This article seeks to explore ways in which pre-college pedagogical resources – particularly Critical Race Pedagogy developed for high school students, as well as Philosophy for Children – can be helpfully employed by college level instructors who wish to dialogue with students about the nature of race and racial oppression. More specifically, we wish to explore how P4C can both learn from, and be put to the service of, CRP, and how this provides a useful framework for philosophical conversations about (...) race at the college and pre-college levels. Our arguments are interwoven with narratives of our personal experiences utilising these pre-college pedagogical resources in conversations about race, so as to illustrate and provide context for our claims. We ultimately contend that these resources can help pedagogues in both higher and lower education work toward unmuting the voices of undervalued and underserved students in the United States. (shrink)

SummaryThe toleration gained by Protestant Dissenters, the Toleration Act of 1689, was far from comprehensive. It insisted that Dissenting authorities should subscribe to the doctrinal articles of the Church of England. It suspended anti-Dissent legislation rather than repealing it and the sacramental requirement for civil officials remained in place. The situation of Dissent under the law was ambiguous and, at least in theory, the freedom of worship gained under the act was incomplete. This article examines Dissenter attempts to clarify their (...) situation under the law and to be free from the Anglican subscription requirement for minsters, schoolmasters and tutors. It focuses on those aspects of their campaigning propaganda which accorded with natural law theory and particularly on the relationship between concerns for the well-being of the community and the assertion of the natural rights of conscience. It finds that pragmatic considerations competed with theoretical prescriptions. Although the language of natural rights was increasingly to the fore in the late eighteenth century, even the more radical Dissenters did not entirely abandon claims for wider toleration based on natural law considerations. It was not until the mid-nineteenth century that natural rights trumped natural law. (shrink)

This paper seeks to clarify and link Levinas’s understanding of who we are to both his metaphysics of conversation and his unique understanding of justice, suggesting that Levinas’s markedly religious understanding of the subject provides an important clue as to what constitutes meaningful dialogue, and what the work of philosophy – grounded in meaningful dialogue – ought to entail. Based on Levinas’s account, in addition to searching for order and clarity (making transcendence immanent), the task of philosophy is to safeguard (...) thinking from the delusion that truth has been discovered once and for all. That is, to break up proposed identifications of truth, to reject ideology – to refuse to take order and clarity for granted, even at the risk of uncertainty, as this uncertainty is what allows for the possibility of an existential shift, a new way of understanding things, a new mode of being. This inevitably involves welcoming, in hospitality, the death that necessarily accompanies metanoia. (shrink)

This article explores process mereology, the theory of part-whole relations. I compare and contrast the mereology of Theodore Sider with that of Alfred North Whitehead, broadly favoring the latter’s approach for allowing us to take seriously an evolutionary structure in metaphysics.