirer_ "Combines biographical and philosophical essays with a more personal memoir that makes Ricoeur's humane and magnanimous nature abundantly evident. Four revealing interviews, coupled with photographs, and an extensive bibliography of primary and secondary sources, complete this illuminating study."—_Choice_. (shrink)

Throughout history philosophers have sought to define, understand, and delineate concepts important to human well-being. One such concept is "knowledge." Many philosophers believed that absolute, certain knowledge, is possible--that the physical world and ideas formulated about it could be given solid foundation unaffected by the varieties of mere opinion. Sextus Empiricus stands as an example of the "skeptic" school of thought whose members believed that knowledge was either unattainable or, if a genuine possibility, the conditions necessary to achieve it were (...) next to impossible to satisfy. In other words, in the absence of complete knowledge, one must make do with the information provided by an imperfect world and conveyed to the mind through sense impressions that can often deceive us. Throughout his life Sextus Empiricus entered into intellectual combat with those who confidently claimed to possess indubitable knowledge. For skeptics, the best one can hope to achieve is a reasonable suspension of judgment--remaining ever mindful that claims to knowledge require careful scrutiny, thoughtful analysis, and critical review if we are to prevent ourselves and others from plunging headlong into mistaken notions. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:What Makes a Mental Disorder Mental?Jerome C. Wakefield (bio)Keywordsharmful dysfunction, mental disorder, intentionality, mental dysfunction, mental functioning, phenomenality, somatic disorderWhat makes a medical disorder mental rather than (exclusively) somatic or physical? Psychiatry to some extent depends for its existence as a medical specialty on the distinction between mental and somatic disorders, yet the history of this distinction presents a bewildering array of puzzling judgments, radical shifts, and seemingly arbitrary (...) distinctions. The historical observation that putative mental disorders are often reclassified as physical disorders as soon as their physiologic basis is understood further confuses matters. Moreover, recent debates about such classifications often seem to reflect desires to protect professional turf or obtain optimal reimbursement for treatment more than they do the application of a coherent conceptual distinction. No wonder that Brülde and Radovic (2006) disarmingly admit at the outset of their exploration of this question that there is a case to be made that their topic is relatively unimportant or even meaningless intellectually, a rare way to start an inquiry!Could there nonetheless be a cogent conceptual distinction lurking here? Brülde and Radovic usefully invite us to reframe the question, in effect as follows: Suppose we pay attention to professional and lay judgments as evidence but at the same time try to avoid being ensnared by the distortions resulting from turf issues and other pragmatic motives and constraints. Can we then identify some principled distinction in this domain that is worth making and that interestingly corresponds to the distinction generally made between mental disorders and strictly somatic disorders? Brülde and Radovic do not come to any confident or compelling conclusion about this.My answer, based on my harmful dysfunction analysis of disorder (Wakefield, 1992a, 1992b, 1999a, 1999b), is that a mental disorder is a harmful mental dysfunction, where a mental dysfunction is a failure of the capacity of some mental mechanism to perform a function for which it was biologically designed. I argue that, owing to a series of logical missteps, Brülde and Radovic needlessly reject this view. After some preliminary comments and clarifications, I defend the internal dysfunction approach from the objections posed by Brülde and Radovic, and then conclude by elaborating this view in some new ways. Note that Brülde and Radovic critique something they call the "internal cause view" of what makes a disorder mental, and they name others who hold that view. However, my work figures prominently in their discussion, and for expository simplicity, I will presume to simply construe their arguments as aimed at the harmful dysfunction analysis. [End Page 123]Clarifying the QuestionIt is easy to misconstrue the question "What makes a mental disorder mental" as demanding a precise account of the mental, an error to which Brülde and Radovic succumb in their repeated complaints that various writers do not present principled accounts of the mental but rely on lists of prototypical mental states or tentative guidelines to fix the reference of mental. We would need a precise definition of mental if the problem were how to classify cases in which it is ambiguous whether some phenomenon is mental or physical. We might imagine, for example, someone being genuinely puzzled as to whether inability to sleep is failure of a mental function or process. But this sort of puzzle about the boundaries of the mental is not the problem with which Brülde and Radovic are concerned; anyway, ambiguous cases may just be inherently ambiguous. The problem, which a crisp definition of mental will not resolve, is what relation mental states or mechanisms must have to a disorder to make it a mental disorder; must there be mental symptoms, or mental dysfunctions, or either one, and so on? But, even if a precise resolution of the nature of the mental is not needed, some notion of the mental domain is essential in pursuing this discussion. We can pick out the mental ostensively, by pointing to lots of examples (e.g., perception, motivation, emotion, thought, and sensation) much more confidently than we can define it in a principled way. But because Brülde and Radovic find fault in such ostensive reference fixing, let me... (shrink)

In a fallen world fraught with evidence against religious beliefs, it is tempting to think that, on the assumption that those beliefs are true, the best way to protect them is to hold them dogmatically. Dogmatic belief, which is highly confident and resistant to counterevidence, may fail to exhibit epistemic virtues such as humility and may instead manifest epistemic vices such as arrogance or servility, but if this is the price of secure belief in religious truths, so be it. I (...) argue, however, that even in a world full of misleading evidence against true religious beliefs, cultivating epistemic humility is the better way to achieve believers’ epistemic aims. The reason is that dogmatic belief courts certain epistemic dangers, including to the true religious beliefs themselves, whereas epistemic humility empowers believers to counter them. (shrink)

Emotion, Social Theory, and Social Structure takes sociology in a new direction. It examines key aspects of social structure by using a fresh understanding of emotions categories. Through that synthesis emerge new perspectives on rationality, class structure, social action, conformity, basic rights, and social change. As well as giving an innovative view of social processes, J. M. Barbalet's study also reveals unappreciated aspects of emotions by considering fear, resentment, vengefulness, shame, and confidence in the context of social structure. While (...) much has been written on the social consequences of excessive or pathological emotions, this book demonstrates the centrality of emotions to routine operations of social interaction. Dr Barbalet also re-evaluates the nature of social theory, for once the importance of emotions to social processes becomes clear, the intellectual constitution of sociology, and therefore its history, must be rethought. (shrink)

The public sphere, be it the Greek agora or the New York Times op-ed page, is the realm of appearances - not citizenship. Its central event is spectacle - not dialogue. Public dialogue, the mantra of many intellectuals and political commentators, is but a contradiction in terms. Marked by an asymmetry between the few who act and the many who watch, the public sphere can undermine liberal democracy, law, and morality. Inauthenticity, superficiality, and objectification are the very essence of the (...) public sphere. But the public sphere also liberates us from the bondages of private life and fosters an existentially vital aesthetic experience. Reign of Appearances uses a variety of cases to reveal the logic of the public sphere, including homosexuality in Victorian England, the 2008 crash, antisemitism in Europe, confidence in American presidents, communications in social media, special prosecutor investigations, the visibility of African-Americans, violence during the French Revolution, the Islamic veil, and contemporary sexual politics. This unconventional account of the public sphere is critical reading for anyone who wants to understand the effects of visibility in urban life, politics, and the media. (shrink)

Philosophy of biology has a long and honourable history. Indeed, like most of the great intellectual achievements of the Western World, it goes back to the Greeks. However, until recently in this century, it was sadly neglected. With a few noteworthy exceptions, someone wishing to delve into the subject had to choose between extremes of insipid vitalism on the one hand, and sterile formalizations of the most elementary biological principles on the other. Whilst philosophy of physics pushed confidently ahead, (...) the philosophy of biology languished. In the past decade, however, things have changed dramatically. A number of energetic and thoughtful young philosophers have made real efforts to master the outlines and details of contemporary biology. They have shown that many stimulating problems emerge when analytic skills are turned towards the life-sciences, particularly if one does not feeI con strained to stay only with theoretical parts of biology, but can range over to more medical parts of the spectrum. At the same time, biology itself has had one of the most fruitful yet turbulent periods in its whole history, and more and more biologists have grown to see that many of the problems they face take them beyond the narrow confines of empiric al science: a broader perspective is needed. (shrink)

In Spinoza’s metaphysics, we encounter many puzzling doctrines that appear to entangle metaphysical notions with cognitive, logical, and epistemic ones. According to him, a substance is that which can be conceived through itself and a mode is that which is conceived through another. Thus, metaphysical notions, substance and mode, are defined through a notion that is either cognitive or logical, being conceived through. He defines an attribute as that which an intellect perceives as constituting the essence of a substance. (...) class='Hi'>Intellectual perception, something cognitive, is used to define an attribute, something metaphysical. And he claims that if something exists there is a reason why it exists and if something doesn’t exist there is also a reason why it doesn’t. Thus, a reason, something cognitive or epistemic, is necessary for existence or nonexistence. What are we to make of the intimate connections that Spinoza sees between metaphysical, cognitive, logical, and epistemic notions? Between being and reason? In this book, I argue for what might be called a realist interpretation: although Spinoza is confident that the order of being mirrors the order of reason, he believes that they are two orders, not one. There is inherence over and above conceptual dependence; there is causation in addition to causal explanation; the world has a nature that we can grasp and that our way of grasping it does not interpose an impenetrable conceptual veil between it and us. (shrink)

Critics have often misunderstood the higher-order theory (HOT) of consciousness. Here we clarify its position on several issues, and distinguish it from other views such as the global The higher-order theory (HOT) of consciousness has often been misunderstood by critics. Here we clarify its position on several issues, and distinguish it from other views such as the global workspace theory (GWT) and early sensory models (e.g. first-order local recurrency theories). For example, HOT has been criticized for over-intellectualizing consciousness. We show (...) that while higher-order states are cognitively assembled, the requirements are actually considerably less than often presumed. In this sense HOT may be viewed as an intermediate position between GWT and early sensory views. Also, we clarify that most proponents of HOT do not stipulate consciousness as equivalent to metacognition or confidence. Further, compared to other existing theories, HOT can arguably account better for complex everyday experiences, such as of emotions and episodic memories. This makes HOT particularly useful as a framework for conceptualizing pathological mental states. (shrink)

Challenges to Moral and Religious Belief contains fourteen original essays by philosophers, theologians, and social scientists on challenges to moral and religious belief from disagreement and evolution. Three main questions are addressed: Can one reasonably maintain one's moral and religious beliefs in the face of interpersonal disagreement with intellectual peers? Does disagreement about morality between a religious belief source, such as a sacred text, and a non-religious belief source, such as a society's moral intuitions, make it irrational to continue (...) trusting one or both of those belief sources? Should evolutionary accounts of the origins of our moral beliefs and our religious beliefs undermine our confidence in their veracity? This volume places challenges to moral belief side-by-side with challenges to religious belief, sets evolution-based challenges alongside disagreement-based challenges, and includes philosophical perspectives together with theological and social science perspectives, with the aim of cultivating insights and lines of inquiry that are easily missed within a single discipline or when these topics are treated in isolation. The result is a collection of essays--representing both skeptical and non-skeptical positions about morality and religion--that move these discussions forward in new and illuminating directions. -/- Contributors: Robert Audi, University of Notre Dame; Michael Bergmann, Purdue University; Sarah Brosnan, Georgia State University; William FitzPatrick, University of Rochester; John Hare, Yale University; Timothy P. Jackson, Emory University; Patrick Kain, Purdue University; Jordan Kiper, University of Connecticut; Dustin Locke, Claremont McKenna College; Charles Mathewes, University of Virginia; Mark C. Murphy, Georgetown University; John Pittard, Yale Divinity School; Walter Sinnott-Armstrong, Duke University; Richard Sosis, University of Connecticut; Sharon Street, New York University; Joshua Thurow, University of Texas at San Antonio; Ralph Wedgwood, University of Southern California. (shrink)

Philosophers have long suspected that thought and discourse about what we ought to do differ in some fundamental way from statements about what is. But the difference has proved elusive, in part because the two kinds of statement look alike. Focusing on judgments that express decisions--judgments about what is to be done, all things considered--Allan Gibbard offers a compelling argument for reconsidering, and reconfiguring, the distinctions between normative and descriptive discourse--between questions of "ought" and "is." Gibbard considers how our actions, (...) and our realities, emerge from the thousands of questions and decisions we form for ourselves. The result is a book that investigates the very nature of the questions we ask ourselves when we ask how we should live, and that clarifies the concept of "ought" by understanding the patterns of normative concepts involved in beliefs and decisions. An original and elegant work of metaethics, this book brings a new clarity and rigor to the discussion of these tangled issues, and will significantly alter the long-standing debate over "objectivity" and "factuality" in ethics. Table of Contents: I. Preliminaries 1. Introduction: A Possibility Proof 2. Intuitionism as Template: Emending Moore II. The Thing to Do 3. Planning and Ruling Out: The "Frege-Geach" Problem 4. Judgment, Disagreement, Negation 5. Supervenience and Constitution 6. Character and Import III. Normative Concepts 7. Ordinary Oughts: Meaning and Motivation 8. Normative Kinds: Patterns of Engagement 9. What to Say about the Thing to Do: The Expressivistic Turn and What it Gains Us IV. Knowing What to Do 10. Explaining with Plans 11. Knowing What to Do 12. Ideal Response Concepts 13. Deep Vindication and Practical Confidence 14. Impasse and Dissent References Index This is a remarkable book. It takes up a central and much-discussed problem - the difference between normative thought and "descriptive" thought. It develops a compelling response to that problem with ramifications for much else in philosophy. But perhaps most importantly, it brings new clarity and rigor to the discussion of these tangled issues. It will take some time to come to terms with the details of Gibbard's discussion. It is absolutely clear, however, that the book will reconfigure the debate over objectivity and "factuality" in ethics. --Gideon Rosen, Professor of Philosophy, Princeton University Gibbard,/author> writes elegantly, and the theory he develops is innovative, philosophically sophisticated, and challenging. Gibbard defends his theory vigorously and with admirable intellectual honesty. --David Copp, Professor of Philosophy, Bowling Green State University. (shrink)