An exploration of topics of everyday importance in the Socratic tradition.

The Good Life, The Examined Life, and the Embodied Life The good life and the examined life have long been advocated as key philosophical goals, and they have often been closely linked together. My paper critically examines this linkage by considering arguments both for and against the value of self-examination for achieving the good life. Because somatic self-examination has been viewed as especially problematic for the philosophical project of achieving the good (...) class='Hi'>life, this form of self-examination will be given special attention in the paper, and its discussion will be situated within the larger issue of the extent to which the embodied life is central to the good life. (shrink)

In Part One of The Examined Life I recalled certain episodes from my childhood and youth in which, as I came to realize later, I had been exercised by a philosophical problem. By so doing I hoped not only to convey to non-professionals what philosophy is—or is like—but to show them that they too were philosophers, i.e., had been exercised by philosophical questions. In Part Two I gave some examples of how such problems may be treated by a (...) professional, in articles. (shrink)

An introductory course in philosophy begins with Plato's Apology . Here Socrates famously states that ‘the unexamined life is not worth living for man’. The professor lingers on the idea. In this first week of the course they have already struck upon a justification for all of the torturous analyzing, arguing, and thought-experimenting that will follow in the next few months. Without these vehicles of ‘examination’, our lives are not worth living! The students may have experienced enthusiastic defenses of (...) the value of academic disciplines from other professors, but this guy is selling the idea that philosophy is necessary for a meaningful life. (shrink)

The companion to Astra Taylor's acclaimed documentary film, Examined Life features the full transcripts of Taylor's conversations with eight iconoclastic and ...

A well-thought-out project, engaging, enlightening, and highly accessible for the audience it addresses.

This chapter contains sections titled: The Examined Life Examined Not Worth Living The Socratic Dialogues A Survey of Unexamined Lives “Most People Are Other People” Virtue, Knowledge, and Good Will The Socratic Character of Ancient Ethics.

Edmund Pellegrino was a huge figure who leaves a huge legacy. Since his death on June 13, 2013, much has been written to honor his prodigious accomplishments in scholarship, public policy, and institution‐building and to express gratitude for his kindness, humility, and sense of humor. I want to honor his commitment to living a life in which ideas mattered. For him, ideas were not just the stuff by which to build an academic career or rocks to hurl at opposing (...) scholars and policy‐makers. (shrink)

What did Plato contribute to the philosophy of art? What do Pascal's Pensees really say? Everyone knows the names of these philosophers, but few really understand the ideas at the core of western philosophy. In this treasury of western thought, the primary sources speak for themselves. Over 35 excerpts from important philosophers -- including Aristotle and Hume, as well as contemporary thinkers -- offer a solid introduction to philosophy for the curious reader. Leading scholars have carefully chosen the selections, which (...) are arranged according to major discipline, including Philosophy of Religion, Philosophy of Art and Aesthetics, and Metaphysics. These experts have contributed a provocative introductions in their areas of expertise. Unlike other philosophy collections, this book is not a history, a secondary source, or a quick reference. It stands out as an intelligent and accessible compilation of primary source material. (shrink)

... virtue (arete) with Confucius' key notion ren — which has also been interpreted as "virtue" — in order to make explicit whether and to what extent they ...

This is a welcome addition to the growing literature in an ethics that is unself-consciously and unabashedly normative. It is concerned with what good lives are and how they can be achieved. At least in civilized contexts, good lives depend on self-direction, which itself depends on possessing the virtues of self-control, self-knowledge, moral sensitivity, and wisdom. These are discussed in detail and with insight. The other-regarding virtues of justice and benevolence are also acknowledged but not discussed, except that Kekes makes (...) clear that his view has nothing to do with egoism; the reason for the omission seems to be his understandable desire to limit the scope of the book. (shrink)

Philosophy courses face unique problems in that students generally have no previous encounter with the subject and have serious misconceptions about its nature and relevance. This paper presents an essay “What Makes the Examined Life Worth Living” that provides students an accessible introduction to philosophy; one that corrects their suspicion that philosophy is nothing more than opinion, where no progress is made, and has no practical importance. The essay begins by replacing the practice of philosophy as merely asserting (...) one’s opinion with philosophy as analysis and argument about fundamental questions, turns to a discuss of progress in philosophy, and concludes with four replies to the view that philosophy lacks practical relevance. (shrink)

In Republic VII Plato has Socrates make a curious argument: dialectic as currently practiced causes lawlessness, and thus the practice of dialectic should be restricted to those of a certain age who have been properly trained and selected (537e-539e). I argue that the warning in Republic VII points to a disagreement between the views expressed by the character `Socrates' in the Republic, and the views expressed by the character `Socrates' in the Apology. I do so by showing that Republic's description (...) of the problem as well as Plato's prescriptions for solving it can only be understood under the assumption that `dialectic' in this passage refers to questioning or refutation in general, and as such must include Socratic practices within its scope. This disagreement represents a more general disagreement about the path to the good life and the role of philosophy in living life well, and raises questions concerning Plato's opinion of the trial of Socrates. (shrink)

Philosophy courses face unique problems in that students generally have no previous encounter with the subject and have serious misconceptions about its nature and relevance. This paper presents an essay “What Makes the Examined Life Worth Living” that provides students an accessible introduction to philosophy; one that corrects their suspicion that philosophy is nothing more than opinion, where no progress is made, and has no practical importance. The essay begins by replacing the practice of philosophy as merely asserting (...) one’s opinion with philosophy as analysis and argument about fundamental questions, turns to a discuss of progress in philosophy, and concludes with four replies to the view that philosophy lacks practical relevance. (shrink)

A text book designed for a course in philosophy which is both introductory and terminal. Seeking to present philosophy not as a subject to be learned but as a task to be pursued, it presents short extracts from philosophers major and minor, arranged around topics "fundamental in a philosophy of life." On each topic are presented two conflicting solutions of the same problem. A capable instructor will be able to utilize these readings to advantage.--L. K. B.

Extant literature suggests a positive correlation between social trust (also called generalized trust) and life satisfaction. However, the psychological pathways underlying this relationship can be complex. Using the Bayesian Mindsponge Framework (BMF), we examined the influence of social trust in a high-violence environment. Employing Bayesian analysis on a sample of 1237 adults in Cali, Colombia, we found that in a linear relationship, generalized trust is positively associated with life satisfaction. However, in a model including the interactions between (...) trust and education level as well as between trust and socioeconomic status, generalized trust is found to be negatively associated with life satisfaction. In this non-linear relationship, both education level and socioeconomic status have moderating effects against the negative association between generalized trust and life satisfaction. In other words, less educated people living in worse socioeconomic conditions are more likely to have lower life satisfaction when they have higher levels of social trust. In contrast, highly educated people living in better socioeconomic conditions are more likely to have higher life satisfaction when they have higher levels of social trust. Due to the facilitating function of trust in information processing, lowering the rigor of the filtering system in a high-violence social environment will likely put an individual at risk. Based on our findings, we suggest that policymakers should consider the impacts of social contexts when advocating for increasing social trust. We also recommend that researchers carefully examine the psychological mechanism underlying an observed association before making suggestions for policymaking. (shrink)

Extant literature suggests a positive correlation between social trust (also called generalized trust) and life satisfaction. However, the psychological pathways underlying this relationship can be complex. Using the Bayesian Mindsponge Framework (BMF), we examined the influence of social trust in a high-violence environment. Employing Bayesian analysis on a sample of 1237 adults in Cali, Colombia, we found that in a linear relationship, generalized trust is positively associated with life satisfaction. However, in a model including the interactions between (...) trust and education level as well as between trust and socioeconomic status, generalized trust is found to be negatively associated with life satisfaction. In this non-linear relationship, both education level and socioeconomic status have moderating effects against the negative association between generalized trust and life satisfaction. In other words, less educated people living in worse socioeconomic conditions are more likely to have lower life satisfaction when they have higher levels of social trust. In contrast, highly educated people living in better socioeconomic conditions are more likely to have higher life satisfaction when they have higher levels of social trust. Due to the facilitating function of trust in information processing, lowering the rigor of the filtering system in a high-violence social environment will likely put an individual at risk. Based on our findings, we suggest that policymakers should consider the impacts of social contexts when advocating for increasing social trust. We also recommend that researchers carefully examine the psychological mechanism underlying an observed association before making suggestions for policymaking. (shrink)

The purpose of this study was to verify the relationships among parental overprotection, military life adjustment, social anxiety, and collective efficacy. There have been studies examining the influence of each of these variables in isolation, but no study has examined these variables simultaneously. Two hundred and thirty-one male conscript soldiers participated in the study. Results indicated that all four variables were correlated with one another. Through hierarchical regression analysis, we determined that social anxiety fully mediated the relationship between (...) PO and MLA. Furthermore, we found that CE moderated the relationship between PO and social anxiety. Finally, we confirmed the moderated mediation effect of CE in our proposed model. We discuss the implications and limitations of this model. (shrink)

A weak version of the life-mind continuity thesis entails that every living system also has a basic mind (with a non-representational form of intentionality). The strong version entails that the same concepts that are sufficient to explain basic minds (with non-representational states) are also central to understanding non-basic minds (with representational states). We argue that recent work on the free energy principle supports the following claims with respect to the life-mind continuity thesis: (i) there is a strong continuity (...) between life and mind; (ii) all living systems can be described as if they had representational states; (iii) the ’as-if representationality’ entailed by the free energy principle is central to understanding both basic forms of intentionality and intentionality in non-basic minds. In addition to this, we argue that the free energy principle also renders realism about computation and representation compatible with a strong life-mind continuity thesis (although the free energy principle does not entail computational and representational realism). In particular, we show how representationality proper can be grounded in ’as-if representationality’. (shrink)

Life history theory aims to explain the relationship between life events, recognizing that the fertility and growth schedules of organisms are dependent on environmental conditions and an organism’s ability to extract resources from its environment. Using models from life history theory, we predict life expectancy to be positively correlated with educational investments and negatively correlated with adolescent reproduction and total fertility rates. Analyses of UN data from 193 countries support these predictions and demonstrate that, although variation (...) is evident across world regions, strong interactions exist among life expectancy, reproductive investments, and educational attainment, and these relationships occur independently of economic pressures and disease burdens. The interactions are strongest, however, in countries with a life expectancy of ≥60 years as these countries tend to have stable economies and a limited HIV/AIDS burden. These findings suggest that policies aimed at influencing education and reproductive decisions should consider environmental characteristics that drive people’s expectations about their longevity. (shrink)

Three common ethical principles for establishing the limits of parental authority in pediatric treatment decision making are the harm principle, the principle of best interest, and the threshold view. This paper consider how these principles apply to a case of a premature neonate with multiple significant comorbidities whose mother wanted all possible treatments, and whose health care providers wondered whether it would be ethically permissible to allow him to die comfortably despite her wishes. Whether and how these principles help to (...) understand what was morally right for the child is questioned. The paper concludes that the principles were of some value in understanding the moral geography of the case, but that the case reveals common bioethical principles for medical decision making are problematically value-laden because they are inconsistent with the widespread moral value of medical vitalism. (shrink)