As the editors of the series, New Literary Theory, proclaim in the preface of the book, the purpose of the series is to make more room in literary theory for playful and accessible approaches to li...

The question of the character, function and possibility of philosophy can best be considered through an analysis of how men come to philosophize. Were the ideals man seeks always satisfactory to him and the consequences of his conduct and allegiances always what he expected, undoubtedly he would not be the philosophical animal he is. It is precisely because his emotional attachments are so often disillusioning and his actions ineffectual, that he is compelled to reflect upon what ends are worthwhile (...) and what conduct and instrumentalities would bring them into being. Such reflection is the practice of philosophy and, where it is systematic and grounded on the evidence available, constitutes the discipline known as philosophy. Its source is living itself, and it is a kind of life. It is a method whereby life seeks the solution of its own problems; for living is made up of man's responses to his world, responses directed to the management of things for better and worse; and what would constitute the better and what the conditions are upon which it depends, are matters with which life will ever concern itself. The reconstruction of living so that it will have the utmost value is the primary objective of philosophy. (shrink)

In the last two centuries, our world would have been a safer place if philosophers such as Rousseau, Marx, and Nietzsche had not given intellectual encouragement to the radical ideologies of Jacobins, Stalinists, and fascists. Maybe the world would have been better off, from the standpoint of sound practice, if philosophers had engaged in only modest, decent theory, as did John Stuart Mill. Yet, as Ronald Beiner contends, the point of theory is not to think safe thoughts; the point is (...) to open intellectual horizons. In Philosophy in a Time of Lost Spirit, Beiner reflects on the dualism of theory and practice. The purpose of the theorist is not to offer sensible guidance on the conduct of social life but to test the boundaries of our vision of social order. Whereas the liberal citizen should embody the practical virtues of prudence and moderation, the theorist should be radical, probing, and immoderate. Looking back at the liberal-communitarian debate of the 1980s, Beiner recognizes that the antidote to our spiritless times lies neither in the embrace of community over individualism nor of individualism over community: both individual and community need to be submitted to radical questioning. It is by exposing ourselves to the challenge of fearless thinking encountered at the philosophical extremities that we are most likely to understand our own world at a deeper level. In this collection of essays and reviews, Ronald Beiner helps us to think critically about the thought-worlds of our foremost contemporary thinkers, including Hannah Arendt, Allan Bloom, Michel Foucault, Hans-Georg Gadamer, J¦rgen Habermas, Will Kymlicka, Christopher Lasch, Richard Rorty, Judith Shklar, Leo Strauss, Charles Taylor, and Michael Walzer. (shrink)

Plato, in one of his dialogues, says: “ The feeling of wonder is the genuine mark of the philosopher; for philosophy has its origin in wonder.” What Plato here says may be accepted as true: the philosopher does wonder. But the philosopher is not the only man who wonders about things. It might perhaps be going too far to say that all men experience the feeling, for some men seem to plod on their weary round without curiosity enough to (...) wonder at anything, whilst others, being comfortable, are satisfied to take things for granted, and never think of wondering at them. (shrink)

We think it is wise to accept reality, rather than fight for something that does not exist or might never be. But in Of Reality, Gianni Vattimo condemns this complacency, with its implicit support of the status quo. Instead he urges us to never stop questioning, contrasting, or overcoming reality, which is not natural, inevitable, or objective. Reality is a construct, reflecting, among other things, our greed, biases, and tendencies toward violence. It is no accident, Vattimo argues, that the call (...) to embrace reality has emerged at a time when the inequalities of liberal capitalism are at their most extreme. Developed from his popular Gifford Lectures, this book advances a critical approach that recovers our interpretive powers and native skepticism toward normative claims. Though he recognizes his ideas invite charges of relativism, the philosopher counters with a discussion of truth, highlighting its longstanding ties to history and social circumstance. Truth is always contingent and provisional, and reason and reasonableness are bound to historical context. Truth is therefore never objective, and resistance to reality is our best hope to defeat the indifference that threatens the scope of freedom and democracy. (shrink)

Leading international environmental philosophers further the debate about the environment and the metaphysical, ethical, social and international implications.

The article analyses whether it is correct to extrapolate the concept of "meaning in life" developed by Thaddeus Metz to the doctrines of ancient philosophers, including Thomas Aquinas. Is Metz’ concept of "purposes" that make "human life" meaningful analogous to Aquinas’ concept of "ultimate goal of man"? Significant points of Metz’ conception of "meaning in life" in our article are described and compared with Aquinas’ conception of "ultimate goal of man." As it turns out, these conceptions are only superficially similar. (...) In fact, they are profoundly different: (1) Aquinas is talking about the "goal of man", which implies objective teleology incompatible with Metz’ "naturalism", and is not talking about "meaning in life" (and even "purpose of life"); (2) "ultimate goal of man", for Aquinas, is intended to provide salvation and eternal life for man, not to make life "significant" in this world. -/- Thus, Metz and Thomas not only use different terminology, but also address different problems. They deal with different questions, not just give different answers to the same question (about the "meaning in life"). Metz’s extrapolation may be correct, when viewed as a kind of rational reconstruction. However, Metz does not make appropriate reservations and groundlessly unifies heterogeneous problems. The article shows that more historically oriented methodology avoids impropriety in the exercise of rational reconstruction of "meaning in life" in the field of ancient and medieval philosophies. (shrink)

First published in 1933. The purpose of this work was to bridge a gap in English philosophical literature by completing the elaborate history of Bosanquet and to stimulate and enrich the whole study of aesthetics by means of his personal destructive and constructive criticism. This title will be of interest to students of philosophy.

The lecture of V. S. Solov'ev on "The Historical Tasks of Philosophy" [Istoricheskie dela filosofii] was given by the young privat-docent on November 20, 1880 at St. Petersburg University; the text of the lecture was published in the periodical Russkaia mysl' soon thereafter. The lecture prepared the way for two parallel courses: a course in metaphysics at the university and a course in the history of ancient philosophy in the Advanced Women's Courses of K. N. Bestuzhev-Riumin. It is (...) clear from the text of the lecture how important a role Solov'ev's simultaneous and mutually related pursuits in metaphysics, the history of philosophy, comparative mythology, and the history of religion played in his early works. (shrink)

Meaning and Purpose of Life are perhaps the most thought about, if not talked about, issues on the planet since human beings have walked on earth. This book is another attempt to understand the Meaning and Purpose of Life using ideas of Vedanta in Indian philosophy, and of mainstream economics. Starting from first principles, Dr Agarwal explores the core concept of Brahman in Vedanta, and builds an axiomatic foundation for understanding the meaning and purpose of life (...) using the fundamental ideas of the Prasthana Traya, and in particular of The Bhagavad Gita and The Principal Upanishads. Dr Agarwal adheres to the philosophy of Karma Yoga as his chosen area of interest for the exploration of meaning and purpose, which allows him to seek linkages between the concepts of social welfare in Vedanta and economics. Ideas of lokasamgraha in Indian Philosophy and of externalities in economics provide a clear common ground between the two apparently disparate disciplines. Throughout the book, he emphasizes simple practical approaches for making life more meaningful and happier, while relying fundamentally on the basic ideas of Vedanta. (shrink)

This commentary explores “other” needed philosophical contributions to bioethics that is implied but not mentioned explicitly in the article by Blumentahal-Barby et al. (2022). That “other” role of...

Explores some steps toward non-assimilative encounters in the "global village.".

In this paper, I discuss the different views of the founders of descriptive psychology in the 19th century about the meaning and purpose of this discipline and sketch a new plan for connecting descriptive psychology with the language-critical tradition of analytic philosophy. I will show that the goals Hermann Lotze, Franz Brentano, and Wilhelm Dilthey set for descriptive psychology were too lofty for different reasons. The common problem they faced was how to reconcile the ideal of autonomous philosophical (...) knowledge with the empirical relevance that descriptive psychology should have. Faced with this dilemma, I outline a new plan to conceive of descriptive psychology as a critical project aimed at overcoming the obstacles that language places in the way of our knowledge of mental phenomena. (shrink)

In this theoretical and explorative essay, two issues are discussed, which are based on personal experiences of teaching ethics. The first is what educational purpose does it serve to challenge students as ethical subjects while teaching a class? This issue is mainly discussed through an analysis of Gert Biesta’s works. He argues that an essential purpose for teachers is to enable students to appear as subjects. For this to happen, the teacher must “interrupt” the students by presenting that (...) which challenges his or her basic ethical preconceptions, which in turn forces the student to choose as a subject. However, if the teacher gives priority to such interruptions, s/he risks a conflict with his or her students. That gives rise to the second issue raised in the essay, whether the teacher should express his or her ethical perspectives while teaching ethics. The issue is discussed by analyzing Bruno Latour’s political philosophy. He argues that conflict is an essential feature in any democratic society where everyone’s concerns are presented. For that reason, he argues for the need of public “diplomats,” whose function is to enable an endeavor for peace. As diplomats, both their ethical agency and ability to judge what is worth highlighting is recognized. Thus, the essay concludes that a diplomatic teacher is someone who has the judgement to decide whether his or her ethical perspectives should be highlighted while teaching a class, or if it would disrupt an endeavor for peace. (shrink)

Comparative political theory is at best an embryonic and marginalized endeavor. As practiced in most Western universities, the study of political theory generally involves a rehearsal of the canon of Western political thought from Plato to Marx. Only rarely are practitioners of political thought willing (and professionally encouraged) to transgress the canon and thereby the cultural boundaries of North America and Europe in the direction of genuine comparative investigation. Border Crossings presents an effort to remedy this situation, fully launching a (...) new era in political theory. Thirteen scholars from around the world examine the various political traditions of West, South, and East Asia and engage in a reflective cross-cultural discussion that belies the assumptions of an Asian "essence" and of an unbridgeable gulf between West and non-West. The denial of essential differences does not, however, amount to an endorsement of essential sameness. As viewed and as practiced by contributors to this ground-breaking volume, comparative political theorizing must steer a course between uniformity and radical separation--this is the path of "border crossings.". (shrink)

Wilhelm Halbfass deserves to be celebrated as a leading pioneer of the history of Indian philosophy in the modern era. The sheer volume of work in recent times and the extent of citations devoted to Halbfass' works well attest to the impact of his gallant endeavors. Dimitry Shevchenko's article "Wilhelm Halbfass and the Purposes of Cross-cultural Dialogue" in this issue of Philosophy East and West is a most recent attempt to take further the goals and contours charted by (...) Halbfass, with a focus, however, not so much on the history of Indian philosophy as on the prayojana of inter-cultural or cross-tradition discursive engagement and the ramifications thereof for comparative philosophy.This... (shrink)

Rachel Zuckert - The Purposiveness of Form: A Reading of Kant's Aesthetic Formalism - Journal of the History of Philosophy 44:4 Journal of the History of Philosophy 44.4 599-622 Muse Search Journals This Journal Contents The Purposiveness of Form: A Reading of Kant's Aesthetic Formalism Rachel Zuckert In the "critique of aesthetic judgment," Kant claims that when we find an object beautiful, we are appreciating its "purposive form." Many of Kant's readers have found this claim one of his (...) least interesting and most easily criticized claims about aesthetic experience. Detractors hold up his aesthetics as a paradigmatic case of narrow formalism; and even many admirers of Kant's aesthetics take Kant's claims about form to be problematic, but argue that they are inessential to his aesthetics . Though these critics come to differing evaluations of Kant's aesthetics as a whole, they agree on two points. First, interpretively: that when Kant claims that it is the "form" of an object we find beautiful, he means that in aesthetic appreciation, we find certain spatial and/or temporal properties aesthetically pleasing—and that such properties are exclusively responsible for an object's beauty. Second, evaluatively: that Kant is wrong, at least about this. In this paper, I shall propose that we need not endorse either claim. I shall argue that one may interpret Kant's.. (shrink)

What are the purposes of education and what is the relationship between educational research and policy? Using the twin lenses of Visible Learning and educational philosophy these are among the many fascinating topics discussed in extended conversations between John Hattie and Steen Nepper Larsen. This wide-ranging, and informative book offers fundamental propositions about the nature of Education. It maps out in fascinating detail a coming together of Hattie's empirical data and world-famous Visible Learning paradigm with the rich heritage of (...) educational philosophy. As well as exploring the inevitable questions of the purpose of education and the development of students in a learning society. Part clash of cultures, part meeting of minds, always fascinating and illuminating, this intriguing book will inspire teachers, students and parents at all levels of the educational system - from kindergarten through school to university. Conversations include: What is the purpose of education? Does educational data speak for itself? What is the role of the teacher? Is learning a visible phenomenon? Is it important to teach and learn specific subjects? What is the role of Neuroscience research? What is the relationship between educational research and educational politics? What is the role of the state in education? (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 44.4 (2006) 599-622 MuseSearchJournalsThis JournalContents[Access article in PDF]The Purposiveness of Form: A Reading of Kant's Aesthetic FormalismRachel ZuckertIn the "critique of aesthetic judgment," Kant claims that when we find an object beautiful, we are appreciating its "purposive form." Many of Kant's readers have found this claim one of his least interesting and most easily criticized claims about aesthetic experience. Detractors hold up (...) his aesthetics as a paradigmatic case of narrow formalism; 1 and even many admirers of Kant's aesthetics take Kant's claims about form to be problematic, but argue that they are inessential to his aesthetics (which includes more interesting, defensible claims). 2 Though these critics come to differing evaluations of Kant's aesthetics as a whole, they agree on two points. First, interpretively: that when Kant claims that it is the "form" of an object we find beautiful, he means that in aesthetic appreciation, we find certain spatial and/or temporal properties (such as proportion, line, shape) aesthetically pleasing—and that such properties are exclusively responsible for an object's beauty. Second, evaluatively: that Kant is wrong, at least about this.In this paper, I shall propose that we need not endorse either claim. I shall argue that one may interpret Kant's formalism as a claim that in aesthetic experience 3 [End Page 599] we appreciate the object as an individual, as comprising all (or indeterminately many) of its sensible properties as inextricably interrelated or unified to make the object what it is; in other words, we appreciate what has been called an object's 'individual form.' This reading, I shall suggest, allows us not only to understand Kant's aesthetics as intimately connected to his project in the Critique of Judgment (hereafter, CJ) as a whole, but also to see Kant's aesthetics, in general, as providing a richer, more plausible description of our aesthetic engagement with an object, or as less narrowly subjectivist than is frequently believed.I shall proceed by presenting Kant's claims about form, and the standard criticisms thereof, and then turn to defend this alternative reading. Before I do so, however, I wish to make some preliminary remarks about aesthetic formalism in general. Contemporary discussion of formalism often takes aesthetic formalism to be instantiated by the views of the twentieth-century art critics, Clive Bell and Roger Fry, 4 and Kant's formalism is often implicitly equated with theirs (or the kind of position attributed to them). I wish to resist that equation in this essay; to that end, I start here by giving a wider sense of what formalism might be, drawing especially on historical positions that were available to Kant. 5Broadly speaking, "formalism" is the view that, in aesthetic appreciation of an object (usually a work of art), we do and ought to pay attention not to the object's representational content, emotional expressiveness, historical, institutional, or social context (whether conditions for the production of the object or its effects), but only to its form. Formalism is characterized in some sense, then, by what it excludes, viz. considerations taken to be external to the object. But it does specify positively (if vaguely) that the form of an object is what makes it beautiful. 6'Form,' however, can mean a number of different things, all of which (in some sense) are the design or arrangement of an object's parts, often of its sensible properties. I wish to draw attention to three somewhat distinct ways in which one may understand such form or arrangement of properties, which I shall call 'property-formalism,' 'kind-formalism,' and 'whole-formalism.' Property-formalism is the view that the form of an object can be described in terms of a set of specific spatial or temporal properties that characterize the relations that hold among different parts of the object, and that these properties are responsible for the beauty of the object. Hogarth's view that the serpentine line is the most beautiful line, responsible... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Purpose of Hegel's System FRITHJOF H. BERGMANN THIS ESSAYIS MEANTtO answer the question: what was Hegel really trying to do; what was the program that his system attempted to execute; what was the general enterprise that his philosophy sought to perform? Two things are clear: (1) Hegel insisted that philosophy had to be systematic. He ridiculed philosophers who made disconnected assertions and accused them of (...) "shallowness" and of "inspirationalism." The systematic exposition of philosophy was for Hegel synonymous with doing philosophy scientifically. If a proposition was not presented in the context of a philosophic system, it could not be more than a bald and unsupported assertion that did not merit serious philosophical consideration? (2) Hegel claimed that his own system demonstrated the "necessity" of its contents. The majority of the German Hegel scholars, Haym, Haering, Fischer, Rosenzweig, and Glockner, for example, never attempted to arrive at a precise explication of the function of Hegel's system or of his concept of necessity. They were interested in altogether different questions. The Englishspeaking scholars are generally agreed that by "necessity" Hegel meant "deductive certainty" or something very akin to it and that his system was therefore intended to demonstrate the indubitability, the certainty, or the a priority, of the propositions it contains. The deductions of Hegel's system were, according to them, designed to guarantee the factual truth of the statements derived. The general function of the system was to eliminate doubt. Stace, for example, defends this interpretation in his well-known book The Philosophy of Hegel. 2 In fact, he regards this claim to deductive certainty as the "cardinal claim" of Hegel's philosophy and extends it furthermore beyond the limits of Hegel's system so that, according to him, every possible true proposition can be established with logical necessity. Stace says: If we could discover a first principle, and could prove that it followed by logical necessity from that first principle that there must be a world and that it must be just the sort of world it is, then we should have an explanation.... Thus a philosophy which would genuinely explain the world will take as its first principle not a cause but a reason. From this first reason it will proceed to deduce the world, not as an effect, but as a logical consequent. We shall then see not merely that things are as they are, but we shall see why xCf. Preface to the Phenomenology. W. T. Stace, The Philosophy of Hegel (New York: Dover Publications Inc., 1955). [189] 190 HISTORY OF PHILOSOPHY they are as they are. This is the fundamental Hegelian idea of explanation. This is what tIegel's philosophy attempts to do? Later in the book Stace examines the "extraordinary position" which Hegel "takes up" on the question of the "contingency of nature." Hegel, as Stace points out, believed that particular facts and things cannot be deduced, that the "details of nature.., are governed by contingency and caprice." This position, according to Stace, "will not bear examination." Stace ascribes to tIegel the premise that "there is in this stone, or this man, nothing but thought, nothing but universals," and it, in Stace's opinion, implies that everything can be deduced. "If we are to have an idealistic monism it must explain everything from its single first principle, thought. And that means that it must deduce everything. To leave anything outside the network of deduction, to declare anything utterly undeducible, is simply dualism." * To answer this interpretation thoroughly, the character and purpose of Hegel's system has to be explained. This we shall attempt in the remainder of this essay. But three points can be made in a preliminary way: 1) Is the position which Hegel did not hold, but which he should have held, according to Stace, any more tenable than the position which Stace rejects as inconsistent? Is it really conceivable that every last fact concerning tile universe--including the number of hairs on Hegel's head--could be "logically deduced" from a first principle? 2) Did Hegel really accept the premise which in Stace's opinion implies that every fact must be deducible? This would certainly be important, since Ilegel... (shrink)

Many of the current debates in jurisprudence focus on articulating the boundaries of law. In this essay I challenge this approach on two separate grounds. I first argue that if such debates are to be about law, their purported subject, they ought to pay closer attention to the practice. When such attention is taken it turns out that most of the debates on the boundaries of law are probably indeterminate. I show this in particular with regard to the debate between (...) inclusive and exclusive positivists: I present several ways of understanding what this debate is about and argue that none of them is defensible. My second argument focuses more on the purpose of jurisprudential inquiry. I argue there that even if some jurisprudential debates have determinate answers, it does not follow that they deserve our attention, because not all true facts are worth knowing. After discussing and rejecting the claim that jurisprudence could be justified as knowledge for its own sake, I propose one possible justification for engaging in legal philosophy and outline its implications for the kind of issues that should be pursued. (shrink)

Book Review of "The Purposes of God: Providence as Process-Historical Liberation" by G. Michael Zbaraschuk.

In this paper, findings from research in neuroscience of morality will be reviewed to consider the purposes of moral education. Particularly, I will focus on two main themes in neuroscience, novel neuroimaging and experimental investigations, and Bayesian learning mechanism. First, I will examine how neuroimaging and experimental studies contributed to our understanding of psychological mechanisms associated with moral functioning while addressing methodological concerns. Second, Bayesian learning mechanism will be introduced to acquire insights about how moral learning occurs in human brains. (...) Based on the reviewed neuroscientific research on morality, I will examine how evidence can support the model of moral education proposed by virtue ethics, Neo-Aristotelian moral philosophy in particular. Particularly, two main aims of virtue ethics-based moral education, the habituation of virtues and the cultivation of phronesis, will be discussed as the important purposes of moral education based on neuroscientific evidence. (shrink)

In his book “World-Centred Education,” Biesta discusses two themes fundamental for the emergence of subjectivity as a desirable existential humane state of being and for an education that aims to achieve it. The first theme is about freedom and the importance of distancing education and teaching from any act of objectifying students. The second theme concerns the world, its limitations on freedom, and its central role in educational events, which aim to help students fulfill their subjectivity. However, when he analyzes (...) three historical cases to conceptualize and demonstrate his ideas regarding subjectivity and education as subjectification, Biesta seems to focus more on the role of the first theme than the second. This imbalance does not give the world the proper place Biesta’s theory itself inspires to provide, as first and foremost expressed in the book’s title. This article proposes an alternative reading of the book’s theory regarding subjectivity, freedom, the world, and their interrelationships. The suggested reading gives the world a more central role in the emergence of events of subjectivity without harming freedom and thus changes how we can analyze the three cases and how to understand and generate education and teaching aiming at subjectification. (shrink)

THE PURPOSE OF HISTORY i FROM HISTORY TO PHILOSOPHY The serious study of history is characteristic of a certain maturity of mind. ...

This paper explores Plato’s views on the purpose of rhetorical form by surveying the way in which Socrates engages in speechmaking at several points in the Gorgias. I argue that Socrates has nothing in principle against the use of a long speech as part of the practice of philosophical inquiry and argument, provided that the speech is geared toward understanding. This reflects a key and relatively unremarked distinction that Socrates makes in the Gorgias between persuasion that comes from being (...) convinced and persuasion that comes from being taught. The kind of long speeches that Socrates objects to are those that have a conviction-based purpose. However, this leaves open the use of a wide variety of rhetorical techniques—pieces of argument, speechifying, analogy, myth, and exhortation—that have a teaching-based purpose, which is precisely the sort of rhetoric that Socrates licenses in the dialogue. (shrink)

This paper zooms in on a recent development in the discussion between postphenomenology and critical constructivism: the attempt at working out a political philosophy in the framework of postphenomenology, specifically Peter-Paul Verbeek’s. Verbeek contrasts mediation theory to critical theory, arguing that critical theorists only “talk”; they don’t “do.” While the latter reproach postphenomenology/mediation theory for its lack of politics, Verbeek actually poses that “real” politics cannot be done by critical theorists—indeed exactly because of their not doing, that is, doing (...) in the sense of helping to design and develop good real-world technological solutions. But this brings up pertinent questions, about whether a theory should “do” something, what that means, and whether calls for “doing” do not carry their own presuppositions with them that, if not made explicit, will bias the theory and its “use” toward certain directions. These issues are explored by way of among others an excursion into Rortyan pragmatism. Eventually, I conclude, it is perfectly acceptable that critical constructivism should “talk” and postphenomenology “do”—as long as we keep the meanings of those terms sufficiently clear. (shrink)