The standard view of philosophical methodology is that philosophers rely on intuitions as evidence. Herman Cappelen argues that this claim is false: it is not true that philosophers rely extensively on intuitions as evidence. At worst, analytic philosophers are guilty of engaging in somewhat irresponsible use of 'intuition'-vocabulary. While this irresponsibility has had little effect on first order philosophy, it has fundamentally misled meta-philosophers: it has encouraged meta-philosophical pseudo-problems and misleading pictures of what philosophy is.

Published in the Series Encyclopedia of Indian Religions, this volume is devoted to Christianity in India, where it has had a long presence, going back to the time of the apostles of Jesus Christ. Divided into two parts, this volume focuses on the history, origin, organizations and local engagements, belief system, worship practices, Rites, Rituals, Christian life, Contributions, Spirituality and a few of the main doctrinal items. The Second Part covers the doctrinal and theological arena. It examines the earlier phase (...) of the history of Christianity starting with the traditional belief of the arrival of St. Thomas in AD 52, moving to the periods of its association with the Chaldean church, the Portuguese, the Dutch, English and so on. This volume highlights the missionary activities of persons like St. Francis Xavier, the creative contributions made to the inter-religious dialogue by such people as Roberto de Nobili (1577-1656) and Swami Abhishiktananda (1910-1973), the linguistic and educational contributions of some of the pioneers like the German Jesuit Johanne Ernst Hanxleden (known as Arnos Padiri) (1681-1732), Herman Gundert (1814-1893), St. Elias Kuriakos Chavara (1805-1871), and, a fortiori, the enormous contributions in the healthcare area throughout the country. Caring for and serving the socio-economically marginalized ones, the peripheralized people formed an integral part of the Christian activity In India, as it is done even today. This is highlighted very much in the volume. It, further, explores the contact India had with European Christianity, showing that European Christianity proved to have wider influence in the Norther part of India, unlike India’s early episodic encounters with Palestinian and Persian forms of Christianity, which had deep influence in the Southern part of India. The volume also highlights the inner struggle among the followers resulting even in its division originating at the Synod of Diamper in 1599 manifesting, by and large, the Church-state ‘love and hate’ relationships. In fine, in spite of the drawbacks of putting the herculean task of two thousand years of history in eight hundred pages or so, this volume gives a rather comprehensive view of Christianity in India especially to those who are unfamiliar with its life and dynamics in the Indian context. The wide range of photographs, especially of the churches revealing the architectural beauty and multiplicity along with the ensample of art and paintings and pilgrimage centers adds to the enrichment of the volume. (shrink)

Making room for character -- Pluralism and the community of moral judgment -- A cosmopolitan kingdom of ends --Responsibility and moral competence --Can virtue be taught?: the problem of new moral facts -- Training to autonomy: Kant and the question of moral education -- Bootstrapping -- Rethinking Kant's hedonism -- The scope of moral requirement -- The will and its objects -- Obligatory ends -- Moral improvisation -- Contingency in obligation.

“The primary purpose of this book has been to provide a single source of containing the basic information about systematic and theoretical psychology which any student of psychology should have. It is mainly directed at the senior undergraduate major and the beginning of the graduate student.”-Publisher.

ABSTRACT:Within corporate social responsibility (CSR), the exploration of the political role of firms (political CSR) has recently experienced a revival. We review three key periods of political CSR literature—classic, instrumental, and new political CSR—and use the Rawlsian conceptualization of division of moral labor within political systems to describe each period’s background political theories. The three main arguments of the paper are as follows. First, classic CSR literature was more pluralistic in terms of background political theories than many later texts. Second, (...) instrumental CSR adopted classical liberalism and libertarian laissez-faire as its structural logic. Third, new political CSR, based on a strong globalist transition of responsibilities and tasks from governments to companies, lacks a conceptualization of division of moral labor that is needed to fully depart from a classical liberalist position. We end by providing a set of recommendations to develop pluralism in political CSR. (shrink)

Barbara Herman argues for a radical shift in the way we perceive Kant's ethics. She convincingly reinterprets the key texts, at once allowing Kant to mean what he says while showing that what Kant says makes good moral sense. She urges us to abandon the tradition that describes Kantian ethics as a deontology, a moral system of rules of duty. She finds the central idea of Kantian ethics not in duty but in practical rationality as a norm of unconditioned (...) goodness. This book both clarifies Kant's own theory and adds programmatic vitality to modern moral philosophy. (shrink)

To achieve impact, academics need to create personal impact development plans, focused on what and on whom to have an impact and the necessary competencies to do so. Profession and university leaders play a critical role in the successful implementation of such plans.

This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this (...) publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. (shrink)

A dramatic illustrated tour of the nation's first five Civil War Battlefield Parks takes readers inside the monuments at Gettysburg, Shiloh, Antietam, Vicksburg, and Chickamauga.

But the sort of context sensitivity exhibited in such sentences does not compromise the claim that meaning determines truth conditions, since recourse to context here is directed and restricted by conventional meaning alone. Anyone who understands sentence (2) knows that its utterances are true just in case whatever object is demonstrated in the context of utterance is nice; and he also knows that any utterance of (2) says of, or expresses about, whichever object is demonstrated that it’s nice. (Similarly, anyone (...) who understands (3) knows that any utterance of it is true just in case whoever utters it has eaten. And every utterance says of, or expresses about, the speaker that he or she has eaten.) In sum, according to the thesis that meaning determines truth conditions, (indicative) sentences divide into two classes – those with truth conditions tout.. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Looking to Learn: Museum Educators and Aesthetic EducationNancy Blume (bio), Jean Henning (bio), Amy Herman (bio), and Nancy Richner (bio)IntroductionMuseum education. Aesthetic education. How are they similar? How do they differ? How do they relate to each other? What are their goals? As museum educators working with classroom and art teachers, we are often asked these questions, and we ask them ourselves. “What do you DO?” is probably (...) the most frequently asked question of all, and the answer is complex. Even more complex is how these questions relate to the Rembrandt Project. Given that looking at original works of art is such a priority for museums and museum educators, how do we address the project’s reliance on technology? And how do these questions relate to the social studies and visual arts standards, [End Page 83] another major component of the project? How does the project relate to the work we do in our own museums? Writing collaboratively implies that we have certain areas of commonality; but we also have differences, which will be apparent in individual sections of this article: Jean Henning and Nancy Richner discuss the Nassau County Museum of Art, Nancy Blume writes about Asia Society, and Amy Herman explores the Frick Collection. Our focus will be the domain of museum education as that is what we know best, but there are inevitably areas where it overlaps and complements the domains of art education, aesthetic education, and social studies.Art Museum Education HistoryThe history of art museum education begins with the founding of museums in the United States during the commercial and industrial expansion that took place after the Civil War, between 1870 and 1929. The principles guiding American museums have always mirrored the values of American society. From the beginning of this country’s history, the fine arts have been viewed as elitist and thus of no value to the larger society. “To America,” Ben Franklin wrote in the late 1700s, “one school master is worth a dozen poets, and the invention of a machine or the improvement of an implement is of more importance than a masterpiece of Raphael.”1 Given such longstanding and deep-seated suspicion of art among Americans, it is not surprising that both the champions and the staff of art museums insisted on the practical educational benefits museums provided to the public.By the late nineteenth century, at the height of immigration and the emergence of a strong working class and labor movement, a social dimension was added to the mission of museum education. Art museums, like public libraries, were seen as venues for achieving social balance. By the early twentieth century an aesthetic agenda was finally joined to these social and pragmatic ones.2While museums have responded to the needs created by cyclical changes in social, economic, political, and intellectual life, today’s art museum educators still deal with the tension among the museum’s aesthetic, educational, and social missions; only the context and delivery modes of museum education have changed. Yet despite the shifting directions and priorities in museum education, there are certain basic and commonly accepted premises that museum educators have shared since the late nineteenth century. The 1984 Museums Commission on Museums for a New Century stated what has been the continuing premise of museum education since the late nineteenth century: learning in museums is based on objects and involves not only developing the ability to synthesize ideas and form opinions but also shaping an aesthetic and cultural sensibility.3 Another fundamental [End Page 84] assumption is that museums are institutions of visual instruction. Although each of the museum educators writing here represents a unique institution with unique approaches to looking at and finding meaning in art, we all agree on the importance of the original work of art as the basis for our work. It is the complexity of original artworks that enables them to play a dual role. One role is pragmatic, which requires meeting standards set by state and national governments for teaching critical thinking skills and improving literacy. The second role is aesthetic—namely, ways of helping students develop habits for aesthetic encounters that are an integral part... (shrink)

This bibliographical checklist has its origins in a conflation of two previous bibliographies, those of Shohig Terzian and Ceferino Santos Escudero, S.J. These basic listings were considerably amplified by materials discovered during research for the complete critical edition of Santayana's work, and this bibliography remains an essential resource for Santayana scholars.

We show how to construct ordinals up to the small Veblen ordinal in a constructive way and discuss some of the problems trying to go beyond them.

One may have different objectives in interpreting texts. If a judge interprets a statute in order to obtain a satisfactory solution to a case, his aim may be called “applicative”. But if a historian of science wants to reconstruct the meaning of obscure passages of Ptolemy’s “Hypotheses planetarum”, his objectives are purely historical and theoretical.The paper argues that these different aims, applicative and historical ones, require different methodologies of interpretation, and imply different criteria of success. In particular, the “principle of (...) charity” according to which an interpretation is better to the extent that we agree more with what the text as interpreted says, is fitting for applicative interpretations, but not without further qualifications for historical ones.The paper argues further that we should apply the methodology of historical interpretation to the entire body of German texts now available, if we want to interpret Martin Heidegger’s philosophical oeuvre, assess its philosophical value, and investigate its links to Nazism. These were the aims of Herman Philipse’s book “Heidegger’s Philosophy of Being. A Critical Interpretation” . Criticisms of this book by Taylor Carman and others are often off target because they presuppose applicative interpretations that aim at making Heidegger say things the interpreter believes himself, instead of striving for historical adequacy, and that are based upon a small selection of translations instead of upon the entire corpus of extant German texts. (shrink)