Russell has recently been held to have had a modal logic, a full modal theory and a view of naming that anticipates Kripke's intuitions on rigid designation. It is argued here that no such claims are warranted. While Russell was not altogether silent on matters modal, he did not advance an identifiable modal logic or anything more than a modest modal theory. His view of naming involves a notion of guaranteed reference. But what Kripke's intuitions about rigidity primarily pertain to (...) is fixed reference, something demonstrably different. (shrink)

Some decisions can be made employing closed systems of practical reasoning. Other decisions require open systems of practical reasoning. These kinds of practical reasoning differ epistemically. Closed systems of practical reasoning can rely on thinking with a basis that is epistemically robust. Open systems of practical reasoning must also allow for thinking with a basis that is epistemically slight. In making moral and prudential decisions about what we are to make of our lives, we use open systems of practical reasoning (...) that proceed by precept. Precepts are generalizations for use as premises in practical reasoning that may only be indirectly tied to empirical evidence. Intelligent selection of precepts may come from education in the arts and sciences. The twin towers of a liberal education offer the best hope for judgment in the practical reasoning that may help us to make the moral and prudential decisions that are our concern. (shrink)

The essays in Explorations of Value are drawn from work first presented at the 20th Conference of Value Inquiry. They are not mere records of conference presentations. The authors have reflected on their initial presentations. They have re-thought arguments in light of discussions at the conference. They have revised their work. All of this has combined to bring fresh ideas on important issues into carefully considered discussions. The nineteen authors of the essays do not share a common viewpoint on all (...) problems of value inquiry. They are certainly not in agreement in their conclusions. Their concerns, however, cluster around a recognizable body of questions. Several of the authors raise fundamental questions on the nature of values and the possibility of giving them an objective status. Some of the authors raise questions about where value inquiry becomes value advocacy. They are also ready to ask whether or not advocacy is in the legitimate purview of philosophers. A number of authors set out to examine conditions of moral practice and of harming or benefiting people in general. Other authors show a concern for juxtaposing moral values and aesthetic values, in some cases to observe similarities, in some, differences. Finally, a few authors focus on particular notions such as forgiveness, intimacy, and love that are central to our lives. (shrink)

This book presents eighteen essays on education and values drawn from the 21st Conference on Value Inquiry. The studies deal with moral education, multicultural education, liberal education in a liberal state, practical issues of curricular development, and teaching and learning as the two sides of education. Educational conditions and reforms in Italy, Canada, and the United States are discussed. The book offers valuable ideas for reflection to anyone with an interest in formal education or a love of lifelong learning.