This paper argues that according to Aquinas, the appetites require habits in order to function in order to complete the natural intentional structure of the appetite. In order to move the agent to act, the appetites must incline towards some specific good identified through sensory perception or reason. But human appetites, in contrast to the passions of non-rational animals, do not spontaneously incline towards particular objects. They must be shaped through processes of rationally governed formation, including in the case of (...) the will processes of practical induction, in order to incline towards specific objects in the needed way. (shrink)

Education aims at more than supplying learners with information, or knowledge of facts. Even when the transmission of information is at stake, abilities relevant to using that information are among the things that teachers aim, or ought to aim, to inculcate. We may think that abilities for critical reflection on knowledge, and critical thinking more generally, are central to what teachers should cultivate in their students. Moreover, we may hope that students acquire not merely the ability to (e.g.) think critically, (...) but the propensity or habit of doing so. We hope that critical thinking will be something they *do* do, not something they merely *can* do; that they will become, not merely capable of inquiry, but inquisitive; and so on. If education aims at more than the inculcation of propositional knowledge, are these other aims non-cognitive, or non-epistemic? This essay aims to make progress on this question by critically examining Gilbert Ryle's conceptions of skill and habit. (shrink)

Historians and philosophers of science have interpreted the taxonomic theory of Carl Linnaeus as an ‘essentialist’, ‘Aristotelian’, or even ‘scholastic’ one. This interpretation is flatly contradicted by what Linnaeus himself had to say about taxonomy in Systema naturae , Fundamenta botanica and Genera plantarum . This paper straightens out some of the more basic misinterpretations by showing that: Linnaeus’s species concept took account of reproductive relations among organisms and was therefore not metaphysical, but biological; Linnaeus did not favour classification by (...) logical division, but criticized it for necessarily failing to represent what he called ‘natural’ genera; Linnaeus’s definitions of ‘natural’ genera and species were not essentialist, but descriptive and polytypic; Linnaeus’s method in establishing ‘natural’ definitions was not deductive, but consisted in an inductive, bottom-up procedure of comparing concrete specimens. The conclusion will discuss the fragmentary and provisional nature of Linnaeus’s ‘natural method’. I will argue in particular that Linnaeus opted for inductive strategies not on abstract epistemological grounds, but in order to confer stability and continuity to the explorative practices of contemporary natural history. (shrink)

Julia Annas proposes to shed light on the intelligence of virtue through an analogy with the intelligence of practical skills. To do so, she first aims to distinguish genuine skills and skillful actions from mere habits and routine behaviour: like skills, habits are acquired through habituation and issue in action immediately (i.e. unmediated by reasoning about what to do), but the routine behaviour in which habit issues is mindless and unintelligent, and cannot serve to establish or illuminate the intelligence (...) of virtuous action. In a second step, she argues that virtue has the same kind of intellectual structure—and is acquired through the same kind of habituation—as skill. I argue that Annas’s proposal fails at the first step: her conceptions of the rational articulacy of skill and the immediacy that characterizes its exercise in action cannot be squared. I offer an alternative conception of the intelligence of skill and its exercise that draws on Aristotle’s conception of rational capacities as two-way powers. But as a virtue is not a two-way power, virtues and skills do not share a common intellectual structure. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Hegel’s Theory of Self-Conscious Life by Guido SeddoneWill DesmondSEDDONE, Guido. Hegel’s Theory of Self-Conscious Life. Leiden: Brill, 2023. 155 pp. Cloth, $138.00Guido Seddone’s monograph explores an ensemble of issues centering on what he terms Hegelian “naturalism.” He argues that “Hegel’s philosophy represents a novel version of naturalism since it stresses the mutual dependence between nature and spirit, rather than just conceiving of spirit as a substance emerging and (...) separating from bodily natural requisites.” Seddone avoids scholarly exegeses to address instead “theoretical and systematic aspects of the Hegelian philosophy.” He focusses on “life” and “self-consciousness” as the conceptual keys to those parts of Hegel that remain compelling for relevant contemporary debates. “This book is, therefore, based on the dialogue between Hegel [End Page 361] and contemporary thinkers and strives to enhance our understanding of theoretical and practical issues and to widen the grammar of the philosophical thought.” The book’s chapters proceed from the more abstract to the more concrete—essentially from issues of logic, epistemology, and psychology to morality, society, and history.Chapter 1 (“Science of Logic: The Logical Premises of Hegel’s Naturalism”) argues that the categories of “Teleology” and “Life” in Hegel’s Science of Logic mark the critical transition in his naturalism from the sciences of physics (“Mechanism”) and chemistry (“Chemism”) to biology, as well as from external nature to inner self-consciousness and cognition. Seddone helpfully points to Hegel’s revisions of Kant’s subordination of teleological language (merely heuristic) to mechanical explanation. Most promising is the comparison of the “self-referring negativity” of Hegelian “life” to discussions by Evan Thompson and Francisco Varela of the cell—whose permeable membrane enables it to be more than its merely chemical environment.Chapter 2 (“Self-Consciousness”) takes a rather bird’s-eye approach to the Phenomenology of Spirit, offering a basic reading of Hegelian self-consciousness and Geist in relation to the Cartesian cogito and Kantian unity of apperception. Scattered remarks about animal desire and the master–slave relation could be clarified to better explore a naturalistic basis of the Hegelian conception of mind. One is struck by the dearth of specific texts from the section “Self-Consciousness”: Seddone seems content with some well-known quotations (for example, Geist as an “I that is We and We that is I”) punctuating large generalizations.Chapter 3 does not quite live up to its title (“The Hegelian Theory about the (Human) Biological Organism”) in that it focuses primarily on Hegel’s “treatise about habits” in the Encyclopaedia of the Philosophical Sciences. Here habit is construed as a second nature, and hence a further step toward self-conscious, relational mind: Habits are “universal ways of the soul, i.e. ways in which individual soul [sic] incorporates feelings by evolving general rules and practices.”The last section of chapter 4 (“Extended and Embodied Mind”) reverts to habits as moments of the feeling soul but dissociates Hegel’s notion of Verleiblichung from contemporary discussions of embodied mind. By contrast, Seddone argues for retranslating Hegelian Geist as “common mind” and juxtaposes this with the related concept of mind (in, for example, Philip Pettit) as “extended” through social entities, with the result that Hegel’s approach is praised as “the state-of-the-art of this topic.”Chapter 5 (“Natural and Self-conscious Agency”) is perhaps the clearest chapter as it presents the dialectic of the abstractly universal will in the initial sections of Philosophy of Right, links this and the Hegelian conception of free agency to his logical category of “actuality,” and proceeds to an illuminating contrast of the Hobbesian and Hegelian visions of society and state. [End Page 362]In tackling attempts to reconcile “Normativity and Freedom,” chapter 6 spends over six pages rehearsing the basics of Kantian autonomy before turning to Hegel’s Phenomenology of Spirit, specifically the master–slave dialectic (again) as the critical moment in the evolution of social norms. “My thesis is that self-conscious life needs recognition in order to achieve the higher form of independence created by social acknowledgement and justification, what [sic] fosters the condition for an authoritative reason that can be socially... (shrink)

The contention of the above comment, as I understand it, is that there is, analogously to the problem of trisecting an arbitrary angle in mathematics, a sound demonstration, along the lines employed by Hume and Russell, of skeptical conclusions concerning our inductive knowledge of the future, and that hence one is mistaken in imputing to that argument, as I have done, a logical slip arising from a confusion in the use of ‘future’ and other similar words. I am indebted to (...) Mr. Wang for the stimulation, and to the Editor of Philosophy of Science for the opportunity, to try to make my points clearer.The proponents of these skeptical arguments maintain that, apart from some supporting postulates which we must make in inductions about the future, we have no evidence concerning the future of any given moment. If we restrict ourselves to the evidence we have from the present and the past, and do not bolster this evidence with some Principle of Induction, like that of Hume to the effect that the future will be like the past, “we have no theoretical assurance,” as Mr. Wang puts it, “that the practice of guiding our activities by what we learn from... [the past] will lead to success on the whole and in the long run.”. (shrink)

This book centres on Samuel Pufendorf’s moral and political philosophy, a subject of recently renewed interest among intellectual historians, philosophers and legal scholars in the English-speaking world. Pufendorf’s significance in conceptualizing sociability in a way that ties moral philosophy, the theory of the state, political economy, and moral psychology together has already been acknowledged, but this book is the first systematic investigation of the moral psychological underpinnings of Pufendorf’s theory of sociability in their own right. Readers will discover how Pufendorf’s (...) psychological and social explanation of sociability plays a crucial role in his natural law theory. By drawing attention to Pufendorf’s scattered remarks and observations on human psychology, a new interpretation of the importance of moral psychology is presented. The author maintains that Pufendorf’s reflection on the psychological and physical capacities of human nature also matters for his description of how people adopt sociability as their moral standard in practice. We see how, since Pufendorf’s interest in human nature is mainly political, moral psychological formulations are important for Pufendorf’s theorizing of social and political order. This work is particularly useful for scholars investigating the multifaceted role of passions and emotions in the history of moral and political philosophy. It also affords a better understanding of what later philosophers, such as Smith, Hume or Rousseau, might have find appealing in Pufendorf’s writings. As such, this book will also interest researchers of the enlightenment, natural law and early modern philosophy. (shrink)

In §18 of Principles of Nature and Grace, Based on Reason, Leibniz says: ”Thus our happiness will never consist, and must never consist, in complete joy, in which nothing is left to desire, and which would dull our mind, but must consist in a perpetual progress to new pleasures and new perfections.” -/- This passage is typical in Leibniz’s Nachlass. Universal perfection creates in us joy or pleasure of the mind and its source is our creator, God. When this joy (...) is constant, we reach happiness and wisdom which is a kind of standing state of virtue, readiness to practice charity in the best of all possible worlds. However, it also indicates that our knowledge is never perfect. Perfecting our knowledge is a never-ending process which gives us joy in itself and motivates us to act in imitation of God. In this way some passions advance our knowledge and we can create ourselves a passionate habit of knowing more about the world and its perfection. In this paper I try to see this process of self-perfection from a cognitive rather than ethical point of view. While it is clear that in the final stage of wisdom we act mostly on our volitions which are founded on clear and distinct perceptions, it is less clear what cognitive status is to be attributed to our initial perceptions of perfection, our emotions and finally, the intellectual emotions which lead us to perfection and God. I will also reflect the role of the minute perceptions in our struggle for happiness. My argument is that a central cognitive role in Leibniz’s views on self-perfection is held by clear, but confused perfections which are subjective, undemonstrable impressions, shades, feelings. Therefore our ethical action is largely founded on passing, minute feelings rather than on deliberated conscious volitions, although the goal in Leibniz’s moral theory is to change this fact. -/- My discussion is founded on several texts from Leibniz’s later philosophy, such as the discussion following from New System of the Nature and the Communication of Substances of 1695, Leibniz’s letter to Queen Sophie Charlotte of 1702 (also known as On What is Independent in Sense and Matter), New Essays on Human Understanding (1704), Theodicy (1710) and naturally Leibniz’s most important epistemological text, Meditations of Truth, Knowledge and Ideas (1684). (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Hume and Hume’s Connexions ed. by M. A. Stewart, John P. WrightIra SingerM. A. Stewart and John P. Wright, eds. Hume and Hume’s Connexions. University Park, PA: Penn State Press, 1995. Pp. xvi + 266. Cloth, $40.00. Paper, $18.95.This collection is organized around the theme of Hume’s connections with his philosophical predecessors, contemporaries, and successors.In a historical prelude, Roger Emerson meticulously describes the factions that supported and opposed (...) Hume’s efforts to gain a professorship. Emerson attributes Hume’s failure not only to the charges of impiety leveled against him, but also to the intricate workings of a political patronage system.Four essays about moral theory follow. James Moore attacks the conventional view that Hume’s moral theory is deeply similar to Hutcheson’s. In fact, Moore argues, surface similarities here mask systematic disagreements about justice, self-interest, teleology, theology, reason’s role within a sentimentalist framework, and about whether morality is, fundamentally, justified approbation for benevolence (Hutcheson) or sympathy’s merely natural tendency to generate feelings of approbation (Hume). These differences make sense, Moore notes, in light of Hutcheson’s debts to Stoicism, and Hume’s debts to Epicureanism. Stephen Darwall argues that, by parting company with Hutcheson on one crucial point, Hume opens up a logical space for Bentham’s Utilitarianism. Hutcheson explains the goodness of natural [End Page 141] goods, such as happiness, in terms of our distinctively moral approval of benevolence: happiness is good because a benevolent person wills general happiness. Hume instead explains our moral approval of qualities of character in terms of natural goods and the psychological mechanism of sympathy: a benevolent person receives moral approval because she produces happiness for herself and others, including sympathetic spectators. Darwall claims that Hume thus foreshadows Bentham’s efforts to set our moral judgments on an uncontroversial nonmoral foundation. Pauline C. Westerman discusses the relation between Hume and the natural lawyers. Hume shares some of their characteristic concerns, such as accounting for the origin of private property, and employs some of their terminology. Still, Westerman argues, while Grotius and Pufendorff wanted to justify morality, Hume wants only to explain it. Finally, John P. Wright invokes Butler’s account of habit to illuminate Hume’s notion of a calm passion. Butler argues that, as a habit develops, repetition weakens feelings while strengthening the tendency to act: distress will seldom shock someone habituated into generosity, who will reliably act to relieve that distress. Citing this psychological dynamic, Wright argues, helps to explain what a calm passion is, and how it can prevail over a violent passion.Two essays concern philosophy of mind and epistemology. P. B. Wood uses Thomas Kuhn’s concept of texts that are “exemplars” for working scientists to illuminate the “science of mind” as Hume and Reid practiced it. David Owen puts “inductive skepticism” into historical context, arguing that in that context, Hume appears as neither the victim nor the opponent of deductivism about rationality. Instead, Hume’s focus is Locke’s account of probable reasoning, according to which such reasoning involves a chain of associated ideas (not a formal structure of propositions). Hume’s argument is that our causal thinking proceeds differently than Locke requires, because in it we do not follow an unbroken series of associated perceptions, but rather leap over the gap between our impressions up to now and the general causal idea.The book’s centerpiece is a fragmentary Hume manuscript, discovered in 1993, about the problem of evil. The manuscript appears in both facsimile and transcription. In introducing the manuscript, M. A. Stewart argues plausibly that it is one of the “nobler parts” that Hume cut from the Treatise to avoid offending Bishop Butler.Four essays discuss philosophy of religion. Reflecting on miracles, Stewart traces a tradition of critically examining religious testimony back to the Port-Royal Logic and to Locke; moreover, Stewart emphasizes that Hume’s method in “Of Miracles” is similar to his method in debunking the Ossian poems. Michel Malherbe, taking as his point of departure those remarks by “Pamphilus” that preface the Dialogues, and reviewing in detail Shaftesbury’s pronouncements about the art of philosophical dialogue, discusses... (shrink)

This article addresses three interrelated concerns: the pervasive nature of technologically induced impatience, a theological understanding of divine patience, and, finally, a suitable response to techno-impatience by way of engagement with the art and practice of holy habit. As we have experienced faster flows of information, and larger amounts of information through which we must sort, we have become less patient people. This loss of patience continues to produce a new kind of personal and communal disquiet on an impressive scale. (...) To address concerns with techno-impatience, arguments will be drawn from scriptural and theological concepts of divine patience. These concepts prompt us to rediscover, and reinvent, a richer understanding of patience as an individuated spiritual virtue. Accordingly, a corrective to the exacerbating effects of technologically induced impatience will be offered: namely, the explicit spiritual discipline of practicing holy patience. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Somatic Knowledge and Qualitative Reasoning:From Theory to PracticeRichard Siegesmund"Elliot Eisner is a writer to be reckoned with" is how my undergraduate student, Cheyenne, opened her final essay on The Arts and the Creation of Mind. After a semester of using his text in my art education methods class, reckoned seemed an apt word. The dictionary gives the definitions of reckoned as to settle accounts, make calculation, judge, and take (...) into consideration.1 The ideas in The Arts and the Creation of Mind are challenging on multiple levels, and Eisner does not provide any easy answers. There are no pithy how-to-do-it bullet points in the text. The issues he addresses are complex: nonlinguistic meaning, somatic knowledge, qualitative reasoning, the arts as habits of mind that guide experience and inquiry into the world — just to name a few. Nevertheless, in this text he brings these ideas into a format that is accessible to undergraduates entering the profession of teaching and experienced professionals, who wish to reflect on their own practice.The lucidity of Eisner's text can belie the complexity of the issues he addresses. Regrettably, some students only saw the outer shell of the content: the discussion of conceptual approaches to arts education or the delineation of the developmental stages of children's drawing. Yet for these aspects alone, they considered the text to be valuable; however, I was disappointed that they did not go deeper. Some just could not synthesize the big point: that the arts are not simply about mastery of technical skills, but that technical skills are merely a gateway into non-linguistic thinking. Educational objectives that are limited to content and skills are mundane.However, for more thoughtful and reflective students like Cheyenne, who was in her last semester of course work before student teaching in Guadalajara, the book was an inspiration. It provided a more robust conception of arts education that spoke to her feelings that compelled her to be a teacher. She reflected on what she read in The Arts and the Creation of Mind, and saw how an arts educator was more than an activities manager. She discovered she was embarking on a calling that could change minds — and [End Page 80] by changing minds, transform lives. For a young idealist, Eisner articulated her passion to serve. He said what up until that moment she had only felt. She discovered what she had previously sensed — known in her bones — but had not articulated. Eisner was a voice she wanted to take for her own. He provided a vision of the teacher she hoped to be. Indeed, Elliot Eisner is a writer to be reckoned with.Two ideas that my art students want to discuss when they first encounter The Arts and the Creation of Mind are the concepts of somatic knowing and qualitative reasoning. Somatic knowledge is a felt reaction of rightness within an experience. Qualitative reasoning is the ordering of relationships of qualities. Qualitative reasoning produces somatic knowledge. Using my students' questions and classroom discussions as inspiration, I want to explore these ideas for I believe they represent the essence of what is distinctive about learning in the arts. Furthermore, I share Eisner's belief that they provide the foundation on which to make an enduring case for the importance of the arts in education. These ideas reside at the heart of the process of education, which is, as he states, "learning to create ourselves."2It is immensely satisfying as a teacher to see the ah-ha moments in class discussion when students begin to integrate Eisner's ideas into their own experience. It is an even greater satisfaction to work with teachers who find these ideas illuminating for their educational aims and objectives and to see them played out in real classrooms where students flourish. In this essay, I want to try to build on my own experience with these moments to more deeply explore the significance of Eisner's work.To begin, I will briefly revisit the work of John Dewey. I will then discuss how Eisner's previous thinking sets a foundation for The Arts and the Creation of Mind. Finally, on a... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Somatic Knowledge and Qualitative Reasoning:From Theory to PracticeRichard Siegesmund"Elliot Eisner is a writer to be reckoned with" is how my undergraduate student, Cheyenne, opened her final essay on The Arts and the Creation of Mind. After a semester of using his text in my art education methods class, reckoned seemed an apt word. The dictionary gives the definitions of reckoned as to settle accounts, make calculation, judge, and take (...) into consideration.1 The ideas in The Arts and the Creation of Mind are challenging on multiple levels, and Eisner does not provide any easy answers. There are no pithy how-to-do-it bullet points in the text. The issues he addresses are complex: nonlinguistic meaning, somatic knowledge, qualitative reasoning, the arts as habits of mind that guide experience and inquiry into the world — just to name a few. Nevertheless, in this text he brings these ideas into a format that is accessible to undergraduates entering the profession of teaching and experienced professionals, who wish to reflect on their own practice.The lucidity of Eisner's text can belie the complexity of the issues he addresses. Regrettably, some students only saw the outer shell of the content: the discussion of conceptual approaches to arts education or the delineation of the developmental stages of children's drawing. Yet for these aspects alone, they considered the text to be valuable; however, I was disappointed that they did not go deeper. Some just could not synthesize the big point: that the arts are not simply about mastery of technical skills, but that technical skills are merely a gateway into non-linguistic thinking. Educational objectives that are limited to content and skills are mundane.However, for more thoughtful and reflective students like Cheyenne, who was in her last semester of course work before student teaching in Guadalajara, the book was an inspiration. It provided a more robust conception of arts education that spoke to her feelings that compelled her to be a teacher. She reflected on what she read in The Arts and the Creation of Mind, and saw how an arts educator was more than an activities manager. She discovered she was embarking on a calling that could change minds — and [End Page 80] by changing minds, transform lives. For a young idealist, Eisner articulated her passion to serve. He said what up until that moment she had only felt. She discovered what she had previously sensed — known in her bones — but had not articulated. Eisner was a voice she wanted to take for her own. He provided a vision of the teacher she hoped to be. Indeed, Elliot Eisner is a writer to be reckoned with.Two ideas that my art students want to discuss when they first encounter The Arts and the Creation of Mind are the concepts of somatic knowing and qualitative reasoning. Somatic knowledge is a felt reaction of rightness within an experience. Qualitative reasoning is the ordering of relationships of qualities. Qualitative reasoning produces somatic knowledge. Using my students' questions and classroom discussions as inspiration, I want to explore these ideas for I believe they represent the essence of what is distinctive about learning in the arts. Furthermore, I share Eisner's belief that they provide the foundation on which to make an enduring case for the importance of the arts in education. These ideas reside at the heart of the process of education, which is, as he states, "learning to create ourselves."2It is immensely satisfying as a teacher to see the ah-ha moments in class discussion when students begin to integrate Eisner's ideas into their own experience. It is an even greater satisfaction to work with teachers who find these ideas illuminating for their educational aims and objectives and to see them played out in real classrooms where students flourish. In this essay, I want to try to build on my own experience with these moments to more deeply explore the significance of Eisner's work.To begin, I will briefly revisit the work of John Dewey. I will then discuss how Eisner's previous thinking sets a foundation for The Arts and the Creation of Mind. Finally, on a... (shrink)

According to Kant, passions are a distinct type of inclination. Unlike normal inclinations, however, they are inherently destructive—much like addictions. Recent scholarship on Kant's view has left two important questions unanswered. First, what is the key trouble-making difference between passions and normal inclinations? Second, what mental processes give rise to passions in the first place? My article answers both questions. I argue that passions involve a form of tunnel vision or hyperfocus that corrupts practical reason by hijacking attention. This (...) problem emerges when the imagination (or “fantasy”) distorts the processes that give rise to normal inclinations. (shrink)

'Practices without foundations' is, in genesis and in effect, a discussion of the following quotation , which serves therefore as an epigraph to it: ;Nelson Goodman's discussion of the 'new riddle of induction' ... deserves comparison with Wittgenstein's work. Indeed ... the basic strategy of Goodman's treatment of the 'new riddle' is strikingly close to Wittgenstein's sceptical arguments .... Although our paradigm of Wittgenstein's problem was formulated for a mathematical problem it ... is completely general and can be applied (...) to any rule or word. In particular, if it were formulated for the language of color impressions, as Wittgenstein himself suggests, Goodman's 'grue', or something similar, would play the role of 'quus'. But the problem would not be Goodman's about induction--"Why not predict that grass, which has been grue in the past will be grue in the future?"--but Wittgenstein's about meaning: "Who is to say that in the past I didn't mean grue by 'green', so that now I should call the sky, not the grass, 'green'?" vskip9pt ;This fascinating remark of Kripke's suggests a project, that of charting out both the interpretive and philosophic points of connection and disconnection between Wittgenstein, Goodman and Kripke. That project is this dissertation. ;My work severely tests Kripke's remark. For I argue that Kripke not only misreads Wittgenstein, but also mistakes the extremity of the 'scepticism' of his version of Wittgenstein for the priority of the philosophical puzzle that Goodman has bequeathed to us. ;To reach this conclusion, I show that Kripke's Wittgenstein's 'meaning-scepticism' is unanswerable if statable, but actually unstatable; and that, under certain interpretations, the same is true of putative scepticisms derivable from Goodman's text. The upshot is that the sceptical reading of most twentieth century philosophy must be displaced in favour of 'post-scepticism' and 'philosophical ethnography'. The latter concepts, sketched toward the end of the dissertation, are perhaps its telos. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Hume's Defence of Causal InferenceDon GarrettFred Wilson. Hume's Defence of Causal Inference. Toronto: University of Toronto Press, 1997. Pp. xii + 439. Cloth, $80.00.According to its introduction, this book "deals solely with the problem of induction [and] solely with the issue of whether Hume is a sceptic with regard to causation and scientific reason" (p. 6). Wilson concludes that although Hume rejects "objective" necessary connections, he is (...) not a sceptic—or at least, no more than a fallibilist "academic" sceptic—about induction. In contrast to several relatively recent commentators, he accepts the traditional view that Hume did pose a general sceptical problem about induction. One of Wilson's many formulations of that problem (111) is this: "How can [inductive] inference habits be justified, shown to be reasonable?" According to Wilson, Hume raised this problem and offered a solution to it. In fact, he holds, Hume provided at least the outlines of the correct solution.The book consists of just three chapters, but each chapter is over one hundred pages long. Not surprisingly, then, it is not really devoted solely to the question of whether Hume was or was not a sceptic about induction. In fact, the book takes up a wide variety of other related topics, incorporating considerable amounts of material [End Page 126] from no fewer than thirteen of Wilson's previously-published articles. It helpfully formalizes arguments wherever possible.The first chapter is a series of set-pieces intended to prepare the way for more tightly focused discussion of Hume's treatment of inductive scepticism. Topics include Hume's two definitions of 'cause,' necessary connections, dispositions, mental activity, the epistemology of scientific instruments, and Hume's treatment of "scepticism with regard to the senses." One recurring theme is that Hume is no proto-Kantian about mental activity or the universality of causation; another is the importance to Hume of his "Rules by which to judge of causes and effects."The second chapter is the centerpiece of the book, for it is here that Wilson tries to show how Hume justifies inductive scientific reasoning. The justification, as Wilson reconstructs it, has two steps. The first step is to argue that we ought to make inductive inferences on the grounds that (as a matter of psychological necessity) we must make such inferences. But this is only half the battle, since there are various ways to make inductive inferences and various strategies and influences that might or might not be allowed to affect the outcome. Hume's chosen way of making inductive inferences, Wilson argues, is the scientific method of "eliminative induction," as embodied in the "Rules by which to judge of causes and effects." Hume's strategy for justifying this method, according to Wilson, is to show that it is "reasonable" by showing that it is the method best suited for a particular practical purpose—namely, the purpose of satisfying our passion of "curiosity." This passion aims not only at the pleasure of exercising our faculties, but also at the achievement of truth, or at least (what seems rather different) of a system of beliefs that will prove "satisfactory to the mind." Accordingly, Wilson takes Hume to argue that using the method of eliminative induction embodied in the "Rules" constitutes "the best we can do" by way of discovering the truth of generalizations and that experience shows other methods to be less satisfactory in attaining the truth. Of course, a method's being the best we can do does not in itself entail that it is good enough to warrant adoption; and to treat the past successes or failures of a particular method as indicative of its future success or failure is to rely on induction itself. Presumably, then, Wilson's Hume is meant to regard the inductive arguments showing the "reasonableness" of the "Rules" as themselves among the inductions that any human being ultimately must accept, regardless of specific methods, strategies, or influences.The book's third and final chapter takes up the challenge posed by the section of Hume's Treatise of Human Nature entitled "Of scepticism with regard to reason," in which Hume argues that "all the rules of logic... (shrink)

This study explores the primacy of interrelating and its ecopsychological significance. Grounded in evidence from everyday experience, and in dialogue with the phenomenology of Martin Buber, Emmanuel Levinas, and Maurice Merleau-Ponty, we discover that humans are inherently relational beings, not separate egoic subjects. When experienced intimately , this realization may transform our interrelationship with the beings and presences in the community of nature. Specifically, interrelating is primary in three ways: 1) interrelating is always already here, transpiring from the beginning of (...) the human species and human culture, from the beginning of every infant's life, and from the continuously arising beginning of every presencing moment; 2) the quality of our interrelating is truly what matters most, the most important expression of and facilitator of health, compassion, and justice for humankind and the rest of nature; and 3) interrelating is the ever-present path via which we discover/create and carry on our existence. Interrelating is an existential given—indeed we are our interrelating—yet we are summoned ethically to cultivate our way of interrelating so as to serve others and the non-human natural community. Thus interrelating is our essence, our calling, and our path. (shrink)

Prolific journalist, historian, political columnist, and practicing Catholic Wills (now 76) writes an intensely opinionated re-evaluation of leaders and celebrities he has encountered, among them Studs Terkel, Beverly Sills, William Buckley, Richard Nixon, and more.

It is a commonplace in philosophy of action that there is and must be teleologically basic action: something done on an occasion without doing it by means of doing anything else. It is widely believed that basic actions are exercises of skill. As the source of the need for basic action is the structure of practical reasoning, this yields a conception of skill and practical reasoning as complementary but mutually exclusive. On this view, practical reasoning and complex (...) intentional action depend on skill and basic action, but the latter pair are not themselves rationally structured: the movements a basic action comprises are not intentional actions, and they are not structured as means to an end. However, Michael Thompson and Douglas Lavin have argued that action that bears no inner rational structure is not intentional action at all, and that therefore there can be no such thing as basic action. In this paper, I argue that their critique shows that standard conceptions of basic action are indeed untenable, but not that we can do without an alternative. I develop an alternative conception of skill and basic action on which their basicness is not to be equated with simplicity: like deliberation and non-basic action, they are teleologically complex, but their complexity takes a different form. On this view, skill contrasts with deliberation—not because it is not a manifestation of practical reason, but because the two are specifically different manifestations of practical reason. (shrink)

I argue that there is a cognition condition on intention and intentional action. If an agent is doing A intentionally, she has knowledge in intention that he is doing A. If an agent intends to do A, she has knowledge in intention that she is going to do A. In both cases, the agent has knowledge of eventual success, in this sense: she knows that it will be no accident if she ends up having done A. In both cases, the (...) agent’s knowledge is of what is happening, or what is going to happen, in the world; it is not knowledge merely of her state of mind. This knowledge is practical: it the cause of what it understands; without it what is happening, or what is going to happen, is not an intentional action, and any practical thought of the agent’s about what is happening, or what is going to happen, does not hit the heights of intention. I demonstrate that famous examples (from Davidson and Bratman) purporting to show that the cognition condition should be rejected (or its content or scope weakened) are ineffective, because they trade on confusions about the different kinds of failure to which intentional action may be susceptible, confusions remedied via reflection on the structure of intentional action. I show that the cognition condition is grounded not in reflection about the directions of fit and guidance of different kinds of mental states, nor in the indicative content of linguistic expressions of intention, but in the calculative and temporal structure of intentional action itself. (shrink)

In Intention, Anscombe says that practical reasoning is practical, not by virtue of its content, but rather by virtue of its form. But in her later essay ‘Practical Inference’, she seems to take this back, claiming instead that (1) the practicality of practical reasoning (or inference) resides in the distinctive use it makes of the premises, and (2) ‘it is a matter of indifference’ whether we say that it exemplifies a distinctive form. I aim to show (...) that Anscombe is right about (1) but wrong about (2): the distinctive use (or teleology) of practical reasoning explains its distinctive formal features, and when the former is thought through, the latter are revealed to be more numerous and significant than Anscombe seems to recognize. (shrink)

Though everyday life accords a great deal of significance to practical abilities—such as the ability to walk, to speak French, to play the piano—philosophers of action pay surprisingly little attention to them. By contrast, abilities are discussed in various other philosophical projects. From these discussions, a partial theory of abilities emerges. If the partial theory—which is at best adequate only to a few examples of practical abilities—were correct, then philosophers of action would be right to ignore practical (...) abilities, because they could play no fundamental role in an account of human agency. For the idea that practical abilities *do* play a fundamental role in human agency to be worth considering, an alternative conception of them is needed. As a first step, I attempt some of the necessary ground-clearing work. (shrink)

Sometimes inquirers may rationally pursue a theory even when the available evidence does not favor that theory over others. Features of a theory that favor pursuing it are known as considerations of promise or pursuitworthiness. Examples of such reasons include that a theory is testable, that it has a useful associated analogy, and that it suggests new research and experiments. These reasons need not be evidence in favor of the theory. This raises the question: what kinds of reasons are provided (...) by pursuitworthiness considerations? Are they epistemic reasons or practical reasons? I argue that pursuitworthiness considerations are a kind of non-evidential epistemic reason, which I call an inquisitive reason. In support of this, I first point out two important similarities between the traditional pursuitworthiness considerations discussed in philosophy of science, which I call promise reasons, and certain social epistemic reasons that I call social inquisitive reasons. Specifically, both kinds of reason (1) favor pursuing a theory in a non-evidential way, and (2) concern promoting successful inquiry. I then propose recognition of a new category of normative reason: inquisitive reasons. This category contains both promise and social inquisitive reasons. Finally, I argue that inquisitive reasons share three essential features with previously recognized epistemic reasons: a connection to epistemic aims, explanatory independence, and the presence of a specific right-kind/wrong-kind reasons distinction. Each of these features have been used to argue that evidence should be treated as part of a distinct, independent domain of epistemic normativity. Since inquisitive reasons share these features, they too should be considered part of this independent epistemic domain. Thus, inquisitive reasons, including pursuitworthiness considerations, are epistemic reasons. (shrink)

Constellations, Volume 29, Issue 2, Page 229-243, June 2022.

The individual management of online identity, as part of a wider politics of personal information, privacy, and dataveillance, is an area where public policy is developing and where the public sector attempts to intervene. This paper attempts to understand the strategies and methods through which the UK government and public sector is engaging in online identity management. The analysis is framed by the analytics of government (Dean 2010 ) and governmentality (Miller and Rose 2008 ). This approach draws attention to (...) the wide assemblage of public and private actors with shared regimes of practice and fields of visibility, as well as to the extent to which individual actors are made responsible for their own identity management. The paper also uses communication and discursive research to examine the potential failings of engagement efforts. Communication theory suggested that the assumption of individual responsibility, alongside linguistic distortions created by this way of understanding the problematic of identity management, complicate and fundamentally limit engagement activity. (shrink)

This study aims to develop and defend an account of practical rationality and intention that explains how weakness of the will is conceptually possible. I first present two sceptical arguments against the possibility of weakness and then distinguish two different responses to scepticism that defends its possibility. Both sceptical arguments are motivated by what many have believed is an analogy between theoretical and practical reasoning. This analogy holds that the conclusion of practical reasoning is an intention just (...) as the conclusion of theoretical reasoning is a belief. The particular version held by what I call the Socratic theorists claims, in addition, that the value of desirability is transferred from premisses to conclusion in practical reasoning, just as probability is transferred from premisses to conclusion in theoretical reasoning. One example of an author who takes the analogy as a basic premise and seek to explain how weakness of the will still may be possible, is Donald Davidson. Critics of Davidson object that the the kinds of difficulties that his account runs into shows that the Socratic version of the analogy must be false; not only is this account phenomenologically implausible, it also exaggerates the degree of irrationality of the weak agent. In this study I suggest the possibility of a weaker version of the Davidsonian account. The main source of difficulty for the Davidsonian account, I argue, may not be its reliance on the Socratic version of the analogy between practical and theoretical reasoning, but rather its particular understanding of this analogy in terms of an analogy between practical and inductive-statistical reasoning. This understanding may lead one to accept too “rationalistic” a picture of the reasoning processes behind weakness of the will which, in effect, may make the account vulnerable to objections that it is phenomenologically implausible and exaggerates the irrationality of the weak agent. The weaker version of the Davidsonian account that I propose, ties in the account of weakness with the notions of “satisficing” and “default reasoning”. Although it preserves the central idea of the stronger version that intentions are unconditional evaluative judgements, it proposes a different view of the contents of these judgements, as well as of the reasoning process that lie behind them. It is not difficult to motivate this weaker view: given our human finitary predicament, both satisficing and default reasoning seem to be likely results of an optimal trade-off between the speed and reliability of our computational processes. The question is how these notions may shape the concepts we use to understand weakness of the will. I argue that if we modify the account usually ascribed to Davidson in the light of these notions, the result is a less rationalistic picture of weakness of the will. The gains are more phenomenological credibility as well as a less extreme view of the degree of irrationality involved. (shrink)

Research on computational models of scientific discovery investigates both the induction of descriptive laws and the construction of explanatory models. Although the work in law discovery centers on knowledge‐lean approaches to searching a problem space, research on deeper modeling tasks emphasizes the pivotal role of domain knowledge. As an example, our own research on inductive process modeling uses information about candidate processes to explain why variables change over time. However, our experience with IPM, an artificial intelligence system that implements (...) this approach, suggests that process knowledge is insufficient to avoid consideration of implausible models. To this end, the discovery system needs additional knowledge that constrains the model structures. We report on an extended system, SC‐IPM, that uses such information to reduce its search through the space of candidates and to produce models that human scientists find more plausible. We also argue that although people carry out less extensive search than SC‐IPM, they rely on the same forms of knowledge—processes and constraints—when constructing explanatory models. (shrink)

Bayesian confirmation theory is our best formal framework for describing inductive reasoning. The problem of old evidence is a particularly difficult one for confirmation theory, because it suggests that this framework fails to account for central and important cases of inductive reasoning and scientific inference. I show that we can appeal to the fragmentation of doxastic states to solve this problem for confirmation theory. This fragmentation solution is independently well-motivated because of the success of fragmentation in solving other problems. I (...) also argue that the fragmentation solution is preferable to other solutions to the problem of old evidence. These other solutions are already committed to something like fragmentation, but suffer from difficulties due to their additional commitments. If these arguments are successful, Bayesian confirmation theory is saved from the problem of old evidence, and the argument for fragmentation is bolstered by its ability to solve yet another problem. (shrink)

Inflationists have argued that truth is a causal-explanatory property on the grounds that true belief facilitates practical success: we must postulate truth to explain the practical success of certain actions performed by rational agents. Deflationists, however, have a seductive response. Rather than deny that true belief facilitates practical success, the deflationist maintains that the sole role for truth here is as a device for generalisation. In particular, each individual instance of practical success can be explained only (...) by reference to a relevant instance of a T-schema; the role of truth is just to generalise over these individualised explanations. I present a critical problem for this strategy. Analogues of the deflationist’s individualised explanations can be produced by way of explanation of coincidental instances of practical success where the agent merely has the right false beliefs. By deflationary lights, there is no substantive explanatory difference between such coincidental and non-coincidental instances of practical success. But the non-/coincidental distinction just is an explanatory distinction. The deflationist’s individualised explanations of non-coincidental instances of practical success must therefore be inadequate. However, I argue that the deflationist’s prospects for establishing an explanatory contrast between these cases by supplementing her individualised explanations are, at best, bleak. The inflationist, by contrast, is entitled to the obvious further explanatory premise needed to make sense of the distinction. As such, pending some future deflationary rejoinder, the deflationary construal of the principle that true belief facilitates practical success must be rejected; and with it the deflationary conception of truth. (shrink)

A central thinker on the question of the animal in continental thought, Élisabeth de Fontenay moves in this volume from Jacques Derrida’s uneasily intimate writing on animals to a passionate frontal engagement with political and ethical theory as it has been applied to animals—along with a stinging critique of the work of Peter Singer and Paola Cavalieri as well as with other “utilitarian” philosophers of animal–human relations. Humans and animals are different from one another. To conflate them is to be (...) intellectually sentimental. And yet, from our position of dominance, do we not owe them more than we often acknowledge? In the searching first chapter on Derrida, she sets out “three levels of deconstruction” that are “testimony to the radicalization and shift of that philosopher’s argument: a strategy _through_ the animal, exposition to an animal or to this animal, and compassion _toward_ animals.” For Fontenay, Derrida’s writing is particularly far-reaching when it comes to thinking about animals, and she suggests many other possible philosophical resources including Adorno, Leibniz, and Merleau-Ponty. Fontenay is at her most compelling in describing philosophy’s ongoing indifference to animal life—shading into savagery, underpinned by denial—and how attempts to exclude the animal from ethical systems have in fact demeaned humanity. But Fontenay’s essays carry more than philosophical significance. _Without Offending Humans_ reveals a careful and emotionally sensitive thinker who explores the unfolding of humans’ assessments of their relationship to animals—and the consequences of these assessments for how we define ourselves. (shrink)

Michael Burawoy’s recent book-length engagement with the sociology of Pierre Bourdieu constitutes, at root, a Marxist critique of its inability to conceive of the dominated as anything other than duped and submissive, despite this sitting uneasily with Bourdieu’s own research and political practice later in life. Burawoy wonders whether Bourdieusians will be able to recognise the limits of their master’s thought, and set about revising and extending it, in the same way as Marxists did of their own master. This article (...) responds by doing precisely that. After clarifying a different reading of misrecognition, symbolic violence and habitus, it draws out a Bourdieusian theory of social change and a ‘thicker’ conception of contemporary social orders that can accommodate or dissolve Burawoy’s arguments while maintaining fundamental separation from the Marxist project. (shrink)

In the final pages of On What Matters, Volume II, Derek Parfit comments: ‘We live during the hinge of history... If we act wisely in the next few centuries, humanity will survive its most dangerous and decisive period... What now matters most is that we avoid ending human history.’ This passage echoes Parfit's comment, in Reasons and Persons, that ‘the next few centuries will be the most important in human history’. -/- But is the claim that we live at the (...) hinge of history true? The argument of this paper is that it is not. The paper first suggests a way of making the hinge of history claim precise and action-relevant in the context of the question of whether altruists should try to do good now, or invest their resources in order to have more of an impact later on. Given this understanding, there are two worldviews - the Time of Perils and Value Lock-in views - on which we are indeed living during, or about to enter, the hinge of history. -/- This paper then presents two arguments against the hinge of history claim: first, that it is a priori extremely unlikely to be true, and that the evidence in its favour is not strong enough to overcome this a priori unlikelihood; second, an inductive argument that our ability to influence events has been increasing over time, and we should expect that trend to continue into the future. The paper concludes by considering two additional arguments in favour of the claim, and suggests that though they have some merit, they are not sufficient for us to think that the present time is the most important time in the history of civilisation. GPI Working Paper No. 12-2020. (shrink)

Mainstream educational theory and practice tend to favour what Freire, in Pedagogy of the Oppressed, has called ‘banking education’, in which students are seen as depositories of knowledge. But seeing pedagogy as a matter of simply communicating knowledge misses the epistemological complexities of our relationship with the world. By means of a reading of the Dao De Jing and the Zhuangzi, in this paper I intend to explore how the communication of not-knowing may be of central value in teaching and (...) learning. Arguing that our lives are characterised by an ‘epistemological chaos’ in which the distinctions between knowing and not-knowing can never be firmly established, I suggest that the Daoist texts may allow teachers and students to rethink the purpose of education as a matter of yang sheng, or ‘nourishing life, by means of developing skill in dealing with the epistemological chaos in which we are immersed. [China Media Research. 2014; 10: 10-19]. (shrink)

This paper engages with Manuel DeLanda’s Deleuze-inspired ‘assemblage theory’ from a perspective sympathetic to Pierre Bourdieu’s field theory. It first outlines DeLanda’s proposed new ‘philosophy of society’, focusing on his major works in this vein, and registers some scepticism as to its originality for sociology. It then introduces and responds to DeLanda’s critique of Bourdieu. Rather than simply reject assemblage theory outright, however, I draw on selected insights from DeLanda to push field theory in new directions. More specifically, I conceptualise (...) the interplay of fields and assemblages and use notions of ‘exteriority’ and ‘possibility space’ to help conceive individual plurality of social positioning and its effects for subjectivity and practice. (shrink)

The ideas (i) that skill is a form of knowledge and (ii) that it can be taught are commonplace in both ancient philosophy and everyday life. I argue that contemporary epistemology lacks the resources to adequately accommodate them. Intellectualist and anti-intellectualist accounts of knowledge how struggle to represent the transmission of skill via teaching and learning (§II), in part because each adopts a fundamentally individualistic approach to the acquisition of skill that focuses on individual practice and experience; consequently, learning from (...) an expert’s teaching is rendered at best peripheral (§III). An account of the transmission of skill that focuses on guided practice is shown to be immanent in an anti-individualist account of skill (§IV) that takes seriously the Aristotelian ideas that skills are rational capacities and second natures by developing the thought that doing, teaching, and practising are three moments of an a priori unity: the life-cycle of a skill (§V). (shrink)

Perhaps Butler is too dismissive of the emancipatory potential of the liberal tradition and could do more to show how mania and the “fiction” of a relational self can be mobilized to turn violent self-preservation into nonviolent, collective-self-preservation. Nevertheless, her call to build a radically egalitarian world—based on the commitment to a daily practice of deidentifying with even our deepest convictions if they problematize viewing any life as anything less than incalculably valuable—invokes the sublime, nonviolent force of Mandela, King, and (...) Gandhi. Butler does all this in a manner capable of grappling with the multiple, competing streams in popular discourse that have led to such voices losing status as the wisest, most radical, and pragmatic life affirmations in the history of our species. The ability to hold up the nonviolent beacon of humanity to the best postmodern scrutiny marks Butler’s latest book as an essential message for our shared human community, standing, as we do, at the precipice where boundless life-affirmation meets unimaginable destructiveness. (shrink)

This essay begins in the mode of exposition of the problem of the secret as the link between literature and democracy but moves to respond to Derrida's text with a “heretical rewriting,” pursuing the notions of heresy and of rhetorical dissidence and the functioning of the anecdote, which illuminate Derrida's account of democracy.

Opponents of biomedical enhancement frequently adopt what Allen Buchanan has called the “Personal Goods Assumption.” On this assumption, the benefits of biomedical enhancement will accrue primarily to those individuals who undergo enhancements, not to wider society. Buchanan has argued that biomedical enhancements might in fact have substantial social benefits by increasing productivity. We outline another way in which enhancements might benefit wider society: by augmenting civic virtue and thus improving the functioning of our political communities. We thus directly confront critics (...) of biomedical enhancement who argue that it will lead to a loss of social cohesion and a breakdown in political life. (shrink)

Accompanying the decline of empiricism in the theory of knowledge has been an increased interest in the social determinants of knowledge and an increased recognition of the fundamental place in the constitution of knowledge occupied by accepted cognitive practices. The principal aim of this paper is to show how a view of knowledge that fully recognizes the role of these practices can adequately treat a topic that is widely considered to be an insuperable obstacle to such a view. The topic (...) is that of scientific realism, of the independence with respect to cognitive practices of certain objects of knowledge. (shrink)

Summary A famous debate between John Ray, Joseph Pitton de Tournefort and Augustus Quirinus Rivinus at the end of the seventeenth century has often been referred to as signalling the beginning of a rift between classificatory methods relying on logical division and classificatory methods relying on empirical grouping. Interestingly, a couple of decades later, Linnaeus showed very little excitement in reviewing this debate, and this although he was the first to introduce the terminological distinction of artificial vs. natural methods. In (...) this paper, I will explain Linnaeus's indifference by the fact that earlier debates were revolving around problems of plant diagnosis rather than classification. From Linnaeus's perspective, they were therefore concerned with what he called artificial methods alone ? diagnostic tools, that is, which were artificial no matter which characters were taken into account. The natural method Linnaeus proposed, on the other hand, was not about diagnosis, but about relations of equivalence which played a vital, although largely implicit role in the practices of specimen exchange on which naturalists relied to acquire knowledge of the natural world. (shrink)

"The Marriage Translation" argues that a Benjaminian account of translation can shed new light on the ways in which contemporary practices of queer alliance transform, and are transformed by, legal and political discourse. In a constellation of readings—of arguments for the French pacs, of Benjamin's essays on translation, and on Goethe's Elective Affinities, as well as of two photos of the illegal weddings celebrated in San Francisco and in Bègles, France—the article emphasizes the ways social contexts are sometimes reinvigorated and (...) at other times ignored by the demand for certain forms of legal recognition. (shrink)

This essay performs Adorno’s philosophical practice of negative dialectics by attending to two contemporary artworks: Vadim Zakharov’s Adorno Monument and Siah Armajani’s An Exile Dreaming of Saint Adorno. After first developing an understanding of Adorno’s work as a series of etudes capable of enhancing the creative capacity of philosophers in the present, the essay then reveals each artwork’s inherent aporetic tension. Proceeding negatively from each aporia to the environment housing each artwork, the author forges an argument supporting the need for (...) Adorno’s philosophy, especially in situations where the antinomy of art and life opens a space for reflection and critical thought. (shrink)

I would like to defend a conception of life that many of us in philosophy practice but few of us preach, and with it a set of virtues that have often been ignored in ethics. In short, I would like to defend what philosopher Sam Keen, among many others, has called the passionate life. It is neither exotic nor unfamiliar. It is a life defined by emotions, by impassioned engagement and belief, by one or more quests, grand projects, embracing affections. (...) It is also sometimes characterized in terms of frenzy, vaulting ambition, essentially insatiable goals, impossible affections. I want to contrast this conception of life with ordinary morality and “being a good person,” although for obvious reasons I do not want to say that one must give up the latter in pursuing the former. This is a mistake that Nietzsche often suggests with his “immor-alist” posturing and warrior metaphors, but I am convinced—on a solid textual basis—that he intended no such result. Nor do I want to dogmatically assert any superiority of a passionate, engaged life over a life that is more calm and routine. On the other hand, I do want to raise the question whether mere proper living, obedience to the law, utilitarian “rational choice” calculations, respect for others' rights and for contracts, and a bit of self-righteousness is all there is to a good life, even if one “fills in” the nonmoral spaces with permissible pleasures and accomplishments. Even a greatly enriched version of Kant, in other words, such as that recently defended by Barbara Herman, unfairly denigrates a kind of life that many of us deem desirable. (shrink)

The Vedas were first described by a European author in a text dating from the 1580s, which was subsequently copied by other authors and appeared in translation in most of the major European languages in the course of the seventeenth century. It was not, however, until the 1730s that copies of the Vedas were first obtained by Europeans, even though Jesuit missionaries had been collecting Indian religious texts since the 1540s. I argue that the delay owes as much to the (...) relative absence of the Vedas in India—and hence to the greater practical significance for missionaries of other genres of religious literature—as to reluctance on the part of Brahmin scholars to transmit their texts to Europeans. (shrink)

Habit plays a central role in Peirce's pragmatic account of human signification. What he means by meaning is, hence, fully intelligible only in reference to the role he accords to habit in this account. While the main focus of Peirce's critical attention is, especially in the mature articulation of his thoroughgoing pragmatism, upon deliberately acquired habits, it is reasonable to suggest that often his concern is actually with something broader in one sense and narrower in another than individual or isolated (...) habits. Any given disposition to act in certain ways in certain circumstances is taken by him to be an integral part of more or less integrated dispositions to act, feel, and even imagine: it is not taken to be operative apart from these other habits. In this sense, then, his concern is primarily with such integrated dispositions, not isolated habits. Thus, it is broader than the inattentive reader is likely to suspect. But, since those deliberately cultivated dispositions of rational agents that are at the center of Peirce's concerns are ones specifiable only in reference to some human practice such as experimental inquiry or everyday conversations, religious worship or artistic innovation, these dispositions are appropriately taken to be not simply habits in any way whatsoever but primarily habits to act in a competent or expert manner. More simply put, these deliberately cultivated dispositions are, in many instances, best conceived as competencies or expertise. While not all habits equip agents with expert or even competent ways of addressing the shifting demands of experiential situations (that is, while not all habits are instances of competence or expertise), all cases of competence and expertise are, at bottom, more or less harmoniously integrated clusters of flexible, nuanced, and alterable habits. Accordingly, any account of Peirce's conception of habit, especially as it pertains to his pragmatic theory of meaning, must bring into sharper focus the complex relationship among habits, competence, and expertise than Peirce and even his most imaginative expositors have done thus far. The aim of this paper is to push our investigation of the Peircean notion of human habituation in precisely this direction. Against an evolutionary background, the historical foreground of historically evolved and evolving practices will be sketched. Habits in their guise as competencies and expertise will then be seen in the context of such practices, with equal emphasis on initiation into a practice and the open-ended process of acquiring ever more refined expertise. (shrink)

This article critically evaluates current developments in marketing fair trade labelled products and "no sweat" manufactured goods, and argues that both the fair trade and ethical trade movements increasingly rely on strategies for bottom-up change, converting consumers "one cup at a time". This individualistic approach, which we call "shopping for a better world", must, we argue, be augmented by more collectivist approaches to affect transformative change. Specifically, we look at the concept of mission-driven organizations pursuing leadership roles in developing affinity (...) relationships to promote fair and ethical trade and developing ethical spaces. Increasingly, a range of organizations are restructuring their operations, so that their mission is reflected in ethical practices throughout their operations, including product sourcing and product sales. First, ethical purchasing policies operated by non-profits and public agencies represent markets through which fair/ethical products reach end consumers. The efforts discussed to create ethical spaces through direct democracy and electoral mandate build on a broad-based affinity with the principles of fair and ethical trade. Second, we explore the potential for "mission-driven" non-profit organiza- tions, such as zoos and aquaria for merging their mission of conservation education with their marketing activities through the operation of their shops and cafes. Interesting initiatives to link the conservation message to food choices is being undertaken by a number of zoos and aquaria, while there is scope for increased linkages in the giftware sold in their shops. (shrink)