It is common for young Christians to go off to college assured in their beliefs but, in the course of their first year or two, they meet what appears to them to be powerful defenses of scientific naturalism and crushing critiques of the basic Christian story (BCS), and many are thrown into doubt. They think to themselves something like this: "To be honest, I am troubled about the BCS. While the problem of evil, the apparent cultural basis for the diversity (...) of religions, the explanatory breadth of contemporary science, naturalistic explanations of religious experience and miracle reports, and textual and historical criticism of the Bible, among other things, don’t make me believe the BCS is false , I am in serious doubt about it, so much so that I lack belief of it. In that case, how can I have Christian faith? And if I don’t have faith, how can I keep on praying, attending church, affirming the creed, confessing my sins, taking the sacraments, singing the hymns and songs, and so on? I can’t, unless I’m a hypocrite. So integrity requires me to drop the whole thing and get out." Of course, our student is not alone. Many Christians find themselves for some portion of their lives somewhere on the trajectory from doubt to getting out. Indeed, Christians in the West struggle with intellectual doubt more than they used to, especially university-educated Christians. What should we say to them? Some will say “Get out!,” welcoming the development as a path to liberation. We explore a different response in this essay. (shrink)

The idea that science is objective, or able to achieve objectivity, is in large part responsible for the role that science plays within society. But what is objectivity? The idea of objectivity is ambiguous. This paper distinguishes between three basic forms of objectivity. The first form of objectivity is ontological objectivity: the world as it is in itself does not depend upon what we think about it; it is independent of human thought, language, conceptual activity or experience. The second form (...) of objectivity is the objectivity of truth: truth does not depend upon what we believe or justifiably believe; truth depends upon the way reality itself is. The third form of objectivity is epistemic objectivity: this form of objectivity resides in the scientific method which ensures that subjective factors are excluded, and only epistemically relevant factors play a role in scientific inquiry. The paper considers two problems that arise for the notion of epistemic objectivity: the theory-dependence of observation and the variability of the methods of science. It is argued that the use of shared standard procedures ensures the objectivity of observation despite theory-dependence. It is argued that the variability of methods need not lead to epistemic relativism about science. The paper concludes with the realist suggestion that the best explanation of the success of the sciences is that the methods employed in the sciences are highly reliable truth-conducive tools of inquiry. The objectivity of the methods of the sciences leads to the objective truth about the objective world. (shrink)

Proposals for a universal basic income have reemerged in public discourse for a variety of reasons. Marx’s critique of exploitation suggests two apparently opposed positions on a basic income. On the one hand, a basic income funded from taxes on labor would appear to be exploitative of workers. On the other hand, a basic income liberates everyone from the vulnerable condition in which one is forced to sell one’s labor in order to survive, and so seems to be one way (...) of abolishing exploitation at its root. This paper will develop a conception of exploitation that resolves the conflict in favor of basic income. The conception of exploitation is grounded in a liberal egalitarian conception of justice rather than in Marx’s labor theory of value or an exclusive focus on the worker-capitalist relation. This position is not premised on an acceptance of the basic institutions of capitalism, but rather is a standpoint from which to evaluate them. It is not necessary to downsize our ideas of freedom and equality. But it is less obvious than it appeared in classic Marxist formulations that socialism is necessary for social justice. To quote the title of a famous article, there could be a ‘capitalist road to communism’, if a substantial basic income is feasible in a capitalist society. (shrink)

Argues that there is no God and explains how the universe can pull off all the complexities that come with creation.

"An impressively thorough treatment of the themes of sincerity and authenticity in Kant, Kierkegaard, and Levinas. Pickett's unpretentious and elegant style enable him to lay out complex ideas in an accessible way." -Carl S. Hughes, Texas Lutheran University, author of Kierkegaard and the Staging of Desire: Rhetoric and Performance in a Theology of Eros.

The volume is a collection of essays devoted to the analysis of scientific change and stability. It explores the balance and tension that exist between commensurability and continuity on the one hand, and incommensurability and discontinuity on the other. Moreover, it discusses some central epistemological consequences regarding the nature of scientific progress, rationality and realism. In relation to these topics, it investigates a number of new avenues, and revisits some familiar issues, with a focus on the history and philosophy of (...) physics, and an emphasis on developments in cognitive sciences as well as on the claims of “new experimentalists”. The book constitutes fully revised versions of papers which were originally presented at the international colloquium held at the University of Nancy, France, in June 2004. (shrink)

Oxford Scholarly Classics is a new series that makes available again great academic works from the archives of Oxford University Press. Reissued in uniform series design, the reissues will enable libraries, scholars, and students to gain fresh access to some of the finest scholarship of the last century.

In Paradigms and Barriers Howard Margolis offers an innovative interpretation of Thomas S. Kuhn's landmark idea of "paradigm shifts," applying insights from cognitive psychology to the history and philosophy of science. Building upon the arguments in his acclaimed Patterns, Thinking, and Cognition, Margolis suggests that the breaking down of particular habits of mind—of critical "barriers"—is key to understanding the processes through which one model or concept is supplanted by another. Margolis focuses on those revolutionary paradigm shifts— such as the (...) switch from a Ptolemaic to a Copernican worldview—where challenges to entrenched habits of mind are marked by incomprehension or indifference to a new paradigm. Margolis argues that the critical problem for a revolutionary shift in thinking lies in the robustness of the habits of mind that reject the new ideas, relative to the habits of mind that accept the new ideas. Margolis applies his theory to famous cases in the history of science, offering detailed explanations for the transition from Ptolemaic to cosmological astronomy, the emergence of probability, the overthrow of phlogiston, and the emergence of the central role of experiment in the seventeenth century. He in turn uses these historical examples to address larger issues, especially the nature of belief formation and contemporary debates about the nature of science and the evolution of scientific ideas. Howard Margolis is a professor in the Harris Graduate School of Public Policy Studies and in the College at the University of Chicago. He is the author of Selfishness, Altruism, and Rationality and Patterns, Thinking, and Cognition, both published by the University of Chicago Press. (shrink)

We are probably alone in the universe—a conclusion based on observations of over 4,000 exoplanets and fundamental physical constraints. This article updates earlier arguments with the latest astrophysical results. Since the discovery of exoplanets, theologians have asked with renewed urgency what the presence of extraterrestrial intelligence says about salvation and human purpose, but this is the wrong question. The more urgent question is what their absence says. The “Misanthropic Principle” is the observation that, in a universe fine-tuned for life, the (...) circumstances necessary for intelligence are rare. Rabbis for 2,000 years discussed the existence of ETI using scriptural passages. We examine the traditional Jewish approaches to ETI, including insights on how ETI affects our perception of God, self, free-will, and responsibility. We explore the implications of our probable solitude, and offer a Jewish response to the ethical lessons to be drawn from the absence of ETI. (shrink)

A case study provides the basis for consideration of the purpose of business ethics teaching, the importance of reflection and the evaluation of ethics teaching. The way in which personal reflection and an increased capacity for ethical action can be encouraged and openly identified as aims of the course is discussed. The paper considers changes in the design and delivery of the international management ethics and values course taught at the University of South Australia as part of the undergraduate (...) management degree in Australia, Singapore and Hong Kong. As a result of student and teaching staff responses, and course evaluations, the course design, teaching and assessment has moved steadily toward an aim which explicitly refers to behaviour, without losing the significant conceptual base. Ways in which opportunities can be provided to enhance the development of a reflective capability are considered, including narrative, role models, ethical reflection, journal‐keeping and practice. The changes required a change in assessment practice. The difficulties of assessing intention and commitment to ethical action, whether in an individual course or across the curriculum, are discussed. (shrink)

A case study provides the basis for consideration of the purpose of business ethics teaching, the importance of reflection and the evaluation of ethics teaching. The way in which personal reflection and an increased capacity for ethical action can be encouraged and openly identified as aims of the course is discussed. The paper considers changes in the design and delivery of the international management ethics and values course taught at the University of South Australia as part of the undergraduate (...) management degree in Australia, Singapore and Hong Kong. As a result of student and teaching staff responses, and course evaluations, the course design, teaching and assessment has moved steadily toward an aim which explicitly refers to behaviour, without losing the significant conceptual base. Ways in which opportunities can be provided to enhance the development of a reflective capability are considered, including narrative, role models, ethical reflection, journal-keeping and practice. The changes required a change in assessment practice. The difficulties of assessing intention and commitment to ethical action, whether in an individual course or across the curriculum, are discussed. (shrink)

Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4 The human brain appears to be the most complex structure for its size in the known universe. Consequently, studies of the brain have required many models and theories at many levels that involve disciplines from basic physics, to neurosciences, psychology and philosophy. For over 2000 years the two most controversial and unresolved models of brain phenomena involve what we call _free will_ and _consciousness_. I argue that adequate models at all levels (...) require epistemic _complementarity_ – distinct necessary models that are not derivable or reducible to each other. The primitive irreducible complementarity at all levels is the _subject-object_ distinction required by an _epistemic cut_. This complementarity first arises with self-replication where a _self_, the _subject_, must be distinguished from the _non-self_, the _object_. (shrink)

This paper examines the role that insurance and mitigation can play in reducing losses from natural disasters using data collected as part of a large-scale study on catastrophic risk jointly undertaken by the Wharton Risk Management Center in conjunction with Georgia State University and the Insurance Information Institute. The paper graphically demonstrates why disaster losses have increased in the past twenty-five years and the magnitude of the problem today. It then shows how mitigation measures can reduce future losses using (...) data on residential homes from four states facing severe risks from hurricanes. Insurance premiums can be used to incentivize homeowners to invest in protective measures if disaster coverage programs adhere to a set of guiding principles. The paper proposes long-term insurance as a way of reducing losses from future disasters and addressing concerns facing insurers and homeowners in hazard-prone areas. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Jacob Burckhardt, Religion, and the Historiography of “Crisis” and “Transition”Thomas Albert Howard*A great historical subject, the representation of which should be the high point of a historian’s life, must cohere sympathetically and mysteriously to the author’s innermost being.Jacob Burckhardt 1If you are to venture to interpret the past you can do so only out of the fullest exertion of the vigor of the present: only when you can (...) put forth your... qualities in all their strength will you divine what is worth knowing and preserving in the past.Friedrich Nietzsche 2The renowned nineteenth-century Swiss-German historian Jacob Burckhardt (1818–97) was a masterful historian of crises and transitional periods. Two of his major works, The Age of Constantine the Great (1852) and The Civilization of the Renaissance in Italy (1860), bear out this claim. In his Constantine Burckhardt deals with the transition from late pagan antiquity to the early Christian Middle Ages, and in his more famous Renaissance he deals with the transition from the late Middle Ages to the beginnings of secular modernity. In the [End Page 149] latter, as is well known, he established one of the most compelling and creative theses in the history of modern historiography, virtually creating the “idea of the Renaissance” that has long influenced both scholarly and popular conceptions of that period. 3What elicited Burckhardt’s interest in crises and transitions in general and in these two periods of crisis and transition in particular? In this article, I shall argue that there is a strong relationship between Burckhardt’s own historical experience in the early and mid-nineteenth century and his choice of subject and mode of analysis in these two monumental works. In theoretical terms one observes a “dialectical” form of objectivity in the execution of Burckhardt’s historiographical tasks: a structural affinity or kinship between subject (Burckhardt, his historical experience) and object (late antiquity, Renaissance) predisposes Burckhardt to his theme/argument and thus provides a key to understanding the genesis and the character of insights that he offers in these two works. 4 To establish this point I shall focus on the category of religion, on Burckhardt’s own experience of questions of religious truth and skepticism in the nineteenth century, and on his treatment of religion in these two works.The Young Jacob Burckhardt and ReligionReligion is a crucial but often neglected aspect of Jacob Burckhardt’s thought. 5 Like a number of nineteenth-century German intellectuals, Burckhardt was a Pfarrersohn, a “pastor’s son.” 6 He grew up in a profoundly conservative Protestant environment in Basel, nicknamed “pious Basel” for its dogged resistance to the “ideas of 1789” and for its earlier heritage of Reformation and pietist religiosity. During Burckhardt’s youth in fact, his father was a children’s minister and head-deacon (Obersthelfer) before becoming in 1838 the city cathedral’s Antistes, the highest and most prestigious ecclesiastical office in Basel. In short, as his biographer Werner Kaegi has noted, Burckhardt’s early [End Page 150] upbringing and education were strongly shaped by the world of his father, a world of “old Protestant piety.” 7Following his father’s example, Burckhardt started out on the clerical track, studying theology at the University of Basel. However, during his Theologie-studium (1837–39) he experienced a profound crisis of faith brought on by an encounter with German historical biblical criticism and liberal theology represented in the person of W. M. L. de Wette (1780–1848). A radical theologian and biblical scholar, de Wette had wound up in Basel in 1822 after being dismissed from the University of Berlin for holding views considered heterodox and politically threatening by the conservative Prussian government. 8 In a letter to his friend Johannes Riggenbach written in August 1838 Burckhardt tells how de Wette’s critical theology had unseated his faith. “In my eyes,” Burckhardt wrote,de Wette’s system grows in stature every day; one simply must follow him, there is no alternative; but every day a part of our traditional church doctrine melts away under his hand. Today, finally, I realized that he regards the birth of Christ simply as a myth... (shrink)

Abstract: It is often claimed that realists about universals must be either “platonists,” holding that universals lack spatio-temporal location, or “aristotelians,” asserting that universals are located where their instances are. What’s more, both camps agree that locatedness or unlocatedness is part of the essential nature of universals; consequently, aristotelians say that universals cannot exist un located, and platonists allege that universals cannot be located. Here I argue that the dispute may be resolved by synthesizing the most attractive features of each (...) position. I claim that universals are located at their instances when instantiated by particulars which themselves possess a spatio-temporal location; however, un instantiated universals exist without location. This has the consequence that it will often be a contingent matter whether a given universal has a location, if the universal is only contingently instantiated. Nevertheless, I claim, objections to this position may be overcome. (shrink)

The work of Northrop Frye, evenly divided as it is between those earlier and later literatures and equally influential in both fields, will serve to illustrate the literary-historical myth I have begun to describe. "Romanticism," he writes, "is a 'sentimental' form of romance, and the fairy tale, for the most part, a 'sentimental' form of folk tale."1 Frye's terms are directly adopted from Schiller's famous essay, "Über naive und sentimentalische Dichtung," though "naive" for Frye means simply "primitive" or "popular" and (...) is not historically identified, as it is in Schiller, with "classical," while "sentimental," as in Schiller, means "later" or "sophisticated." In adopting Schiller's terms, however, Frye has also adopted, though less obviously, Schiller's historical scheme. In the theory of modes that opens the Anatomy, Frye's division of Western literature into a descending scale from "myth" through "romance," "high mimetic," and "low mimetic" to "irony" is correlated to the historical periods in which each mode successively dominates: classical, medieval, Renaissance, eighteenth century, nineteenth century, and modern. Like Schiller's starker contrast of the "naive" or classical poet in touch with the natural world and the "sentimental" or Romantic poet alienated from it by modern civilization, Frye's logical and chronological scheme conceives literary history as a process of disintegration or displacement away from the natural integrity and univocality of myth and toward the self-conscious distancing and discontinuities of irony. The history of literature moves, following hard upon an Enlightenment conception of cultural history that derives as much from Rousseau as from Schiller and Friedrich von Schlegel, from the anonymous universality of myth to the individuality or eccentricity of modern fiction. Frye systematically avoids valorizing this "progress of poetry" in any of the ways it has been successively valorized by various schools of ancients and moderns, classics and Romantics, over the past three centuries. Yet he nonetheless repeats the historical scheme that underlies and generates these schools and their quarrels in the first place. It may turn out that the weakness of Frye's rehabilitation of romance is not his avoidance of history, as is commonly charged, but his inability to do without a version of it. · 1. Northrop Frye, Anatomy of Criticism , p. 35. Howard Felperin is the author of Shakespearean Romance and Shakespearean Representation. He has taught at Harvard, the University of California, and Yale and is currently Robert Wallace Professor of English at the University of Melbourne, Australia. (shrink)

To sum up on forms and rightness. No one wants poetry to be like filling out a form, though plenty of poems look dismally like it. The forms were there to be wrestled with mightily, because they silently and emptily, till one filled them up with the thing said, stood for the recalcitrant outside and other that knows nothing of the human will. The mindless rigidity in principle of the verse patterns suggestively compounded with the sinewy nature of the speaking (...) voice that flowed in continuous energy through the marked-off graph of foot and line and strophe. Together they might be taken to stand for two powers of the mind that ought to work with and against one another to the same effect: the streamy nature of association, said Coleridge, that thinking curbs and rudders. Ezra Pound's commandment to the poet, to compose in the sequence of the musical phrase, not in the sequence of the metronome, is a good warning against monotonous cadences; but taken literally it invites the reply that Beethoven did both. For art is a place where you make choices, sometimes difficult ones that require you decide not between good and bad but between this good and that: very often it is between the beauty of a line and the sense of the whole thing. A proverb says you can't do two things at once; but it is conspicuous that in art you must always be doing two things at once, knowing that that is only the minimum requirement: And twofold Always. May God us keepFrom Single vision & Newton's sleep! Howard Nemerov, professor of English at Washington University, is the author of, among other works, Figures of Thought: Speculations on the Meaning of Poetry and Other Essays and The Collected Poems, for which he received the National Book Award and the Pulitzer Prize for poetry in 1978. See also: "Strict Form in Poetry: Would Jacob Wrestle with a Flabby Angel" by Peter Viereck in Vol. 5, No. 2. (shrink)

Let L be a computable vocabulary, let X_L be the space of L-structures with universe ω and let f:2^\omega \rightarrow X_L be a hyperarithmetic function such that for all x,y \in 2^\omega, if x \equiv _h y then f(x) \cong f(y). One of the following two properties must hold. (1) The Scott rank of f(0) is \omega _1^{CK} + 1. (2) For all x \in 2^\omega, f(x) \cong f(0).

Many economists have argued convincingly that automated systems employing present-day artificial intelligence have already caused massive technological displacement, which has led to stagnant real wages, fewer middle- income jobs, and increased economic inequality in developed countries like Canada and the United States. To address this problem various individuals have proposed measures to increase workers’ living standards, including the adoption of a universal basic income, increased public investment in education, increased minimum wages, increased worker control of firms, and investment in a (...) Green New Deal that will provide substantial employment in transitioning to green energy, buildings, and agriculture. In this paper I argue that both left-wing and right-wing positions in political philosophy, such as John Rawls’s Justice as Fairness and Robert Nozick’s Entitlement Theory, are committed to the conclusion that we should take political action to counteract the effects of technological displacement by undertaking such measures to increase workers’ living standards. (shrink)

The Escape of the Mind is part of a current movement in psychology and philosophy of mind that calls into question what is perhaps our most basic, most cherished, and universally accepted belief--that our minds are inside of our bodies. Howard Rachlin adopts the counterintuitive position that our minds, conscious and unconscious, lie not where our firmest introspections tell us they are, but in how we actually behave over the long run. Perhaps paradoxically, the book argues that our introspections, (...) no matter how positive we are about them, tell us absolutely nothing about our minds. The name of the present version of this approach to the mind is "teleological behaviorism."The approaches of teleological behaviorism will be useful in the science of individual behavior for developing methods of self-control and in the science of social behavior for developing social cooperation. Without in any way denigrating the many contributions of neuroscience to human welfare, The Escape of the Mind argues that neuroscience, like introspection, is not a royal road to the understanding of the mind. Where then should we look to explain a present act that is clearly caused by the mind? Teleological behaviorism says to look not in the spatial recesses of the nervous system but in the temporal recesses of past and future overt behavior. But scientific usefulness is not the only reason for adopting teleological behaviorism. The final two chapters on IBM's computer, Watson, and on shaping a coherent self, provide a framework for a secular morality based on teleological behaviorism. (shrink)

A comprehensive introduction to formal logic, Logic and Philosophy: A Modern Introduction is a rigorous yet accessible text, appropriate for students encountering the subject for the first time. Abundant, carefully crafted exercise sets accompanied by a clear, engaging exposition build to an exploration of sentential logic, first-order predicate logic, the theory of descriptions, identity, relations, set theory, modal logic, and Aristotelian logic. And as its title suggests, Logic and Philosophy is devoted not only to logic but also to the philosophical (...) debates that led to the development of the field. Much new material has been added for the 13th edition. An introduction to set theory and its relationship to logic and mathematics, including philosophical issues, is now part of Chapter 13. Chapter 15 is an introduction to modal logic and Kripke semantics, concluding with a discussion of philosophical problems with any logical accommodation of modalities. Instructors who do not wish to present proof methods will find chapters on truth trees for both sentential and first-order logic, and a presentation of trees for modal logic. Special features of this text include presentations of the history of logic, alternatives to traditional methods of conditional and indirect proof, and a discussion of semantic problems with universal and existential instantiations. Throughout, the authors are sensitive to philosophical issues that arise from the relationship between ordinary language, symbolic logic, and justifications for the syntax and semantics of the various symbolic languages. Discussions range from the justification of the truth table for the sentential rendering of if... then statements to semantic and syntactic paradoxes, including some troubling paradoxes that arise in ordinary language (e.g., the so-called hangman or surprise quiz paradox). Logic and Philosophy includes ample material for a one-semester or two-semester course and provides a thorough preparation for more advanced logic courses. (shrink)

This article addresses a question still frequently posed in the context of UK universities which offer courses in the visual arts: Does the PhD research model of contributing new knowledge fit art,...

This study combines author's experiences as an analyst of post-Soviet politics and religious liberty with personal participation in the founding and public acceptance of a new faith in independent Ukraine during a quarter- century. Theattempt here is not only to describe a specific outcome, but to propose factors that offer explanation for why Ukraine is among the few Communist successor states in which new minority faiths have been relatively successful in achieving full toleration [Biddulph: 2016]. Religious liberty has been described (...) as the “first freedom of all freedoms” [Hertzke: 2013, 4], yet it has been noticeably unachieved globally. A 2007 Pew “Global Attitudes Survey” showed that 90% of respondents world-wide said that it was important to live in a country that enabled them to practice religion freely. Yet a more recent Pew “Forum on Global Restrictions on Religion” found that 70% of the world population reside in countries which have high or very high restrictions on religion either from government actions or from major social hostilities [Grim: 2013, 86]. Religious liberty, therefore, is an almost universal human aspiration, but is one of the more unachieved rights in the world. The Soviet Union successor states have a similar record of lower achievement [Lunkin: 2013; Grim: 2013]. (shrink)

In his short story “The Library of Babel” (1941), Argentinean writer Jorge LuisBorges (1899–1986) examines the nature of reality, in particular epistemologicalboundaries to knowing in the world and universe. In this tale Borges is concerned withepistemic certainty, whether the universe is decipherable by use of reason, philosophy,or scientific investigation. I examine Borges’ tale as an allegory of the dilemma modernsfind themselves in, in an age when the moorings which have anchored us, belief inGod, religious faith, moral absolutes, the idea of (...) progress, that language can mirrorreality, have all been subject to radical critique. In this regard, Borges stands at the cuspof postmodernism and can be seen as a precursor of this movement. Borges finds thesearch for meaning a noble yet frustrating human endeavor, underlain with a fear weare denied contact with the reality of things. The Library offers hope of revelation ofthe universe’s secrets, yet presents formidable barriers to understanding. In his visionBorges presents thought-provoking images of society, the search for knowledge, and ofhuman-imposed order on a chaotic reality. Keywords: Epistemology, knowledge, certainty, postmodernism, mathematics, North Carolina,USA. (shrink)

This paper examines Newton's argument from the phenomena to the law of universal gravitation-especially the question how such a result could have been obtained from the evidential base on which that argument rests. Its thesis is that the crucial step was a certain application of the third law of motion-one that could only be justified by appeal to the consequences of the resulting theory; and that the general concept of interaction embodied in Newton's use of the third law most probably (...) evolved in the course of the very investigation that led to this theory. (shrink)

Using the writings of slaves and former slaves, as well as commentaries on slavery, Between Slavery and Freedom explores the American slave experience to gain a better understanding of six moral and political concepts—oppression, paternalism, resistance, political obligation, citizenship, and forgiveness. The authors use analytical philosophy as well as other disciplines to gain insight into the thinking of a group of people prevented from participating in the social/political discourse of their times. Between Slavery and Freedom rejects the notion that philosophers (...) need not consider individual experience because philosophy is "impartial" and "universal." A philosopher should also take account of matters that are essentially perspectival, such as the slave experience. McGary and Lawson demonstrate the contribution of all human experience, including slave experiences, to the quest for human knowledge and understanding. (shrink)

The ArgumentIn the nineteenth century, American legal educators drew on the idea of “legal science” the claim that the study of law was similar to the study of the natural sciences. In this paper, I propose to examine the particular conceptions of “science” that were incorporated into that idea. The primary point of the paper is to argue that in antebellum America, a particular view of the natural sciences dominated public discourse, and it was this conception that was appropriated by (...) contemporaneous legal scientists. Public discussions of natural science in lyceums, surveys, and journals, were carried out in a language grounded in the same religious commitments and the same normative conception of nature that drove the ideology of laissez-faire. Described under the rubric “Protestant Baconianism,” the approach was characterized by commitments to four elements: natural theology; a constrained version of Baconian inductivism; a belief in grand synthesis and proof by analogy; and claims of moral improvement. These elements were typical of the efforts of a particular influential circle of natural scientists and, similarly, of some of the more influential legal scientists in the antebellum period. This article examines the elements of the Protestant Baconian approach that were incorporated into Christopher Columbus Langdell's model of legal science in the 1870s, a model that continues to influence thinking about both legal education and jurisprudence to this day. (shrink)

The contemplation of the end of life — life's ending — provokes the emotions of fear, alarm and despondency. Fears about the end of life are almost universal. The Stoic Zeno of Elea first analyzed the problem accurately when he pointed out what he thought the fundamental problems of human existence consisted of. He identified the fundamental anxieties as being fear of the gods and a fear of death. Both fears, he thought, could be therapeutically eliminated: fear of the gods (...) was pointless since they did not care about us, and fear of death could be rationalized away by reasonable philosophical argumentation. Without wishing to resurrect Zeno's arguments, one can safely say that he was spectacularly wrong in his view of the power of rational argument. The fears about life's ending are multifaceted. They consist of fears about the process of aging, the prospect of one's own dying and one's own death, and the fact that our lives and activities — as they are lived within the confines of our corporeal bodies — will come to an inevitable end.There are also problems and anxieties concerned with the fact that the passage of time and the visible effects it leaves on our physical selves make us conscious that, at some time or other, we are, like other material objects, subject to decay and wearing down. The process is a great equalizer and no one who lives long enough is spared the spectacle of witnessing and experiencing the gradual process of the decline of their physical powers and of their cognitive functions. No matter what sort of life has been led, the ending of that particular life is certain.In this paper I want to discuss some views about the nature of these fears about the later stages of life, aging, old age and death and their roots in the philosophical and metaphysical views we have come to endorse. (shrink)

This article presents a case for human rights feminism as providing us with an effective, but too often under-recognized model for achieving equality in our society. From out of the context of recent feminism, with specific focus on Judith Butler, the author argues that the move to universal human rights is compatible with the critical tradition of identity politics as a means of realizing the goal of gender equality.

Modes-of-being figure centrally in Heidegger's masterwork Being and Time. Testimony to this is Heidegger's characterisation of two of his most celebrated enquiries—the Existential analytic and the Zeug analysis—as investigations into the respective modes-of-being of the entities concerned. Yet despite the importance of this concept, commentators disagree widely about what a mode-of-being is. In this paper, I systematically outline and defend a novel and exegetically grounded interpretation of this concept. Strongly opposed to Kantian readings, such as those advocated by Taylor Carman (...) and Cristina Lafont, I interpret a mode-of-being as a universal that defines a district —that is, a natural class of entities that ought to be conceptualised in a special way. As such, every mode-of-being plays an important metaphysical and epistemic role: serving both to unify a natural class of a high degree of generality and as the interpretandum of an act yielding the basic-concepts pertaining to the entities therein. In explicating and arguing for this interpretation, I attribute a characteristically Aristotelian philosophical position to the early Heidegger, encompassing both metaphysical and epistemological realism and a conceptualist theory of universals. (shrink)

• When one reflects on the range of actual cases in which forgiveness seems appropriate, it’s really a subset of them that involve moral wrongdoing. When one thinks of the domestic context, e.g., where forgiveness, apology, and the like are very common, painfully common, much of what is at issue are not serious moral wrongs but rather slights, insensitivities like inappropriate tones of voice (sometimes even marginally so). Or consider philosopher’s reactions to the slights involved in how their work is (...) criticized or underappreciated. (shrink)

This is the original English version of the introduction to Ciencia, Realidad y Racionalidad (University of Cauca Press, 2015), which is a collection of my essays translated into Spanish by Juan Carlos Aguirre Garcia.

Normal 0 false false false EN-CA X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} This article stems from the author’s experience as one of the organizers of an alternative form of higher education, which drew its inspiration from the civil commons. In the early years of the new millennium, the People’s Free (...) University of Saskatchewan (PFU) offered a wide variety of courses to members of the public without charge, adopting as its founding principle the belief that “Everyone can learn, Everyone can teach.” As a form of community-based education, the PFU accommodated the needs and aspirations of a diversity of individuals and groups too often denied by “research-intensive” universities. The civil commons itself is a web of interlocking institutions based on the life-code of value, which strengthens the public interest and enhances the growth of organic life. Unlike the money-code of value, whose goods are only available to those who can pay, the goods of the civil commons are accessible to all. This inner logic enables a full realization of life value as exemplified in the living tradition of popular university education. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Is Beauty an Archaic Spirit in Education?Howard Cannatella (bio)O! Father and mother, if buds are nip'd and blossoms blown away, and if the tender plants are strip'd of their joy in the spring day, by sorrow and care's dismay, how shall the summer arise in joy, or the summer fruit appear?William Blake, "The School Boy"1This article discusses the unfashionable and taboo idea that beauty matters. A sign of (...) the esteem in which beauty is held can be gauged by the fact that so few articles significantly address any conception of beauty in education. Yet outside a purely educational regime, matters are treated somewhat differently albeit confusedly. In contrast to a virtual silence on this issue, a defense of beauty is modestly made in this article—one that claims that education is considerably ineffective without beauty and would be a poorer and unjust system of practice if beauty were merely seen as an irrelevance, a distraction from the serious stuff of management practice. What is broadly pursued is an attempt to portray an educational praxis that involves the suggestion that an active being in the world is someone who shows themselves to be in some exhortation of its beauty. An attempt is made to map out a few of the reasons why the sense of beauty is an important condition of being, a position few educationalists, so the arguments go in this article, can choose to take lightly. In what can be seen at times as a rather tasteless, aggressive, and doctrinaire educational climate, an education that is culturally alive and buzzing with the sounds, smells, images, rhythms, freedoms, play, knowledge, and rationalities that accompany and are inseparable from social and individual existence at intimate levels of being can revitalize teaching practice in more sensitive and magical ways. By exploring some of the reasons why we should not desensitize ourselves to beauty in education, it is possible to counter-argue for a greater retention and conviction of this experience. My supposition is that beauty as a poetic force should be regarded [End Page 94] as one of the defining characteristics central to pedagogic practice. In making this claim I draw upon a few of Charles Dickens's and William Wordsworth's ideas in support of the importance of beauty in education.IEnjoyment is not a psychological state among others, the affective tonality of empiricist psychology, but the very pulsation of the I.Emmanuel Levinas, Totality and Infinity2If it is the case that beauty is nothing other than the proper releasing of the human spirit, the grasping of delights, something fundamental to the capacity of our minds and body—"the form under which the intellect prefers to study the world"3 —then, we may wonder, why is current educational practice preoccupied with things of arguably less importance? The thought that "beauty is the basic impulse underlying education"4 —or as Carritt5 puts it, beauty instigates that which is morally worth cultivating, a recognition of something universally valid for humanity—strikes a certain agreement between Emerson, Scarry, and Carritt: namely, that beauty matters educationally. Indeed, Freud6 surmised that civilization could not survive without it, and Plato remarked that education "ought to end in the love of the fine and beautiful."7 Although these remarks may seem platitudinous, they may still nevertheless arouse within us a feeling that beauty is something quite immense, faithful, and necessary. With these ideas in mind, the aim here is to explain how certain aspects of beauty can be important for transcending some of the dystopia affecting educational practices together with some of the reasons why the intimacy of beauty is good for us. When the delicateness of beauty appears to be losing its appeal, it is perhaps no coincidence that a major reason why some students are disenchanted with education is because they fail to see the beauty in it. If beauty in society is losing its grip, what harshness or sadness will result?Let us begin with the obvious observation that a pluralist conception of beauty is a fact of life. If there are different perspectives of beauty, then, as Wittgenstein8 remarked, we... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.1 (2004) 65-77 [Access article in PDF] In Defense of Observational Practice in Art and Design Education Howard Cannatella Introduction It is increasingly debatable whether observational drawing and making in nature are still regarded as principal activities of art and design learning. Against this, the aim of this article is to strengthen sympathetically a teacher'sunderstanding of observational creative work from nature and to (...) assert that such an approach should be central to art and design teaching and learning.My reasons for writing this article are to reconsider observational aspects of this approach that are not generally expounded in existing art and design educational practice circles. The reluctance by some to debate theimportance of the observational creative process may be construed as a questionable position to take, for a number of educational practitioners in art and design appear to see observations in nature as irrelevant to current art and design learning, as if it were a fashion item, one that has lost its appeal. Creative poiesis, some would argue, could never extend sufficiently to observations in nature. When observations in nature are seen as trite, not high art, there is the perception that art and design may have lost something precious, unable to nurture, becoming too introverted and sensational at the expense of grappling with common human realistic experiences. A decline in observational visual sensibilities may seem inevitable under these conditions.There is a persistent view in art and design education that seems to me to be a misconception — that observations in nature are restrictive and superficial, an experience that deals only with archaic approaches in learning. In the work of Immanuel Kant, imitation could not be an original factuality. 1 In Kantian terms, to imitate exactly a thing of beauty would be an act considered as "wholly destitute of taste." 2 A similar kind of sentiment is echoed by Georg Hegel, who considers imitation in art as "deceptive" and goes on to say: "the pursuit of imitation is on the same lines as the feat of the man who has taught himself to throw lentils through a small aperture [End Page 65] without missing." 3 More recently, Norman Bryson criticizes the idea of a "natural attitude" toward observations in natureas he denounces any suggestion of the purity of the universal visual image. 4 This backlash may make us feel a little uneasy as to why observations in nature should play a primary role in art and design education.My argument will be that although creative observations in nature do involve mimetic and regulative factors, these factors, when sensitively handled,can enlarge our imagination, touching us deeply in the process. Along these lines, it does not follow that because a work is mimetic in kind that it necessarily fails to produce significant learning. In accepting that there is a degree of control exerted normatively by what is being observed in the nature of such work, these perceptions in art and design become, through the creative process, refined and subtle experiences. Normative features and experiences may spur the artist or designer to create powerful expressions of them in the work.I will try to demonstrate that observational creative work, for all its reality checks, has the capability to be powerfully expressive and make discoveries that seem pertinent and true. As I see it, this encounter involves moral, social, perceptual, cognitive, and aesthetic orchestrations.Of course, some might insist that artistic autonomy could be a problem when having to work from observation in nature but the idea of autonomy relates to self-rule, a condition that is perhaps best understood, as Robert Young states, as being predominately dispositional as opposed to occurrent. 5 Educators like myself may want to argue that art and design teaching and learning requires, apart from other things, an understanding of theworld in which one lives as we come into contact with what actually and candidly stands publicly before us. This position cannot be reached through channelling our efforts exclusively via autonomist means.Certainly, in education, motivation, prior experience, personality, student... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.1 (2004) 65-77 [Access article in PDF] In Defense of Observational Practice in Art and Design Education Howard Cannatella Introduction It is increasingly debatable whether observational drawing and making in nature are still regarded as principal activities of art and design learning. Against this, the aim of this article is to strengthen sympathetically a teacher'sunderstanding of observational creative work from nature and to (...) assert that such an approach should be central to art and design teaching and learning.My reasons for writing this article are to reconsider observational aspects of this approach that are not generally expounded in existing art and design educational practice circles. The reluctance by some to debate theimportance of the observational creative process may be construed as a questionable position to take, for a number of educational practitioners in art and design appear to see observations in nature as irrelevant to current art and design learning, as if it were a fashion item, one that has lost its appeal. Creative poiesis, some would argue, could never extend sufficiently to observations in nature. When observations in nature are seen as trite, not high art, there is the perception that art and design may have lost something precious, unable to nurture, becoming too introverted and sensational at the expense of grappling with common human realistic experiences. A decline in observational visual sensibilities may seem inevitable under these conditions.There is a persistent view in art and design education that seems to me to be a misconception — that observations in nature are restrictive and superficial, an experience that deals only with archaic approaches in learning. In the work of Immanuel Kant, imitation could not be an original factuality. 1 In Kantian terms, to imitate exactly a thing of beauty would be an act considered as "wholly destitute of taste." 2 A similar kind of sentiment is echoed by Georg Hegel, who considers imitation in art as "deceptive" and goes on to say: "the pursuit of imitation is on the same lines as the feat of the man who has taught himself to throw lentils through a small aperture [End Page 65] without missing." 3 More recently, Norman Bryson criticizes the idea of a "natural attitude" toward observations in natureas he denounces any suggestion of the purity of the universal visual image. 4 This backlash may make us feel a little uneasy as to why observations in nature should play a primary role in art and design education.My argument will be that although creative observations in nature do involve mimetic and regulative factors, these factors, when sensitively handled,can enlarge our imagination, touching us deeply in the process. Along these lines, it does not follow that because a work is mimetic in kind that it necessarily fails to produce significant learning. In accepting that there is a degree of control exerted normatively by what is being observed in the nature of such work, these perceptions in art and design become, through the creative process, refined and subtle experiences. Normative features and experiences may spur the artist or designer to create powerful expressions of them in the work.I will try to demonstrate that observational creative work, for all its reality checks, has the capability to be powerfully expressive and make discoveries that seem pertinent and true. As I see it, this encounter involves moral, social, perceptual, cognitive, and aesthetic orchestrations.Of course, some might insist that artistic autonomy could be a problem when having to work from observation in nature but the idea of autonomy relates to self-rule, a condition that is perhaps best understood, as Robert Young states, as being predominately dispositional as opposed to occurrent. 5 Educators like myself may want to argue that art and design teaching and learning requires, apart from other things, an understanding of theworld in which one lives as we come into contact with what actually and candidly stands publicly before us. This position cannot be reached through channelling our efforts exclusively via autonomist means.Certainly, in education, motivation, prior experience, personality, student... (shrink)