Biophilia is a concept that has been much utilized as a foundation for an environmental or “land” ethic. E.O. Wilson characterizes it as a genetic disposition that links human survival to valuing living systems. J. Baird Callicott argues that human sentiments are naturally directed to all living systems and beings and this sentiment has evolutionary value. This author contends that if biophilia is to be a viable foundation for such an ethic, it must be conceived more abstractly and broadly as (...) an interconnecting feature of biotic systems. The foundation for such a conception can be found in Aristotle’s ethics, wherein his discussion of friendship, philia, can provide a theory of interspecies obligation. Although Aristotle’s focus in the Nicomachean Ethics is human relations, he makes it clear that this sentiment can be felt towards other living beings. This paper develops a broader conception of philia that includes interspecies relationships and then reconceives the modern concept of biophilia as a form of interspecies philia. It goes on to argue, using Aristotle’s theory of obligation as reciprocity within friendship, that such a re-conception of biophilia might provide another approach to founding an environmental ethic on a theory of sentiment. (shrink)

What does it mean for something to be rational? In deciding whether a belief, action, or desire can be considered rational, philosophers have always ran into the ambiguity between the normative and descriptive uses of the term. For instance, to claim that a belief in God is rational could mean that the belief came through some process of argumentation, or it could mean that this is a good belief for someone to have. Similarly, to say that a desire for wealth (...) and fame is irrational might mean that no process of argument brought it about; or it might simply mean that it is not a good desire to have. This kind of ambiguity is related not only to the fact-value problem, but to the classical distinction between theory and practice. ;Upon careful scrutiny, however, of all the processes involved in making judgments or holding beliefs, that is, inference and the experience upon which it is based, reasoning and the various shapes in which it is found, and reflective as well as nonreflective use of rules serve to establish a continuity between facts and values. At the same time, such a critical scrutiny indicates the real distinction between 'is,' as signifying what is the case, and 'ought,' as signifying what should be the case. ;In performing such a scrutiny, I was forced to perform a double task: first, to develop a set of categorical terms for normative and descriptive rationality; and second, to show the relation between ordinary and technical reasoning, thereby inviting philosophy, and theory in general, to assume its established role in the world of practical affairs. (shrink)

This paper is a discussion of the application of democraticand anti-racist educational principles in a college setting.The paper explores both the implications of pedagogical theoryfor anti-racism and the implications of anti-racism forpedagogy. After giving a brief description of the conditionsencountered in an economically and intellectually impoverishedregion of the country, the paper outlines an application ofJohn Dewey's educational theory to college instruction.Then, after an account of what racism is, the paper reappliesDewey's model to the teaching of anti-racism, and with thehelp of (...) Paulo Freire's theory of educational praxis,readapts Deweyan principles to the task of reconstructingour classrooms as models of anti-racist communities. (shrink)