Intellectual humility (IH) is often conceived as the recognition of, and appropriate response to, your own intellectual limitations. As far as we are aware, only a handful of studies look at interventions to increase IH – e.g. through journalling – and no study so far explores the extent to which having high or low IH can be predicted. This paper uses machine learning and natural language processing techniques to develop a predictive model for IH and identify top terms (...) and features that indicate degrees of IH. We trained our classifier on the dataset from an existing psychological study on IH, where participants were asked to journal their experiences with handling social conflicts over 30 days. We used Logistic Regression (LR) to train a classifier and the Linguistic Inquiry and Word Count (LIWC) dictionaries for feature selection, picking out a range of word categories relevant to interpersonal relationships. Our results show that people who differ on IH do in fact systematically express themselves in different ways, including through expression of emotions (i.e., positive, negative, and specifically anger, anxiety, sadness, as well as the use of swear words), use of pronouns (i.e., first person, second person, and third person) and time orientation (i.e., past, present, and future tenses). We discuss the importance of these findings for IH and the value of using such techniques for similar psychological studies, as well as some ethical concerns and limitations with the use of such semi-automated classifications. (shrink)

In response to the unsettled state of modern intellectual history, a model is offered for categorizing its subject matter. Two challenges to intellectual history are first examined: the relation of intellectual to social history and the relation of intellectual history to other disciplines which purport to deal with thought. The model proposed breaks down the "ideas" of intellectual historians into two sorts: 1) systems, complex bodies of thought related in a coherent fashion; and 2) embodiments, (...) a way of fixating or condensing a complex of meanings into a single expression. Each entails a distinct mode of communication, the former by processes of education or socialization, the latter by single symbols or slogans. The distinction between systems and embodiments is clarified by comparison to the abstract-concrete and the discursive-mythical thought distinctions. The "ideas" of intellectual history should ideally include both systems and embodiments as their components, as in the case of the Lutheran Reformation and the French Revolution. By showing their relation to other disciplines, these distinctions can be seen to demarcate the space in which intellectual history can operate. (shrink)

Intellectual courage requires acting to promote epistemic goods despite significant risk of harm. Courage is distinguished from recklessness and cowardice because the expected epistemic benefit of a courageous action outweighs (in some sense) the threatened harm. Sometimes, however, inquirers pursue theories that are not best supported by their current evidence. For these inquirers, the expected epistemic benefit of their actions cannot be explained by appeal to their evidence alone. The probability of pursuing the true theory cannot contribute enough to (...) the expected epistemic benefit for the action to count as courageous rather than reckless. Thus, there must be some other epistemic consideration which favors their action, besides evidence for their theory. I argue that the proper account of intellectual courage requires recognition of inquisitive reasons: a distinct category of epistemic reasons which concern successful inquiry. This category includes reasons to think a theory itself is promising, e.g., that the theory suggests potentially fruitful new research. It also includes social epistemic reasons, e.g., that pursuing a theory will improve the distribution of cognitive labor. Inquisitive reasons help explain why researchers who pursue improbable theories count as intellectually courageous, rather than reckless. The expected epistemic benefit of an action is partially determined by the inquisitive reasons in its favor. On my account, intellectually courageous inquiry requires acting in a way that is sensitive to inquisitive reasons. (shrink)

Dramatic changes or revolutions in a field of science are often made by outsiders or 'trespassers,' who are not limited by the established, 'expert' approaches. Each essay in this diverse collection shows the fruits of intellectual trespassing and poaching among fields such as economics, Kantian ethics, Platonic philosophy, category theory, double-entry accounting, arbitrage, algebraic logic, series-parallel duality, and financial arithmetic.

This paper argues that the identity of history as a discipline derives from its distinctive combination of intellectual assumptions, or categories. Many of these categories are shared with other fields of thought, including science, literature, and common sense, but in history are understood in a unique way. This paper first examines the general notion of categories of historical understanding, then scrutinises some of the specific categories suggested by classic authors on the philosophy of history such (...) as Dilthey and Collingwood. More recent works by Goldstein, Oakeshott, Bevir, and Tucker are treated as contributions to the same discussion. It concludes that the various categories these writers have proposed are neither trivial nor incompatible and that when collated they do indeed compose a framework capable of characterising historical thought. (shrink)

The importance of the pure concepts of the understanding (i.e. the categories) within Kant’s system of philosophy is undeniable. As I hope to make clear in this essay, however, the categories are also an essential part of Kant’s critique of Christian Wolff. In particular, I argue that Kant’s development of the categories represents a decisive break with the Wolffian conception of the understanding and that this break is central to understanding the task of the Transcendental Analytic. This (...) break, however, is not merely that Kant affirms while Wolff and his followers deny a sharp distinction between sensibility and the understanding, which is the aspect of Kant’s rejection of Wolff that scholars most frequently note. Rather, this break concerns differences in their views about the understanding itself. For while Wolff conceives of the understanding as a mental capacity to extract and make distinct content already present in the senses, Kant conceives of the understanding in its “real use” as a capacity to produce purely intellectual content. (shrink)

In ‘Liberal individualism and Deleuzean Relationality,’ Clegg, Murphy, and Almack argue that the ability to choose has become something of a dogma in the management of intellectual disability, and one that sits badly with the heterogeneity of those with intellectual disabilities. They argue for a move away from choice as the primary ethical category to an ethics of relationality, following from the work of Deleuze and Guattari, to offer a more nuanced and stable form of care. In this (...) commentary, I set out the theoretical considerations that Deleuze and Guattari take to underlie such an ethics, and then briefly question the focus of their uptake of Deleuze and Guattari. Although Deleuze and Guattari may... (shrink)

Fichte assigns ‘intellectual intuition’ a new meaning after Kant. But in 1799, his doctrine of intellectual intuition is publicly deemed indefensible by Kant and nihilistic by Jacobi. I propose to defend Fichte’s doctrine against these charges, leaving aside whether it captures what he calls the ‘spirit’ of transcendental idealism. I do so by articulating three problems that motivate Fichte’s redirection of intellectual intuition from being to acting: (1) the regress problem, which states that reflecting on empirical facts (...) of consciousness leads only to further facts and so cannot yield a first principle; (2) the rhapsody problem, which states that the categories form a haphazard set and so lack necessity unless they derive from a first principle; and (3) the nihilism problem, which states that a first principle cannot lie outside our cognition of it, lest it be the cause of our cognition and, being first, the cause of all our actions, reducing us to machines. Crucially, Fichte’s three motivating problems are in fact aspects of a single problem. Leaving any aspect unsolved spoils putative solutions to the other two. Consequently, Fichte requires a single unified solution to all three, which his doctrine of intellectual intuition provides. (shrink)

The last several decades have seen the emergence of intellectual property rights (IPRs), especially patents, as a key issue in developments across the fields of law, the economy and the biosciences, and as part of the burgeoning "bioeconomy". This paper examines how the categories of nature and knowledge, so vital to IPR regimes that support bioeconomy-type projects, are challenged by the allegation of biopiracy. It reflects on the relationship between nature, IPR and the bioeconomy, and presents an example (...) of how the creation of new categories, in this case genetic resources, come to impact on how we come to understand nature in relation to the economy and IPRs. The paper then follows this with an analysis of how knowledge is treated in those same systems, focusing specifically on some of the challenges that arise when attempting to bring traditional knowledge (TK) under the rubric of the IPR system. Finally, it examines the allegation of biopiracy in greater depth, and reflects on how it critiques the way the bioeconomy and the IPR regime treat nature, culture, knowledge, and the relationship between them. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.3 (2004) 73-90 [Access article in PDF] Intellectual Friendship in Architectural Education Yonca Hurol Introduction Limits are causes of repression, and it is usually accepted that repression affects creativity. There are two different approaches to the effects of limits on creativity. According to the first approach, creativity increases parallel to the increase of limits and repression. According to the second approach, any artificial (...) increase of limits produces passionate "locked in" mechanisms. A decrease of limits is necessary for an increase in creativity. Since it is never possible to eliminate some "natural" limits, it is not necessary to create some other "artificial" ones by introducing authoritarian attitudes. Creativity should be directed only toward the natural problems and limits.The aim of this essay is to develop a theoretical base for the following philosophical statement: "Decreasing authoritarian limits causes an increase in creativity in architectural design education." The concepts in such a philosophical statement must be operationalized in order to be applied to the practice of architectural education. The concepts of "limits" and "creativity" should be replaced with some other concepts (variables) which are observable so that they can be applied to the cases in practice.The essay is based on the poststructuralist philosophy of Gilles Deleuze and Felix Guattari, specifically their understanding of the relation betweenthe body and the mind;1 even though other thinkers have related emotion and rationality, for example, Fredrich Nietzsche's nomadic thought, Gaston Bachelard's "childhood dreams," and Antonin Artaud's "theatre of cruelty."2 In this essay, Deleuze and Guattari's philosophy is used more intensively over that of others, because of the clarity of the concepts it contains.The concept of creativity is operationalized by replacing it with the variable of the "design psychology of the student" which can, in turn, be replaced by the constants of "passionate mechanism" and "desire machine." [End Page 73] These psychological states and the their architectural indications are analyzed in the first section. The concept of limits is replaced by the "limiting role of the studio teacher," instead of the natural limits in architecture such aseconomy and technology. This role has two constants: the "role of the authority figure" and the "role of the intellectual friend."In architectural design courses students design buildings which combine the demands of strength, usefulness, and aesthetics. This process relates rationality (mind) to irrationality (body/feelings). Students learn about the rational aspects of architecture in their own ways, while designing the irrational aspects of their projects. They make contact with the studio teachers whenever they need advice or supportive criticism. This is a one-on-one relationship. The early approaches to design education depend on authoritarian "correction," while the new models propose "objective criticism."However, none of these concepts cover the existing power relations between teachers and students. Some teachers believe in the positive role of authority, while others do not. A conflict arises between the authority figures, and the friendly teachers.The formation of an intellectual friendship between students and teachers of architecture is not new. It has existed since postmodernism was first founded in architecture with the differing viewpoints about architecture. Sinan Omacan, was a student of architecture when he described the changing demands of education as follows: School is not simply a structure that is abstract. It is not only an institution of discipline that programs, deals with quantities, and evaluates. The name of it, the building of it, and the people in it, always give it a certain personality, and the strongest part of this story can only start with the relationship between these personalities. While this medium of personal relationships forms an unpredictable and unavoidable situation for the institution, it becomes exactly the right thing that students are looking for, because the most important aspect for students in a school is the possibility created by unprogrammed time and unplanned space.3This essay provides a theoretical explanation of these existing categories for the first time. The concepts which are analyzed in the first two parts are used as variables for comparative research. The third part contains comparative... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.3 (2004) 73-90 [Access article in PDF] Intellectual Friendship in Architectural Education Yonca Hurol Introduction Limits are causes of repression, and it is usually accepted that repression affects creativity. There are two different approaches to the effects of limits on creativity. According to the first approach, creativity increases parallel to the increase of limits and repression. According to the second approach, any artificial (...) increase of limits produces passionate "locked in" mechanisms. A decrease of limits is necessary for an increase in creativity. Since it is never possible to eliminate some "natural" limits, it is not necessary to create some other "artificial" ones by introducing authoritarian attitudes. Creativity should be directed only toward the natural problems and limits.The aim of this essay is to develop a theoretical base for the following philosophical statement: "Decreasing authoritarian limits causes an increase in creativity in architectural design education." The concepts in such a philosophical statement must be operationalized in order to be applied to the practice of architectural education. The concepts of "limits" and "creativity" should be replaced with some other concepts (variables) which are observable so that they can be applied to the cases in practice.The essay is based on the poststructuralist philosophy of Gilles Deleuze and Felix Guattari, specifically their understanding of the relation betweenthe body and the mind;1 even though other thinkers have related emotion and rationality, for example, Fredrich Nietzsche's nomadic thought, Gaston Bachelard's "childhood dreams," and Antonin Artaud's "theatre of cruelty."2 In this essay, Deleuze and Guattari's philosophy is used more intensively over that of others, because of the clarity of the concepts it contains.The concept of creativity is operationalized by replacing it with the variable of the "design psychology of the student" which can, in turn, be replaced by the constants of "passionate mechanism" and "desire machine." [End Page 73] These psychological states and the their architectural indications are analyzed in the first section. The concept of limits is replaced by the "limiting role of the studio teacher," instead of the natural limits in architecture such aseconomy and technology. This role has two constants: the "role of the authority figure" and the "role of the intellectual friend."In architectural design courses students design buildings which combine the demands of strength, usefulness, and aesthetics. This process relates rationality (mind) to irrationality (body/feelings). Students learn about the rational aspects of architecture in their own ways, while designing the irrational aspects of their projects. They make contact with the studio teachers whenever they need advice or supportive criticism. This is a one-on-one relationship. The early approaches to design education depend on authoritarian "correction," while the new models propose "objective criticism."However, none of these concepts cover the existing power relations between teachers and students. Some teachers believe in the positive role of authority, while others do not. A conflict arises between the authority figures, and the friendly teachers.The formation of an intellectual friendship between students and teachers of architecture is not new. It has existed since postmodernism was first founded in architecture with the differing viewpoints about architecture. Sinan Omacan, was a student of architecture when he described the changing demands of education as follows: School is not simply a structure that is abstract. It is not only an institution of discipline that programs, deals with quantities, and evaluates. The name of it, the building of it, and the people in it, always give it a certain personality, and the strongest part of this story can only start with the relationship between these personalities. While this medium of personal relationships forms an unpredictable and unavoidable situation for the institution, it becomes exactly the right thing that students are looking for, because the most important aspect for students in a school is the possibility created by unprogrammed time and unplanned space.3This essay provides a theoretical explanation of these existing categories for the first time. The concepts which are analyzed in the first two parts are used as variables for comparative research. The third part contains comparative... (shrink)

The article analyzes the work of Hanno Kesting, Reinhart Koselleck, Roman Schnur, and Nicolaus Sombart—four young followers of Carl Schmitt in postwar Germany. Their “intellectual Schmittianism” was less than a full commitment to Schmitt’s political positions, yet had more than an arbitrary similarity with them: it pertained to assumptions, categories, and modes of thought. Drawing on Pocock’s terminology, I identify a particular “language” of intellectual Schmittianism, introduce its key components, and analyze their interaction. I focus on six (...) categories derived from Schmitt’s narrative of European political modernity: discrimination, historical parallels, secularization, global civil war, open/latent civil war, and category blurs. The analysis shows that these categories were interlinked argumentative devices rather than mere rhetoric and that they systematically upheld the postwar scholars’ arguments. While the Schmittian language enabled the young scholars to express their political skepticis... (shrink)

In his essay against Eberhard, Kant denies that there are innate concepts. Several scholars take Kant’s statement at face value. They claim that Kant did not endorse concept innatism, that the categories are not innate concepts, and that Kant’s views on innateness are significantly different from Leibniz’s. This paper takes issue with those claims. It argues that Kant’s views on the origin of the intellectual concepts are remarkably similar to Leibniz’s. Given two widespread notions of innateness, the dispositional (...) notion and the input/output notion, intellectual concepts are innate for Kant no less than for Leibniz. (shrink)

US law has until recently treated unmodified and merely “isolated” genes as a form of intellectual property. Patents protect processes, methods, manufactures, and compositions of matter. Legal theorists and intellectual property scholars have similarly weighed in on the patentability of genes, often uncritical of the strained lines of reasoning that made first “isolated and purified” products of nature patentable, or simply weighing the costs vs. benefits. In the early fifteenth century, the first robust institutionalized forms of intellectual (...) property protection emerged in Europe. This chapter examines the theory of intellectual property implicit in its historical development and looks more closely at the question of whether genes belong to the general category “intellectual property.” The purpose of intellectual property law is to encourage innovation, to discourage secret‐keeping, and to move new knowledge into the public domain after a period of time. (shrink)

Another critical analysis of the intellectual antecedents or the logical structure of Thorstein Veblen's thought is hardly needed. Since his death—iconoclasm's reward is often posthumous—a goodly number of such studies has appeared. I do not intend to add to the pile, but rather to analyze Veblen's work as representative of the response of “intellectuals” to specific ideologies and to ideology in general. This is a subject that has not received the direct attention it deserves, and, to my knowledge, Veblen (...) has never been studied in this connection.By “ideology” I mean a system of beliefs that presents value-judgments as empirical truths in order to justify, with or without conscious intent, a particular socio-economic group's claim to material and prestigial rewards. The valuejudgments in an ideology fall into two categories: those which have to do with a hero-subject, individual or group, whom the ideologue believes worthy of the rewards, and those which concern a villain-subject, individual or group, whom the ideologue believes unworthy. To win general acceptance of these valuejudgments an ideology also contains a set of reality-statements. These, in purporting to tell the “truth” about the world—about men, nature, God—serve to objectify, and thus justify, the choice of the hero and villain-subjects. (shrink)

Ever since Plato's Republic, a persistent problem and dilemma in Western thought has been the relation of the love of wisdom and political power, especially the role that the intellectual does or ought to play in the world of action. This volume includes both theoretical studies and case studies of modern intellectuals. Most of the articles have been published before but several, including T. Parson's "'The Intellectual': A Social Role Category" and J. Netl's "Ideas, Intellectuals, and Structures of (...) Dissent" were written for this volume. Other contributors are Shils, Dahrendorf, Berlin, Bushnell, Samuels, Comte, Nisbet, and Rieff. The most eloquent and moving essay is Isaiah Berlin's sympathetic study of Moses Hess. Through the great diversity of approaches and issues discussed, a common theme emerges--the fragility of the role of the intellectual, who is frequently duped, sometimes subtly corrupted or persecuted, but who, on occasion can shape and humanize the vision of his fellowmen, even though he may appear as the "fool" to his contemporaries. One striking lack here is a "case study" of any representative intellectual of the "New Left," but the total effect of this intelligently chosen collection is to provide us with a needed perspective for assessing the possibilities and dangers open to intellectuals in our time.--R. J. B. (shrink)

Thomas C. Vinci argues that Kant's Deductions demonstrate Kant's idealist doctrines and have the structure of an inference to the best explanation for correlated domains. With the Deduction of the Categories the correlated domains are intellectual conditions and non-geometrical laws of the empirical world. With the Deduction of the Concepts of Space, the correlated domains are the geometry of pure objects of intuition and the geometry of empirical objects.

Arguably one of the most fundamental phase shifts that occurred in the intellectual history of Western culture involved the ontological reduction of secondary qualities to primary qualities. To say the least, this reduction worked to undermine the foundations undergirding Aristotelian thought in support of a scientific view of the world based strictly on an examination of the real—primary— qualities of things. In this essay, I identify the so-called “Causal Argument” for a reductive view of secondary qualities and seek to (...) deflect this challenge by deriving some plausible consequences that support a non-reductive view of secondary qualities from an Aristotelian view (via the philosophical commentary of Thomas Aquinas). Specifically, my argument has two facets. First, I show that Aristotle’s view both implies recognition of the extramental existence of secondary qualities and is a prima facia natural view to take regarding the ontology of secondary qualities. Second, I show that the Causal Argument, which is thought to undermine a natural view of secondary qualities as real things, loses its bite when one examines perception in light the ontological relationship among the categories of quality, quantity and substance. (shrink)

I provide a critical commentary regarding the attitude of the logician and the philosopher towards the physicist and physics. The commentary is intended to showcase how a general change in attitude towards making scientific inquiries can be beneficial for science as a whole. However, such a change can come at the cost of looking beyond the categories of the disciplines of logic, philosophy and physics. It is through self-inquiry that such a change is possible, along with the realization of (...) the essence of the middle that is otherwise excluded by choice. The logician, who generally holds a reverential attitude towards the physicist, can then actively contribute to the betterment of physics by improving the language through which the physicist expresses his experience. The philosopher, who otherwise chooses to follow the advancement of physics and gets stuck in the trap of sophistication of language, can then be of guidance to the physicist on intellectual grounds by having the physicist’s experience himself. In course of this commentary, I provide a glimpse of how a truthful conversion of verbal statements to physico-mathematical expressions unravels the hitherto unrealized connection between Heisenberg uncertainty relation and Cauchy’s definition of derivative that is used in physics. The commentary can be an essential reading if the reader is willing to look beyond the categories of logic, philosophy and physics by being ‘nobody’. (shrink)

The mobilization cycle that began in October 2019 represented a crucial moment in the Chilean democratic trajectory. What began as a protest for the rise of 30 Chilean pesos in the Santiago Metro, quickly took on national demand as the horizon exceeded that specific bid, and became a systemic and structural criticism of the democratic institutions and the constitutional, economic, social and cultural structure inherited from the dictatorship. This social awakening in October not only implied transformations associated to material life. (...) Also the conceptual and theoretical tools that were used to understand social phenomena from spaces of intellectual exercise, such as universities were modified. One of these categories is precisely space and territory, which from the nineties with supported and growing socio-environmental movements, was installed in the repertoire of popular demands. A dimension that was also strongly glimpsed in the October protests: the defence of territories as spaces for life. Based on this, a two-dimensional journey is proposed, first a theoretical conceptual debate and on the other hand a historical approach dealing with the emergence of the concept in recent Chilean history, with the interest of understanding a socio-territorial and historical dimension of what happened in October 2019. (shrink)

By studying how different societies understand categories such as time and causality, the Durkheimians decentered Western epistemology. With contributions from philosophy, sociology, anthropology, media studies, and sinology, this volume illustrates the interdisciplinarity and intellectual rigor of the "category project" which did not only stir controversies among contemporary scholars but paved the way for other theories exploring how the thoughts of individuals are prefigured by society and vice versa.

This paper explores the role the Panhellenic centers played in facilitating the circulation of wisdom in ancient Greece. It argues that there are substantial thematic overlaps among practitioners of wisdom , who are typically understood as belonging to different categories . By focusing on the presence of σοφοί at the Panhellenic centers in general, and Delphi in particular, we can acquire a more accurate picture of the particular expertise they possessed, and of the range of meanings the Greeks attributed (...) to the word σοφία. This approach seeks to challenge the conventional categories of modern scholarship and to offer a broader and more inclusive interpretive framework in its stead. One such thematic overlap is the way in which many σοφοί are described as exerting an almost uncanny, yet highly conventional ability to attract listeners and enchant them with their verbal performances. There is plenty of material to support the view that σοφοό, through tapping into the repository of σοφία that Delphi constituted and by aligning themselves with its authority, were seen as themselves being a conduit for a similar type of charismatic speech. (shrink)

In March of 2014 Nature Publishing Group, responsible for the publication of journals such as Nature and ScientificAmerican, was subject to criticism for its requirement that contributing authors waive their moral rights in relation to their published articles. Some of the rights included under the umbrella term ‘moral rights’ are the right to have any copies of one’s work reproduced accurately and without alteration; the right to the accurate attribution of one’s work under one’s own name; and the right not (...) to have the work of others falsely attributed to oneself. The Nature Publishing case, from the criticism it sparked to the group’s own response, highlights a category error that occurs when moral rights are conceived of as property rights. Rather, moral rights are natural, non-proprietary rights. In correcting this category error it becomes evident that moral rights offences are not property offences, such as theft, but fraud offences—like plagiarism and forgery. Subsequently, whereas property rights, by definition, are able to be transferred or waived, it can be shown that no justification can be made for treating moral rights as transferrable or able to be waived. (shrink)

The anthology Dharma: The Categorial ImperativeThe choice of using ‘the categorial imperative’ over the standard ‘the categorical imperative’ has not been supported with reason in the anthology, notwithstanding its mentioning of Kant. consists of a brief introduction and 18 essays which were presented in an international conference of the same title in 1997, with the purpose to provide an alternative interpretation of the concept ‘dharma’ while taking into view the influence of Western notion of religion and treating it as an (...) epistemological , and not as a moral, concept. Here, dharma has been understood as a category, as an intellectual exercise, for ‘viewing’ Indian reality.The fundamental question is this: what constitutes the concept of dharma in the context of our changing forms of life? I.e., What aspects of dharma upon which Western influence are to be noted? Some aspects of the constitutive elements of dharma, as identified by the contributors of .. (shrink)

Jesus The Logician ABSTRACT: In understanding how discipleship to Jesus Christ works, a major issue is how he automatically presents himself to our minds. It is characteristic of most 20th century Christians that he does not automatically come to mind as one of great intellectual power: as Lord of universities and research institutes, of the creative disciplines and scholarship. The Gospel accounts of how he actually worked, however, challenge this intellectually marginal image of him and help us to see (...) him at home in the best of academic and scholarly settings of today, where many of us are called to be his apprentices. (shrink)

This article investigates the intense debate on the figure of “Chinese public intellectuals,” which has gained increasing importance, both inside and outside Mainland China, during the last decade. The climax was reached in the year 2004, when the debate on the search for and against a role for the “public intellectuals” became the litmus test of the intellectual intersections between the State actors and the public. Through a close reading of the crucial documents, this article critically engages with the (...) terminology and the interpretive paradigms employed. Thus the article highlights the contribution of the scholars examined to a dialogue on the role of critical thinking within China as well as globally. In fact, the exploration of the diversity of contemporary Chinese thought on the topic of “public intellectuals” can be inscribed within the framework of the following questions: How is the social category of “public intellectuals” used and why? And, ultimately, what does it really means to be an intellectual for the public in China today? In this sense, the article sheds light on the indigenous and foreign understandings of “public” and “intellectual.”. (shrink)

From the fourteenth to the eighteenth centuries, Indian intellectuals produced numerous Sanskrit–Persian bilingual lexicons and Sanskrit grammatical accounts of Persian. However, these language analyses have been largely unexplored in modern scholarship. Select works have occasionally been noticed, but the majority of such texts languish unpublished. Furthermore, these works remain untheorized as a sustained, in-depth response on the part of India’s traditional elite to tremendous political and cultural changes. These bilingual grammars and lexicons are one of the few direct, written ways (...) that Sanskrit intellectuals attempted to make sense of Indo-Persian culture in premodern and early modern India. Here I provide the most comprehensive account to date of the texts that constitute this analytical tradition according to three major categories: general lexicons, full grammars, and specialized glossaries. I further draw out the insights offered by these materials into how early modern thinkers used language analysis to try to understand the growth of Persian on the subcontinent. (shrink)

In his Treatise on Categorially Determined Reality, Theodoric of Freiberg addresses the issue of the theoretical status of the categories, rejecting the merely passive-apprehensive function of the theoretical intellect in favor of its constitutive activity in the knowledge of natural things. Thereby, he takes a decisive step beyond Averroes. Proceeding on the basis of the Aristotelian theory of causation, emphasizing in particular that all natural movement and change presuppose an effective cause, Theodoric maintains - in distinction from Albert the (...) Great - that every object receives its peculiar determination, or quiddity, through the actualized possible intellect, for which differentiation and effectuation are one. Nonetheless, Theodoric qualifies the radicality of this position by setting up alongside the causality of the intellect that of the first cause and that of nature, thus allowing for the independence of theology and natural science. (shrink)

Roderick M. Chisholm’s A Realistic Theory of Categories is a metaphysics treatise of extraordinary breadth and precision. Published in the year of its author’s eightieth birthday, Categories is a lean exposition of Chisholm’s systematic metaphysics, including his views on attributes, propositions, possible worlds, numbers, classes, relations, intentionality, events, time, space, material objects, persons, appearances, fictitious objects, and God. Chisholm develops his metaphysics with the resourcefulness, elegance, and intellectual integrity that have been a hallmark of his work.

The article traces the development of Hungarian intellectual history of the early modern period from the emergence of the national romantic constructions of literary history to the recent turn towards contextualist and conceptual history. One of its main findings is the ideological importance of this period for the formation of the national canon, as it became a central point of reference for the emerging local methodological tradition of intellectual history, even if it was often compartamentalized under other (...) class='Hi'>categories. From this perspective, the article puts particular emphasis on ideological constructions seeking to define the nation and depict the emergence of modern national identity. This finding also offers a vantage point for analyzing the interplay between literary history and the socio-culturally focused approaches, which can be considered the main framework for the developments of the last two decades, when these local historiographical traditions entered into an interesting dialogue with the Western European and American schools of intellectual history. Along these lines, while pointing out the discursive continuities with the previous paradigms, which are shaping even the contemporary historiographical production, the article also ponders the ways in which the inherited (post-)romantic constructions can be successfully challenged. (shrink)

Karl Schmitz‐Moormann's thought as expressed in his last book exemplifies Catholic theology based on realism, flow, evolution, and free will. Categories of creation are reviewed: from nothing, continuous, called forth, informed, and free.

Discussions of name during the pre-Qin and Qin-Han period of Chinese history were very active. The concept ming at that time can be divided into two categories, one is the ethical-political meaning of the term and the other is the linguistic-logical understanding. The former far exceeds the latter in terms of overall influence on the development of Chinese intellectual history. But it is the latter that has received the most attention in the 20th century, due to the influence (...) of Western logic. This has led to the result of a bias in the contemporary studies of ming. Changing course by returning to the correct path of intellectual history can providing an objective and thorough ordering of the pre-Qin discourse on ming. (shrink)

It is often argued that the fact that intellectual objects—objects like ideas, inventions, concepts, and melodies—can be used by several people simultaneously makes intellectual property rights impossible or particularly difficult to morally justify. In this article, I assess the line of criticism of intellectual ownership in connection with a central category of intellectual property rights, economic rights to intellectual property. I maintain that it is unconvincing.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:From Passions to Emotions: The Creation of a Secular Psychological CategoryMax RosenkrantzThomas Dixon. From Passions to Emotions: The Creation of a Secular Psychological Category. New York: Cambridge University Press, 2003. Pp. x + 287. Cloth, $60.00Thomas Dixon's From Passions to Emotions defends a provocative set of theses. (1) The concept of "emotion" is of relatively recent vintage, having been designed by secular Scottish writers in the first half (...) of the nineteenth century. (2) That concept embraces a range of phenomena that earlier Christian writers such as Augustine and Aquinas understood in terms of a manifold of concepts such as "appetites," "passions," "affections," and "sentiments." (3) The concept of "emotion" is too crude an instrument for understanding human psychology. Further, (4) today the secular conceptual framework has completely displaced the religious one. This has nothing to do with the former's greater proximity to the truth, as is shown by the persistence of cogent Christian theories in the second half of the nineteenth century, the period of secularism's triumph; and (5) The opposition between reason and emotion arises only when theorists begin to think of "emotions" rather than "appetites," "passions," "affections," and "sentiments." Christian writers did not see the passions as simply the enemies of reason.The basis for Dixon's argument is his interpretation of nineteenth-century psychological theory in the English speaking world. Specifically he argues that the concept of "emotion" was invented by the Scottish thinker Thomas Brown (1778-1820). Brown's innovation was then appropriated and developed by Spencer, Darwin, and William James. The foil for this story is the Christian tradition represented most compellingly by Augustine and Aquinas and carried on by a host of lesser nineteenth-century figures. In my judgment, the story thus told cannot bear the weight Dixon places upon it.The centerpiece of Dixon's argument is his claim that Brown "invents" (109) the emotions and thereby initiates a conceptual revolution in western thought. While Dixon may be right in asserting that Brown is the first to use the word 'emotion' in a systematic fashion, this achievement is merely terminological. Brown deploys the term to develop a mechanistic account of human nature, one in which the springs of action are located not in the will and reason, but in the emotions. Replace 'emotion' in the preceding sentence with 'passion' and one gets a concise characterization of Hobbes's view. Dixon is aware that Brown and others work within a Hobbesian framework (250) but does not attend to that framework. Thus his claims for the significance of the developments he describes fail to convince. The real innovation in psychological theory—as in so much else—took place in the seventeenth century.Just as Dixon overestimates the importance and originality of the Scottish writers he discusses, so too he overestimates the intellectual importance of Augustine and Aquinas. His presentation of their views (26-62) is accurate, but he does not note that they take over the Platonic-Aristotelian view of the soul according to which reason can and should penetrate, educate and direct the passions. Thus the guiding thought that structures the work—the nineteenth century witnesses an ultimately successful revolt against Christian psychology—must be rejected. The revolt is against ancient, pre-Christian modes of thought and is undertaken and largely won in the seventeenth century. The events Dixon describes are skirmishes in that larger campaign.The rest of the theses Dixon defends can be dispatched with more quickly. The idea that the modern concept of "emotion" is insufficiently subtle is averted to frequently, but never adequately defended. At no point does Dixon demonstrate, or even claim to demonstrate, that Christian thinkers recognized something secular thinkers miss. Roughly the same can be said for his claims about the persistence of Christian psychology in the nineteenth century. What Dixon means is not just that such thinkers exist, but that their thought remains vibrant. Again I see no argument for such a verdict. Finally, there is the matter of the opposition between reason and passion. To his credit Dixon rejects the view according to which almost all Western thought is hostile to the passions. As he shows, this... (shrink)

The contest between “Lockeian liberalism” and “classical republicanism” as explanatory frameworks for the intellectual history of the American Revolution, and therefore of the present-day United States, has been one of the longest running and most distinguished in recent U.S. historiography. It also has major implications for the history of political thought in the North Atlantic Anglophone world more widely. Yet this debate was merely suspended when it was held to have ended in an ill-defined compromise. Although some U.S. historians (...) expressed doubts and qualifications, attention in U.S. historiography moved on to other themes while leaving the initial problem unsolved. This article reopens the question; it suggests that a historicization of both these two categories is now both possible and necessary, and that their supersession will advance understanding of the Revolution. It seeks to help solve this problem by the same means that the debate began: that is, by re-establishing a link between U.S. and U.K. historiographies. (shrink)

There were three broad categories of academic responses to Alfred Kinsey’s Sexual Behavior in the Human Male : method; findings; and broader reflections on the book’s place in American social life and democracy. This article focuses primarily on archival academic responses to Kinsey’s work that appeared in the year following the book’s publication. Many academics agreed that some aspects of Kinsey’s method were flawed and that his interpretations sometimes overreached his raw data. Nonetheless, they also agreed that no one (...) else had gathered such a diverse sampling of interviewees whose behaviors Kinsey could use to create new interpretive models of human sexuality. As Kinsey’s research was deliberately interdisciplinary, his research and statistical methodologies began to catch on in the human sciences and to encourage academics and intellectuals to rethink their human science practices. As academics reflected on the volume’s larger meaning in American life, several of them thought it exemplified the worst American values while others saw the very existence of the Male volume as an excellent example of the ability of free citizens to pursue and to publish research on any topic. While members of the American intelligentsia championed the Male volume and its findings as democratic, the reception of Sexual Behavior in the Human Female, published at an intense moment of the cold war, was viewed as a communist threat to American security for revealing the sexual secrets of the public. (shrink)

Recently, a call for the “return of the subject” has gained increasing influence. The power of this call is intimately linked to the assumption that there is a necessary connection between “the subject” and politics . Without a subject, it is alleged, there can be no agency, and therefore no emancipatory projects—and, thus, no history. This paper discusses the precise epistemological foundations for this claim. It shows that the idea of a necessary link between “the subject” and agency, and therefore (...) between the subject and politics is only one among many different ones that appeared in the course of the four centuries that modernity spans. It has precise historico-intellectual premises, ones that cannot be traced back in time before the end of the nineteenth century. Failing to observe the historicity of the notion of the subject, and projecting it as a kind of universal category, results, as we shall see, in serious incongruence and anachronisms. The essay outlines a definite view of intellectual history aimed at recovering the radically contingent nature of conceptual formations, which, it alleges, is the still-valid core of Foucault’s archeological project. Regardless of the inconsistencies in his own archeological endeavors, his archeological approach intended to establish in intellectual history a principle of temporal irreversibility immanent in it. Following his lead, the essay attempts to discern the different meanings the category of the subject has historically acquired, referring them back to the broader epistemic reconfigurations that have occurred in Western thought. This reveals a richness of meanings in this category that are obliterated under the general label of the “modern subject”; at the same time, it illuminates some of the methodological problems that mar current debates on the topic. (shrink)

In this paper I make two arguments: first, that the Western Cape has always functioned as the epistemological heading of the 'coloured' category. This is because it is in the Western Cape where the category first emerged as a descriptor for the 'mixing of blood', and where knowledge around the category was first produced through the appointment of commissions of inquiry. In addition, intellectuals in the Western Cape based primarily at Stellenbosch University also produced knowledge by drawing on the concept (...) of heredity, and attaching inherited racial traits or characteristics to the 'coloured' category. The second argument is that by the late 1930s, a new epistemological heading emerged in the Transvaal, where intellectuals from the University of Pretoria would engage with the category through the emerging discourse on bloedvermening or miscegenation. To these Pretoria-based intellectuals, 'coloured' was no longer just a marker for the 'mixing' of blood that originated in the Western Cape, but represented a threat to the heredity of the Afrikaner volk in the Union as a whole. Intellectuals in the Transvaal were less concerned with ascribing hereditary traits to the 'coloured' category, and more preoccupied with how those characteristics would affect the white racial imprint through miscegenation. By arguing that the Transvaal emerged as a new heading on the 'coloured' category, I am suggesting that another epistemological direction is on offer one that departs from the form, the sign, or the logic of the heading of the Western Cape. (shrink)

This article examines the lexical emergence of salafiyya in the Algerian press between 1925 and 1927, which currently constitutes the earliest known use of this abstract noun in Arabic. An attentive reading of the sources reveals that, since it was a new category, it had not yet an established meaning. The task of outlining its definition and features fell to the reformers who first used it. One of them, Abū Yaʿlā al-Zawāwī, did so in a way that defies today’s conventional (...) thinking: he laid claim to Salafism while disparaging the Sunna and attempting to reduce the authority of hadith literature. The article shows that the core intellectual features we routinely associate with Salafism were not necessarily embraced by the historical actors who used this term at its inception in the mid-1920s. This has implications for the proper historicization of Salafism as a category. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Sunyata and Otherness:Applying Mutually Transformative Categories from Buddhist-Christian Dialogue in ChristologySusie Paulik Babka“The universe is expanding,” the physicists tell us. “But doesn’t an expansion of something mean the presupposition of boundaries?” my naïve mind inquires, thinking too much in terms of discrete substances. Can “something” expand “into” nothing, “into” emptiness? Shot through with “dark energy” (the name an intellectual signifier allowing physicists to speak of the ineffable), (...) the immensity of the universe teaches a lesson in humility before mystery and the radically new. Dark energy makes up 74 percent of the universe and is responsible for increasing the rate of the universe’s expansion; it may be explained as the energy of empty space, or space devoid of matter and gravity. Although an unobservable phenomenon, dark energy penetrates the known universe as that which counteracts gravity’s relationship to matter, causing a negative pressure in regions of the universe devoid of matter to expand. Hence, the energy of emptiness is the reason for the universe’s expansion; emptiness is the reason reality is better described by rapid change and impermanence than stasis and immutability.While it would seem that these developments do not impact religious thinking, the Dalai Lama and others have argued that because science helps us understand the nature of reality, it affects the paradigm in which we consider the veracity of religious ideas. In his words, “if scientific analysis were conclusively to demonstrate certain claims in Buddhism to be false, then we must accept the findings of science and abandon those claims.”1 This is a bold statement, challenging both East and West to consider that when derived from only one source, even our most treasured religious ideas are narrowly conceived.The Western worldview has kept pace neither with the challenges of cosmic and subatomic physics nor with a more sophisticated global community. Since Parmenides in the pre-Socratic era, Western thought has been dominated by Greek philosophical categories, in which the perfection of beings is regarded in immutability and stasis, and things ideally tend toward independence or self-sufficiency. These categories [End Page 73] not only are inadequate to describe reality discovered through scientific means but also fail to articulate the meaning of the religious and cultural encounters taking place between East and West. Writes Joseph O’Leary, “The encounter with Buddhist thought enhances the hermeneutical task of theology, by opening up the possibility that Christian truth today can be more luminously presented in a discourse influenced by Buddhist analytical methods and ontological insights than in the old frameworks formed in dialogue with Greek ontology.”2Deconstructing substance ontology in the West suggests not only that science is a valuable conversation partner to religion but also that religions be conversation partners with each other. Christians should consider how divine or ultimate reality is manifest in other religions and abandon claims to exclusive truth. As Joseph O’Leary argues,The religions need each other, whatever their utter self-sufficiency on the plane of abstruse theological claims. The religions, as human historical trajectories, are inevitably marked by incompleteness and tragic failures. The tensions between them are not to be suppressed by dogmatic self-affirmation, but to be interpreted as the tension of “truth” itself, making itself felt within the finitude and brokenness of the human language striving to express it.3Truth for the Dalai Lama is “pursued by means of critical investigation,” requiring conversation with modern thought forms as well as both religious and secular Western traditions. If Christian theology is to be relevant today, it must continue to deconstruct the classical metaphysical categories that impede the appreciation of what is possible or true, especially in the encounter with non-Christian and non-Western thought, culture, and religious practice. Interreligious encounter necessitates the questioning of ontotheology, the classical metaphysical logic that refers to the rational basis for naming God, the supreme being, with supreme attributes, such as eternity, immutability, omniscience, and omnipotence. Ontotheology is related to the substance ontologies that describe the relation between God and the world and East and West in terms of dualism that according to Paul Knitter “so stresses the difference between two realities, so separates them... (shrink)

I would like to stress Vadim Mikhailovich's [Mezhuev's] position and clarify our conversation about culturology. It is constantly repeated that culturology is a science. It is my profound conviction that culturology is not a science. Culturology is a distinctive phenomenon of Russian culture and represents a certain intellectual movement. If one briefly surveys the history of its emergence, its philosophical origin becomes obvious. This intellectual movement consists of three levels, if one takes into account the "-logy" ending. First, (...) the philosophical level, from which in the 1970s culture began to be conceived as a special field of knowledge in our country. Then, humanistic knowledge: a great many representatives of the humanities in Russia-historians, art specialists, art critics, essayists-studied culture. Finally, there is the socioscientific tendency, which is just beginning to form in Russia and carries the internationally accepted name of social and cultural anthropology. All of us are synergistically attracted to these three tendencies, which comprise what is called culturology. The question of how these three tendencies of knowledge are correlated in the framework of the given intellectual movement is, in my view, extremely important. For quite some time now, there has been no reflection in Russia on the foundations of scientific and philosophical knowledge, but such reflection is necessary. To advance along the road of rational knowledge it is important to reflect in what cognitive space we find ourselves, what we are doing within its boundaries, and for what reason. From this point of view, neither philosophers nor representatives of the humanities or the social sciences will renounce their positions of observer. Moreover, I agree with Mezhuev that there is no single philosophy, humanistic conception, or theory of culture. Anyone who is engaged professionally in the study of cultural phenomena can choose his initial foundations. As Vadim Mezhuev correctly notes, the significance of philosophy for other types of knowledge lies in the fact that there are borderline areas of man's existence in the world. However, they are identified in different ways by different philosophies: positivism, phenomenology, classical Platonism, Aristotelianism, Kantianism, and so forth. Representatives of humanistic and socioscientific knowledge are free to choose any metaphysics. Philosophers will continue to attend to their business in their subject area, and scientists in theirs. But it is important periodically to determine rationally when there must be close and complementary relations between the three components of this intellectual movement and when they must exist in parallel. Then questions such as who has priority and who is the guardian of truth will not arise. If the tendencies have diverged in parallel, then the representatives of each of them are occupied within their domains with questions which are irrelevant in other fields of knowledge or for other theoretical models. At the end of the twentieth century, to pose the question of scientism or antiscientism is senseless because today we know that there are different forms of rationality and that science is not the only, and is quite a narrow, form of rationality. Myth too is rational. It is expressed in categories and has a particular inner logic. We recognize myth as a rational cultural entity, because it is represented in symbolic form as an ordered sequence of judgments, as an artifact. But it differs from scientific theory. That is why it is fruitful to reflect on what forms of rationality are relevant to what levels of knowledge. I agree with Ogurtsov, who says that these forms penetrate in one way or another into every culturally institutionalized form of knowledge. Indeed, in philosophical knowledge there are elements of everyday, mythological, and scientific knowledge, but this does not negate the distinctive nature of the philosophical form of knowledge. In science there are elements of metaphysics, mythology, and everyday knowledge, but this does not cancel the particularities of the scientific form of knowledge. The same is true of the humanistic form, which is in principle irremovable from the framework of institutionalized knowledge, at least for now. I do not agree with Ogurtsov that I give the humanistic form of knowledge a negative evaluation. Humanistic knowledge begins to be significant in a period of a cognitive paradigm shift. This, we can say, is apparent today, at a time of transition from the grand style of modernism in its postmodern mode to the building of the foundations for a new whole. The point is that the humanistic form of knowledge enables us to isolate at the outset those areas of the unknown at which we arrive because of the limitations inherent in other forms of rationality. It is closest to everyday and empirical categories of knowledge and forms of ideas; hence, particularism, image syncretism, and mobility are its distinctive features. But without this humanistic level no further step is possible in either scientific or philosophical knowledge. The breakdown into these forms of knowledge- philosophical, humanistic, and scientific-may be primitive, but we have to start our reflection on the foundations of our cognitive relationship to our surroundings somewhere. The identification of the forms of knowledge makes it possible to draw the conclusion that, unlike philosophical and humanistic knowledge, socioscientific knowledge is modeled on the natural sciences. From this it becomes obvious that the distinctive features of the object of social sciences determine also the special nature of the categorial apparatus, operationalization, selection method, and information analysis. I do not insist that the model I suggest must be accepted. Other models can be constructed. But let us start with a simpler comparison of types of knowledge and later we shall differentiate them. I started from this level because in our culture such a division is apparent and generally accepted. There are the philosophical, humanistic, and scientific forms of knowledge. They are irreducible to one another, they perform entirely different functions in the knowledge of man's relationship to the environment, and express different views about how man lives in culture. I agree that philosophy is exactly existence in culture with a singling out of the limits of this existence. But representatives of humanistic and socioscientific knowledge also deal with existence in culture. What is important for the philosopher is the direction of knowledge from within to the outside; for the representative of humanistic knowledge it is the description of how he exists among a multitude of seemingly diverse and divergent artifacts and processes; and for the scientist it is the order of the philosophically and humanistically defined reality in order to control it the better. (shrink)

Critically exploring medical thought in a cultural milieu with no discernible influence from the European Enlightenment, _Being Human_ reveals an otherwise unnoticed intersection of early modern sensibilities and religious values in traditional Tibetan medicine. It further studies the adaptation of Buddhist concepts and values to medical concerns and suggests important dimensions of Buddhism's role in the development of Asian and global civilization. Through its unique focus and sophisticated reading of source materials,_ Being Human_ adds a crucial chapter in the larger (...) historiography of science and religion. The book opens with the bold achievements in Tibetan medical illustration, commentary, and institution building during the period of the Fifth Dalai Lama and his regent, Desi Sangye Gyatso, then looks back to the work of earlier thinkers, tracing a strategically astute dialectic between scriptural and empirical authority on questions of history and the nature of human anatomy. It follows key differences between medicine and Buddhism in attitudes toward gender and sex and the moral character of the physician, who had to serve both the patient's and the practitioner's well-being. _Being Human_ ultimately finds that Tibetan medical scholars absorbed ethical and epistemological categories from Buddhism yet shied away from ideal systems and absolutes, instead embracing the imperfectability of the human condition. (shrink)

There is a well-established literature on the ethics of belief. Our beliefs, however, are just one aspect of our intellectual lives with which epistemology should be concerned. I make the case that epistemologists should be concerned with an ethics of intellectual agency rather than the narrower category of ethics of belief. Various species of normativity, epistemic, moral, and so on, that may be relevant to the ethics of belief are laid out. An account adapted from virtue ethics for (...) an ethics that goes beyond the ethics of belief is defended. The main claim advanced here is that we should act as the virtuous agent would characteristically act in the circumstances. This claim is supported with reference to a number of examples, as well as considerations informing virtue ethics. An acknowledged feature of this account is that it provides limited guidance regarding right action in intellectual agency. While the account draws on virtue responsibilism to offer guidance, the case is made that it’s a mistake to think that an account in this area can provide a successful decision procedure. (shrink)

James A. Harris suggests, in the "Introduction" to his intellectual biography of David Hume, that we should take seriously Hume's description of himself in "My Own Life," composed in April 1776, as having intended from the beginning to live the life of a man of letters. Harris uses the category "man of letters" both to characterise Hume's intellectual career as a whole, and to address the question of how to approach the relation between Hume the philosopher, Hume the (...) essayist, and Hume the historian. In this article, I will discuss Harris's claim that Hume "is best seen not as a philosopher who may or may not have abandoned philosophy in order to write essays and history, but as a man of letters, a philosophical... (shrink)

Applying Thomas Aquinas’s account of the intellectual virtue of art to teaching yields valuable results both for those who wish to understand teaching better and those looking for models of the approach to virtue epistemology Roberts and Wood call “regulative.” To vindicate that claim, this article proceeds in four steps: First, I introduce Thomas’s taxonomy of the intellectual virtues in light of a pair of distinctions between practical and speculative knowledge and between immanent and transient operations. In the (...) second section, I consider teaching’s relation to each of Thomas’s intellectual virtues and argue that it belongs most properly to art. Next, I describe Thomas’s taxonomy of art by distinguishing among four cross-cutting categories that characterize species of that virtue. Finally, I outline an account of the art of teaching that treats it, with respect to those categories, as performative, deliberative, cooperative, and intersubjective. (shrink)

Applying Thomas Aquinas’s account of the intellectual virtue of art to teaching yields valuable results both for those who wish to understand teaching better and those looking for models of the approach to virtue epistemology Roberts and Wood call “regulative.” To vindicate that claim, this article proceeds in four steps: First, I introduce Thomas’s taxonomy of the intellectual virtues in light of a pair of distinctions between practical and speculative knowledge and between immanent and transient operations. In the (...) second section, I consider teaching’s relation to each of Thomas’s intellectual virtues and argue that it belongs most properly to art. Next, I describe Thomas’s taxonomy of art by distinguishing among four cross-cutting categories that characterize species of that virtue. Finally, I outline an account of the art of teaching that treats it, with respect to those categories, as performative, deliberative, cooperative, and intersubjective. (shrink)

If modernity is manifested as essentialism, postmodernity is manifested as anti-essentialism. Modernity is, in essence, human beings’ discovery of their own power, and is based on rational knowledge that has grasped the essence of things. In fact, in the discourse system of modernity, the various concepts of “essence” connote nothing but people’s imaginative constructions and rational conjectures about objects. In the past, our order, be it internal or external, was in essence guaranteed by God. Afterwards, all “essences”, as essences, must (...) rationally prove the reason for their existence. In the postmodern context and discourse system, God, and also the “human being” who has created essence, has “died”. We should not simply resume the belief in traditional essence, but should reconstruct, on the basis of a full understanding of the intellectual meaning of postmodernity’s challenges, some historicity, practicality, and the concept of essence that accords with the historical as well as communicative rationality. We must realize that the essence of things is the essence of particular things in a particular stage of development, internally containing infinite differences and variety. Only things with postmodern traits contain modernity, and only the concept of essence that conceives difference accords with time. (shrink)

If modernity is manifested as essentialism, postmodernity is manifested as anti-essentialism. Modernity is, in essence, human beings’ discovery of their own power, and is based on rational knowledge that has grasped the essence of things. In fact, in the discourse system of modernity, the various concepts of “essence” connote nothing but people’s imaginative constructions and rational conjectures about objects. In the past, our order, be it internal or external, was in essence guaranteed by God. Afterwards, all “essences”, as essences, must (...) rationally prove the reason for their existence. In the postmodern context and discourse system, God, and also the “human being” who has created essence, has “died”. We should not simply resume the belief in traditional essence, but should reconstruct, on the basis of a full understanding of the intellectual meaning of postmodernity’s challenges, some historicity, practicality, and the concept of essence that accords with the historical as well as communicative rationality. We must realize that the essence of things is the essence of particular things in a particular stage of development, internally containing infinite differences and variety. Only things with postmodern traits contain modernity, and only the concept of essence that conceives difference accords with time. (shrink)