Inspired by the practice of dialogue in ancient philosophical schools, the Philosophy as a Way of Life (PWOL) Project at the University of Notre Dame has sought to put dialogue back at the center of philosophical pedagogy. Impromptu philosophical dialogue, however, can be challenging for students who are new to philosophy. Anticipating this challenge, the Project has created a series of manuals to help instructors conduct dialogue groups with novice philosophy students. Using these guidelines, we incorporated (...) PWOL-style dialogue groups into our Spring 2021 course “The Philosophy of Race, Class, and Gender” with the hope that, through having conversations about these challenging topics, our students would both be able to practice having philosophical dialogues as well as form their views on race and gender in light of contributions from their diverse peers. This article examines several strategies for how instructors can seek to incorporate similar dialogues into their own introductory classroom. (shrink)

Presents translations of five dialogues from Plato, as well as additional notes on history and mythology.

"Science is rooted in conversations," wrote Werner Heisenberg, one of the twentieth century's great physicists. In Quantum Dialogue, Mara Beller shows that science is rooted not just in conversation but in disagreement, doubt, and uncertainty. She argues that it is precisely this culture of dialogue and controversy within the scientific community that fuels creativity. Beller draws her argument from her radical new reading of the history of the quantum revolution, especially the development of the Copenhagen interpretation. One of (...) several competing approaches, this version succeeded largely due to the rhetorical skills of Niels Bohr and his colleagues. Using extensive archival research, Beller shows how Bohr and others marketed their views, misrepresenting and dismissing their opponents as "unreasonable" and championing their own not always coherent or well-supported position as "inevitable." Quantum Dialogue, winner of the 1999 Morris D. Forkosch Prize of the Journal of the History of Ideas, will fascinate everyone interested in how stories of "scientific revolutions" are constructed and "scientific consensus" achieved. "[A]n intellectually stimulating piece of work, energised by a distinct point of view."—Dipankar Home, Times Higher Education Supplement "[R]emarkable and original. . . . [Beller's] arguments are thoroughly supported and her conclusions are meticulously argued. . . . This is an important book that all who are interested in the emergence of quantum mechanics will want to read."—William Evenson, History of Physics Newsletter. (shrink)

Douglas Walton’s multitudinous contributions to the study of argumentation seldom, if ever, directly engage with argumentation in mathematics. Nonetheless, several of the innovations with which he is most closely associated lend themselves to improving our understanding of mathematical arguments. I concentrate on two such innovations: dialogue types (§1) and argumentation schemes (§2). I argue that both devices are much more applicable to mathematical reasoning than may be commonly supposed.

First published in 1713, this work was designed as a vivid and persuasive presentation of the remarkable picture of reality that Berkeley had first presented two years earlier in his Principles of Human Knowledge. His central claim there, as here, was that physical things consist of nothing but ideas in minds--that the world is not material but mental. Berkeley uses this thesis as the ground for a new argument for the existence of God, and the dialogue form enables him (...) to raise and respond to many of the natural objections to his position. The text printed in this volume is that of the 1734 edition of the Dialogues. (shrink)

This is the first book in which contemporary scientists and mystics share with us-in their own words-their views on space, time, matter, energy, life, consciousness, creation and on our place in the scheme of things. The book is also the story of an American philosopher who-with these dialogues-ventures into ground-breaking territory, and of her search in America, Europe, India and Nepal for people whose work is at the center of our understanding of reality.

New pedagogical visions and technological developments have brought argumentation to the fore of educational practice. Whereas students previously 'learned to 'argue', they now 'argue to learn': collaborative argumentation-based learning has become a popular and valuable pedagogical technique, across a variety of tasks and disciplines. Researchers have explored the conditions under which arguing to learn is successful, have described some of its learning potentials and have developed Internet-based tools to support such learning. However, the further advancement of this field presently faces (...) several problems, which the present book addresses. Three dimensions of analysis - historical, theoretical and empirical - are integrated throughout the book. Given the nature of its object of study - dialogue, interaction, argumentation, learning and teaching - the book is resolutely multidisciplinary, drawing on research on learning in educational and psychological sciences, as well as on philosophical and linguistic theories of dialogue and argumentation. (shrink)

In this article I propose a conception of empowering educational dialogue within the framework of humanistic education. It is based on the notions of Humanistic Education and Empowerment, and draws on a large and diverse repertoire of dialogues—from the classical Socratic, Confucian and Talmudic dialogues, to the modern ones associated with the works of Nietzsche, Buber, Korczak, Rogers, Gadamer, Habermas, Freire, Noddings and Levinas. These forms of dialogue—differing in their treatment of and emphasis on the cognitive, affective, moral (...) and existentialist elements—have become more dominant in recent educational discourse and practice—an intellectual phenomenon that calls for a more analytic and reflective elaboration of the essential elements that constitute educational dialogues. Hence it is the purpose of this article to elucidate the distinguishing marks of true dialogues, to set them within the normative discourse of humanistic education and empowerment, and to offer a normative and stipulative conception of empowering educational dialogue that can be utilized in the various intellectual and practical spheres of humanistic education—a paradigm,working definition, and outline for contemporary teachers in their quest to develop their students’ sensibilities and sensitivities, and empower their ability to live complete, autonomous, authentic, moral and dignified human lives. (shrink)

A quick look at what is happening in the corporate world makes it clear that the stakeholder idea is alive, well, and flourishing; and the question now is not “if ” but “how” stakeholder theory will meet the challenges of its success. Does stakeholder theory’s “arrival” mean continued dynamism, refinement, and relevance, or stasis? How will superior stakeholder theory continue to develop? In light of these and related questions, the authors of these essays conducted an ongoing dialogue on the (...) current state and future of stakeholder thinking. Beginning with a review of research and theory that has developed since the major stakeholder theorizing efforts of the 1990s, the authors individually offer their perspectives on the key issues relevant today to stakeholder thinking, and to suggest possible approaches that might lead toward and enable the continuing development of superior stakeholder theory. (shrink)

The Socratic, or dialog, form is central to the history of philosophy and has been the discipline's canonical genre ever since. Paul Feyerabend's Three Dialogues on Knowledge resurrects the form to provide an astonishingly flexible and invigorating analysis of epistemological, ethical and metaphysical problems. He uses literary strategies - of irony, voice and distance - to make profoundly philosophical points about the epistemic, existential and political aspects of common sense and scientific knowledge. He writes about ancient and modern relativism; the (...) authority of science; the ignorance of scientists; the nature of being; and true and false enlightenment. Throughout Three Dialogues on Knowledge is provocative, controversial and inspiring. It is, unlike most current philosophical writing, written for readers with a keen sense of what matters and why. (shrink)

Never before has there been a greater need for deeper listening and more open communication to cope with the complex problems facing our organizations, businesses and societies. Renowned scientist David Bohm believed there was a better way for humanity to discover meaning and to achieve harmony. He identified creative dialogue, a sharing of assumptions and understanding, as a means by which the individual, and society as a whole, can learn more about themselves and others, and achieve a renewed sense (...) of purpose. (shrink)

The article is about the poetic-practical philosophy of dialog of Lesia Ukrainka, which is manifested in the dramatic creativity of the prominent poetess, her translation activity and the concept of “person-nature relations”. In the text it is shown that Lesia Ukrainka created a new genre of contemporary drama on the basis of application of “Socratic dialog”, which started an important direction in contemporary literature and coincides with a leading trend of world philosophy associated with the paradigmatic turning point from the (...) philosophy of subjectivity to the philosophy of inter-subjectivity. The kinship of the Socratic philosophy of dialog and “Socratic drama” is also referred to. The author also showed that the meaning of Socratic dialog of Lesia Ukrainka in the resolution of the main problems of world outlook of modernity and the role of argumentation, in particular, the method of elenctics, the realization of such notions as “truth” and “verity”, which is particularly important the modern day situation of “posttruth” and “post-morality”. Against the background of the global environmental crisis, it is important to look at the way how Lesya Ukrainka suggests treating nature as a subject and partner in dialogue. This paradigm continues and deepens the Romantic concept of nature as a partner in a conversation and co-creator of the liber mundi ("the book of the world"). It also opens the opportunity to apply hermeneutical methods of understanding nature as a common world (Mitwelt) of communication, love and creativity. The article also analyzes the topic of dialogue between cultures, as well as perception and understanding of another culture as a subject in a dialogue. We can see this focus in Lesya Ukrainka's approach to translation of poetic texts produced by cultures from distant places and epochs. (shrink)

<Hylas> It is indeed something unusual; but my thoughts were so taken up with a subject I was discoursing of last night, that finding I could not sleep, ...

Dialogues generated over a year of weekly meetings with 8 children at a school in Edinburgh. The author and the children attempted to craft stories reflecting philosophical problems.

This book discusses in dialogue form the basic principles of mathematics and its applications including the question: What is mathematics? What does its specific method consist of? What is its relation to the sciences and humanities? What can it offer to specialists in different fields? How can it be applied in practice and in discovering the laws of nature? Dramatized by the dialogue form and shown in the historical movements in which they originated, these questions are discussed in (...) their full complexity, yet are easily comprehended. The first dialogue, whose chief actor is Socrates, leads the reader to the source of modern mathematics in Athens in the 5th Century BC. The second dialogue, featuring Archimedes, takes place during the siege of Syracuse in 212 BC and shows the birth of applied mathematics. The third dialogue occurs in the year 1633 in Rome, its chief character being Galileo Galilei who fully realized the central importance of the mathematical method in discovering the laws of nature. Intended as supplemental reading for philosophy of mathematics courses at the high school or college level it will be of interest to both specialists and non-specialists in mathematics. Alfréd Rényi was born in Budapest Hungary in 1921. He studied mathematics and physics at the University of Budapest and received his Ph. D. from the University of Szaged in 1945. Since 1950 he has been Director of the Mathematical Research Institute of the Hungarian Academy of Sciences and since 1952 a professor at the University of Budapest. Dr. Renyi was a visiting professor at Michigan State University in 1961, at the University of Michigan in 1964 and at Stanford University in 1966. His main fields of research are probability theory, mathematical statistics and information theory, and he has also worked in analytic number theory as well as in various branches of analysis, combinatorial analysis and geometry. (shrink)

How do we know that God exists? One of Britain's greatest 18th-century philosophers addresses the age-old question in this timeless dialogue. Equally captivating as a philosophical argument and as a work of literature, this classic is particularly relevant in terms of its criticism of the reasoning behind Intelligent Design.

A DIALOGUE on PERSONAL IDENTITY and IMMORTALITY This is a record of conversations of Gretchen We/rob, a teacher of philosophy at a small mid- western ...

David Hume's Dialogues concerning Natural Religion, first published in 1779, is one of the most influential works in the philosophy of religion and the most artful instance of philosophical dialogue since the dialogues of Plato. It presents a fictional conversation between a sceptic, an orthodox Christian, and a Newtonian theist concerning evidence for the existence of an intelligent cause of nature based on observable features of the world. This new edition presents it together with several of Hume's other, shorter (...) writings about religion, and with brief selections from the work of Pierre Bayle, who influenced both Hume's views on religion and the dialectical style of the Dialogues. The volume is completed by an introduction which sets the Dialogues in its philosophical and historical contexts. (shrink)

‘Philosophical dialogue’ indicates both a form of philosophical inquiry and its corresponding literary genre. In its written form, it typically features two or more characters who engage in a discussion concerning morals, knowledge, as well as a variety of topics that can be widely labelled as ‘philosophical’. Our philosophical dialogue takes place in Krakow, Poland. It is a rainy morning and two strangers are waiting at a tram stop. One of them is dressed neatly, and cannot stop fidgeting (...) with his closed umbrella. The other was caught unprepared by the morning downpour and water is dripping from his worn, soaked jacket. (shrink)

A Dialogue on Free Will and Science is a brief and intriguing book discussing the scientific challenges of free will. Presented through a dialogue, the format allows ideas to emerge and be clarified and then evaluated in a natural way. Engaging and accessible, it offers students a compelling look at free will and science.

_Dialogues for the Future_ provides a sneak peek at the long philosophic and intellectual journey of the renowned Arab scholar Taha Abderrahmane. This English translation allows English-speaking readers to engage with the open canvas of dialogue Taha has resiliently initiated.

A quick look at what is happening in the corporate world makes it clear that the stakeholder idea is alive, well, and flourishing; and the question now is not “if ” but “how” stakeholder theory will meet the challenges of its success. Does stakeholder theory’s “arrival” mean continued dynamism, refinement, and relevance, or stasis? How will superior stakeholder theory continue to develop? In light of these and related questions, the authors of these essays conducted an ongoing dialogue on the (...) current state and future of stakeholder thinking. Beginning with a review of research and theory that has developed since the major stakeholder theorizing efforts of the 1990s, the authors individually offer their perspectives on the key issues relevant today to stakeholder thinking, and to suggest possible approaches that might lead toward and enable the continuing development of superior stakeholder theory. (shrink)

There are kinds of dialogue that support social justice and others that do the reverse. The kinds of dialogue that supports social justice requires that anger be bracketed and that hiding in safe spaces be eschewed. All illegitimate ad hominem/ad feminem attacks are ruled out from the get-go. No dialogical contribution can be down-graded on account of the communicator’s gender, race, or religion. As well, this social justice communicative approach unapologetically privileges reason in full view of theories and (...) strategies that might seek to undermine reasoning as just another illegitimate form of power. -/- On the more positive side, we will argue that social justice dialogue will enhanced by a kind of “communicative upgrading” that amplifies “person perception,” foregrounds the impersonal forces within our common social spaces rather than the “baddies” within, and orients the dialogical trajectory toward the future rather than the past. Finally, we will argue that educators have a pressing responsibility to guide their students through social justice dialogue so that their contributions contribute to the amelioration of injustice, rather than rendering the terrain more treacherous. (shrink)

David Bohm is considered one of the best physicists of all time. He also had a deep interest in human communication and creativity. Influential in both management and communication theory in what is known 'Bohm Dialogue', On Dialogue is both inspiring and pioneering. Bohm considers the origin and very meaning of dialogue, reflecting on what gets in the way of "true dialogue". He argues that dialogue, as a radical form of exploration that allows different views (...) to be presented, leads us beyond the impasse of conflict and argument to the forming of new views. With a new foreword by Dean Rickles. (shrink)

Text of and reflection on the 1981 encounter between Hans-Georg Gadamer and Jacques Derrida, which featured a dialogue between hermeneutics in Germany and post-structuralism in France. <br.

Better than any other single work, Daniel enables us to understand the significance of the transition Buber made from his early mysticism to the philosophy of dialogue. The book is written in the form of five dialogues, in each of which Daniel and his friends explore a crucial philosophical problem-the nature of interconnection of unity, creativity, action, form, and realization as these illuminate the relations of man to God and the world. Daniel occupies a central position in Buber's life (...) work. (shrink)

Malebranche's Dialogues on Metaphysics and on Religion is in many ways the best introduction to his thought, and provides the most systematic exposition of his philosophy as a whole. In it, he presents clear and comprehensive statements of his two best-known contributions to metaphysics and epistemology, namely, the doctrines of occasionalism and vision in God; he also states his views on such central issues as self-knowledge, the existence of the external world and the problem of theodicy. His skilful handling of (...) the dialogue form enables the reader to see how he responds to objections made to his earlier work The Search after Truth. This edition presents a translation of the text which is clear, readable and more accurate than any of its predecessors, together with an introduction that analyses Malebranche's central teachings and explains the importance of the Dialogues in the context of seventeenth-century philosophy. (shrink)

French journalist Claire Parnet's famous dialogues with Gilles Deleuze offer an intimate portrait of the philosopher's life and thought. Conversational in tone, their engaging discussions delve deeply into Deleuze's philosophical background and development, the major concepts that shaped his work, and the essence of some of his famous relationships, especially his long collaboration with the philosopher Félix Guattari. Deleuze reconsiders Spinoza, empiricism, and the stoics alongside literature, psychoanalysis, and politics. He returns to the notions of minor literature, deterritorialization, the critical (...) and clinical, and begins a nascent study of cinema. New to this edition is Deleuze's essay "Pericles and Verdi," which reflects on politics and historical materialism in the work of the influential French philosopher François Châtelet. An enduring record of Deleuze's unique personality and profound contributions to culture and philosophy, _Dialogues II_ is a highly personable account of the evolution of one of the greatest critics and theorists of the twentieth century. (shrink)

FIRST DAY INTERLOCUTORS: SALVIATI, SA- GREDO AND SIMPLICIO ALV. The constant activity which you Venetians display in your famous arsenal suggests to the ...

This volume in the Clarendon Edition of the Works of Thomas Hobbes contains A dialogue between a philosopher and a student, of the common laws of England, edited by Alan Cromartie, supplemented by the important fragment "Questions relative to Hereditary Right," discovered and edited by Quentin Skinner. As a critique of common law by a great philosopher, the Dialogue should be essential reading for anybody interested in English political thought or legal theory. Cromartie has established when and why (...) the work was written and has supplied extensive annotation (along with a substantial introduction) to make the work accessible to the non-specialist reader. The additional piece sees Hobbes mounting a robust defense of hereditary right, in the course of which he also makes some important general observations about the concept of a right. It is also of special interest as it constitutes Hobbes's last word on politics. (shrink)

Never before has there been a greater need for deeper listening and more open communication to cope with the complex problems facing our organizations, businesses and societies. Renowned scientist David Bohm believed there was a better way for humanity to discover meaning and to achieve harmony. He identified creative dialogue, a sharing of assumptions and understanding, as a means by which the individual, and society as a whole, can learn more about themselves and others, and achieve a renewed sense (...) of purpose. (shrink)

Johnathan Cohen's book provides a lucid and penetrating treatment of the fundamental issues of contemporary analytical philosophy. This field now spans a greater variety of topics and divergence of opinion than fifty years ago, and Cohen's book addresses the presuppositions implicit to it and the patterns of reasoning on which it relies.

New to this edition is Deleuze's essay "Pericles and Verdi," which reflects on politics and historical materialism in the work of the influential French ...

In this paper I will deal with some aspects of dialogue, love and multiculturalism. In the first and the second aspect I see very much important presuppositions of a multiculturalism enriching each other. If the person is not able to communicate, to love and define what goals she/he would want to achieve, the person will be not able to enrich the multicultural world! Therefore, I am pressing on the conditions and kinds of dialogue, of the art of love, (...) and in the end, I am giving some ideas about the multiculturalism. (shrink)

Never before has there been a greater need for deeper listening and more open communication to cope with the complex problems facing our organizations, businesses and societies. Renowned scientist David Bohm believed there was a better way for humanity to discover meaning and to achieve harmony. He identified creative dialogue, a sharing of assumptions and understanding, as a means by which the individual, and society as a whole, can learn more about themselves and others, and achieve a renewed sense (...) of purpose. (shrink)

In the most accessible and personal of his works, Deleuze examines, through a series of discussions with Claire Parnet, such revealing topics as his own philosophical background and development, the central themes of his work, and some of his relationships, in particular with the philosopher Flix Guattari. This new edition contains a new essay, "The Actual and the Virtual.".

Linguistic interaction between two people is the fundamental form of communication, yet almost all research in language use focuses on isolated speakers and listeners. In this innovative work, Garrod and Pickering extend the scope of psycholinguistics beyond individuals by introducing communication as a social activity. Drawing on psychological, linguistic, philosophical and sociological research, they expand their theory that alignment across individuals is the basis of communication, through the model of a 'shared workspace account'. In this workspace, interlocutors are actors who (...) jointly manipulate and control the interaction and develop similar representations of both language and social context, in order to achieve communicative success. The book also explores dialogue within groups, technologies, as well as the role of culture more generally. Providing a new understanding of cognitive representation, this trailblazing work will be highly influential in the fields of linguistics, psychology and cognitive linguistics. (shrink)

Copyright ©2005–2010 All rights reserved. Jonathan Bennett [Brackets] enclose editorial explanations. Small ·dots· enclose material that has been added, but can be read as though it were part of the original text. Occasional •bullets, and also indenting of passages that are not quotations, are meant as aids to grasping the structure of a sentence or a thought. Every four-point ellipsis . . . . indicates the omission of a brief passage that seems to present more difficulty than it is worth. (...) Larger omissions are reported, between brackets, in normal-sized type. The numbering of the segments of each dialogue is Malebranche’s. (shrink)

This is a collection of John Hick's essays on the understanding of the world's religions as different human responses to the same ultimate transcendent reality. Hicks is in dialogue with contemporary philosophers (some of whom contribute new responses); with Evangelicals; with the Vatican and other both Catholic and Protestant theologians. The book is alive with current argument for all interested in contemporary philosophy of religion and theology.

"The unexamined life is not worth living." Socrates's ancient words are still true, and the ideas sounded in Plato's Dialogues still form the foundation of a thinking person's education. This superb collection contains excellent contemporary translations selected for their clarity and accessibility to today's reader, as well as an incisive introduction by Erich Segal, which reveals Plato's life and clarifies the philosophical issues examined in each dialogue. The first four dialogues recount the trial execution of Socrates--the extraordinary tragedy that (...) changed Plato's life and so altered the course of Western though. Other dialogues create a rich tableau of intellectual life in Athens in the fourth century B.C., and examine the nature of virtue and love, knowledge and truth, society and the individual. Resounding with the humor and astounding brilliance of Socrates, the immortal iconoclast, these great works remain powerful, probing, and essential. (shrink)

A four-part series of dialogues between two philosophy students, M and V. The question: is it wrong to eat meat? M and V review the standard arguments plus a few new ones. Part 1 discusses the suffering caused by factory farming, and how one's intelligence affects the badness of suffering.

The Council of Europe’s 2008 White Paper on Intercultural Dialogue: ‘living together as equals in dignity’ points to the need for shared values upon which intercultural dialogue might rest. In order, however, to overcome the monologic separateness that threatens community, we must educate ourselves to recognize the dialogism of our humanity and to engage in deep encounters with others with a mature skepticism of all dogmatisms, including our own. In order to aid us in reaching the necessary insight, (...) the author calls upon Bakhtin’s ideas of the dialogism of every utterance and of the unity and heteroglossia of language, Gadamer’s hermeneutical experience that shakes us loose from what we think we know, and Levinas’s description of that transcendent ideal of a dialogue beyond reciprocity. These perspectives break open our certainty that tribalism and individualism are fundamental, placing them instead as secondary phenomena that, though powerful, pronounce neither the initial nor the final word on our life together. (shrink)

Dialogue is a recurring and significant component of Indian religious and philosophical literature. Whether it be as a narrative account of a conversation between characters within a text, as an implied response or provocation towards an interlocutor outside the text, or as a hermeneutical lens through which commentators and modern audiences can engage with an ancient text, dialogue features prominently in many of the most foundational sources from classical India. Despite its ubiquity, there are very few studies that (...) explore this important facet of Indian texts. This book redresses this imbalance by undertaking a close textual analysis of a range of religious and philosophical literature to highlight the many uses and functions of dialogue in the sources themselves and in subsequent interpretations. Using the themes of encounter, transformation and interpretation - all of which emerged from face-to-face discussions between the contributors of this volume - each chapter explores dialogue in its own context, thereby demonstrating the variety and pervasiveness of dialogue in different genres of the textual tradition. This is a rich and detailed study that offers a fresh and timely perspective on many of the most well-known and influential sources from classical India. As such, it will be of great use to scholars of religious studies, Asian studies, comparative literature and literary theory. (shrink)

In communities of inquiry, dialogue is central as both the means and the outcome of collective inquiry. Indeed, features of dialogue—including formulating and asking questions, developing hypotheses and explanations, and offering and requesting reasons—are often highlighted as playing a significant role in the quality of the dialogue that unfolds. We inquire further into the quality of dialogue by arguing that dialogue should enable the expansion of epistemic openness, rather than its contraction, and that this is (...) especially important in multicultural communities of inquiry to acknowledge the cultural, perspectival, and experiential differences that exist alongside of similarities as resources for dialogue. The purpose of this article is to highlight two discourse practices that exemplify the nature of discourse as social practice and can be used in communities of inquiry. Attending to these discourse practices may enable teachers and students to reflect upon dialogue as it unfolds. First, we situate ourselves in multicultural classrooms in British Columbia, Canada. Then we articulate three principles of communities of inquiry. Next we describe and exemplify two discourse practices: heteroglossic attunement and lexical awareness. When attended to by teachers and students, 1) heteroglossic attunement enables teachers and students to begin to identify, reflect upon, and discuss the voices and perspectives that are drawn upon as participants inquire together and 2) lexical awareness enables teachers and students to begin to identify their attributions of thinking and feeling to social actors and to recognize how naming social actors positions them in an evolving set of social relations. Rather than a neutral medium of communication, social speech and dialogue is inherently value laden. Attending closely to the discourse that constitutes dialogue in a community of inquiry is a significant pedagogical tool for both teachers and students to expand epistemic openness and make visible learning as it unfolds. (shrink)

How should we conceive of policymakers for the purposes of political analysis? In particular, if we wish to explain and predict political decisions and their consequences, if we wish to ensure that political action is as effective as it can be, how should we think of policymakers? Should we think of them as they are commonly conceived in traditional political analysis, i.e., as uniquely knowledgeable and as either altruistic (i.e., as motivated to realize goals associated with their constituents’ interests) or (...) knavish (i.e., as motivated to realize goals associated with their own personal interests), or should we treat them as possibly ignorant with respect to their political tasks? -/- It is always an open question whether policymakers possess the knowledge required to realize some policy objective. It should never be assumed a priori that policymaker knowledge is adequate to the policy tasks with which policymakers are charged. Politicians need knowledge concerning the causes of social phenomena adequate to control events sufficiently well to ensure the success of their policies. No argument has ever been offered for the standard, if only implicit, assumption that policymakers, somehow automatically, possess this knowledge. In many contexts, there is no reason to believe that policymakers possess or can acquire this knowledge. Indeed, a bit of reflection reveals how unlikely it is that and how rare the circumstances must be in which policymakers meet this condition, which political philosophers, theorists, economists, and other political thinkers have traditionally assumed as a matter of course. -/- The main purpose of the book is to encourage a conversation among scholars and students of political inquiry (in philosophy and political theory, political science, economics and political economy) concerning the best way to conceive of policymakers for the purposes of such inquiry. -/- The book defends an alternative, more realistic, method of political analysis. The book argues against the false assumption that policymakers are epistemically privileged. The book presents and defends the alternative assumption that, with respect to the knowledge required to discharge their political tasks effectively, policymakers are at least as ignorant as constituents. -/- The book further argues that whether policymakers are altruistic or knavish is, in the first instance, a function of the nature and extent of their ignorance with regard to constituent-minded policy goals. Policymakers who possess the knowledge required to be effectively altruistic are more likely to be altruistic, other things the same, than policymakers who are ignorant of the knowledge that successful altruism requires. -/- This being said, my goal is more to leave readers thinking about and inclined to debate these profound issues than to prescribe a particular methodological conclusion (even less to advocate a particular political conclusion). The book is a heuristic for spurring further conversation. It makes of readers fellow interlocutors partnered with the characters (and the author!) of the dialogue. -/- The vehicle for this analysis is a conversation between four friends, philosophy graduate students, with different interests, different levels and kinds of experience, and different political preferences. The four friends consider how politicians should be conceived for the purposes of analyzing political decision-making and its consequences. -/- In his famous Dialogues concerning Natural Religion, David Hume concluded that the assumption of an all-knowing and all-powerful God was neither necessary nor sufficient to explain natural phenomena. Dialogues concerning Natural Politics does for social science what Hume did for natural science. Both books undermine the assumption that some epistemically privileged being – God in the case of natural phenomena and God-like politicians in the case of social phenomena – must be invoked to explain relevant phenomena. (shrink)

The definition of the lowest common denominator of philosophical practices is widely debated: what is the philosophical core that allows us to distinguish them from other activities? Also, is it possible to identify a methodical peculiarity in philosophical practices? Indeed, many philosophical practitioners refer to dialogue as the specific philosophical character marking their professional activity. This statement, which as such is rather naive, is obviously somewhat problematic. However, philosophical practitioners stress the λόγος of dialogue. In addition to investigating (...) how the dialogue is understood in the different philosophical practices, this contribution aims at enhancing the διά, the "between" of dialogue. This dimension, in fact, may be a possible theoretical framework within which to understand philosophical practices as a whole. (shrink)