Our capabilities in space are growing almost as fast as our ambitions. Many nations, companies, and private actors are currently vying to secure historic “firsts” in space, raising complex social and ethical questions. There is surprisingly little serious analysis of these issues, however, and they are rarely discussed in undergraduate class discussions, despite their popularity with students. To help correct this deficit, a student research team designed 11 case studies to help instructors across the curriculum introduce space into their classes. (...) These are designed for ease of use, with self-contained background information, suggested readings/movies, and a series of juicy questions. (shrink)

That holobionts are units of selection squares poorly with the observation that microbes are often recruited from the environment, not passed down vertically from parent to offspring, as required for collective reproduction. The taxonomic makeup of a holobiont’s microbial community may vary over its lifetime and differ from that of conspecifics. In contrast, biochemical functions of the microbiota and contributions to host biology are more conserved, with taxonomically variable but functionally similar microbes recurring across generations and hosts. To save what (...) is of interest in holobiont thinking, we propose casting metabolic and developmental interaction patterns, rather than the taxa responsible for them, as units of selection. Such units need not directly reproduce or form parent-offspring lineages: their prior existence has created the conditions under which taxa with the genes necessary to carry out their steps have evolved in large numbers. These taxa or genes will reconstruct the original interaction patterns when favorable conditions occur. Interaction patterns will vary in ways that affect the likelihood of and circumstances under which such reconstruction occurs. Thus, they vary in fitness, and evolution by natural selection will occur at this level. It is on the persistence, reconstruction, and spread of such interaction patterns that students of holobiosis should concentrate, we suggest. This model also addresses other multi-species collectively beneficial interactions, such as biofilms or biogeochemical cycles maintaining all life. (shrink)

A. D. M. Walker; III*—Gratefulness and Gratitude, Proceedings of the Aristotelian Society, Volume 81, Issue 1, 1 June 1981, Pages 39–56, https://doi.org/10.1093.

J C Walker; The Philosopher’s Touchstone: towards pragmatic unity in educational studies, Journal of Philosophy of Education, Volume 19, Issue 2, 30 May 2006, P.

Ludwig Feuerbach is traditionally regarded as a significant but transitional figure in the development of nineteenth-century German thought. Readings of Feuerbach's The Essence of Christianity tend to focus on those features which made it seem liberating to the Young Hegelians: namely, its criticism of reification as abstraction, and its interpretation of religion as alienation. In this book, Van Harvey claims that this is a limited and inadequate view of Feuerbach's work, especially of his critique of religion. The author argues that (...) Feuerbach's philosophical development led him to a much more complex and interesting theory of religion which he expounded in works which have been virtually ignored hitherto. By exploring these works, Harvey gives them a significant contemporary re-statement, and brings Feuerbach into conversation with a number of modern theorists of religion. (shrink)

This dissertation examines the coherence and applicability of Whitehead's philosophy of organism insofar as that speculative scheme functions as a viable metaphysical basis for his philosophy of civilization. In short, what is offered is an inquiry concerning the metaphysical foundation of Whitehead's theory of civilized society. ;Overall, the metaphysical ground of civilized society is rooted in two tenets fundamental to Whitehead's philosophy: the paradigm of organism, exemplified in the becoming of an actual entity, and two, the essentially social character of (...) order, exemplified in the occurrences of natural events. Of the first, the primary ontological status of actual entities, each a self-creative process of many things in disjunction immanently related into one novel individual, sets the standard in terms of which all other existent things, human beings and civilized societies alike, are ultimately referent. Accordingly, the concepts of prehension and concrescence are most pertinent to the genesis and character of human experience, and thus to the advent of civilized society. The principle of creativity-one-many is likewise essential to the derivation of civilized society, inasmuch as the process of 'many' creatively united into 'one' is a universal archetype of Whitehead's philosophy, whether applied to cosmology or sociology. ;Equally fundamental to the metaphysical foundation of civilized society is Whitehead's conception of a composite organism, i.e., a "society" of actual entities, for it is upon this basis that the hierarchical social order of nature is established, and thereby the civilized order of human society. The occurrence of civilized society is, in this context, simply a highly specialized and unique form of social order made manifest by the impelling drive of creativity, actualized by way of the radical novelty of human mentality and the freedom of individual effort. Civilization is, as Whitehead so aptly puts it, an "adventure of ideas." So too, the question concerning the metaphysical status of civilized society, as an existent thing, as one or many, finds its resolution in conformity with the principles germane to the constitution of any such social organism. (shrink)

J C Walker; Dusting Off Educational Studies: a methodology for implementing certain proposals of John Wilson’s, Journal of Philosophy of Education, Volume 18, I.

The historian Caroline Walker Bynum, who solicited and organized this set of five case studies, explains in her afterword that one intention behind the series is to stimulate other teachers, as well as students, of the humanities to write similar ethnographies of the classroom and submit them to Common Knowledge.

The historian Caroline Walker Bynum, who solicited and organized this set of five case studies, explains in her introduction to them that their intent is to bypass the currently popular and unsupported claim that the humanities have practical relevance and, instead, to offer ruminative descriptions of what happens when teachers and students meet to discuss texts and objects. She explains that the essays report in detail on five individual classes in five very different academic settings, in the hope of (...) helping to turn the international anglophone conversation about humanistic education away from utilitarian, presentist, all-inclusive claims and toward a demonstration of what the humanities do in practice. (shrink)

This collection brings together well-established scholars to examine the limits of law, a topic that has been of broad interest since the events of 9/11 and the responses of U.S. law and policy to those events. The limiting conditions explored in this volume include marking law’s relationship to acts of terror, states of emergency, gestures of surrender, payments of reparations, offers of amnesty, and invocations of retroactivity. These essays explore how law is challenged, frayed, and constituted out of contact with (...) conditions that lie at the farthest reaches of its empirical and normative force. (shrink)

Excerpt from The Samkhya Karikas of Is'vara Krishna: With the Commentary of Gaudapada; Abstract of Thesis In a concise and comprehensive way, these sixty-nine me morial verses, each in turn, explain the several doctrines of the earlier and pure Samkhya school, as yet untouched by Vedantic colorings, and in their brevity and terseness they resemble, in every particular, except their metrical structure, the sutras of the remaining five orthodox systems of Hindu philosophy. About the Publisher Forgotten Books publishes hundreds of (...) thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:WomanistAlice Walker1. From womanish. (Opp. of "girlish," i.e., frivolous, irresponsible, not serious.) A black feminist or feminist of color. From the black folk expression of mothers to female children, "You acting womanish," i.e., like a woman. Usually referring to outrageous, audacious, courageous or willful behavior. Wanting to know more and in greater depth than is considered "good" for one. Interested in grown-up doings. Acting grown up. Being grown up. (...) Interchangeable with another black folk expression: "You trying to be grown." Responsible. In charge. Serious.2. Also: A woman who loves other women, sexually and/or nonsexually. Appreciates and prefers women's culture, women's emotional flexibility (values tears as a natural counter-balance of laughter) and women's strength. Sometimes loves individual men, sexually and/or nonsexually. Committed to survival and wholeness of entire people, male and female. Not a separatist, except periodically, for health. Traditionally universalist, as in: "Mamma, why are we brown, pink, and yellow, and our cousins are white, beige, and black?" Ans.: "Well, you know the colored race is just like a flower garden, with every color flower represented." Traditionally capable, as in: "Mamma, I'm walking to Canada and I'm taking you and a bunch of other slaves with me." Reply: "It wouldn't be the first time." 3. Loves music. Loves dance. Loves the moon. Loves the Spirit. Loves love and food and roundness. Loves struggle. Loves the Folk. Loves herself. Regardless. 4. Womanist is to feminist as purple is to lavender. [End Page 45]FootnotesFrom Alice Walker, In Search of Our Mothers' Gardens: Womanist Prose, 1st ed. (San Diego: Harcourt Brace Jovanovich, 1983), xi; reprinted in Katie Cannon, Katie's Canon: Womanism and the Soul of the Black Community (New York: Continuum, 1995), 22; reprinted in Stacey Floyd-Thomas, Mining the Motherlode: Methods in Womanist Ethics (Cleveland: Pilgrim Press, 2006); reprinted in Alice Walker, We Are the Ones We Have Been Waiting for: Inner Light in a Time of Darkness: Meditations (New York: New Press; Distributed by W. W. Norton, 2006).Copyright © 2012 University of Hawai'i Press... (shrink)

Abstract:This essay excavates the “spherical” and “global” ontological optics that have emerged from Martin Heidegger's thought considered in the context of the whole earth image and global climate change, focusing on the work of Timothy Ingold and Timothy Morton. Probing the boundaries of Morton's perspective in particular, I show how his global vision of Being ultimately reinscribes a fundamentally anthropocentric position in which the human “interior” is privileged and universalized while the inhuman “exterior” is either violently incorporated or altogether rejected. (...) I then propose an alternative vision of Being, one which avows a planetary optics while simultaneously emphasizing the unseen and unknown roiling beyond the boundaries of both spherical and global perspectives. I conclude by suggesting that this alternative vision can begin to be cultivated through attending to the works of Georges Bataille, whom a growing host of contemporary theorists have begun to identify as a resource for an ecological perspective that negotiates both the articulation and the transgression of the ontological and perspectival limits that separate the anthropocentric interior and the inhuman exterior. Bataille's exorbitant vision of Being sublates the dialectic of spherical and global perspectives, joining a consciousness of the limits of earth-bound human seeing-being to the ecstatic experience of a dynamic planet in the midst of an unfathomable cosmos. (shrink)

The focus of this dissertation is to identify, analyze, and critique what I take to be a fundamental contradiction between the ideal mission of the university to serve as the site for the pursuit of truth and the function of Traditionalist humanities curriculums. I argue that because nationalist education makes it nearly impossible for students to engage in the critique of ideology, nationalist education is antithetical to the university's mission. With anything less than the ability to engage in this critique (...) of ideology, there is no way that students can participate meaningfully in the ideal of the university. ;In the opening chapter I argue first, that the development and preservation of national culture stands in a dialectical relation to the preservation and contestation of national identity; second, that post-secondary education in the arts and humanities is largely education in the national culture; and third, that nationalism mediates the dialectical relation between national culture and national identity. In the second chapter I critique nationalism on the grounds that underlying every nationalist movement is a universalist project which denies the reality of complex personal identity formation. ;In the third chapter I show that the Traditionalist position seeks to support through curricular control nationalist versions of culture and identity. ;In the fourth chapter I critique Marx's and Mannheim's theories of ideology since they seek to devise methods for evaluating ideology through epistemic standpoints removed from the site of the production of ideology. And thus I conclude this chapter by asserting that in order to be a critic of ideology one must struggle with and acknowledge multiple and complex social identities. ;In the final chapter I defend the claim that nationalist education undermines the process of teaching students to be critics of ideology since such an education prevents students from engaging the complexity of the encounter between the knowing subject and the object of knowledge. Moreover, I argue that a decidedly non-nationalist multicultural education offers the possibility of developing heterogeneous group identity without the deleterious consequences invariably brought forth by nationalism. (shrink)

First published in 1962, contains the William James Lectures delivered at Harvard University in 1955. It sets out Austin's conclusions in the field to which he directed his main efforts for at least the last ten years of his life. Starting from an exhaustive examination of his already well- known distinction of performative utterances from statements, Austin here finally abandons that distinction, replacing it by a more general theory of 'illocutionary forces' of utterances which has important bearings on (...) a wide variety of philosophical problems. (shrink)

This book is the one to put into the hands of those who have been over-impressed by Austin 's critics....[Warnock's] brilliant editing puts everybody who is concerned with philosophical problems in his debt.

In Working Virtue: Virtue Ethics and Contemporary Moral Problems, leading figures in the fields of virtue ethics and ethics come together to present the first ...