Alexis de Tocqueville was one of the greatest political thinkers of all time. Born a French aristocrat, he lost nearly his entire family in the Reign of Terror, and he spent most of his adult life struggling for liberty under the unsuccessful regimes of nineteenth-century France. At age twenty-five he travelled to America and encountered democracy for the first time. This firsthand experience contributed to his incisive writing on liberty and democracy. The ancien re;gime launched the scholarly study of the (...) French Revolution, and Democracy in America remains the best book ever written by a European about the United States. This is a brilliant account of his life. (shrink)

“Yet another book on Tocqueville!” This was the opening line of Delba Winthrop’s review of Sheldon Wolin’s Tocqueville between Two Worlds: The Making of a Political and Theoretical Life in 2002. In...

The elimination of gatekeepers for scientific publication has been represented as a means to promote the core moral values of open science, including democratic decision-making and inclusiveness. I argue that this framing ignores the reality that gatekeeping is a way of structuring prestige hierarchies, and that without gatekeeping, some other structuring would be needed: the flattening of prestige hierarchies is not possible given scientists’ need to navigate information overload. I consider two potential restructurings of prestige hierarchies, one based on citation (...) count and the other on search algorithm rank. These are shown to simply reintroduce status biases and hierarchies in ways that either do not further the open science ideals of democracy and inclusiveness, or else involve some de facto gatekeeping. Gatekeeper elimination should not be thought of as an intrinsic part of the open science movement. In fact, insofar as gatekeeping is guided by professional ideals of impartiality and diligence, it can be thought of as an ally of open science values. (shrink)

Darwin hypothesized that some animals, when selecting sexual partners, possess a genuine “sense of beauty” that cannot be accounted for by the logic of natural selection. This hypothesis has been notoriously controversial. In this chapter I propose that the concept of agency can be useful to operationalize the “sense of beauty”, and can help identify the conditions under which one can infer that animals are acting as (aesthetic) agents. Focusing on a case study of the behavior of the Pavo cristatus, (...) I identify the types of evidence that would allow for the inference of agency through aesthetic choice. (shrink)

The challenge this book addresses is to demonstrate how, in teaching content knowledge, the development of intellectual and moral dispositions as virtues is not merely a good idea, or peripheral to that content, but deeply embedded in the logic of searching for knowledge and truth. It offers a powerful example of how philosophy of education can be brought to bear on real problems of educational research and practice – pointing the reader to re-envision what it means to educate children by (...) developing the person, instead of simply knowledge and skills. Connected intimately to the practice of teaching and teacher education, the book sets forth an alternative theory of education where the developing person is at the center of education set in a moral space and a political order. To this end, a framework of public and personal knowledge forms the content, to which personal dispositions are integral, not peripheral. The book’s pedagogy is invitational, welcoming its readers as companions in inquiry and thought about the moral aspects of what we teach as knowledge. (shrink)

I consider a number of reasons one might think we should only accept epistemic dilemmas in our normative epistemology as a last resort and argue that none of them is compelling.

This entirely new work guides the reader through the most basic systems of modal propositional logic up to systems of modal predicate with identity, dealing with both technical developments and discussing philosophical applications.

This essay explains what Blanchot understands as writing and the space of literature. For Blanchot, writing is the place where the impossible interruption of the destiny of things is put into play, an interruption that world-formation needs but negates and conceals. Writing belongs to an excess outside of language, an otherness of language. The need to write is linked to the point at which nothing can be done with words. Writing is contrasted with dialectical language and the totalizing aim of (...) the Hegelian system. The essay explains the connection between the disaster of writing (after the holocaust), the neuter and fragmentary style of writing and the passivity of writing. (shrink)

Aristotle's _Nicomachean Ethics_ is one of the most important texts in western philosophy, and arguably the most influential text on contemporary moral theory. This _GuideBook_ introduces and assesses: * Aristotle's life and the background to the _Nicomachean Ethics_ * The ideas and text of the _Nicomachean Ethics_ * Aristotle's central role in philosophy and his continuing contribution to our ethical thought.

_Interprets Heidegger’s phenomenological reading of Aristotle’s philosophy._.

Boredom is an affective experience that can involve pervasive feelings of meaninglessness, emptiness, restlessness, frustration, weariness and indifference, as well as the slowing down of time. An increasing focus of research in many disciplines, interest in boredom has been intensified by the recent Covid-19 pandemic, where social distancing measures have induced both a widespread loss of meaning and a significant disturbance of temporal experience. This article explores the philosophical significance of this aversive experience of ‘pandemic boredom.’ Using Heidegger’s work as (...) a unique vantage point, this article draws on survey data collected by researchers in an ongoing project titled ‘Experiences of Social Distancing During the Covid-19 Pandemic’ to give an original phenomenological interpretation of the meaninglessness and monotony of pandemic boredom. On a Heideggerian interpretation, pandemic boredom involves either a situative confrontation with relative meaninglessness that upholds our absorption in the everyday world, or an existential confrontation with absolute meaninglessness that forces us to take up the question of our existence. Arguing that boredom during the pandemic makes this distinction difficult to sustain, I consider some of the ways in which pandemic boredom might be seen to expose and then exceed the distinctive methodological limitations of Heidegger’s philosophical interpretation of boredom. (shrink)

I argue that evidentialism should be rejected because it cannot be reconciled with empirical work on bias in cognitive and social psychology.

The Oxford Handbook of Practical Ethics is a lively and authoritative guide to current thought about ethical issues in all areas of human activity--personal, medical, sexual, social, political, judicial, and international, from the natural world to the world of business. Twenty-eight topics are covered in specially written surveys by leading figures in their fields: each gives an authoritative map of the ethical terrain, explaining how the debate has developed in recent years, engaging critically with the most notable work in the (...) area, and pointing directions for future work. The Handbook will be essential reading, and a fascinating resource of ideas and information, for academics and students across a wide range of disciplines. (shrink)

Hugh H. Benson explores Plato's answer to Clitophon's challenge, the question of how one can acquire the knowledge Socrates argues is essential to human flourishing-knowledge we all seem to lack. Plato suggests two methods by which this knowledge may be gained: the first is learning from those who already have the knowledge one seeks, and the second is discovering the knowledge one seeks on one's own. The book begins with a brief look at some of the Socratic dialogues where (...) Plato appears to recommend the former approach while simultaneously indicating various difficulties in pursuing it. The remainder of the book focuses on Plato's recommendation in some of his most important and central dialogues-the Meno, Phaedo, and Republic-for carrying out the second approach: de novo inquiry. The book turns first to the famous paradox concerning the possibility of such an inquiry and explores Plato's apparent solution. Having defended the possibility of de novo inquiry as a response to Clitophon's challenge, Plato explains the method or procedure by which such inquiry is to be carried out. The book defends the controversial thesis that the method of hypothesis, as described and practiced in the Meno, Phaedo, and Republic, is, when practiced correctly, Plato's recommended method of acquiring on one's own the essential knowledge we lack. The method of hypothesis when practiced correctly is, then, Platonic dialectic, and this is Plato's response to Clitophon's challenge. (shrink)

In a recent article, Shaw contrasts his own supposed good behaviour, as that of a self-proclaimed “social distance warrior” with the alleged rude behaviour of one of his relatives, Jack, at social events in the former’s house in Scotland in the early stages of the COVID-19 pandemic. He does so to illustrate and support his claims that it was wrong and rude to fail to comply with the governmental advice regarding social distancing because we had a responsibility “to minimize risk” (...) and not wrong nor rude to challenge and cajole those people who failed to do so. This article shows that his claims are contestable. It suggests that his own behaviour was no better than Jack’s. (shrink)

Hugh V. Mclachlan Cet article est une réponse à la critique de Saunders de ma proposition de politique non conséquentialiste publiée précédemment concernant l’utilisation d’une loterie pour la distribution de vaccins rares par l’État face à une pandémie de grippe. J’y ai soutenu que, pour des raisons de justice, l’État devrait distribuer une partie du vaccin rare qu’il pourrait détenir à certains de ses employés de la santé et le reste aux citoyens de manière aléatoire et égale sur le (...) principe d’une loterie. Au coeur de la critique de Saunders se trouve l’affirmation selon laquelle j’ai omis à tort de prendre en compte les différences moralement pertinentes dans les besoins et la capacité de production entre les receveurs potentiels du vaccin. Le point central de ma réponse ici est que le fait que le besoin et la capacité de production soient ou non des facteurs moralement pertinents dépend de qui ou de quoi distribue le vaccin, à qui ils le distribuent et pourquoi ils le font. Par exemple, la discrimination entre les personnes dans la distribution de vaccins publics distribués à titre prophylactique sur la base de leur âge est injuste, qu’elle soit ou non moralement justifiable pour d’autres motifs. (shrink)

First published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.

This book treats values as the basis for all of philosophy, an approach distinct from critiquing theories of value and far rarer. “First Philosophy,” the effort to justify the foundations for a system of philosophy, is one of the main issues that divide philosophers today. McDonald’s philosophy of values is a comprehensive attempt to replace philosophies of “existence,” “being,” “experience,” the “subject,” or “language,” with a philosophy that locates value as most basic. This transformation is a radical move within Western (...) philosophy as a whole, since it has never been done in such a thoroughgoing way. Hugh P. McDonald makes a comprehensive case against first philosophy as metaphysical, by mounting a case against all metaphysical systems of philosophy. _Radical Axiology: A First Philosophy of Values _is a fresh start for a rebirth of philosophy. While other movements debate the “death of philosophy,” this book radically re-evaluates the direction of philosophy by discovering values at the basis of all philosophy. This reorientation addresses the question of what the love of wisdom can mean for us today. (shrink)

This important book charts the development of philosophical thinking about history over the past 250 years, combining extracts from key texts with new explanatory and critical discussion. The book is designed to make the work of thinkers such as Hume, Herder, Hegel, Dilthey, Nietzsche, Heidegger and Foucault accessible to students with no prior knowledge of Western philosophy. An introductory section is followed by nine further chapters exploring contrasting schools of thought. The volume reveals the origins of contemporary trends in the (...) discipline and relates wider philosophical reflections to the study of history itself. It also points to connections between philosophy of history and literary and cultural theory which have developed in recent decades. (shrink)

This broad-ranging _Companion_ comprises original contributions from leading Platonic scholars and reflects the different ways in which they are dealing with Plato’s legacy. Covers an exceptionally broad range of subjects from diverse perspectives Contributions are devoted to topics, ranging from perception and knowledge to politics and cosmology Allows readers to see how a position advocated in one of Plato’s dialogues compares with positions advocated in others Permits readers to engage the debate concerning Plato’s philosophical development on particular topics Also includes (...) overviews of Plato’s life, works and philosophical method. (shrink)

Basic concepts in Habermas's theory of communicative action -- Habermas's "reconstruction" of modern law -- Discourse theory and the theory and practice of adjudication -- System, lifeworld, and Habermas's "communication theory of society" -- After between facts and norms : religion in the public square, multiculturalism, and the "postnational constellation".

This book is part of aaThe Minimum You Need to Knowaa family of books by Logikal Solutions. As the family expands they will cover an increasing variety of topics. This book is designed to be used as a text book for classes in logic from high school to college level. It should be one of the first courses you have on IT and this should be one of the first books you read when starting in IT. Not only does this (...) book cover flow charting and pseudocode, it teaches the reader to think before they start mapping out the logic to solve a problem. The author of this book is an industry veteran with nearly 20 years in the field. It has been his experience that recent graduates, from any country, are nearly useless at problem solving. If they cannot point, click, and drag, they cannot solve the problem. This book is an attempt to teach them how to solve the problem. An instructoraas guide is available for schools looking to make this book the basis of coursework. (shrink)