U ovom tekstu razmatra se Platonova problematizacija odnosa drzave, slobode i znanja, u njegovim analizama razlicitih aspekata uzorne drzava. Drzavu Platon razumjeva kao opste dobro, a svrha njenog uspostavljanja jeste da se, u skladu s pravicnoscu, nadomjesti nedovoljnost koja je imanentna svakom pojedincu. Pravicnost je prisutna samo ukoliko su u cjelinu polisa harmonicno povezane sve razlicite i pojedinacne sposobnosti. Platon u svojim suptilnim analizama ukazuje da je za postojanje pravicne drzave neophdno da volja covjeka, u klasi cuvara, bude u potpunosti (...) vezana za dobro, odnosno za poznavanje dobra. Ovo stavljanje u jedan uzrocni sklop znanja, volje i dobra najbolje pokazuje odsutnost saznanja da volja covjeka, uslijed njene slobode izbora zapravo ne stoji pod potpuno odredjujucim uticajem znanja i dobra. Nalazeci se neprestano u stanju slobode izbora, covjek cesto bira suprotno sopstvenom saznanju i razumjevanju dobra. U sferi teorijskog mogu se navesti dobri primjeri medjusobne uslovljenosti volje, znanja i dobra. Naime, sticanjem uverenja da je neko saznanje istinito, s?mo to uvjerenje najcesce povlaci nasu volju da stoji uz to saznanje. Platon podrazumijeva da se ova povezanost u domenu teorijskog moze prenijeti i u sferu prakse, odakle proizilazi i njegova zamisao da se zivot polisa uredi na osnovu ucestovanja u istinitom svijetu ideja. Ali, opravdano se postavlja pitanje da li se ovo iskustvo iz teorijske sfere moze u potpunosti prenijeti u polje prakticnog. (shrink)

Mohanty, J. N. Kalidas Bhattacharyya as a metaphysician.--Deutsch, E. On meaning.--Potter, K. Towards a conceptual scheme for Indian epistemologies.--Ganguly, S. N. Rationality versus reasonableness (freedom: a reinterpretation).--Sen, P. K. A sketch of a theory of properties and relations.--Mohanty, J. N. Perceptual consciousness.--Chattopadhyaya, D. P. Theory and practice.--Bhadra, M. K. The idea of self as purpose, an existential analysis.--Matilal, B. K. Saptabhaṅgī.--Banerjee, H. The identification of mental states and the possibility of freedom.--Chatterjee, M. A phenomenological approach to the self.--Banerjee, S. P. (...) Alienation and freedom.--Sinha, D. Cognitive language in Shahrukh. (shrink)

The touchstone of these seven original essays is the relationship between polis and praxis - the public-political space and the political action that maintains and is conditioned by that space. The argument flows from Martin Heidegger's lament in his Letter on Humanism that modern philosophers have failed to understand that the essence of "action" is "accomplishment." Dallmayr's lucid essays are a step toward achieving that understanding.Dallmayr assesses and puts into perspective the work of many of the seminal thinkers of (...) the 20th century - Martin Heidegger, Maurice Merleau-Ponty, Michel Foucault, Hans-Georg Gadamer, Jürgen Habermas, Hannah Arendt, Leo Strauss, Michael Oakeshott - as he takes up such topics as the plausibility of friendship as a model for political relations, the relationship between political praxis and "experience," Heidegger's ontology of freedom, Foucault's treatment of power, and the merits and disadvantages of Habermasian critical theory. The result is a stimulating and original contribution to current political discourse that explores and advocates the manifold possible levels of active political life below and above the level of the State.Fred Dallmayr has established a reputation as a theorist and critic who is equally well attuned to European and American currents of philosophical and political thought. Like Hannah Arendt, he sees the essay as an ideal form for exercises in theorizing en route while venturing beyond traditional categories and philosophical benchmarks. His aim in this book is not a close-knit propositional framework but a set of tentative and partially continuous explorations that are provocative and inviting, like the movements of a musical suite.Fred R. Dallmayr is Packey Dee Professor of Government, University of Notre Dame. (shrink)

According to psychoanalysis there is a relationship between gaining insight and therapeutic success. To clarify this relationship it is necessary to differentiate regions of psychoanalytic theory. On the one hand there are foundational theories - personality and aetiological theory - on the other hand there are technological theories: they explain the therapeutic process and generate rules for therapeutic intervention. The latter are supported by the former, but cannot be logically derived from them. The link between the mediation of self-knowledge and (...) the improvement of the state of the patient is a theoretical and practical issue of psychoanalysis: theoretically it is a hypothesis that has to be proved by empirical investigation. Practically it is an aim to be fulfilled. A therapeutic theory should list the conditions that are necessary for this. (shrink)

In Self-Knowledge and Resentment, Akeel Bilgrami argues that self-knowledge of our intentional states is special among all the knowledges we have because it is not an epistemological notion in the standard sense of that term, but instead is a fallout of the radically normative nature of thought and agency. Four themes or questions are brought together into an integrated philosophical position: What makes self-knowledge different from other forms of knowledge? What makes for freedom and agency in a deterministic universe? What (...) makes intentional states of a subject irreducible to its physical and functional states? And what makes values irreducible to the states of nature as the natural sciences study them? This integration of themes into a single and systematic picture of thought, value, agency, and self-knowledge is essential to the book's aspiration and argument. Once this integrated position is fully in place, the book closes with a postscript on how one might fruitfully view the kind of self-knowledge that is pursued in psychoanalysis. (shrink)

some thoughts about creativity and freedom of expression.

The article outlines the development and most important features of the religious constitutional law of the Federal Republic of Germany, as constituted in the Grundgesetz and the decisions of the Federal Constitutional Court. Under the basic principle of neutrality, it constitutes a system of separation with single aspects of cooperation of the state and religious communities. It is also a system of wide freedom and of kindness to religion. Non-religious worldviews are explicitly equated for individuals as well as for religious (...) and non-religious associations. This system is in theory exemplary, but holed by contradictory laws, church-state-treaties and one-sided financial subventions in a huge dimension. The indirect influence of the large Christian churches is remarkable. Christian institutions dominate the social services – with unpleasing consequences for over 1 million employees, who are subject to a special employment law. Meanwhile, low-level discrimination of small religious communities continues. (shrink)

I have elaborated the classical Marxian and Durkheimian conceptions of human freedom to serve as a foundation for understanding contemporary interest in human freedom as well as its relationship to other modern desires, such as a sense of community or solidarity. There is obviously no agreement regarding the lessons to be drawn from this discussion on human freedom and its relationship to the forces of modernization. This is reflected in the paradox that modernization is seen by many as liberating, and (...) by others as that from which liberation is sought. In a purely descriptive account, both liberation quests are valid. The final issue, however, is not one of description but one of values.The limits to the reconciliation of freedom and community are contained within the limits of politics itself. One of the most influential aspects of the false consciousness of ideological politics is to deny the multidimensionality of politics in theory. Since Hegel, it appears that social theory can, in principle, resolve any contradiction, if only given sufficient time and reason. Nevertheless, sociopolitical action continually requires choices among ideals in ways not required of the symbolic action of social theorists. Our compelling task remains to search for and identify those socio-political arrangements that hold differing “payoffs” for efforts to build more humane institutions. (shrink)

This book uses the concepts of freedom, indeterminism, and fallibilism to solve, in a unified way, problems of free will, knowledge, reasoning, rationality, personhood, ethics and politics. Presenting an overarching theory of human freedom, Frederick argues for an account of free will as the capacity for undetermined acts. Knowledge, rationality, and reasoning, both theoretical and practical, as well as personhood, morality and political authority, are all shown to be dependent at their roots on indeterminism and fallibility, and to be connected (...) to individual freedom. Thought-provoking and original, Frederick’s theory of freedom examines a broad spectrum of issues, from the distinction between persons and other animals, to the purpose of the state and political authority. Offering a bold and succinct conspectus of the philosophy of freedom, this book makes surprising connections between perennial issues across the field of philosophy. (shrink)

Numerous studies suggest that both emotion knowledge and language abilities are powerfully related to young children’s theory of mind. Nonetheless, the magnitude and direction of the associations between language, emotion knowledge, and theory-of-mind performance in the first years of life are still debated. Hence, the aim of this study was to assess the direct effects of emotion knowledge and language on theory-of-mind scores in 2- and 3-year-old children. A sample of 139 children, aged between 24 and 47 months (M = (...) 35.5 months; SD = 6.73), were directly administered measures of emotion knowledge, theory of mind, and language. We conducted structural equation modeling (SEM) to evaluate the effects of these variables within a single comprehensive framework, while also controlling for any effects of age and gender. The proposed structural equation model provided an excellent fit for the data, indicating that both children’s emotion knowledge and their language ability had direct positive effects on theory of mind scores. In addition, age was found to wield statistically significant effects on all the variables under study, whereas gender was not significantly associated with any of them. These findings suggest the importance of fostering young children’s emotion knowledge and language with a view to enhancing their comprehension of mental states. (shrink)

One of the most influential thinkers of the 20th century, Sir Karl Popper here examines the problems connected with human freedom, creativity, rationality and the relationship between human beings and their actions. In this illuminating series of papers, Popper suggests a theory of mind-body interaction that relates to evolutionary emergence, human language and what he calls "the three worlds." Rene; Descartes first posited the existence of two worlds--the world of physical bodies and the world of mental states. Popper argues for (...) the existence of "world 3" which comprises the products of our human minds. He examines the interaction between mental states--hopes, needs, plans, ideologies or hypotheses--and the physical states of our brain. Popper forcefully argues against the materialism forwarded by many philosophers which denies the existence of mental states. Instead, he demonstrates that the problem of the interaction between mental and physical states remains unresolved. Knowledge and the Body-Mind Problem is based on Popper's never-before published lectures at Emory University in 1969. Popper has extensively revised the lectures but has retained their accessible format. He has also incorporated some of the discussions which followed the lectures, providing an engaging exchange between the philosopher and his audience. (shrink)

Each of the fourteen essays in this volume is directed to some aspect of these two questions: What are the peculiarities of the concepts that we use to describe and to criticize the mental states and performances of human beings? What are the peculiarities of the knowledge that we may possess of our own mental states and attitudes and of the mental states and attitudes of others? Each of us is both a scientific student of others' beliefs, desires, and attitudes (...) and the responsible author of his own beliefs and attitudes. The center of the freedom-of-mind problem, Professor Hampshire asserts, is the confusion that arises when we try to reconcile the explanations that we would give of the same mental state or process from the two different points of view. Originally published in 1971. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905. (shrink)

Can taxation and the redistribution of wealth through the welfare state be conceived as a modern system of circulation of the gift? But once such a gift is institutionalized, regulated and sanctioned through legal mechanisms, does it not risk being perverted or corrupted, and/or not leaving room for genuinely altruistic motives? What is more: if the market’s utilitarian logic can corrupt or ‘crowd out’ altruistic feelings or motivations, what makes us think that the welfare state cannot also be a source (...) of corruption? To explain the standard answers to the abovementioned questions as well as their implications I will first re-examine two opposing positions assumed here as paradigmatic examples of other similar positions: on the one hand, Titmuss’s work and the never-ending debate about it; on the other, Godbout’s position, in-so-far as it shows how Titmuss’s arguments can easily be turned upside down. I will then introduce and reinterpret Einaudi’s “critical point” theory as a more complex and richer anthropological explanation of the problems and answers considered herein. Through the analysis of these paradigmatic positions I will develop two interrelated arguments. 1) The way these problems are posed as well as the standard answers to them are: a) subject to fallacies: the dichotomy fallacy and the fallacy of composition; b) too reductive and simplistic: we should at least try to clarify what kind of ‘gift’ or ‘corruption’ we are thinking about, and who or what the ‘giver’, the ‘corrupter’, the ‘receiver’ and/or the ‘corrupted’ party are. 2) The answers to these problems cannot be found by merely following a theoretical approach, nor can they be merely based on empirical evidence; instead, they need to take into account the forever troublesome, ambiguous and unpredictable matter of human freedom. (shrink)

In the last two decades the Israeli educational system has undergone major changes which have transformed it from a state-controlled, overly bureaucratic and almost fully state-financed system into a decentralized, partly locally controlled and increasingly privately financed system. Advocates of this transformation of the educational system appeal to the ideal of parental choice. They argue that the implementation of parental choice programs in education shows more respect to the children and their unique talents, take their self-realization seriously and promotes equal (...) opportunities in education. The ideal of parental choice is also upheld in relation to value of cultural pluralism. Supporters of educational autonomy advocate the restructuring of schools in a way allowing them to develop a unique climate and curriculum consistent with respective communities and parents' preferences. The aim of this paper is to assess critically the changes that Israeli educational system has undergone against the background of the principle of equal educational opportunities. The main claim of the paper is that these changes undermine this principle. It will be argued that these changes actually cater mainly to the educational interests of middle and upper middle classes in Israeli society. (shrink)

Purpose The purpose of this paper is to describe and explore the current state of internet regulation through content filters in Swedish public libraries. Design/methodology/approach Data was collected through an electronic survey directed to library managers of Sweden’s 290 main municipal libraries. 164 answers were returned, yielding a 57% response rate. The analysis comprises descriptive statistics for quantitative data and an activity theory approach with focus on contradictions for qualitative counterparts. Findings In total, 33% of the responding libraries report having (...) content filters; 50% have not; and a surprising 18% do not know. There is a strong correlation between internet misuse and positive attitudes towards filters, and, reversely, between lack of misuse and lack of active stances concerning filters. Rather than seeing this as weakness, the authors suggest that there is strength in a context-bound flexibility open to practical experience and weighting of values, ethics, legislation and local circumstances. More troublesome indications concern the high deferral of decision-making to local authorities (municipalities) whereby libraries are left with limited insight and influence. Research limitations/implications The situation calls for professional organisations to address political mandate questions, and educational programs to strengthen future information professionals’ knowledge of IT in general; filter issues in specific; and local authority decision-making. The study highlights the need of adequate information professional competences and mandates to decide on and oversee internet regulation. Originality/value To the best of the authors’ knowledge, this is the first internationally published study on content filters in Swedish public libraries. (shrink)

Political philosophy provides the basis for political praxis; it requires a functional understanding of society in which the economy is an extraordinarily significant component. This is no less true of Marxism than it is of liberalism: it is all at once a political philosophy and an analysis of political economy, both of which are oriented toward and motivated by an agenda of human engagement. Often obscured by the complexities of Marxian analysis is the nature of its critique of liberalism, (...) which preceded it and to which it was intended as both a theoretical and practical response. Beyond Liberalism offers a detailed elaboration of that critique, restoring to a central position the long history of imperialism that has been at the heart of capitalism since its inception and explicating Marxism's relevance to the contemporary era of globalization, in particular financial globalization. The dramatic opposition between the two political theories turns heavily on their differential perspectives on individual freedom. The book provides a corrective to the common misperception that, while liberalism is concerned with such freedom, Marxism and the socialist agenda it advances emphasize instead a contrasting sphere of the collective. Prabhat Patnaik argues that liberalism and Marxism give very different analyses of the status of the individual within capitalism and that the Marxist alternative leads to the conclusion that the freedom of the individual can be realized only by means of an upheaval of capitalism through collective action. It is as relevant to Keynesian social democracy, marked by state intervention to alleviate conditions of unemployment, poverty, and inequality, as it is to classical liberalism. In the latter the functioning of the capitalist system constrains individual freedom; in the former, on the capacity of the state to intervene, which is especially apparent in our era in which finance is globalized but states remain national. Capitalism requires a degree of unemployment, for example, to limit wages and maintain the accrual of surplus value. The system also tends toward the centralization of capital, augmenting the power imbalance of global corporations over nation-states and the coercion of individual agency. It is only through the overturning of the system and the adoption of a socialist system that individual freedom and economic equality can be fostered. (shrink)

The aim of this article is to establish that current thought about the point of a publicly funded university faces a dilemma. On the one hand, influential and attractive ‘macro’-level principles about how state resources ought to be accountably used entail that academic freedom should be utilised solely for the sake of social justice or some other concrete public good. Standard theories of public morality entail that an academic’s responsibility is entirely to be ‘responsive’ or ‘relevant’ to her social context (...) in the way she teaches and researches. On the other hand, ‘micro’-level self-conceptions of teachers and researchers include the idea that it can be proper to use academic freedom in order to discover and impart knowledge that is unlikely to foster social justice, however construed. Probably most academics accept the idea that ‘knowledge for its own sake’ can often merit pursuit and transmission. In this article, I use the most space to defend the second horn of the dilemma, the micro-level perspective, by indicating just how counterintuitive the macro one is. As a foil I critically discuss a recent report by the South African Council on Higher Education, which occasions awareness of the position that the right to academic freedom is exhausted by a duty to benefit society. However, I conclude by noting prima facie defences of the first horn, pointing out that dominant accounts of institutional ethics forbid scholars from seeking knowledge for its own sake, and hence indicating the need to resolve an antinomy about the proper final ends of a state university. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:On "Methodolatry" and Music Teaching as Critical and Reflective Praxis Thomas Regelski State University of New York, Fredonia Introduction: Professions and Professionalism Most teachers, including those in music, like to think of themselves as professionals. However, the "professionalization" of teachers traced by sociology generally refers to only the transition early in the twentieth century from two years ofteacher preparation in normal schools to four years in newly created (...) professional schools, departments, orprogramsofeducationinuniversities. Traditional sociological theory still considers teaching to be at best a "semiprofession."1 In the "ideal" descriptionofsociologist Max Weber, professionals shared these traits: They were self-employed providers of services, diey entered dieir profession because diey were 'called' to it out of some deep personal commitment, and dieir qualifications were based upon tiieir possessionof'expert' andesotericknowledge. In addition, dieir knowledge base could be acquired only by a select few who underwent long and rigorous study. Their services dealt widi serious, often life or deadi matters, and dieywere remunerated by fees from clients. Communication between professionals and dieir clients was legally privileged so uiat courts oflaw could not require its disclosure. Most important, entrance to mese professions was controlled by professional peers, who set requirements for entry, training, and certification. Boards ofpeers also developed reviewprocesses to maintain standards and competence. 2 A further criterion of a true profession is that praxis3 relies upon underlying theory4 and the fundofwidelyacceptedpractice-basedknowledge generated by theory that is required to deal with the extensive variety ofpredictably unique problems and needs presented by those served. Teaching clearly deviates substantially from these conditions. The theory serving as the basis of any profession is not amatterofsimple speculation; it is rooted in research and theoretical principles-fundamentals that importantly include commonly recognized and accepted action ideals of the profession's ethical and other guiding philosophicalconsiderations. Uponsuchtheoretical bases, professional praxis generates ever-new praxial knowledge. Because ofthe particulars of the situatedness governing both the practitioner andthose served, praxis-based knowledge always takes idiosyncratic form for a particularpractitioner -but, importantly, within the general theoretical, ethical, and philosophical stance ofthe profession. As a result, there are no "standard results " for any practitioner or for the overall profession. Furthermore, there are no standard methods ;just "standards ofcare" rooted in the profession 's theoretical and ethical premises. Music educationhas evolvedno such shared action ideals concerning ends and so the issue of theory-guided practice or of a professional ethic remainsambiguous, evencontroversial.1 Without professionally based consensus on ends, no stable criteria exist for selecting means and evaluating results and, thus, no ethic of accountability can apply. As aconsequence, results areconsiderably unpredictable-and not infrequently negative-and the appropriateness and usefulness ofmuch what is taught and learned is regularly disputed. This is not at all to say or to argue that music education has historically brought about mainly negative results, or that individual music©Philosophy ofMusic Education Review 10, no. 2 (Fall 2002): 102-123. Thomas Regelski 103 teachers are never successful. It wouldbe wrongheaded not to acknowledge the existence ofmuch well-intentioned, hardworkby individual teachers who are both musically competent and 'naturals' in working with students. This paper addresses instead mainly structural weaknesses in the field of music education that result in it as a field falling far short of at least the general kinds of professionalism found in helping professions. The comparisons made here to helping professions are made only in a very general way. However, overall, the field ofmusic education fails to compare well with the most obvious traits of familiar professions. As shall be argued, judgments concerning successful practice in music education should depend in large part on criteria provided by theoretically substantiated auricular goals and ideals and by implied and explicit process criteria of both an ethical and practical nature.6 Lacking such criteria, the question or degree of teaching success remains vague. As a result music education fails to promote predictable and pragmatic "right results" that students, parents, and the public at large can easily recognize as the professional "value-added" to general education and society by music education and this creates the increasing need foradvocacyofschool music. Philosophy, Theory, and Professional Praxis Whetherornot teachingcan everfullymeet the sociological conditions ofbeing a true profession, it would profit from and... (shrink)

There are two ideas of freedom in Spinoza's work, one stoic, the other republican. The stoic idea is expressed in the themes of individual self‐mastery through knowledge of one's place in the natural order. The republican idea of freedom expresses the necessity and nobility of political engagement in a state that is not fully rational. Spinoza's own theory of republican sovereignty was inspired by Machiavelli and other contemporary Dutch republican thinkers. Though, it originates as a critique of the Hobbesian social (...) contract theory. Spinoza argues that participation is the key to a state's stability, both in regard to external and internal threats. Spinoza thinks that the more a state is based upon republican principles of participation the more freedom its citizens will have. At the core of a virtuous individual's relation to the state is the idea of participation, an idea that reflects the fundamental premises of Spinoza's theory of sovereignty. (shrink)

Next SectionBiodefence, broadly understood as efforts to prevent or mitigate the damage of a bioterrorist attack, raises a number of ethical issues, from the allocation of scarce biomedical research and public health funds, to the use of coercion in quarantine and other containment measures in the event of an outbreak. In response to the US bioterrorist attacks following September 11, significant US policy decisions were made to spur scientific enquiry in the name of biodefence. These decisions led to a number (...) of critical institutional changes within the US federal government agencies governing scientific research. Subsequent science policy discussions have focused largely on ‘the dual use problem’: how to preserve the openness of scientific research while preventing research undertaken for the prevention or mitigation of biological threats from third parties. We join others in shifting the ethical debate over biodefence away from a simple framing of the problem as one of dual use, by demonstrating how a dual use framing distorts the debate about bioterrorism and truncates discussion of the moral issues. We offer an alternative framing rooted in social epistemology and institutional design theory, arguing that the ethical and policy debates regarding ‘dual use’ biomedical research ought to be reframed as a larger optimisation problem across a plurality of values including, among others: (1) the production of scientific knowledge; (2) the protection of human and animal subjects; (3) the promotion and protection of public health (national and global); (4) freedom of scientific enquiry; and (5) the constraint of government power. (shrink)

In Scepticism, Freedom and Autonomy, Araujo argues against this interpretation, asserting that we retain control over our opinions only through selective ...

What are the freedom-relevant conditions necessary for someone to be a morally responsible person? I examine several key authors beginning with Harry Frankfurt that have contributed to this debate in recent years, and then look back to the writings or Søren Kierkegaard to provide a solution to the debate. In this project I investigate the claims of semi-compatibilism and argue that while its proponents have identified a fundamental question concerning free will and moral responsibility—namely, that the agential properties necessary for (...) moral responsibility ascriptions are found in scenarios where the agent acts on her own as opposed to her action resulting from freedom undermining external causes such as manipulation, phobias, etc.—they have failed to show that the freedom-relevant agential properties identified in those actual-sequence scenarios are compatible with causal determinism. My argument is that only a voluntarist-libertarian theory can adequately account for the kinds of cases that the semicompatibilist identify. I argue that there are three freedom-relevant conditions necessary for someone to be a morally responsible person: a hierarchical understanding of human desires [specifically and mental states generally], an incompatibilist (non-deterministic) understanding of human action, and a historical understanding of character development. The ability to reflect critically about one’s own desires and emotions, and thus to have a kind of self-knowledge and understanding with regard to the springs of one’s own actions, is required to make it possible for the agent to be the “source” of her own actions and character. The non-deterministic understanding of human action is needed for a similar reason: if determinism is true, then every action a person performs can be ultimately traced to and exhaustively explained in terms of factors outside the agent’s control, thus making the agent’s responsibility for his actions an illusion. And finally,human nature must be such that, over time, one’s choices leave a dispositional residue self-understanding and motivation in the person’s self, out of which, in mature understanding and motivation, the person acts as a fully responsible agent. (shrink)

This study uses the Religion and State round 2 dataset to examine the presence of religious freedom in 177 countries. There are many different conceptions of the meaning of religious freedom but they can be divided into two categories, those which focus on the free exercise of religion—that is the right to practice religion and maintain religious institutions—and those which focus on treating all religions equally, also known as the level playing field model. The results show that neither form of (...) religious freedom is common even among democracies and states which have constitutional clauses protecting religious freedom. This finding has serious implications for our understanding of the nature of liberal democracy. (shrink)

This chapter discusses one way to understand one of Spinoza's most vital, controversial concepts – essence – and attempts to show how this interpretation of essence illuminates and animates the basic precepts of his political theory. It shows that the radical metaphysics of the Ethics are the beating heart of Spinoza's ethical and political prescriptions. The chapter considers how the knowledge of essences of singular things, scientia intuitiva, is the key to the method by which an individual achieves freedom, virtue, (...) and beatitudo. An idea that involves the unity of the formal and actual essence of a thing in the finite intellect is the object of the third kind of knowledge. Unity, for Spinoza, is a critical theme underlying his metaphysics, his epistemology, and his politics. For Spinoza, man can only achieve wisdom hand‐in‐hand with freedom, that is, hand‐in‐hand with his fellow man. (shrink)

Whether in characterizing Catharine MacKinnon's theory of gender as itself pornographic or in identifying liberalism as unable to make good on its promises, Wendy Brown pursues a central question: how does a sense of woundedness become the basis for a sense of identity? Brown argues that efforts to outlaw hate speech and pornography powerfully legitimize the state: such apparently well-intentioned attempts harm victims further by portraying them as so helpless as to be in continuing need of governmental protection. "Whether one (...) is dealing with the state, the Mafia, parents, pimps, police, or husbands," writes Brown, "the heavy price of institutionalized protection is always a measure of dependence and agreement to abide by the protector's rules." True democracy, she insists, requires sharing power, not regulation by it; freedom, not protection.Refusing any facile identification with one political position or another, Brown applies her argument to a panoply of topics, from the basis of litigiousness in political life to the appearance on the academic Left of themes of revenge and a thwarted will to power. These and other provocations in contemporary political thought and political life provide an occasion for rethinking the value of several of the last two centuries' most compelling theoretical critiques of modern political life, including the positions of Nietzsche, Marx, Weber, and Foucault. (shrink)

From interpreting the world to changing it, this book is a synthesis of Chomsky's early work on philosophy, linguistics, and politics.

In this groundbreaking collection of articles, Tara Chatterjea brings Indian philosophy into proximity with contemporary analytic thought.

This paper examines some of the central arguments of John McDowell's Mind and World, particularly his treatment of the Kantian themes of the spontaneity of thought and of the nature of self-consciousness. It is argued that in so far as McDowell departs from Kant, his position becomes less plausible in three respects. First, the space of reason is identified with the space of responsible and critical freedom in a way that runs together issues about synthesis below the level of concepts (...) and at the level of complete judgements. This leads to the unwarranted exclusion of animal minds from the space of reasons. Second, McDowell draws no essential distinction between apperception and inner sense, a distinction which is important to a defensible Kantian view and to the very idea of a sui generis transcendental knowledge of the mind that is consistent with Kant's critical principles. McDowell does not take into account some of Kant's developed arguments about the inherently reflective nature of consciousness which is interpreted as an adverbial theory of the nature of conscious experience, a mode of being in a mental state . Third, McDowell endorses a standard treatment of Kant's approach to the mind in which a merely formal account of mind needs to be anchored outside consciousness on the physical body. The arguments for this conclusion, both in Mind and World and in related work by Bermudez and Hurley, is shown to be very inconclusive as a criticism of Kant. The capacity to self-ascribe thoughts that are already conscious shows, but does not say, a truth about the unity of our conscious experience that does not require further anchoring on a physical body; at that stage of the Critique Kant is describing conditions for conscious experience in general, not the conscious experience of spatio-temporally located makers of judgements. The alleged lacuna in Kant's arguments is no lacuna at all. (shrink)

In this book, controversial and world-renowned theologian, Stanley Hauerwas, tackles the issue of theology being sidelined as a necessary discipline in the modern university. It is an attempt to reclaim the knowledge of God as just that – knowledge. Questions why theology is no longer considered a necessary subject in the modern university, and explores the role it should play in the development of our “knowledge” Considers how theology is often excluded from the knowledges of the modern university because these (...) are constituted by an understanding of time necessary to make economic and state realities seem inevitable Argues that it is precisely this difference that makes Christian theology an essential resource for the university to achieve its task - that is, to form people who are able to imagine a different world through critical and disciplined reflection Challenges the domesticated character of much recent theology by suggesting how prayer and the love of the poor are essential practices that should shape the theological task Converses with figures as diverse as Luigi Giussani, David Burrell, Stanley Fish, Wendell Berry, Jeff Stout, Rowan Williams and Sheldon Wolin Published in the new and prestigious Illuminations series. (shrink)

In this illuminating study Craig argues that the standard practice of analyzing the concept of knowledge has radical defects--arbitrary restriction of the subject matter and risky theoretical presuppositions. He proposes a new approach similar to the "state-of-nature" method found in political theory, building the concept up from a hypothesis about its social function and the needs it fulfills. Shedding light on much that philosophers have written about knowledge, its analysis and the obstacles to its analysis, and the debate over skepticism, (...) this compelling work will be of interest to students and scholars of epistemology and the philosophy of language. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

This volume is a reissue of an 1889 translation of Fichte’s third book, Grundlage des Naturrechts nach Principien der Wissenschaftslehre, which first appeared in Jena in 1796. Fichte here attempts to reconcile his belief in the sacredness of the rights of the individual with his conviction that the individual is a member of a community of rational beings, and thus man develops his moral self only through relationship to others. ‘…Ego is the individual, the rational being determined as such through (...) opposition to another rational being’. His thesis is that human rights are essentially social rights and that, since the freedom of the individual implies responsibility, concrete freedom is necessarily finite. This affirmation of the limitation of a self by its relation to other selves corresponds with Fichte’s exposition of the mutual limitation of the ego and the non-ego in his theory of the intellect in his Science of Knowledge. Fichte declares that the fundamental principle of The Science of Rights is that each individual must restrict his freedom through the conception of the possibility of the freedom of the other. (shrink)

We present a toy theory that is based on a simple principle: the number of questions about the physical state of a system that are answered must always be equal to the number that are unanswered in a state of maximal knowledge. Many quantum phenomena are found to have analogues within this toy theory. These include the noncommutativity of measurements, interference, the multiplicity of convex decompositions of a mixed state, the impossibility of discriminating nonorthogonal states, the impossibility of a universal (...) state inverter, the distinction between bipartite and tripartite entanglement, the monogamy of pure entanglement, no cloning, no broadcasting, remote steering, teleportation, entanglement swapping, dense coding, mutually unbiased bases, and many others. The diversity and quality of these analogies is taken as evidence for the view that quantum states are states of incomplete knowledge rather than states of reality. A consideration of the phenomena that the toy theory fails to reproduce, notably, violations of Bell inequalities and the existence of a Kochen-Specker theorem, provides clues for how to proceed with this research program. (shrink)

In States of Knowledge, Sheila Jasanoff argues that we gain explanatory power by thinking of natural and social orders as being produced together, but she and her volume contributors do not yet offer a theory of the coproduction of scientific knowledge and social order. This article uses Mary Douglas’s cultural theory to identify four recurring states of knowledge and to specify political–cultural conditions for the coproduction of scientific knowledge, social order, and scientific, cultural, and policy change. The plausibility of this (...) theory is illustrated by using it to explain the coproduction and transformation of forest and wildlife science and management in the Pacific Northwest. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 13.1 (2005) 104-108 [Access article in PDF] A Response to Estelle R. Jorgensen, "Four Philosophical Models of the Relationship Between Theory and Practice" Randall Everett Allsup Teachers College, Columbia University Each of the four philosophical models that Estelle Jorgensen has put forth contests, adheres to, or adjusts the hierarchical relationships between dualities, specifically the theory and practice of musical learning. The dichotomy model faces (...) binary associations head on, splitting existence however defined into dualisms like "this/that," "us/them," and "mind/body." Models of polarity, according to Jorgensen, accommodate dualities by buffering edges, emphasizing the interconnectedness of binary relationships. The fusion metaphor is exemplified by Paulo Freire's notion of praxis in which action and reflection are welded together to create hope for a new world, one free of the oppression and conflict that is inherent in binary relationships. The dialectical model is contrapuntal by nature, Edward Said would say.1This relationship highlights our postmodern devotion to différence by embracing the tension created through inclusion so that "this is with that," "we are with them and they are with us," and "mind is with body, just as body is with mind."2Perhaps there is a fifth model, a new kind of relationship where the oppositional or hierarchical nature of binaries co-exists peacefully without tension. [End Page 104] Such an arrangement is, I think, an outgrowth of capitalist democracy—it is, most especially, representative of our global, information age. This type of relationship is problematic philosophically, we will see, lacking as Jorgensen has outlined "logic evidenced in principles," "internal consistency," and "coherence within a unity or whole." Likewise for Bennett Reimer, this new mind-set fails the test of philosophical scrutiny, unconcerned as it is with a "reasoned, structured set of propositions."3 Whether philosophy or mind-set, this new arrangement has as much to do with freedom and free markets as it does with the particular conditions of both modernity and postmodernity.In the novel, White Noise, by Don DeLillo, the postmodern condition is represented in part by an "Airborne Toxic Event," a cloud of gas, Nyodene D, which floats above a tranquil All-American college town.4 A sense of crisis is felt, but felt obliquely and no one knows exactly what harm has been done. In Albert Camus' The Plague, by contrast, the disease that infests the North African town of Oran acts to awaken its citizenry, confronting the populace with the moral imperatives to fight or flee.5 Perhaps the metaphor of quarantine symbolizes the hard boundaries of modernism.Capitalism seeks to dissolve conflict. It operates silently, in the realm of social production, like a cloud of gas. Denise, Jack Gladney's daughter in White Noise, mumbles over and over in her sleep, "Toyota Corolla, Toyota Celica, Toyota Cressida...."6 There is a sense of ontological change, that the expanding reach of media, information, and technology rewires the way we think, the way we dream. Tensions are willed away. The expansion and survival of market shares, after all, depend on the peaceful erosion of boundaries—boundaries that demarcate what we learn, what we buy, and who we are.Questions about what this new system means—this new mind-set—are explored in a book called Empire by Michael Hardt and Antonio Negri.7 These writers posit a global world of communication, cooperation, and affect, where an increase in hybrids creates a kind of "omniversality" where the virtual, natural, and ideological converge.8 In the dialectical relationship that Jorgensen shares with writers like Paulo Freire and Maxine Greene, there is no acceptable synthesis, no peaceful co-existence, between oppressors and oppressed. While according to Freire, the oppressed may internalize or house characteristics of the oppressor. In the global world of capital, the oppositional nature of the Other is replaced by niches or fragments, dissolving differences into marketing opportunities, really. That the avant-garde no longer exists is proof of this new state.As the essentialist nature of the Other fades away... (shrink)

The purpose of the present work is twofold. On the one hand, it attempts to provide a critical exposition of the ethical theory of Jean-Paul Sartre. On the other hand, it strives to explain, and in a limited way to defend, the central thesis of that theory, namely, that freedom is the "highest," or most important, value. ;The study begins with an extensive discussion of Sartre's theory of freedom. Sartre's arguments for the freedom of consciousness are identified and presented, and (...) a number of widespread misunderstandings of Sartre's conception of the nature of freedom are corrected. Specifically, it is argued that, contrary to prevailing opinion, Sartre distinguishes between different senses of freedom, insists that freedom is always limited, and remains substantially consistent, throughout his intellectual career, in his understanding of the nature of freedom. ;The study next takes up Sartre's theory of values. Here the well-known strain of ethical subjectivism in Sartre's thought is presented and criticized, with the main instrument of criticism being a distinction, overlooked by Sartre, between subjectivism as a meta-ethical theory about the status of moral judgments, and subjectivism as an ontological doctrine regarding the existence of moral values. ;The study concludes with an explanation and defense of the theory that freedom is the highest value. Here the presentation of Sartre's ethical theory is brought to completion through a discussion of its neglected objectivist elements, and through a development in regard to ethics of Sartre's general theory of knowledge. It is then shown that the notion of freedom as a value underlies both the subjectivist and the objectivist phases of Sartre's ethical thought, and it is suggested that these two phases can be reconciled in a conception of ethics as a dialectic of invention and discovery. This conception is defended by way of a brief discussion of its advantages over rival ethical theories, which neglect one or the other of the stages of this dialectic. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Diacritics 31.3 (2001) 30-56 [Access article in PDF] The Priceless IntervalTheory in the Global Interstice Reingard Nethersole In a poignant scene in Goethe's Faust [1.2038-39] an eager student seeking what we would call curriculum advice today asks what subjects he should study. Counseled by Mephisto in the guise of the master, Faust, the student is admonished to read for anything but theory because: "Grey, my friend, is all theory, (...) / Green alone is life's golden tree." Uttered from within the epitome of an ivory tower image, a vaulted "gothic study," the advice gains rhetorical strength from alliterative, juxtaposed color metaphors which celebrate an organicist, holistic vision of life. Given current attitudes toward literary theory, many enthusiastic freshmen will receive similar guidance. Theoretical deliberation and mediation in the academy were not always popular, to be sure, but the resistance to theory was never as acute as it is now, when the very institutional space inhabited by thought is being curtailed largely because of financial considerations. Thus drawn into cost-benefit calculations that figure the student (in South Africa) as "client," the professor as "cost factor," and education as branded product, the University sees itself compelled, under the hegemony of the economic, to side with praxis in place of theory. "Doing" rather than thinking, action rather than reflection might have seemingly won the day, yet the controversy surrounding the relation between theory and literature on the one hand and theory and praxis on the other persists both inside and outside the academy.At the heart of a modern organization of knowledge, the dichotomy of theory and praxis is inscribed in Kant's Conflict of the Faculties. It will be remembered that Kant divided the domains of philosophy, theology, law, and medicine that constituted the University of his day into the "lower faculty," philosophy (lower from the point of view of government), and the "higher" faculties of theology, law, and medicine (higher because they are closer to government power). However, by granting philosophy (reason) implicit guardianship over the "higher faculties," lest these would revert to magical practices, Kant's Enlightenment philosophy placed a wedge between theory and praxis, a wedge that not only recast an ancient (Western) fissure between contemplation and action, a conscious I think and an active I do, but also opened a space for a troubled relationship between philosophy and the other faculties and between the faculties and state power—or as is the case today—economic power.Kant's university, of course, did not know the "humanities" of which history and literature were to become an integral part along with philosophy in the early nineteenth century, but by ranking reason below the utilitarian subjects or "faculties" while, at the same time, recognizing philosophy's preeminence as their imperative, Kant's positioning of thought/theory in relation to praxis 1 set up a tension between thinking and doing [End Page 30] that reverberates, for instance, in literary studies' perennial conflictual pairing between a "green" intuitive, untrammeled appreciation of literary texts and a "grey" theory. Moreover, supported by a particular modern, Western socioreligious structure (Protestantism) that values (bourgeois) industriousness or labor more than (aristocratic) leisure, the legacy of the "conflict of the faculties" implicates the connection between the university as institution of knowledge production in relation to the various domains of knowledge application and/or consumption.Concerned about the multiple changes that involve our being and acting in the world before an ever-expanding planetary horizon, which in turn profoundly alters the educational objective of institutions of higher learning in general and menaces such sites of thought as literary theory in particular, I shall, in the following, sketch the interval, a topos borrowed from musicological discourse, as a place for theory under global conditions. In addition I shall attempt to conjoin the disparate sides/sites of criticism and theory by cross-stitching Bill Readings's thoughts on the transformation of the university, descriptions of university "reform" currently under way in South Africa, and Goethe's text in order to illustrate the kind of subject/self produced by education or Bildung in contrast... (shrink)

The standard philosophical project of analysing the concept of knowledge has radical defects in its arbitrary restriction of the subject matter, and its risky theoretical presuppositions. Edward Craig suggests a more illuminating approach, akin to the `state of nature' method found in political theory, which builds up the concept from a hypothesis about the social function of knowledge and the needs it fulfils. Light is thrown on much that philosophers have written about knowledge, about its analysis and the obstacles to (...) its analysis, and on the debate over scepticism. It becomes apparent why many languages not only have such constructions as `knows whether' and `knows that', but also have equivalents of `knows how to' and `know' followed by a direct object. Thus the inquiry is both broadened in scope and made theoretically less fragile. (shrink)

"Republicanism" in Kant's political philosophy describes the type of state and the kind of politics demanded by freedom. Thus understood, republicanism expresses the limits of practical reason in politics. ;Kant sets his political thought against Hobbes' empirical description of political individuals, for whom norms arise through imaginative "picturing" of various conditions. For Kant free practical subjects are motivationally independent of sensed objects and possess ability for self-legislation . Kant further maintains that ideas are "regulative", not constitutive, of human understanding, such (...) that correct use of them requires knowledge of their "principles." ;Because autonomy governs internal determinations, it cannot be the principle of republicanism, which as a matter of "right" concerns actions in their external aspect alone. Actions are subject only to moral possibility, or "permission". Kant's "permissive law" can be understood as law only if moral obligation is distinguished from the specification of duty, a distinction drawn by Achenwall, who influenced Kant. Right built on "permission" connects "first taking" and "intelligible possession". This explains two notions permeating Kant's political writings: obedience to state authority as such, and skepticism regarding any identification of existing arrangements with the idea of a perfectly rightful state. ;Thus conceived, right legitimizes various constitutions. The republican idea and its principle of "representation" are civil elaborations of permission's skeptical aspect. State authority represents the "universal united will", and cannot legitimately be resisted. ;This interpretation faces two challenges. One is unreserved cosmopolitanism, the claim that no right is conclusive without global authority. However, this position misinterprets "permission" as a preliminary violation of right, and therefore not as law. Secondly, the state may be seen as "rightfully" constituted for "fairness". This mistakenly attributes to Kant a Hobbesian view of individuals, and employs ideas not according to their principles , but in a direct, "pictorial" manner . ;Kant's "republicanism" is not an institutional arrangement but a principle of governance. The republican idea is the condition of the possibility of gradual, nonrevolutionary progress. Kant's "permission"---through its lack of specification and its deference to existing authority---is the expression of freedom in external contexts and the foundation of properly critical politics. (shrink)

It would surely have been better to entitle this work ‘Reflexions on ethical theories’, for it cannot in any true sense of the word be called a study, a scientific study which entails detailed analysis and positive criticism. In fact Professor Mackinnon presents us with a series of considerations, highly personal and at times indeed penetrating and instructive, on the moral theories of certain British and continental philosophers—of the 19th century utilitarians ; of Kant, Hegel and their followers; of the (...) theologianphilosopher bishop of Durham, Joseph Butler; of Russell, Moore and others. The impression left on one after a careful perusal of the work is that it is no more than an agglomeration of ‘mights’ and ‘perhaps’, never a clear–cut judgment. The chief general defect of the book and the cause of much obscurity is certainly this: the absence of any welldefined distinction between exposé and critique. As often as not one does not know what the opinion of the author is as distinct from his interpretation of the authors he is studying. This defect would seem to be characteristic of a great part of the ethical writing produced by the Scottish and British schools, when they do not reduce ethical theory to anything better than semasiology, to a study of ethical language or linguistic usage. Prof. Mackinnon has certainly not freed himself from the ‘present confused state of moral philosophy in this country’, which he so rightly condemns. I had thought that all philosophers, of whatever ilk, were agreed that ethical science or moral philosophy was nothing more than the study of the human being on its way towards completeness in human being, from an initial embryonic stage, as it were, to the full flowering of human perfection, manifested in perfect human being and perfect human life—a journey or precess directed and controlled by the human subject itself, fully conscious of the end to be achieved and conscious too of the steps or means towards it. I would have thought too that if we are to set up moral science as distinct from mere semasiology, or from psychology, biology, zoology or botany, then all were agreed that we have to do with the domain of free activity, of voluntary conscious activity, which obviously brings with it the order of responsibility and willed subjection to a given objective order of things, that is, of human nature itself and human perfection. I would have taken for granted too that one could study all this field of the free development of the human being towards its ultimate perfection either with a view to the acquisition of knowledge and nothing more, or precisely with a view to being in a position to direct oneself and others towards that fullness of being. That would give us two distinct modes of moral or ethical theory, the speculative or theoretical and the practical and normative, the resolutive and the compositive. I am not so sure that Professor Mackinnon is ready to admit these presupposita. He speaks of the ‘curious and almost silly claim that we are free’, and at the same time he can write about the ‘frankly metaphysical reality of freedom’, or its ‘near–metaphysical reality’. This, in the language of the author, is just another way of proclaiming that human freedom is no more than a myth, lacking all substance and reality. Moral science as distinct from all other sciences, one would think, presupposes that the moral subject be conscious of itself and its activity, that is, that it fully and clearly know that its life and its activity is its own. It must be master of its own actions, and in that sense truly master of its own destiny. Then and only then are we in the order of moral activity. However, we are warned by Professor Mackinnon that “to know that an action is mine is a very strange sort of knowledge, quite different from knowing that an apple or a book is mine: to use the word ‘know’ in such a context is a venture fraught with intellectual peril”. I sincerely think it would have been better had the author denied straight out the possibility, not just of metaphysics, but of ethical theory tout court; for he denies often enough the existence of the moral subject, namely, man freely and deliberately ordaining himself towards human consummation. Had he done that at the outset he would have been spared the trouble of writing his book. All in all, one gets the distinct impression that the author is just not sure of his ground and has no really sound criterion whereby to judge of various ethical theories. In fact the book ends with a big question–mark: ‘If we speak and write thus, do we speak and write sound and fury signifying nothing?’. Reluctantly I am constrained to answer in the affirmative. And I should like to add, so as not to appear completely destructive, but in some way constructive: if, instead of dismissing Aristotle and his followers, ancient and modern, as mere ‘intuitionists’, Professor Mackinnon would only study them seriously he would first of all find out how unjustified is his condemnation of them and then, I venture to suggest, he would acquire a light to guide him surely through the maze of ethical theory with which he grapples aimlessly and would thus be enabled to extricate himself from ‘the present confused state of moral philosophy’ in Britain. (shrink)

The thesis that knowledge is a factive mental state plays a central role in knowledge-first epistemology, but accepting this thesis requires also accepting an unusually severe version of externalism about the mind. On this strong attitude externalism, whether S is in the mental state of knowledge can and often will rapidly change in virtue of changes in external states of reality with which S has no causal contact. It is commonly thought that this externalism requirement originates in the factivity of (...) knowledge. However, despite a number of recent defenses of non-factive accounts of knowledge, epistemology has yet to consider whether a non-factive approach might produce a version of the mental state thesis that can avoid strong externalism. Here I do just that, exploring how three different proposals for weakening factivity might be adapted to theories of knowledge as a non-factive mental state. Contrary to what we might expect, however, none of these proposals are compatible with anything close to attitude internalism about knowledge—or even a substantially weaker externalism. All told, the widespread view that wraps up the severe externalism required for knowledge to be a mental state in factivity is mistaken. Knowledge’s external-world connection runs far deeper than the factivity constraint. (shrink)

A singularity of the famous Art of War《孫子兵法》 attributed to Sunzi is the way this work conceives of knowledge as a resource for the military strategist. The idea is new in Chinese tradition, and new in the worldwide context of thinking about strategy, where Sunzi’s ideas about the value of knowledge are far in advance of the thinking of Western theorists like Machiavelli or especially Clausewitz. In this paper I analyze the role of knowledge in the Sunzi theory of strategy, (...) and show the consistency of what this work says about knowledge with a philosophical idea of knowledge that emerges in Warring States texts of diverse genres. (shrink)

In this volume, fourteen philosophers, economists and legal scholars and one computer scientist address various facets of the same question: under which conditions (if any) can intellectual property rights be fair? This general question unfolds in a variety of others: What are the parallels and differences between intellectual and real property? Are libertarian theories especially sympathetic to IP rights? Should Rawlsian support copyright? How can a concern for incentives be taken into account by each of the main theories of justice? (...) What's exactly wrong with free-riding, when dealing with non-rival goods? This requires a close examination of a variety of specific issues such as peer-to-peer file sharing, access to vital medicines, the interaction between copyright and freedom of expression, patents on genes, etc. It also involves bringing together state-of-the-art knowledge on legal, economic and technical issues with the most advanced state of our normative theories. (shrink)

This work is designed to show that there is an implicit connection between Ockham's academic and political careers in his theory of conscience. ;Thomas Aquinas offers a theory of moral responsibility according to which the conscientious individual has knowledge of the rightness of her act which does not preclude her doing otherwise. His account of the will, however, proves that this state of affairs never obtains. Ockham's alternative presupposes that we freely choose our own ends. He is therefore entitled to (...) assert that conscience is the knowledge of one's own acts as right or wrong. ;The libertarian metaphysics underlying Ockham's ethics is tested by the problem of unfulfilled prophecy. Thomas Bradwardine argues that the Antichrist is free not to come because it is possible for God to undo the past. Thomas Buckingham argues for the possibility that the prophecy never meant that the Antichrist was going to come. Meanwhile, Ockham is left with the possibility that God lied. Ockhamist John of Mirecourt shows why this 'heretical' solution is the only way to save the faith. Ockham's theory of conscience provides a sound basis for interpreting his treatise on heresy. Heresy is disobedience, not to authority, but to the truth. Since the condemnation of heresy is itself a paradigm instance of this kind of perversity, freedom of speech prevails by default. Ockham's conception of a community united by this realization provides an answer to twentieth-century speech-regulation advocates. ;Ockham thought that it is through our obedience to the truth that Jesus's promise to be with his disciples 'always, to the end of the age' will be fulfilled. According to Walter Burley, 'I promise you a Christian' converts with 'A Christian is promised to you by me.' According to Ockham, in contrast, it is an opaque construction. This account of the logic of indefinite promises implies that no individual can claim to be one of the disciples to whom Jesus was referring. ;I hope to leave the reader in a better position to appreciate the sense in which the claim that Ockham's two careers are united by his nominalism may be considered correct. (shrink)

Easy to understand philosophy papers in all areas. Table of contents: Three Short Philosophy Papers on Human Freedom The Paradox of Religions Institutions Different Perspectives on Religious Belief: O’Reilly v. Dawkins. v. James v. Clifford Schopenhauer on Suicide Schopenhauer’s Fractal Conception of Reality Theodore Roszak’s Views on Bicameral Consciousness Philosophy Exam Questions and Answers Locke, Aristotle and Kant on Virtue Logic Lecture for Erika Kant’s Ethics Van Cleve on Epistemic Circularity Plato’s Theory of Forms Can we trust our senses? Yes (...) we can Descartes on What He Believes Himself to Be The Role of Values in Science Modern Science Kant’s Moral Philosophy Plato’s Republic as Pol Potist Bureaucracy Schopenhauer on Human Suffering Bertrand Russell on the Value of Philosophy The Philosophical Value of Uncertainty Logic Homework: Theorems and Models Searle vs. Turing on the Imitation Game Hume, Frankfurt, and Holbach on Personal Freedom Manifesto of the University of Wisconsin, Madison Secular Society Michael’s Analysis of the Limits of Civil Protections Bentham and Mill on Different Types of Pleasure Set Theory Homework Aristotle on Virtue Nagel On the Hard Problem Wittgenstein on Language and Thought Camus and Schopenhauer on the Meaning of Life Camus’ Hero as Rebel without a Cause My Little Finger: Camus’ Absurdism Illustrated Are Late-term Abortions Ethical? Does Mathematics Assume the Truth of Platonism? The Self-defeating Nature of Utilitarianism and Consequentialism Generally What is The Good Life? Bentham and Mill regarding types of pleasures Kant’s Moral Philosophy Five Short Papers on Mind-body Dualism Tracy Latimer’s Father had the Right to Kill Her: Towards a doctrine of generalized self-defense Arguments Concerning God and Morality Goldman, Rousseau and von Hayek on the Ideal State J.S Mill on Liberty and Personal Freedom A Kantian Analysis of a Borderline Date-rape Situation Living Well as Flourishing: Aristotle’s Conception of the Good Life Three Essays on Medical Ethics: Answers to Exam Questions on Elective Amputation, Vaccination, and Informed Consent Hobbes, Marx, Rousseau, Nietzsche: Their Central Themes De Tocqueville on Egoism Mill vs. Hobbes on Liberty Exam-Essays on the Moral Systems of Mill, Bentham, and Kant Kant’s Moral System Aristotle on Virtue Plato’s Cave Allegory An Ethical Quandary Superorganisms The Tuskegee Experiment A Rawlsian Analysis Why Moore’s Proof of an External World Fails A Defense of Nagel’s Argument Against Materialism A Utilitarian Analysis of a Case of Theft The Paradox of the Self-aware Wretch: An Analysis of Pascal’s Moral Philosophy Jean-Paul Sartre: Decline and Fall of a Marxist Sell-out A One Page Proof of Plato’s Theory of Forms Plato’s Republic as Pol Potist Bureaucracy The problem of the one and the many Four Short Essays on Truth and Knowledge What is ‘the Good Life?’ The Ontological Argument Different Political Philosophies: Plato, Locke, Madison, Rousseau, Hayek, and Mill on the State What do I know with certainty? Skepticism about skepticism Neuroscience and Freewill Operant Conditioning What makes us special? Are Late-term Abortions Ethical? No Two Papers on Epistemology: Gettier and Bostrom Examination Nietzsche on Punishment God’s Foreknowledge and Moral Responsibility . (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Books ReceivedThe Ambitions of Curiosity: Understanding the World in Ancient Greece and China. By G.E.R. Lloyd. Cambridge: Cambridge University Press, 2002. Pp. xvi + 175. Price not given.The Art of the Han Essay: Wang Fu's Ch'ien-Fu Lun. By Anne Behnke Kinney. Tempe: Center for Asian Studies, Arizona State University, 1990. Pp. xi + 154. Paper $10.00.The Autobiography of Jamgön Kongtrul: A Gem of Many Colors. By Jamgön Kongtrul Lodrön (...) Thayé and translated by Richard Barron (Chökyi Nyima). Ithaca, New York: Snow Lion Publications, 2003. Pp. xxii + 549. Price not given.Awesome Nightfall: The Life, Times, and Poetry of Saigyō. By William R. LaFleur. Boston: Wisdom Publications, 2003. Pp. xiii + 173. Paper $14.95.Becoming the Compassion Buddha: Tantric Mahamudra for Everyday Life. By Lama Thubten Yeshe, edited by Robina Courtin, and foreword by Geshe Lhundub Sopa. Boston: Wisdom Publications, 2003. Pp. xi + 194. Paper $14.95.Between Two Worlds East and West: An Autobiography. By J. N. Mohanty. New Delhi: Oxford University Press, 2002. Pp. ix + 134. Hardcover RS 525.00.The Chinese Face of Jesus Christ. Edited by Roman Malek, S.V.D. Sankt Augustin, Germany: Institut Monumenta Serica and China-Zentrum; and Nettetal, Germany: Steyler Verlag, 2002. Pp. 391. EUR 40.00.Chinese Medicine in Contemporary China: Plurality and Synthesis. By Volker Scheid. Durham and London: Duke University Press, 2002. Pp. xiv + 407. Hardcover $69.95. Paper $23.95.Confucian Feminist: Memoirs of Zeng Baosun (1893-1978). Translated and adapted by Thomas L. Kennedy. Philadelphia: American Philosophical Society, 2002. Pp. xxi + 170. Price not given.Consciousness Studies: Cross-Cultural Perspectives. By K. Ramakrishna Rao. Jefferson (North Carolina) and London: McFarland and Company, 2002. Pp. 367. Hardcover $65.00.Constituting Communities: Theravāda Buddhism and the Religious Cultures of South and Southeast Asia. Edited by John Clifford Holt, Jacob N. Kinnard, and Jonathan S. Walters. Albany: State University of New York Press, 2003. Pp. viii + 224. Hardcover $65.50. Paper $21.95.Developments in Indian Philosophy from Eighteenth Century Onwards: Classical and Western. By Daya Krishna. Volume X Part 1 of History of Science, Philosophy and Culture in Indian Civilization, edited by D. P. Chattopadhyaya. New [End Page 110] Delhi: Centre for Studies in Civilizations, 2001. Pp. xxiii + 417. Hardcover RS 1200.East and West: Identità e dialogo interculturale. By Giangiorgio Pasqualotto. Venezia: Marsilo Editori, 2003. Pp. 210. EUR 16.00.Effortless Action: Wu-wei as Conceptual Metaphor and Spiritual Ideal in Early China. By Edward Slingerland. New York: Oxford University Press, 2003. Pp. xii + 352. Price not given.Encountering Kā lī: In the Margins, at the Center, in the West. Edited by Rachel Fell McDermott and Jeffrey J. Kripal. Berkeley and Los Angeles: University of California Press, 2003. Pp. xviii + 321. Hardcover $55.00, £37.95. Paper $21.95, £15.95.Encyclopedia of Chinese Philosophy. Edited by Antonio S. Cua. New York and London: Routledge, 2003. Pp. xx + 1020. Hardcover $150.00.Essays on Indian Philosophy. By J. N. Mohanty and edited by Purushottama Bilimoria. New Delhi: Oxford University Press, 2002. Pp. xxxvii + 347. Paper RS 525.00.Faith, Humor, and Paradox. By Ignacio L. Götz. Westport, Connecticut: Praeger Publishers, 2002. Pp. 136. Hardcover $61.95.Four Illusions: Candrakīrti's Advice for Travelers on the Bodhisattva Path. Translated by Karen C. Lang. New York: Oxford University Press, 2003. Pp. xv + 240. Price not given.The Great Awakening: A Buddhist Social Theory. By David R. Loy. Boston: Wisdom Publications, 2003. Pp. 223. Paper $16.95.The Hidden History of The Tibetan Book of the Dead. By Bryan J. Cuevas. New York: Oxford University Press, 2003. Pp. xi + 328. Price not given.Huang Di nei jing su wen: Nature, Knowledge, Imagery in an Ancient Chinese Medical Text. By Paul U. Unschuld. Berkeley and Los Angeles: University of California Press, 2003. Pp. xii + 520. Hardcover $75.00, £52.00.In Dewey's Wake: Unfinished Work of Pragmatic Reconstruction. Edited by William J. Gavin. Albany: State University of New York Press, 2003. Pp. vi + 249. Hardcover $71.50. Paper $23.95.Knowledge and Freedom in Indian Philosophy. By Tara Chatterjea. Lanham, Maryland: Lexington Books, 2002. Pp. xvi + 159. Hardcover... (shrink)