This book provides practical and research-based chapters that offer greater clarity about the particular kinds of teacher reflection that matter and avoids talking about teacher reflection generically, which implies that all kinds of reflection are of equal value.

Book II of the Treatise minutely anatomizes the passions Hume dubbed “indirect.” As the account of pride, humility, love, and hatred unfolds, principles are uncovered, causes are exhaustively examined, experiments carried out, difficulties presented and solved. The barrage of detailed description and theorizing threatens to overwhelm even the most devoted of readers. By contrast, Hume’s explicit treatment of the direct passions appears perfunctory. Indeed, Hume states: “None of the direct affections seem to merit our particular attention except hope and fear.” (...) Desire and aversion, though usually mentioned first as examples of the direct passions, receive no separate analysis. (shrink)

This chapter contains section titled: Introduction Background Central Philosophical Issues in Works on the Passions The Weakness of Reason “Reason Directs and the Affections Execute”19 Hume's Connection to the Earlier Literature Central Philosophical Issues regarding the Passions: Hume's Alternative Analyses Conclusion Notes References and further reading.

Book II of the Treatise minutely anatomizes the passions Hume dubbed “indirect.” As the account of pride, humility, love, and hatred unfolds, principles are uncovered, causes are exhaustively examined, experiments carried out, difficulties presented and solved. The barrage of detailed description and theorizing threatens to overwhelm even the most devoted of readers. By contrast, Hume’s explicit treatment of the direct passions appears perfunctory. Indeed, Hume states: “None of the direct affections seem to merit our particular attention except hope and fear.” (...) Desire and aversion, though usually mentioned first as examples of the direct passions, receive no separate analysis. (shrink)

References to strength of mind, a character trait implying “the prevalence of the calm passions above the violent”, occur in a number of important discussions of motivation in the Treatise and the Enquiry concerning the Principles of Morals. Nevertheless, Hume says surprisingly little about what strength of mind is, or how it is achieved. This paper argues that Hume’s theory of the passions can provide an interesting and defensible account of strength of mind. The paper concludes with a brief comparison (...) of Humean strength of mind with autonomy. (shrink)

In this paper I offer an analysis, reconstruction and defense of Locke's account of personal identity. I begin with a detailed analysis of Locke's use of the term 'conscious' in its historical context. This term, which plays a central role in Locke's theory, had senses in the seventeenth century which it does not have today. In the light of this analysis, an interpretation of continuity of consciousness as the ancestral of memory is given. It is argued that this interpretation of (...) Locke's theory of personal identity does not involve an ontological commitment to immaterial substances, and Locke is defended against the historically important criticisms of Butler and Reid. In the conclusion I suggest that the account of the individuation of persons implicit in Locke's discussion of personal identity is similar to the account of contextual individuation given by Hintikka. (shrink)

Terence Penelhum has written extensively about the role of the idea of the self in Hume's account of the emotional and moral life of persons. Penelhum fails to notice, however, a change that takes place in the way that the idea of the self functions in Hume's account of the passions as that account evolved after the Treatise. This paper charts part of that evolution, and reflects on its significance for Hume's moral psychology.

In lieu of an abstract, here is a brief excerpt of the content:55. FURTHER REMARKS ON THE CONSISTENCY OF HUME'S ACCOUNT OF THE SELF Philosophers no longer discuss Hume's account of the self solely in order to attack it. In separate comments prompted by my paper "Is Hume's Self Consistent?" Biro and Beauchamp join the camp of the defenders of Hume's view. As another member of this group, I share their desire to give a sympathetic interpretation of Hume's discussion of (...) the self and personal identity. This general agreement notwithstanding, there are some substantial points concerning the nature of Hume's problems with his account of the self and his method of resolving them about which we do not agree. These disagreements will be the focal point of this paper. I wish to emphasize, however, that they occur within a broader framework of agreement that Hume's account of the self does not suffer from the defects that are so frequently attributed to it. Discussions of personal identity frequently focus on the role played by memory in personal identity. The view that personal identity is based on memory (that is, that memory creates the connections between various sets of experiences that make them the experiences of one person) has been the subject of much criticism. Happily, it is no longer naively assumed that accounts of personal identity based on memory must be circular, but the problems of developing an adequate account of personal identity based en memory are not minor ones. It is for this reason that I am uneasy about Biro's attempt to solve Hume's problems about personal identity by an appeal to the function of memory in personal identity. Biro contends that my reconstruction of the bundle theory of persons, which involves a partial overlap of non-identical bundles, is unnecessary. He argues that the intentionality of memory is sufficient to explain the connections that give a person the imperfect identity that it possesses through time. But I believe that Biro is 56. mistaken, and that considerations of a basic sort about the relationship between memory and personal identity suggest that a non-circular Humean account of personal identity based on memory would not be possible apart from my reconstruction of the bundle theory, or something like it. I will begin by presenting this argument, after which I will clarify some points about my own view. However, I must immediately point out, as Biro does not, that Biro is not in disagreement with me when he argues for the view that Hume's theory of the self can be made consistent without going beyond the view that the self is a bundle of perceptions. We agree that Hume's apparent references to a "non-Newtonian" type of association are not basic, and can be eliminated. We disagree on the question of how this can be done. Biro states, It is memory, or, to be more specific, the presence of memory perceptions among the series of collections of perceptions, that, on Hume's view, i£ the mind or self, which makes it possible for such a series to be a self, a single entity which can be individuated and of which I can be aware. and, The intentionality of memories (as well as that of anticipations) is, I have argued, just the bond required for cementing perceptions without the aid of an additional agency such as a mind whose perceptions, on the alternative model, they would be said to be. On Biro's account, therefore, memory, in virtue of its intentionality, creates a self out of distinct perceptions. Memories point to, (or represent, or refer to) impressions of past events, creating a bond between the bundle in which the memory occurs and the bundle in which the original impression occurred. No further link is necessary, and my "overlap theory" (as Biro calls it) is at best redundant. What problems would arise for Hume, if this were his view? Accounts of personal identity based on memory face 57. the following difficulty. If we restrict the term 'memory' to a person's representations of his past experiences, then memory presupposes personal identity and an account of personal identity based on memory would be circular. It might... (shrink)

In "the first person" chisholm argues that the primary form of belief is non-Propositional belief about oneself. Belief about others is essentially indirect, Mediated by the attribution of a property to oneself. In this paper I argue that chisholm's account cannot give a non-Circular explanation of various plausible examples of "de re" belief.

This book provides an overview of some of the most important critics of “Enlightenment rationalism.” The subjects of the volume—including, among others, Burke, Kierkegaard, Nietzsche, T.S. Eliot, Wittgenstein, Heidegger, C.S. Lewis, Gabriel Marcel, Russell Kirk, and Jane Jacobs—do not share a philosophical tradition as much as a skeptical disposition toward the notion, common among modern thinkers, that there is only one standard of rationality or reasonableness, and that that one standard is or ought to be taken from the presuppositions, (...) methods, and logic of the natural sciences. The essays on each thinker are intended not merely to offer a commentary on that thinker, but also to place that thinker in the context of this larger stream of anti-rationalist thought. Thus, while this volume is not a history of anti-rationalist thought, it may contain the intimations of such a history. (shrink)

Against theses of Bernard Williams and Bas C. van Fraassen, it is argued that there are no facts about moral dilemmas, characterizable independently of any moral theory. It is further argued that any adequate theory which denies that there are genuine moral dilemmas must provide a convincing account of how and why moral agents take themselves to be in dilemmatic situations. The ability of rationalist theories, which deny that genuine moral dilemmas occur, to provide such account is examined. Aquinas's contribution (...) receives particular attention. (shrink)

Although ‘intentionality’ is a technical term in philosophy, it stands for something familiar to us all: a characteristic feature of our mental states and experiences, especially evident in what we commonly call being “conscious” or “aware”. As conscious beings, or persons, we are not merely affected by the things in our environment; we are also conscious of these things – of physical objects and events, of our own selves and other persons, of abstract objects such as numbers and propositions, and (...) of anything else we bring before our minds. Many, perhaps most, of the events that make up our mental life – our perceptions, thoughts, beliefs, hopes, fears, and so on – have this characteristic feature of being “of” or “about” something and so giving us a sense of something in our world. When I see a tree, for example, my perception is a perception of a tree; when I think that 3 + 2 = 5, I am thinking of or about certain numbers and a relation among them; when I hope that nuclear war will never take place, my hope is about a possible future state of the world; and so on. Each such mental state or experience is in this way a representation of something other than itself and so gives one a sense of something. This representational character of mind or consciousness – its being “of” or “about” something – is “intentionality”. (shrink)

The philosophy of chemistry has been sadly neglected by most contempory literature in the philosophy of science. This paper argues that this neglect has been unfortunate and that there is much to be learned from paying greater philosophical attention to the set of issues defined by the philosophy of chemistry. The potential contribution of this field to such current topics as reduction, laws, explanation, and supervenience is explored, as are possible applications of insights gained by such study to the philosophy (...) of mind and the philosophy of social science. (shrink)

"It is well to remind ourselves, from time to time, that "Ethics" is but another word for "righteousness," that for which many men and women of every generation have hungered and thirsted, and without which life becomes meaningless. Certain forms of personal righteousness have become to a majority of the community almost automatic. But we all know that each generation has its own test, the contemporaneous and current standard by which alone it can adequately judge of its own moral achievements. (...) To attain individual morality in an age demanding social morality, to pride one's self on the results of personal effort when the time demands social adjustment, is utterly to fail to apprehend the situation. This book is a study of various types and groups who are being impelled by the newer conception of Democracy to an acceptance of social obligations involving in each instance a new line of conduct."--. (shrink)

"It is well to remind ourselves, from time to time, that "Ethics" is but another word for "righteousness," that for which many men and women of every generation have hungered and thirsted, and without which life becomes meaningless. Certain forms of personal righteousness have become to a majority of the community almost automatic. But we all know that each generation has its own test, the contemporaneous and current standard by which alone it can adequately judge of its own moral achievements. (...) To attain individual morality in an age demanding social morality, to pride one's self on the results of personal effort when the time demands social adjustment, is utterly to fail to apprehend the situation. This book is a study of various types and groups who are being impelled by the newer conception of Democracy to an acceptance of social obligations involving in each instance a new line of conduct."--. (shrink)

A paradigm for peace discovered in the cosmopolitan neighborhoods of poor urban immigrants.

The Aesthetics of Design offers the first full treatment of design in the field of philosophical aesthetics, challenging the discipline to broaden its scope to include the quotidian objects and experiences of our everyday lives and concerns ...

This is part of a complete set of Jane Austen's novels collating the editions published during the author's lifetime and previously unpublished manuscripts. The books are illustrated with 19th century plates and incorporate revisions by experts in the light of subsequent research.

A century ago, John Dewey remarked that when home changes radically, school must change as well. With home, family, and gender roles dramatically altered in recent years, we are faced with a difficult problem: in the lives of more and more American children, no one is home. The Schoolhome proposes a solution. Drawing selectively from reform movements of the past and relating them to the unique needs of today's parents and children, Jane Martin presents a philosophy of education that (...) is responsive to America's changed and changing realities. As more and more parents enter the workforce, the historic role of the domestic sphere in the education and development of children is drastically reduced. Consequently, Martin advocates removing the barriers between the school and the home--making school a metaphorical "home," a safe and nuturant environment that provides children with the experience of affection and connection otherwise missing or inconsistent in their lives. In this proposition, the traditional schoolhouse where children are drilled in the three Rs is transformed into a "schoolhome" where learning is animated by an ethic of social awareness. At a time when many school reformers are calling for a return to basics and lobbying for skills education and quick-fix initiatives, Martin urges us to reconsider the distinctive legacies of Dewey and Montessori and to conceive of a school that integrates the values of the home with those of social responsibility. With cultural diversity and gender equality among its explicit goals, the schoolhome expands upon Dewey's edict to educate the "whole child," seeking instead to educate all children in the culture's whole heritage. Martin eloquently challenges reformers to reclaim the founding fathers' vision of the nation as a domestic realm, and to imagine a learning environment whose curriculum and classroom practice reflect not merely an economic but a moral investment in the future of our children. More than a summons to action, this remarkable book is a call to rethink the assumptions we bring to the educational enterprise, and so, to act wisely. (shrink)