William James has long been recognized as a central figure in the American philosophic tradition, and his ideas continue to play a significant role in contemporary thinking. Yet there has never been a comprehensive exploration of the thought of this seminal philosopher and psychologist. In Experiencing William James, renowned scholar James Campbell provides the fuller and more complete analysis that James scholarship has long needed. Commentators typically address only pieces of James's thought or aspects (...) of his vision, often in an attempt to make the task of understanding James seem easier than it is or else to dismiss him as a philosophically unprepared if well-meaning amateur. The isolated nature of these examinations, too often divorced from the original contexts, badly hinders and even distorts their conclusions. Focusing on James's own ideas rather than his critiques of others, and drawing from a wealth of scholarship that includes the completed editions of his writings and correspondence, Experiencing William James provides an invaluable, comprehensive view of James as he participates in and advances the pragmatic spirit that is at the core of American philosophy. Taking the whole of the man's thinking into account, this book offers the richest perspective so far on this great but not fully comprehended intellectual. (shrink)

In The Community Reconstructs James Campbell explores the Pragmatists' contributions to American social thought, drawing upon the writings of William James, John Dewey, George Herbert Mead, James Hayden Tufts, and their various critics.

A fresh explication of the Thomist justification of self-defense casts off the hobbles of the principle of double effects to find a more secure footing in the historicaldevelopment of subjective natural rights by medieval jurists, and a straight-forward application to the latent threat of death in childbirth posed by non-consensual pregnancy. By articulating the implicit Thomistic right to defensive abortion in terms of conditional rights bestowed in Creation as correlative to particular natural law duties, justly proportionate limits to defensive abortion (...) are identified, and balanced against the forfeited or reserved natural rights variously imputed to conceptus and embryo in non-consensual pregnancies. Subsequently, the varieties of involuntary consent are examined from a Thomist perspective with a view to their relevance in justifying recourse to a rehabilitated practice of defensive abortion when free and full consent to impregnation and childbirth is absent. (shrink)

Those familiar with the life and work of James Hayden Tufts tend to associate him with John Dewey, with whom he wrote both the 1908 and 1932 editions of _Ethics. _Yet as James Campbell here demonstrates, Tufts played a singular and important role in American philosophy from 1892, when he began teaching at the newly opened University of Chicago, until his retirement in 1930. During this period, he, along with Dewey and George Herbert Mead, was instrumental in (...) the birth of a new school of philosophy, the Chicago School, which developed a powerful and compelling social pragmatism. Campbell presents selected writings covering Tufts’s long and productive career. Arranged chronologically, they represent the full range of Tufts’s thought, from his concept of justice as the key value for harmonious community life to his views on religion and the question of evolution. A carefully annotated bibliography of all of Tufts’s writings completes the volume. (shrink)

These essays provide the first interdisciplinary assessment of the links between the Anglo-Saxons and the Irish before 800. This overview of recent advances in the field ranges widely in scope, covering language and literature, legal traditions, ecclesiastical history, and the evidence of material culture, through art history and archaeology.

The article deals with the social pragmatist approach to the political conception of community, especially in light of the challenges posed by the tendency to view democracy without community and blur the problem and boundaries between conflict and reconciliation. KEY WORDS – Community. Conflict. Democracy. Pragmatism. Reconciliation.

This paper is a response to a series of five papers—by Michael Eldridge, Bruce Kuklick, John Lachs, Erin McKenna, and John Ryder—that examine my recently published volume, A Thoughtful Profession: The Early Years of the American Philosophical Association. It discusses those papers in two phases: What they have to say about the volume's account of the history of the philosophy profession in America, and what they have to say about the present and future of the profession based upon its past. (...) Each of the papers demonstrates a sincere interest in exploring the history or the meaning of the APA. (shrink)

With the centenary of the publication of William James's Pragmatism (1907) fast approaching, this paper explores two questions. First: what role did James's volume play in the development of the Pragmatic movement?; second: how powerful a force was that movement within American academic philosophy? With regard to the first question, this paper suggests that Pragmatism was not the font of the movement, but in fact appeared near its end; with regard to the second question, this paper suggests that (...) the Pragmatic movement, while of great importance in American society, was itself only a minor moment within professionalizing American philosophy. (shrink)

: This paper is a response to a series of five papers—by Michael Eldridge, Bruce Kuklick, John Lachs, Erin McKenna, and John Ryder—that examine my recently published volume, A Thoughtful Profession: The Early Years of the American Philosophical Association. It discusses those papers in two phases: What they have to say about the volume's account of the history of the philosophy profession in America, and what they have to say about the present and future of the profession based upon its (...) past. Each of the papers demonstrates a sincere interest in exploring the history or the meaning of the APA. (shrink)

Explores the Pragmatists' contributions to American social thought, drawing upon the writings of William James, John Dewey, George Herbert Mead, James Hayden Tufts, and their various critics. This work also explores the Pragmatic analysis of society's potential for ongoing intelligent inquiry and cooperative evaluation to address social ills.

In lieu of an abstract, here is a brief excerpt of the content:The Evolution of the Society for the Advancement of American PhilosophyJames Campbelldespite my increasingly decrepit appearance, I can lay no claim to being one of the founders of SAAP. When I joined the Society in the mid-1970s, it was already a well-functioning organization—if a much smaller one than today. After a few years of attending meetings, I began to submit papers, and I first appeared on the program at (...) our sixth annual meeting at John Carroll University in 1979. (See Fig. 1, the complete program, below.) While I was not one of the founders of SAAP, I did know them all. Presiding at the early meetings were, in the order of their presidencies, such elders as John Lachs, John J. McDermott, Darnell Rucker, James Gouinlock, Beth J. Singer, Peter H. Hare, Sandra B. Rosenthal, Thelma Z. Lavine, Joseph Betz, Charlene Haddock Seigfried, and Andrew J. Reck. Serving in the background at the same time were such patron saints as Justus Buchler, Douglas Greenlee, Abraham Edel, Max Harold Fisch, Elizabeth Flower, Edward H. Madden, David L. Miller, Frank M. Oppenheim, Evelyn Shirk, John E. Smith, and H. S. Thayer. It was a good time to be coming to American Philosophy, under the guidance of a Society that respected the fundamentals of pluralism and "fallibilism."1IThe brief discussion of the evolution of SAAP that I offer here initially emphasizes what the Society has meant to me over nearly five decades.2 As I was entering graduate school in 1974, I was drawn by the American philosophical tradition. It was, as William James writes, my "dumb conviction" that the best answers were to be found in this philosophical direction and not in the others, and that my job was to pursue these answers.3 What I found in this tradition was a refuge from both the analytic style of philosophy then dominant in America, with what I saw as its obsession with truth4 and its [End Page 1] confusion of cleverness with wisdom, and the alternatives of the various continental traditions that, although they pursued wisdom, seemed to me to rely too strongly on the mysterious or the untranslatable. My own sense of the American philosophical tradition at the time was an amalgam of Puritanism, Deism, Transcendentalism, Pragmatism in its various forms, and a large dose of Columbia Naturalism. Through further study and especially through my interactions at SAAP meetings, I became more grounded in these approaches and more open to other strands within the tradition.5 For me, cooperative interaction with others was essential to further understanding. Just as for Josiah Royce, the secret was "the community."6Among the lessons that I drew from the American philosophical tradition were the following. I knew that it was necessary to resist the human tendency to believe that what works for me will work for everyone else. As George Santayana reminds us, all philosophy is "personal."7 Thus, certain thinkers and certain thoughts will benefit from their initial plausibility to us, and other thoughts and thinkers will be initially suspect. To counter this personal prejudice, we need to partake in careful, long-term study. On a related point, Ralph Waldo Emerson urges us to seek insight from others, to accept what he calls "provocation" while not accepting their answers.8 At the same time, we live among these other individuals, marry them, teach their children, and benefit from their contributions to our social existence. In other words, American Philosophy teaches us that people are social creatures—a point which both Emerson and James were wary of, but not blind to—and that our thinking should focus on the world of shared experience. As Benjamin Franklin writes, our efforts in "Philosophy" make sense only when our pursuit of wisdom is related to human well-being.9 This point is so important that we need to wonder how our efforts were ever allowed to narrow and separate from a broad sense of human welfare to focus upon supposedly more important minutiae. With John Dewey, I saw the job of philosophers to be helping individuals to understand and deal with their philosophical "problems" of living.10 And, perhaps more... (shrink)

George Herbert Mead was born at the height of America's bloody Civil War in 1863, the year of Lincoln's Emancipation Proclamation and the Gettysburg Address. He was born in New England, in the small town of South Hadley, Massachusetts; but when he was seven years old his family moved to Oberlin, Ohio, so that his father, Hiram Mead, a Protestant minister, could assume a chair in homiletics at the Oberlin Theological Seminary. After his father's death in 1881, Mead's mother, Elizabeth (...) Storrs Billings Mead, briefly taught at Oberlin College. Mead grew to self-consciousness in this educational atmosphere, amidst the conflict between science and religion over the primacy of efficient or final explanations; and he offers us, in some autobiographical comments, a sense of the difficulties felt by one who saw values on either side: We wished to be free to follow our individual thinking and feeling into an intelligent and sympathetic world without having to bow before incomprehensible dogma or to anticipate the shipwreck of our individual ends and values. We wanted full intellectual freedom and yet the conservation of the values for which had stood Church, State, Science, and Art. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Our Living SocietyJames CampbellIWhen I was working on my history of the early years of the American Philosophical Association (A Thoughtful Profession), I spent a great deal of time immersed in the unhappy genre of the presidential address. Three divisions, each with its own annual president, make for a lot of presidential addresses. One of the things that I learned from this effort was that these addresses can be (...) sorted quite easily into two types. The first reflects some philosophical interest of the individual president; the second considers the ongoing life of the association. My presidential address will be of the latter sort.I thought that I would speak with you today about the Society for the Advancement of American Philosophy (SAAP) as a living society. To do so means, of course, that I will be speaking about us. "We" are the members of SAAP—or better, we are SAAP. I will address my remarks primarily to the younger members of the audience: to those who cannot recall a time before SAAP existed. As our Society moves forward, and as the members of the founding generation inevitably pass on, there has been a natural change of focus. Our Society was established nearly forty years ago, at a time when the founders felt great alienation from the American Philosophical Association. The issues that brought them together in the early-1970s, however, are not the issues that we are facing at present. Our issues—your issues as the future of the Society—have fundamentally changed. It is no longer possible, if it ever really was, to define ourselves simply as "not them." We need to articulate, better than we have, not so much who we are as who we desire to become. While our pluralistic ways may no longer stick out in the broader philosophical profession, as Walt Whitman would in a Wall Street brokerage house, we [End Page 128] continue to feel isolation from much of what goes on in the profession. In many ways, SAAP's initial phase has been a tremendous success; but where does SAAP, where do we, go from here?III thought that I might also speak a bit about myself, not because my story is so special, but because it is a small piece of our collective past. Others of you may remember these times differently and may have taken away different lessons. If you will allow me, I will begin my story after I left the Army in 1969 and enrolled at Temple University in Philadelphia, where I had grown up. I was at that time a bit older, and more serious, than most of my fellow students. I enrolled as a philosophy major because, after a number of years entrapped within the military system of blind obedience to unquestioned authority, I wanted to find better justifications for my own, and for society's, practices. Philosophy appealed to me as the place where I might find the answers to my life questions.Unfortunately, philosophy in those days—at Temple and at most other American universities—was not the sort of field in which students found many answers to the questions that puzzled me. We learned a great deal about duck-rabbits and the uncertain location of someone named Brown; we wondered whether a person might know how to sex chickens, and how he or she might know; we explored the apparent menace of female impersonators' conventions for the inherited notion of truth. Overall, philosophy seemed to be a branch of epistemology, rather than vice versa. After several years of this sort of philosophical study, I managed to become very clever. I had a counter-example for any statement more daring than "hello," and I thought that I knew a great deal because I had learned how to avoid all consideration of context or history.Still, through my cleverness, I realized that something was not right. I was not developing answers for my puzzlements about life or the improvement of society. Since I was not doing what I wanted to do in philosophy, the fact that I was doing it quite well mattered little. As I look back now through the eyes... (shrink)

Fourteen philosophers share their experience teaching Peirce to undergraduates in a variety of settings and a variety of courses. The latter include introductory philosophy courses as well as upper-level courses in American philosophy, philosophy of religion, logic, philosophy of science, medieval philosophy, semiotics, metaphysics, etc., and even an upper-level course devoted entirely to Peirce. The project originates in a session devoted to teaching Peirce held at the 2007 annual meeting of the Society for the Advancement of American Philosophy. The session, (...) organized by James Campbell and Richard Hart, was co-sponsored by the American Association of Philosophy Teachers. (shrink)

The philosopher John J. McDermott comes out of the long American tradition that takes the aim of philosophical inquiry to be interpretation of the open meanings of experience, so that we might all live fuller and richer lives. Here, the authors of these nine essays explore his highly original interpretations of philosophy's various questions about our shared existence. How are we to understand the nature of American culture and to carry forward its important contributions? What is the personal importance of (...) embodiment, of living in the realization of death? How does our physical and personal environment nourish bodies and spirits? What does the deliberate pursuit of a morality offer us? How can we carry forward the fundamental tasks of education to enable those who follow us to use our shared past to address their civic and spiritual problems? What are the possibilities for community? Together, these essays offer a clear, multi-layered understanding of the compelling vision that McDermott has presented over the years. In an Afterword, McDermott responds to the authors' queries and concerns, offering a restatement of his understanding of the American philosopher's task. These essays indicate, and McDermott's response confirms, that for him philosophy is not a purely cerebral activity. Philosophy is, rather, an intellectual means of exploring the fullness of human experience, and it functions best when it operates in the context of the broad sweep of the humanities. Similarly, for McDermott the self is no given substantial entity. On the contrary, it is relational, rooted geographically and socially in its place and its fellows, and damaged when these life-giving processes fail. Further, McDermott does not accept any ultimate canopy of meaning. The human journey is a personal project within which provisional meanings must be created to sustain our advance. (shrink)

This paper begins with a memoir of the author’s interactions with Joseph Margolis that delineates both Margolis’s importance as a teacher and their disagreements on aspects of American philosophy. It then turns to Margolis’s discussions of pragmatism as a philosophical movement, with an emphasis on his understanding of John Dewey. The paper considers, third, Margolis’s account of the decline and rebirth of pragmatism, the latter process attributed largely to the work of Richard Rorty. The paper concludes with an examination of (...) what it sees as Margolis’s most valuable work: his explorations of the nature of the self and of human society. (shrink)

The philosopher John J. McDermott comes out of the long American tradition that takes the aim of philosophical inquiry to be interpretation of the open meanings of experience, so that we might all live fuller and richer lives. Here, the authors of these nine essays explore his highly original interpretations of philosophy's various questions about our shared existence. How are we to understand the nature of American culture and to carry forward its important contributions? What is the personal importance of (...) embodiment, of living in the realization of death? How does our physical and personal environment nourish bodies and spirits? What does the deliberate pursuit of a morality offer us? How can we carry forward the fundamental tasks of education to enable those who follow us to use our shared past to address their civic and spiritual problems? What are the possibilities for community? Together, these essays offer a clear, multi-layered understanding of the compelling vision that McDermott has presented over the years. In an Afterword, McDermott responds to the authors' queries and concerns, offering a restatement of his understanding of the American philosopher's task. These essays indicate, and McDermott's response confirms, that for him philosophy is not a purely cerebral activity. Philosophy is, rather, an intellectual means of exploring the fullness of human experience, and it functions best when it operates in the context of the broad sweep of the humanities. Similarly, for McDermott the self is no given substantial entity. On the contrary, it is relational, rooted geographically and socially in its place and its fellows, and damaged when these life-giving processes fail. Further, McDermott does not accept any ultimate canopy of meaning. The human journey is a personal project within which provisional meanings must be created to sustain our advance. (shrink)

William James and the Reinstatement of the Vague. By William Joseph Gavin. Anti‐foundationalism Old and New. Edited by Tom Rockmore and Beth Singer.

This paper discusses aspects of the thought of the American patriot and thinker, Benjamin Franklin (1706-1790). At the present time, Franklin is too often regarded primarily as a scientific amateur whose tinkerings produced nothing of lasting importance, or as a self-centered prig of interest only to others like himself. In reality, Franklin was a thoughtful and concerned individual attempting to advance the common weal, both through his personal struggle toward moral perfection and through the institutionalization of the scientific spirit of (...) fallibilism, publicity, and the unquestioned appeal to experience as the sole means of deciding policies. I hope to suggest the ongoing value of Franklin's work in the course of my paper. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:William Joseph Gavin, 1943–2021James Campbellit is my task briefly to memorialize the life of William Joseph Gavin. This is a sad task, as are all memorials, but it is also an important one. Bill was a beloved and respected colleague, and it is the duty of the Society to note his passing.The basic facts of Bill’s life are easy to recount. Born in New York City on 16 December (...) 1943, he was educated at Fordham from ninth grade on. He earned his BA in 1965, with a major in Russian language and Soviet-area studies. He completed his doctorate in 1970 with a dissertation entitled “An Aesthetic Approach to the Philosophy of William James.” Bill taught at the University of Southern Maine—with occasional periods in Belgium, Germany, Ireland, Japan and China—from 1968 until his retirement in 2014. He was the author, co-author, or editor of seven books, and wrote well over a hundred articles and reviews. Bill was an active member of SAAP forever. Long before we had T-shirts or posters, before there were prizes or even banquets, he was participating in our meetings and speaking on such figures as James and Dewey. A not irrelevant aspect in Bill’s life was that he was married to the same woman, Catherine Kerley Gavin, for over fifty years, and together they shared a life of travel, sailing, and dancing. Bill died in Maine on 25 April 2021.In addition to his work in American philosophy with which we are most familiar, Bill’s overall interests encompassed the sub-fields of ethics and aesthetics, medical ethics, Russian philosophy, and Existentialism. In his writings, these diverse aspects of his thought were seamlessly integrated and presented with a teacher’s eye on the larger mission of philosophy: to try to answer such questions as these: “Why do we do what we do?” “What should we value?” “What should we believe?” “How should we live?” [End Page 106]Running like a dark thread through Bill’s writings are the themes of finitude and death. He emphasized that our beliefs in the secure and the permanent—our delusional expectations of control, our excessive demands for clarity, our hopeless quest for certainty—are all misguided. In his wonderfully clear volume, William James and the Reinstatement of the Vague, Bill writes: “[M]ost philosophers, and indeed most people... have pursued certainty, objectivity, and some form of universal truth” and “have assumed that such truth can be captured in language, that is, that a complete linguistic description of reality is at least possible and certainly desirable” (Gavin, William James and the Reinstatement of the Vague, Temple UP, 1992, p. 1). By means of his work, Bill shows us that all of this is delusional. He helps us to grasp what it is to live our lives without an adequate understanding of what we are doing, and to face the tragedy of having to endure when our choices prove mistaken. His view of life, and his approach to philosophy, are thus existential in the deepest sense.Philosophy for him was not some gussied-up academic pastime by means of which we polish and update the thoughts of others. Rather, philosophy lives only in a broader cultural context that also includes hunger and illness, yet has room for both poetry and dance. In the vital niche that Bill’s work occupies between Pragmatism and Existentialism, he returned again and again to the diversity of our problematic contexts, and to the vague and tentative understandings that we cobble together to address our situation. [End Page 107]James CampbellUniversity of ToledoCopyright © 2023 Board of Trustees of the University of Illinois... (shrink)

This paper investigates whether philosophers ever regarded the teaching of philosophy as a central concern by considering the first decades of professional associations that ultimately merged into the American Philosophical Association (APA). Before the APA, philosophical education was mostly devoted to the development of the Christian gentleman. Upon its founding, the APA’s first president (James Edwin Creighton) took the central functions of the APA to promote original investigation, publication, and collaboration, rather than teaching. Despite Creighton’s position that teaching should (...) not play a role in the APA, an investigation of the early years of the APA show that philosophers had some, albeit infrequent, interest in pedagogical issues related to philosophy. Thus, it is argued that the early years of the APA reflect a deep ambivalence toward teaching. (shrink)