"The past two decades have seen renewed scholarly and popular interest in the law and morality of war. Positions that originated in the late Middle Ages through the 17th century have received more sophisticated philosophical elaboration. Although many contemporary writers draw on ideas that figure prominently in Kant's moral philosophy, his explicit discussions of war have not been brought into their proper place within these discussions and debates. Kant argues that a special morality governs the permissible use of force because (...) of wars distinctive immorality. He characterizes war as barbaric, because in war might makes right - which side prevails does not depend on who is in the right. The very thing that makes war wrongful also provides the appropriate standard for evaluating the conduct of war, and the only basis for law governing war"--. (shrink)

This book discusses and aims to clarify the issue of describing conduct and character as ‘good’ or ‘bad’, or as ‘right’ or ‘wrong’. The book states that one of the main factors that have made this issue obscure is the illusion of some anti-naturalists that purely logical considerations can settle it. It clearly defines the limitations of the discussions: it is not concerned with the ‘other things’ people use to define conduct and character. The book attempts to consider the issue (...) from the purely logician point of view and suggests to the naturalists and anti-naturalists how their positions may be freed from logical faults. The book also introduces the ‘logic of ethics’, which is not a special kind or branch of logic, but rather an application of it. (shrink)

One of the foremost contributions to the study of the history of ideas. Examines ancient sources pertaining to the original condition of mankind.

The book presents an anthology of readings on the philosophy of science covering traditional issues, such as explanation, confirmation, and progress against a backdrop of historical case studies. Discusses the feminist philosophy of science to present a different perspective on the subject and chapters on medicine and psychology (dreaming) present applications of philosophy and science.

How do we appreciate a work of art? Awarded a Guggenheim Fellowship to explore connections between art, mind, and brain, Arthur Shimamura takes findings from psychological and brain sciences to address ways of understanding our aesthetic responses.

This book gathers together for the first time an important body of texts written between 1672 and 1686 by the great German philosopher and polymath Gottfried Leibniz. These writings, most of them previously untranslated, represent Leibniz's sustained attempt on a problem whose solution was crucial to the development of his thought, that of the composition of the continuum. The volume begins with excerpts from Leibniz's Paris writings, in which he tackles such problems as whether the infinite division of matter entails (...) perfect points, whether matter and space can be regarded as true wholes, whether motion is truly continuous, and the nature of body and substance. Comprising the second section is Pacidius Philalethi, Leibniz's brilliant dialogue of late 1676 on the problem of the continuity of motion. In the selections of the final section, from his Hanover writings of 1677-1686, Leibniz abandons his earlier transcreationism and atomism in favor of the theory of corporeal substance, where the reality of body and motion is founded in substantial form or force.Leibniz's texts (one in French, the rest in Latin) are presented with facing-page English translations, together with an introduction, notes, appendixes containing related excerpts from earlier works by Leibniz and his predecessors, and a valuable glossary detailing important terms and their translations. (shrink)

There has been across the world a resurgence of interest in ‘values education’ at school education, research and policy levels. In Australia the Australian Values Education projects led to the government initiating a number of large scale curriculum developments and resources projects as part of its expressed policy to introduce values education programmes in all schools. UNESCO has its own values education programme, entitled Living Values that functions in 84 countries. In the United Kingdom, the introduction of the National Curriculum (...) in England has led to a major effort to develop what is variously described as a ‘moral’ or ‘ethical’ perspective. In England, the education of the moral child has been both an underpinning aspiration of the National Curriculum and a focus of particular curricular subjects, most notably citizenship education. The purpose of this book is to make a contribution to this emerging field, and to do so in two ways. First, it presents a substantial body of empirical evidence, the results of the largest UK study to date of what parents, pupils and teachers are thinking and doing in the area of moral education and, more specifically, ‘character education’. Second, it seeks to elucidate more clearly what those involved in the debate mean by the terms used. The terms used in relation to moral and character education are not fixed, and are sometimes used apparently in different senses, by different contributors, and for different purposes. As a result of these two features, the present work offers some suggestions about possible ways forward in developing concrete proposals for moral education, in particular in identifying an appropriate language that can be used by practitioners in situations ‘on the ground’. (shrink)

[Bd. 1.] Grundlagen in theologischer Perspektive -- Bd. 2. Marktwirtschaft, Planwirtschaft, Weltwirtschaft aus sozialethischer Sicht.

What evidence and what arguments can be produced in support of the controversial suggestion, first made by Leo Strauss now over 65 years ago, that most earlier philosophers wrote esoterically and, what is more, that they did so, not merely from fear of persecution, but with an eye to enhancing their pedagogical effectiveness? I argue here that the inherent paradoxes of philosophical education combined with the inherent shortcomings of writing led many earlier thinkers to see the pedagogical necessity of something (...) like the Socratic method. And esoteric writing - a rhetoric of riddling concealment - is the closest literary approximation to the Socratic method. (shrink)

Intended for those interested in Kant's contribution to philosophy, this volume provides an overview of Kant's arguments concerning central issues in metaphysics and ethics.

There is a growing consensus in Britain on the importance of character, and on the belief that the virtues that contribute to good character are part of the solution to many of the challenges facing modern society. Parents, teachers and schools understand the need to teach basic moral virtues to pupils, such as honesty, self-control, fairness, and respect, while fostering behaviour associated with such virtues today. However, until recently, the materials required to help deliver this ambition have been missing in (...) Britain. The Knightly Virtues Programme, devised by the Jubilee Centre for Character and Virtues, aims to help solve this challenge. The programme, designed for 9 to 11 year olds, draws on selected classic stories to help teach moral character in schools. This approach has proved to be popular with children and teachers, with more than 5,000 pupils from one hundred schools having participated in the programme so far. Fifty-five of these schools and 3,272 pupils were directly involved in different stages of the research. Based at the University of Birmingham, the Jubilee Centre houses leading academics dedicated to researching the various ways in which good character, which underpins the building blocks of society, can be developed. Recent research from the Centre has shown that the qualities that make up character can be learnt and taught, and suggests that we need a new emphasis on their importance in schools and in professional education. This report from the Centre into the use of classic literature within schools sets out the ways in which the Knightly Virtues Programme is able to develop the virtue literacy of school pupils, and the extent to which an understanding and awareness of good moral character can make positive changes to behaviour. The impact of the programme has been tested using several rigorous research methods, detailed in this report alongside their findings, which provide substantial empirical evidence for the effectiveness of using stories to develop virtue literacy. (shrink)

America is experiencing a cultural malaise. As art historians Arthur Pontynen and Rod Miller show in this penetrating new book, our current cultural struggles result from repeated attempts to deny the qualitative foundation for culture that distinguishes civilization from barbarism. Tracing American art, science, and philosophy from the colonial era to the present, Western Culture at the American Crossroads reveals how a distinctively American culture emerged and where it went wrong. Culture cannot be merely a matter of personal or (...) group preferences; it must be dedicated to the pursuit of truth, goodness, and beauty. But as Pontynen and Miller skillfully chronicle, modernism and postmodernism have developed dangerously limited understandings of science and reason that do not simply limit art but actually lead to bitter conflict and violence. The authors discuss dozens of works of art and architecture -- many of them featured in this beautifully illustrated work. But Western Culture at the American Crossroads in no mere art history treatise; it connects many dots in American intellectual history, demonstrating how what a culture believes relates to how it acts and what art it produces. Standing athwart trends that reduce culture to a matter of lifestyle and "taste," Western Culture at the American Crossroads makes a powerful case that the free and responsible pursuit of wisdom desperately needs to be renewed. Pontynen and Miller ultimately reveal the emerging threats not only to American and Western culture but to the very possibility of culture itself. - Publisher. (shrink)