One of the very few accounts in English of German idealism, this ambitious work advances and revises our understanding of both the history and the thought of the classical period of German philosophy. As he traces the structure and evolution of idealism as a doctrine, Frederick Beiser exposes a strong objective, or realist, strain running from Kant to Hegel and identifies the crucial role of the early romantics—Hölderlin, Schlegel, and Novalis—as the founders of absolute idealism.

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

Political violence in the form of wars, insurgencies, terrorism and violent rebellion constitutes a major human challenge. C. A. J. Coady brings a philosophical and ethical perspective as he places the problems of war and political violence in the frame of reflective ethics. In this book, Coady re-examines a range of urgent problems pertinent to political violence against the background of a contemporary approach to just war thinking. The problems examined include: the right to make war and conduct war, terrorism, (...) revolution, humanitarianism, mercenary warriors, the ideal of peace and the right way to end war. Coady attempts to vindicate the contemporary relevance of the just war tradition to current problems without applying the tradition in a merely mechanical or uncritical fashion. (shrink)

Attempts to unlock the Climacus section of Kierkegaard's pseudonymous literature. This book offers a sustained analysis of the key concepts discussed in the works: existence and the ethical, truth and subjectivity, indirect communication, guilt and suffering, irony and humour, reason and paradox, and faith and history.

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

Concerns about exploiting the poor or economically disadvantaged in clinical research are widespread in the bioethics community. For some, any research that involves economically disadvantaged individuals is de facto ethically problematic. The economically disadvantaged are thought of as “venerable” to exploitation, impaired decision making, or both, thus requiring either special protections or complete exclusion from research. A closer examination of the worries about vulnerabilities among the economically disadvantaged reveals that some of these worries are empirically or logically untenable, while others (...) can be better resolved by improved study designs than by blanket exclusion of poorer individuals from research participation. The scientific objective to generate generalisable results and the ethical objective to fairly distribute both the risks and benefits of research oblige researchers not to unnecessarily bar economically disadvantaged subjects from clinical research participation. (shrink)

This paper tries to show that there is an important virtue that could be called “accountability.” This virtue is a trait of a person who embraces being held accountable and consistently displays excellence in relations in which the person is held accountable. After describing the virtue in more detail, including its motivational profile, some core features of this virtue are described. Empirical implications and an agenda for future research are briefly discussed. Possible objections to the virtue are considered and rebutted, (...) and relations to other virtues, particularly the personal virtue of justice, are discussed. In conclusion, we suggest that though this virtue has not received the attention it deserves in contemporary society, it has been more clearly recognized in other cultures. Some of the reasons for the partial eclipse of the virtue are understandable and justifiable, but there are good reasons to think our society would be improved if we paid more attention to accountability from a virtue perspective. (shrink)

The social, educational and political writings of Jean-Jacques Rousseau have become enormously influential in the 200 years since his death. But the breadth as well as the depth of Rousseau's achievement - he was amongst other things a creative writer and musical composer as well as a philosopher - is not always appreciated. In around 100 articles, alphabetically arranged and fully cross-referenced, N. J. H. Dent explores all facets of Rousseau's work and thoughts, while his subject's remarkable life is summarized (...) in a biographical introduction. Details of works by and about Rousseau are listed in an extensive bibliography. For students or general readers seeking an introduction to Rousseau's work, and for those already familiar with the material who require a convenient reference source, this dictionary is essential reading. (shrink)

This book provides a conceptual basis for recognizing the classroom as an ecology of linguistic and cultural patterns that should be taken into account as part of the teacher's professional decision making. It argues that the orchestration of classroom behaviour cannot be separated from the mental ecology of metaphor and thought patterns that reflect the student's primary culture. Chapters discuss the metaphorical nature of language and thought, primary socilization, nonverbal communication, framing and social control, the classroom as an ecology of (...) power, culturally responsive supervision, and educating teachers for the 21st century - all from a cultural and linguistic point of view. (shrink)

This essay corrects an error in the presentation of the Paradox of the Knowledge-Plus Knower, which is the variant of Kaplan and Montague’s Knower Paradox presented in C. Cross 2001: ‘The Paradox of the Knower without Epistemic Closure,’ MIND, 110, pp. 319–33. The correction adds a universally quantified transitivity principle for derivability as an additional assumption leading to paradox. This correction does not affect the status of the Knowledge-Plus paradox as a rebuttal to an argument against epistemic closure, since the (...) quantified transitivity principle is true in the standard model of arithmetic and therefore innocuous. (shrink)

Education is so strongly emphasized in the Chinese culture that academic success is widely regarded as the only indicator of success, while too much physical activity is often discouraged because it drains energy and affects academic concentration. This study investigated the relations among academic achievement, self?esteem, school conduct and physical activity level. The participants were 333 Chinese pre?adolescents (aged 8?12) in Hong Kong. Examination results and conduct grades were obtained from the school records. Global self?esteem was measured with the Physical (...) self?description questionnaire (PSDQ), while physical activity patterns of the children were assessed with the Physical activity questionnaire for children (PAQ?C). Results showed that high academic achievers consistently attained better school conduct marks. However, physical activity level was quite an independent entity that was related neither to academic achievement nor school conduct. Furthermore, regression analyses showed that only academically high?achieving boys and physically active boys had higher self?esteem. (shrink)

C. S. Lewis sets out to persuade his audience of the importance and relevance of universal values such as courage and honor in contemporary society.

Aristotle on Practical Wisdom is the first full-scale commentary on Nicomachean Ethics VI to be issued in a century, and the most illuminating ever. A meticulous translation with facing-page analysis enables readers to engage directly with Aristotle's account, while the lucid introduction locates it in the context of his—and later—ethical thought.

Beginning with an exemplary case study, this paper diagnoses and analyses some important strategies of evasion and factors of hindrance that are met in the teaching of medical ethics to undergraduate medical students. Some of these inhibitions are inherent to ethical theories; others are connected with the nature of medicine or cultural trends. It is argued that in order to avoid an attitude of evasion in medical ethics teaching, a philosophical theory of emotions is needed that is able to clarify (...) on a conceptual level the ethical importance of emotions. An approach is proposed with the help of the emotion theory Martha Nussbaum works out in her book Upheavals of thought. The paper ends with some practical recommendations. (shrink)

To say ‘mysticism versus philosophy’ in the context of Islamic civilization means something far different from what it has come to signify in the West, where many philosophers have looked upon mysticism as the abandonment of any attempt to reconcile religious data with intelligent thought. Certainly the Muslim mystics and philosophers sometimes display a certain mutual opposition and antagonism, but never does their relationship even approach incompatibility.

This book reveals the rational basis for historians' descriptions, interpretations and explanations of past events. C. Behan McCullagh defends the practice of history as more reliable than has recently been acknowledged. Historians, he argues, make their accounts of the past as fair as they can and avoid misleading their readers. He explains and discusses postmodern criticisms of history, providing students and teachers of history with a renewed validation of their practice. McCullagh takes the history debate to a new stage with (...) bold replies to the major questions historians face today. (shrink)

Very few scientists today question the fact that information, together with matter and energy, is one of the three constructs forming the ontology of the universe. However, there is still a long way to go before in order to establish the interrelations between information and energy and information and matter, as Einstein did between matter and energy. In this paper, after introducing the energy, matter, information model, which covers the three constructs and their relationships, we illustrate real examples—two qualitative and (...) two quantitative—of the interrelations between energy and information. This closes the open question with respect to the interrelationship between energy and information. (shrink)

When a person at risk of having a child with a genetic illness or disease wishes to have an unaffected child, this can involve difficult choices. If the pregnancy is established by sexual intercourse, the fetus can be tested early in pregnancy, and if affected a decision can be made to abort in the hope that a future pregnancy with an unaffected fetus ensures. Alternatively, preimplantation genetic diagnosis can be used after in vitro fertilisation to select and implant an unaffected (...) embryo that hopefully will proceed to term and produce a healthy baby. We are aware that many individuals at risk regard the latter as ethically more acceptable than the former, and examine whether there is an ethical difference between these options. We conclude that PGD and implantation of an unaffected embryo is a more acceptable choice ethically than prenatal diagnosis followed by abortion for the following reasons: Choice after PGD is seen as ethically neutral because a positive result balances a negative result simultaneously . While there is usually the intention to establish a healthy pregnancy after an abortion, this is not simultaneous; A woman sees abortion as a personal physical violation of her integrity, and as the pregnancy proceeds she increasingly identifies with and gives ethical status to the embryo/fetus as it develops in utero and not in the laboratory; Many people see aborting a fetus as “killing”, whereas in the case of PGD the spare embryos are “allowed to die”. We argue that this difference of opinion gives further weight to our conclusion, but note that this has been addressed and debated at length by others. (shrink)

Two methods have been used in the investigation of the stakes-sensitivity of knowledge as it occurs in ordinary language: (a) asking participants about the truth or acceptability of knowledge ascriptions and (b) asking participants how much evidence someone needs to gather before they know that something is the case. This second, “evidence-seeking”, method has reliably found effects of stakes-sensitivity while the method of asking about knowledge ascriptions has not. Consistent with this pattern, in Francis et al. (Ergo, 2019), we found (...) evidence of scalar stakes effects using an evidence-seeking approach. Whilst we found this evidence across several cases using both negative (“don’t know”) and positive (“know”) polarities, there remain questions about the directness of the relationship between stakes and knowledge ascriptions; it is possible that stakes are affecting knowledge by affecting the confidence of the attributor. For example, Bach (in: Peter & Preyer, 2005) has argued that knowledge attributions do not track truth attributions but rather thresholds for doxastic confidence. To investigate the role of confidence in knowledge ascriptions, we use our existing paradigm (Francis et al., 2019) but include measures of both participant and protagonist confidence. As far as we are aware, this is the first empirical investigation of the role of confidence in stakes effects on knowledge that incorporates an evidence-seeking approach using several scenarios. Overall, across both positive (“know”) and negative (“don’t know”) polarity conditions, we find further evidence of a stakes effect on knowledge using an evidence-seeking paradigm. However, and importantly, we do not find evidence that changes in participant confidence partially or fully mediate the stakes effect on knowledge. (shrink)

C. K. Grant; X*—On a Definition of Knowledge, Proceedings of the Aristotelian Society, Volume 73, Issue 1, 1 June 1973, Pages 157–166, https://doi.org/10.1093/a.

C A Wringe; Pupils’ Rights, Journal of Philosophy of Education, Volume 7, Issue 1, 30 May 2006, Pages 103–115, https://doi.org/10.1111/j.1467-9752.1973.tb00475.

What is harm? I offer an account that involves the victim’s either suffering some adverse intrinsic change or being prevented from enjoying some beneficial intrinsic change. No one is harmed, I claim, in virtue of relational changes alone. Thus (excepting for contrived cases), there are neither posthumous harms nor, in life, harms of the undiscovered betrayal, slander, reputation-damaging variety. Further, two widespread moves in the philosophy of death are rejected. First, death and posthumous are not to be assimilated—death does bring (...) about adverse internal change and harms us straightforwardly. Second, Pitcher-type accounts of posthumous harm are criticized—posthumous events can thwart the satisfaction of my interests, but I am not harmed either just when this occurs or, earlier, when I first acquire or invest in those interests. We have other ways of describing what is going on. (shrink)

C Evers; Epistemology and the Structure of Educational Theory: some reflections on the O'Connor-Hirst debate, Journal of Philosophy of Education, Volume 21, Iss.