Julia Annas' book, Intelligent Virtue, provides the reader a novel account of the nature of virtue, practical reasoning, and flourishing. Throughout the book, Annas presents her account in a gradual manner with each chapter building on the next. Annas periodically presents and argues against potential objections to her view. Suitable for the interested undergraduate non-philosophy major, this book could also serve the curiosities of the most elite professors. While none of the chapters of the book stands well alone, the fluid (...) writing style and helpful examples make the 176-page work an easy read. At the end of each chapter, the reader finds herself happily continuing on to the next. (shrink)

Moral Psychology: Historical and Contemporary Readings is a much-needed collection of essays on issues of moral psychology. The aim of the book is to present the reader with a comprehensive view of both the history and foundations of moral psychology as well as the discipline's position in academia and its relationship with other disciplines, such as psychology, neuroscience, and evolutionary biology, all of which involve empirical investigation of human capabilities and behavior. This collection is well organized into five distinct parts. (...) Each part has a helpful editorial introduction that not only summarizes the main themes of the debate assigned to that part, but also provides brief summaries of each of the subsequent essays in that section. The selected papers are presented in chronological order, thus illustrating the development of the debate. First, an historical piece of philosophy is presented to demonstrate the original questions of the section's theme. The historical pieces are followed by more-recent articles or selections written by scientists concerning similar topics. Finally, each part concludes with articles written by contemporary moral psychologists. These final articles often make mention of the historical texts or the scientific articles preceding those papers. This dialectic style of presentation successfully gives the reader the context and progression of the debate while still highlighting the "live" questions that are, in a sense, left as an exercise for the reader as well as future academics. (shrink)

David White’s Myth, Metaphysics and Dialectic in Plato’s Statesman is an ambitious work that aims not only to interpret the message of Plato’s Statesman, but also to situate the dialogue within Plato’s corpus as one that serves as a transition between Plato’s earlier metaphysics and his more mature views in later dialogues such as Philebus and Laws. White makes several adept observations of oddities sprinkled throughout Statesman, and he frequently connects these observations to thoughtful claims concerning possible motivations on the (...) part of Plato as well as possible revelations concerning Platonic metaphysics and philosophy. However, justifiably made inferences are difficult for the reader to discern, as White tends to obfuscate his message with difficult and wordy prose. In addition to these flaws, White makes frequent references to many other Platonic dialogues with little explanation in the way of contextualization. While I find this aspect of White’s thinking to be impressive and indicative of both extensive knowledge and great aptitude for synthesis in thought, readers are warned that novices of Plato scholarship might get lost in the copious references to dialogues beyond those central to the book. That being said, in most respects, White’s interpretation is both sound and refreshing. In my opinion, the virtues of this work heavily outweigh any imperfections. (shrink)

Children serve as natural philosophers. Their innate sense of questioning, in a classroom setting, with the right instruction, can be beneficial to understanding many abstract concepts. This project is a user-friendly elementary school teachers’ guide to encouraging philosophical questions and thoughts in young students. Teachers should be able to utilize the guide as a skeleton in forming their own lesson plans. The guide is not a completed lesson plan, rather an array of activities and literature that can be incorporated into (...) pre-existing units or be used as a tool in creating new ones. Outlines include literature synopsis, overall philosophical themes, teacher background information, teacher facilitated discussion questions, and optional extension activities. Outlines are cognitively appropriate to the various grade levels and incorporate Common Core State Standards. This capstone will be posted on public portals so that teachers who wish to use the resource may do so. The continuity of this project should encourage teachers to discuss abstract concepts in the classroom, and ultimately allow students to explore natural curiosity in a manner that is cohesive with education requirements. (shrink)

This paper explores Jean Baudrillard’s theorization on war and communication, connecting it to recent developments in the field of cyber security. With the important elevation of military forces such as the United States Cyber Command, critical theory needs to interrogate the increasing stature and seriousness of the cyber domain in global military strategies. Baudrillard’s critique shifts the focus from simple military strategies to the globe’s consumption of the information that is offered by the global information complex. This paper explains the (...) nuances of violence surrounding the exchange of media surrounding war, criticizing both pro-war and anti-war stances, to examine the difficulties with traditional solutions to conflict. Drawing directly from Baudrillard’s work as well as modern academic publications that apply his ideas to newer conflicts, this paper seeks to revitalize critiques of semiotic warfare and bolster their contextualization to current events in cyber security in order to keep Baudrillardian thought relevant. (shrink)

While the idea of attributing a natural rights component to Aristotle's philosophy is indeed anachronistic, it is not entirely futile. Fred D. Miller has proposed ample evidence and analysis supporting the idea that Aristotle had something like natural rights in mind. Yet, several scholars object to Miller's position for various good reasons beyond the theory's anachronicity. While there may be just cause for rejecting Miller's position, it does not appear that von Platz has been successful in this endeavor. Several of (...) von Platz's proposals are incoherent, and those that are indeed sound are rooted in a modern conception of what natural rights ought to be.[1] Von Platz neglects to see how natural rights for Aristotle would have to be different from our modern conceptions of entitlements and human nature, and for this reason he fails to give sufficient reason to discredit Miller. In this response paper, I will first discuss von Platz's definition of 'natural right.' Then I will discuss the appropriateness of using citizens as prime examples of people who have natural rights. Finally, I will present my main objection to von Platz's paper regarding the alleged inconsistency between what Aristotle considered human and who was afforded rights. Following my response to von Platz's paper is a list of suggested editorial revisions. (shrink)

Prior to Chinese unification in 221 bc and the beginning of imperial history, there was a “golden age” of philosophical debate among various scholars about the best way to live life, construct a social contract, and act in harmony with heaven and earth. The most influential of these scholars, collectively called the “various masters,” or zhu zi 諸子, attracted disciples who recorded the teachings of their “masters” and passed these teachings on. These texts, collectively called “masters- texts”, became the bedrock (...) of Chinese intellectual history. (shrink)

This paper examines the creation of Daoism in its earliest, pre-Eastern Han period. After an examination of the critical terms "scholar/master" and "author/ school", I argue that, given the paucity of evidence, Sima Tan and Liu Xin should be credited with creating this tradition. The body of this article considers the definitions of Daoism given by these two scholars and all of the extant texts that Liu Xin classified as "Daoist." Based on these texts, I then suggest an amended definition (...) of Daoism. In the conclusion, I address the recent claim that the daojia /daijiao dichotomy is false, speculating that disagreement over this claim arises from the context in which Daoism is considered: among the other pre-Qin "schools of thought" or among other world religion. (shrink)

During the past twenty years there has been a growing interest in monastic education within the larger field of Buddhist studies. Within the last ten years in particular, a number of monographs and articles examining the training and education of monks in Korea, Tibet/India, Thailand/Laos, and Sri Lanka, have been published. Many of those works have paid particular attention to the texts used in monastic training, as well as to how the information contained in those very texts is imparted to (...) and embodied by monks and novices. While the growing attention to Buddhist education and training texts certainly provides us with a more considerable understanding of monastic culture, focusing exclusively on the contents of texts and handbooks used in the training of monks and novices neglects other forms of monastic learning. Indeed, several scholars have recently begun to explore more diffuse ways in which monastic ideals become transmitted to newcomers to the sangha as well as to examine how learning in monasteries generates monastic identities. (shrink)

Zeno of Elea, despite being among the most important of the Pre-Socratic philosophers, is frequently overlooked by philosophers and scientists alike in modern times. Zeno of Elea’s arguments on have not only been an impetus for the most important scientific and mathematical theories in human history, his arguments still serve as a basis for modern problems and theoretical speculations. This is a study of his arguments on motion, the purpose they have served in the history of science, and modern applications (...) of Zeno of Elea’s arguments on motion. (shrink)

One of the fundamental issues in 20th century philosophy is of the nature of individual subjective experience. I seek to show how this “nature” is revealed and hidden by a historical process outlined in History of Madness by Michel Foucault. Foucault’s philosophical and anthropological engagement with the experience of madness in The Modern Age functions as a useful tool towards this end. The psychologisation and medicalization of madness in the 19th century allowed for an endless discourse on madness. This in (...) turn permitted the language of the mad to burst open from its silence, historically present since the Great Confinement. This language of madness expressed itself poetically and artistically, thus revealing the paradoxical essence of the nature of human subjectivity as well as the particularity of its expression in the Modern Period. This particularity is elucidated from a genealogical account of the births of subjectivity and objectivity. I proceed to use this genealogy in conjunction with the language of madness to posit a prescriptive theory for aesthetic engagement. The essay seeks to show how the aesthetic experience can aid in the affirmation of the individual’s modern subjective reality. Thusly, the “goal” of the essay is to reveal affirmation, i.e., amor fati, the love of fate. (shrink)

The purpose of this thesis is to analyze how C.S. Lewis and J.R.R. Tolkien created mythology that is fundamentally Christian but in vastly different ways. This task will be accomplished by examining the childhood and early adult life of both Lewis and Tolkien, as well as the effect their close friendship had on their writing, and by performing a detailed literary analysis of some of their mythological works. After an introduction, the second and third chapters will scrutinize the elements of (...) their childhood and adolescence that shaped their later mythology. The next chapter will look at the importance of their Christian faith in their writing process, with special attention to Tolkien’s writing philosophy as explained in “On Fairy-Stories.” The fifth chapter analyzes the effect that Lewis and Tolkien’s friendship had on their writing, in conjunction with the effect of their literary club, the Inklings. The next two chapters will provide a literary analysis of Lewis’s and Tolkien’s writing, with a special concentration on how they transformed their fairy-stories into Christian myths. The thesis will finish with a summary of the conclusions found through the examination of Lewis and Tolkien’s lives and the literary analysis of their mythology. (shrink)

Unlike other fields of philosophy, we cannot simply agree to disagree about morality as practiced in politics. At some point, our moral values become policies that those who may not share those values must follow. The way we construct these disagreements and agreements then are vital to the continued functionality of our nation. In this essay, I will examine how John Rawls, Alasdair MacIntyre, and Jeffrey Stout construct the concept of justice and apply their thoughts to the dispute surrounding mountain (...) top removal coal mining in Eastern Kentucky. John Rawls believes in a universally applicable, rationally generated form of justice. MacIntyre believes that concepts like justice cannot be constructed meaningfully using rational means alone as all of these concepts are supported by arational traditions. Finally, Jeffrey Stout sees that while we may never discover a rationally indefeasible definition of justice, we must continue to search, carrying with us the virtues of humility and charity. (shrink)

Dante's Commedia derives its form and content from the philosophy of St.Thomas Aquinas. It is a philosophical poemthat allegorically examines medieval moral theory, articulated in Aquinas' Summa Theologiae, in order to morally instruct the medieval layperson. This paper focuses mostly around the capital sin of pride due to its important place throughout the work and its efficacy in illustrating the link between Aquinas and Alighieri. The discussion of the sin involves providing Thomas' definition of pride and its opposite virtue, humility, (...) in comparison with Dante's artistic representations. The overall goal is to present Dante's Commedia as an intricately philosophical work of literature that adopts both the ideas and techniques of medieval syncretism as embodied by Thomas Aquinas. (shrink)