"Man ist nicht umsonst Philologe gewesen, man ist es vielleicht noch" - Nietzsches Bekenntnisse zur Philologie sind zahlreich. Auf der Grundlage von Quellenstudien beschreibt die Abhandlung Nietzsches tiefe Prägung durch die historisch-kritische Methode der Bonner Schule. Um Philosoph zu werden, musste er sich nicht, wie bisher angenommen, von der Philologie lösen, sondern sprach ihr gerade im Spätwerk eine zentrale Rolle zu. Diese Einsicht führt zur Neubestimmung von Begriffen wie Text, Genealogie, Interpretation, Perspektivismus und zur Zurückweisung herrschender Auffassungen der Wissenschaftsgeschichte, der (...) Hermeneutik und des Dekonstruktivismus. Die Studie endet mit einem von Nietzsche ausgehenden, historisch begründeten Plädoyer für die skeptisch-philologische Literaturwissenschaft. (shrink)

This paper elaborates and defends an expressivist account of the claims of mind-independence embedded in ordinary moral thought. In response to objections from Zangwill and Jenkins it is argued that the expressivist 'internal reading' of such claims is compatible with their conceptual status and that the only 'external reading' available doesn't commit expressivisists to any sort of subjectivism. In the process a 'commitment-theoretic' account of the semantics of conditionals and negations is defended.

Some people argue that the distribution of medical resources should be sensitive to agents’ responsibility for their ill-health. In contrast, others point to the social determinants of health to argue that the collective agents that control the conditions in which agents act should bear responsibility. To a large degree, this is a debate in which those who hold individuals responsible currently have the upper hand: warranted appeals to individual responsibility effectively block allocation of any significant degree of responsibility to collective (...) agents. We suggest that a different understanding of individual responsibility might lead to a fairer allocation of blame. Scaffolded agency is individual agency exercised in a context in which opportunities and affordances are structured by others. Appeals to scaffolded agency at once recognize the role of the individual and of the collective agents who have put the scaffolds in place. (shrink)

‘Twelve Step' recovery programmes such as Alcoholics Anonymous teach that an alcoholic, or other addict, has a disease, and needs to accept that she is ‘powerless' over her addiction before recovery can begin. However, the disease model of addiction has been criticised on the grounds that some addicts recover without external intervention. This critique is questionable, not because such recovery does not occur, but because many genuine diseases are self-limiting. However, the disease model is better criticised on other grounds. Central (...) here is the idea of powerlessness. This article explores various supposed instances of powerlessness, including that induced by extreme fear, provocation and obsessive-compulsive disorder. It is argued that while addiction is a genuine phenomenon, it is strictly inaccurate to describe it as a lack of power. However, there is a deeper sense in which the autonomy of addicts is compromised, although this does not show that addiction is a disease. (shrink)

I defend hedonism about moral value by first presenting an argument for moral skepticism, and then showing that phenomenal introspection gives us a unique way to defeat the skeptical argument and establish pleasure's goodness.

McKenna’s critique (rather than criticisms) of idealized approaches to epistemology is an important contribution to the literature. In this brief discussion, I set out his main concerns about more idealized approaches, within and beyond social epistemology, before turning to some issues I think he neglects. I suggest that it’s important to pay attention to the prestige hierarchy in philosophy, and to how that hierarchy can serve ideological purposes. The greater prestige of more abstract approaches plays a role in determining what (...) issues and what voices we attend to. (shrink)

I SHALL develop, in this article, certain distinctions suggested by recent contributions to the philosophical discussion of punishment, which help to clarify the issues involved. Having separated out what I consider the four central philosophical questions, I shall suggest an approach to them, which, while mainly utilitarian, takes due account, I believe, of the retributivist case where it is strongest, and meets the main retributivist objections.

An account of how a rational agent should revise beliefs in the light of new evidence.

This book highlights the philosophical and creative basis of knowledge co-production by all citizens regardless of socio-economic background in contrast with neoliberal ideology. Exploring beginning, transitional and theorised practices, the book is a memoir of the author's extensive personal and educational experience. Each topic is discussed in relation to a number of pragmatist themes that run throughout to illustrate how the process of dialectical emergence underpins and substantiates meaningful human living. Building on the work of American Pragmatism, this is a (...) systematic and detailed reintroduction of pragmatism to educators worldwide for progressive educational change. (shrink)

A thorough examination of the major currents in western philosophy from Descartes onwards.

Causal theories of action, perception and knowledge are each beset by problems of so-called ‘deviant’ causal chains. For each such theory, counterexamples are formed using odd or co-incidental causal chains to establish that the theory is committed to unpalatable claims about some intentional action, about a case of veridical perception or about the acquisition of genuine knowledge. In this paper I will argue that three well-known examples of a deviant causal chain have something in common: they each violate Yablos proportionality (...) constraint on causation. I will argue that this constraint provides the key to saving causal theories from deviant chains. (shrink)

Time passes; sometimes swiftly, sometimes interminably, but always it passes. We see the world change as events emerge from the shroud of the future, clandestinely slinking into the past almost immediately as though they are reluctant to meet our gaze: children are born, old friends and relatives die, governments once full of youthful enthusiasm wane. If the Earth were sentient, it might feel itself being torn apart as tectonic plates diverge, and chuckle as it outlived species upon species of transient (...) parasites. How could anyone possibly deny that time passes? (shrink)

Contemporary moral philosophy rightly gives an important place not only to theories of right action, but to the nature and value of our interpersonal moral attitudes, including such reactions as resentment, admiration and forgiveness. Whilst these concerns have always been of interest to theologians and psychologists, their philosophical importance partly derives from wider concerns about the nature of persons. The recent resurgence, for instance, of retributivist theories of punishment, which are finding favour among many philosophical writers, largely bases itself on (...) the idea that a range of ‘participant reactive attitudes’ is both socially indispensable and morally legitimate. In this web of interpersonal responses is forgiveness, which cannot properly be examined without discussion of other responses such as indignation, anger and even hatred. (shrink)

How may we characterize the intrinsic structure of physical quantities such as mass, length, or electric charge? This article shows that group-theoretic methods—specifically, the notion of a free and transitive group action—provide an elegant way of characterizing the structure of scalar quantities, and uses this to give an intrinsic treatment of vector quantities. It also gives a general account of how different scalar or vector quantities may be algebraically combined with one another. Finally, it uses this apparatus to give a (...) simple intrinsic treatment of Newtonian gravitation. (shrink)

This book challenges the view that bad beliefs - beliefs that blatantly conflict with easily available evidence - can largely be explained by widespread irrationality, instead arguing that ordinary people are rational agents whose beliefs are the result of their rational response to the evidence they're presented with.

This article offers a qualified defence of the view that there is a moral difference between telling lies to one's patients, and deceiving them without lying. However, I take issue with certain arguments offered by Jennifer Jackson in support of the same conclusion. In particular, I challenge her claim that to deny that there is such a moral difference makes sense only within a utilitarian framework, and I cast doubt on the aptness of some of her examples of non-lying deception. (...) But I argue that lies have a greater tendency to damage trust than does non-lying deception, and suggest that since many doctors do believe there is a moral boundary between the two types of deception, encouraging them to violate that boundary may have adverse general effects on their moral sensibilities. (shrink)

We explain and explore class-theoretic potentialism—the view that one can always individuate more classes over a set-theoretic universe. We examine some motivations for class-theoretic potentialism, before proving some results concerning the relevant potentialist systems (in particular exhibiting failures of the $\mathsf {.2}$ and $\mathsf {.3}$ axioms). We then discuss the significance of these results for the different kinds of class-theoretic potentialists.

For more than 60 years, Chomsky has been an intellectual Colossus bestriding the worlds of language, philosophy, and the cognitive sciences, and focusing attention on the whole field and emphasizing the crucial importance of domains overlooked by the mainstream. One such area is the study of first‐language acquisition. This chapter considers “atypical acquisition” to cover two conceptually related situations. First, it covers a variety of cases where there is an obvious “poverty of the stimulus” in that children either receive or (...) perceive no linguistic input at the essential early stages referred to as critical periods. Second, it covers where there is rather the opposite situation. The chapter presents atypicality in language acquisition that stems from the learner's atypical neurological profile rather than environmental or input properties. It focuses on Developmental Language Disorder, Autism Spectrum Disorder, and the case of the polyglot‐savant Christopher to exemplify atypical acquisition. (shrink)

ABSTRACT This paper is about the problem of the moral responsibility resting on any person to form rational beliefs about, and moral attitudes towards, the deterrent threat of mutual assured destruction (MAD), which still lies behind the graduated nuclear response strategies now more fashionably discussed by military experts. The problem is to decide what kinds of reasons there are, and how to arrive in the light of them at determinate conclusions about deterrence and unilateral disarmament. Consequential arguments would be powerful, (...) if only they were determinate; but not only do they not point conclusively to one strategy rather than another, there is not even sufficient reason for accepting one rather than another of the competing optimising criteria by which the strategies might be assessed. So the reasons of other kinds against forming a conditional intention to retaliate with a massive second strike could be conclusive, if retaliation itself could do no (consequential) good, and if, as is claimed, the conditional intention could not be simulated. To form such an intention is held to be contrary to core values of a humane, rationalist culture. To assent to a nuclear retaliatory strike would do violence to the moral nature of anyone participating in such a culture, and to form an intention to make (or condone) such a strike would be a corruption of such a nature. So too would condoning the fostering of such an intention in others, as a way of making the retaliatory intention credible. The author accordingly considers this argument against MAD, and for unilateral nuclear disarmament, sufficient, given the inadequacy of the consequential arguments, while acknowledging that this might involve great sacrifice. The paper concludes, however, by considering whether anyone can reject nuclear deterrence who also believes that resistance to Nazism in 1939 was justified, given the then prevailing belief that the war might be massively destructive. The author holds that there is no inconsistency in both supporting resistance to evil, even at risk of total destruction, and in refusing to form or condone a conditional intention to do equivalent but pointless evil in order to make a threat credible. (shrink)

This book was written with my University of Mississippi "Philosophy of Religion" students in mind. Many of them have no prior experience with philosophy. That is why Chapter One begins with a crash course in philosophy, with an emphasis on the basic concepts in logic, metaphysics, and epistemology. While not all students may need to cover that material, quite a few will. And for the rest, a refresher never hurts. I am sure this applies to many "Philosophy of Religion" courses (...) taught elsewhere. With that in mind, instructors are advised to begin with Chapter One. The subsequent chapters have been arranged in sequence, with each chapter building on the prior ones. However, the chapters are not that tightly bound, so instructors could cover the chapters out of sequence without much disruption. Key terms are underlined. Sometimes the key terms also occur with an associated hyperlink. Other terms have a hyperlink without a corresponding key term. In the print the hyperlink is included as a footnote, in the ebooks the term is hyperlinked [Production - check the ebooks will have hyperlinbks - amend wording here if not]. In general, the hyperlinks follow a pattern. First, key terms are often linked to entries in online academic encyclopedias - either The Stanford Encyclopedia of Philosophy, The Internet Encyclopedia of Philosophy, or The Encyclopedia Britannica. [Students are recommended also to consult The Encyclopedia of Philosophy (1967), edited by Paul Edwards; it is still an excellent resource and has entries corresponding to many key terms. Almost every university library has a copy.] Second, named individuals are sometimes linked to an encyclopedia entry. In both sorts of cases, the URL is provided in an endnote at the end of each chapter. No other description of the contents of the web page will be given. In most other cases, a short description of the contents of the web page is provided in the endnote. Each chapter includes an annotated bibliography for more advanced material. Helpful material is also available on the website for this book. This material includes a glossary, a sample syllabus (with recommended readings), study questions, and a test bank, among other features. (shrink)

This book rethinks the discussion of sport as a cinematic subject. Arguing for the vitality of the sports film as distinctively 'modern' genre, the book looks at its innovative potential to capture twentieth- and twenty-first-century sport in all its complexity. Written in an accessible style and illustrated throughout, the book integrates work and ideas from film studies with thinking from sports psychology, philosophy, data theory and ecocriticism. In its detailed analyses of a wide-ranging group of films, the book shows how (...) film, from fictional works to biopics to experimental documentaries, can illuminate individual sporting experience, as well as sport's wider place in modern life. (shrink)

Inequities in health and health care are one of the greatest challenges facing the international community today. This problem raises serious questions for health care planners, politicians and ethicists alike. The major world religions can play an important role in this discussion. Therefore, interreligious dialogue on this topic between ethicists and health care professionals is of increasing relevance and urgency. This article gives an overview on the positions of Islam and Christianity on equity and the distribution of resources in health (...) care. It has been written in close collaboration and constant dialogue between the two authors coming from the two religions. Although there is no specific concept for the modern term equity in either of the two religions, several areas of agreement have been identified: All human beings share the same values and status, which constitutes the basis for an equitable distribution of rights and benefits. Special provisions need to be made for the most needy and disadvantaged. The obligation to provide equitable health services extends beyond national and religious boundaries. Several areas require intensified research and further dialogue: the relationship between the individual and the community interms of rights and responsibilities, how to operationalize the moral duty to decrease global inequalities in health, and the understanding and interpretation of human rights in regard to social services. (shrink)

Offers a historical study of the world that contends that history is continually created and recreated by conscious, collective human action. Faulkner argues that the struggles of the common people--slaves, serfs, handloom weavers, mine workers, women fighting oppression, black people fighting racism, colonized people fighting imperialism--these struggles, occasionally fusing into mass revolutionary upsurges, drive the historical process. He states that this is an approach to history that emphasizes agency, contingency, and the existence of alternatives; an approach that rejects the view (...) that war and empire are inevitable, that there is no alternative to the market, and that greed, bullying, and violence are universal. In other words, Faulkner contends that the course of history is not predetermined, its outcome is not inevitable; it can go in different directions according to what human beings do. (shrink)

Making Sense of the World: Living, Learning and Teaching with Radical Philosophy of Education proposes that human knowledge arises from an integrated physical and metaphysical experience involving the continuing social acts of personal and community cultures and languages. It seeks to provide a means of thinking about and acting with the philosophical nature of human existence, so that the daily activities and achievements of all are respected and taken into account. Given the dominance of neoliberal politics and economics in many (...) countries, it is unusual to find the work of educators and practitioners being framed generally by an explicit philosophy of knowledge. (shrink)

One of the hardest parts of being a leader is handling disagreements about values. The skills required to do this are increasingly important in polarized societies where there is pressure for businesses and organizations to have a sense of purpose and "do the right thing." Our book helps readers address these challenges. To do this, we don''t give a simplistic cookie-cutter recipe for what is right and wrong. Rather, we guide readers on a journey to rigorously explore their values and (...) better understand the values of others. We discuss the human psychology that drives conflicts over values as well as the philosophical frameworks that have guided people for millennia. We provide strategies, based in research from psychology and the behavioral sciences, whichthat readers can use to implement their values in their lives and their organizations. Topics covered include moral intuitions, self-serving biases, situational pressures, social norms, the role of business in society, consequentialism/utilitarianism, motives, perspective-taking, justice, fairness, and liberty. (shrink)

Informally rigorous mathematical reasoning is relevant. So too should be the premises to the conclusions of formal proofs that regiment it. The rule Ex Falso Quodlibet induces spectacular irrelevance. We therefore drop it. The resulting systems of Core Logic C and Classical Core Logic C+ can formalize all the informally rigorous reasoning in constructive and classical mathematics respectively. We effect a revised match-up between deducibility in Classical Core Logic and a new notion of relevant logical consequence. It matches better the (...) deducibility relation of Classical Core Logic than does the Tarskian notion of consequence. It is implosive, not explosive. (shrink)

I defend ethical hedonism, the view that pleasure is the sole good thing, by arguing that it offers the only answer to an argument for moral skepticism. The skeptical problem arises from widespread fundamental moral disagreement, which entails the presence of enough moral error to undermine the reliability of most processes generating moral belief. We know that pleasure is good through the reliable process of phenomenal introspection, which reveals what our experiences are like. If knowing of pleasure’s goodness through phenomenal (...) introspection is the only reliable way to form our initial moral beliefs, we should accept ethical hedonism. (shrink)

Neil Levy presents a new theory of freedom and responsibility. He defends a particular account of consciousness--the global workspace view--and argues that consciousness plays an especially important role in action. There are good reasons to think that the naïve assumption, that consciousness is needed for moral responsibility, is in fact true.

This magisterial analysis of human history combines the insights of earlier generations of Marxist historians with radical new ideas about the historical process. Reading history against the grain, Neil Faulkner reveals that what happened in the past was not predetermined. Choices were frequent and numerous. Different outcomes - liberation or barbarism - were often possible. Rejecting the top-down approach of conventional history, Faulkner contends that it is the mass action of ordinary people that drives great events. At the beginning (...) of the 21st century - with economic disaster, war, climate catastrophe and deep class divisions - humans face perhaps the greatest crisis in the long history of our species. The lesson of A Marxist History of the World is that, since we created our past, we can also create a better future. (shrink)

Our regimentation of Goodman and Myhill’s proof of Excluded Middle revealed among its premises a form of Choice and an instance of Separation.Here we revisit Zermelo’s requirement that the separating property be definite. The instance that Goodman and Myhill used is not constructively warranted. It is that principle, and not Choice alone, that precipitates Excluded Middle.Separation in various axiomatizations of constructive set theory is examined. We conclude that insufficient critical attention has been paid to how those forms of Separation fail, (...) in light of the Goodman–Myhill result, to capture a genuinely constructive notion of set. (shrink)

Epistemic akrasia can be rational. I consider a lonely pragmatist who believes that her imaginary friend doesn’t exist, and also believes on pragmatic grounds that she should believe in him. She rationally believes that her imaginary friend doesn’t exist, rationally follows various sources of evidence to the view that she should believe in him to end her loneliness, and rationally holds these attitudes simultaneously. Evidentialism suggests that her ambivalent epistemic state is rational, as considerations grounded in the value of truth (...) justify her beliefs. (shrink)

This book focuses on the nature and importance of harm by providing a sustained defense of the counterfactual comparative account, in particular by extending the account to allow for a certain kind of plural or collective harm. According to the counterfactual comparative account, an event harms a person provided that she would have been better off had it not occurred. On the account defended in this book, there are cases in which some events harm a given individual even though none (...) of them by itself harms the individual. This account aims to solve the most serious problem facing the counterfactual comparative account, a problem involving cases of preemption. In such cases, an intuitively harmful event does not make the victim worse off, since if it had not occurred, another event would have had a similar adverse influence on the victim’s well-being. The book also contains discussion of various competing accounts of harm, and it replies to other challenges to the counterfactual comparative account. It argues, moreover, that an action that would harm a person does not thereby have a strong moral reason against it; if there is a strong moral reason against a harmful act, the reason is due primarily to some of the act’s other features. (shrink)

What is the basis of our capacity to act morally? This is a question that has been discussed for millennia, with philosophical debate typically distinguishing two sources of morality: reason and sentiment. This collection aims to shed light on whether the human capacity to feel for others really is central for morality and, if so, in what way. To tackle these questions, the authors discuss how fellow feeling is to be understood: its structure, content and empirical conditions. Also discussed are (...) the exact roles that relevant psychological features - specifically: empathy, sympathy and concern - may play within morality. The collection is unique in bringing together the key participants in the various discussions of the relation of fellow feeling to moral norms, moral concepts and moral agency. By integrating conceptually sophisticated and empirically informed perspectives, Forms of Fellow Feeling will appeal to readers from philosophy, psychology, sociology and cultural studies. (shrink)

Emerging from the confusion and chaos of neoliberal economic systems around the world, this book brings together a collection of major philosophical ideas from previous centuries and applies them to the practice of education. The book argues that pragmatist philosophy is the most appropriate to guide the organisation of curriculum, pedagogy and assessment. It outlines a number of philosophical dilemmas, exploring these in relation to particular philosophers and offers philosophical insights for educational practice. Further, the book proposes Critical Praxis Bricolage, (...) an epistemological framework articulating a view that education practices are embedded in a social context. This reshapes formal education from being dominated by the market forces of neoliberalism, into a way of ethical life that respects the dignity and knowledgeability of each person and community regardless of background. Written in a narrative style, Pragmatist Philosophy for Critical Knowledge, Learning and Consciousness provides a philosophical paradigm of experience, culture and inquiry that actively connects with human interests of the everyday and with the distinctiveness of being human. This work will be of interest to researchers and higher degree students of education and philosophy of education. (shrink)

Abstract: This entry elucidates causal and constitutive roles that various forms of imagining play in human action. Imagination influences more kinds of action than just pretend play. I distinguish different senses of the terms “imagining” and “imagination”: imagistic imagining, propositional imagining, and constructive imagining. Each variety of imagining makes its own characteristic contributions to action. Imagistic imagining can structure bodily movement. Propositional imagining interacts with desires to motivate pretend play and mimetic expressive action. And constructive imagination generates representations of possibilities (...) and actions on the basis of which we choose what to do. [Version archived here is a penultimate draft.]. (shrink)

How does our language relate to reality? This is a question that is especially pertinent in set theory, where we seem to talk of large infinite entities. Based on an analogy with the use of models in the natural sciences, we argue for a threefold correspondence between our language, models, and reality. We argue that so conceived, the existence of models can be underwritten by a weak notion of existence, where weak existence is to be understood as existing in virtue (...) of language. (shrink)

Neil E. Williams develops a systematic metaphysics centred on the idea of powers, as a rival to neo-Humeanism, the dominant systematic metaphysics in philosophy today. Williams takes powers to be inherently causal properties and uses them as the foundation of his explanations of causation, persistence, laws, and modality.