From idealism to phenomenology -- Existential phenomenology: Heidegger -- From hermeneutics to post-structuralism.

Introduction -- The univocity of being -- The modern predicament -- The problem of univocity in ancient and medieval philosophy -- From Heidegger to Aristotle -- Medieval philosophy -- Scholasticism -- Heidegger, Scotus, and univocity -- The question of being -- Analogy, the medieval experience of life -- Univocity and phenomenology -- Destruction and tradition -- Metaphysics -- Phenomenological philosophy and aletheia -- Descartes, scholasticism, and time -- The presupposition of the tradition -- Scholasticism, analogy, and the interpretation of Heidegger (...) -- The phenomena of beingness and time -- Beyond being -- The analogical interpretation of Heidegger's text -- Univocity and phenomenological philosophy -- Being and some other key terms -- The phenomenology of being and the question of Dasein -- Transcendental philosophy -- Univocity from 1916 to 1927 -- Cartesian connections and the medieval ontology -- Dasein, univocity, and the question of analogy -- Univocity and fundamental ontology -- Husserl and Heidegger -- Phenomenology, being, and univocity -- Univocity and analogy -- Univocity and Heidegger's later thought -- Mysticism -- The present age -- The later Heidegger -- A-letheia, ereignis, and epochal immanence -- A history of being -- The tradition -- The history of metaphysics -- The medieval and the modern -- A history of the modern : subjectivity -- Univocity and the problem of history -- History and civilization -- Art and history -- Fractured history -- Language and poetry -- The fate of univocity -- The re-enchanted forest -- Being mortal. (shrink)

Over the thirty years since his death Martin Heidegger hasemerged as one of the key philosophers of the 20th Century. Yet he claimed to be moved throughout the entirety of his work by a single question: the question of the meaning of being. According to Heidegger the ancient Greek thinkers experienced being with a sense of wonder that has been lost in modernity. There has never been a satisfactory answer to this question and philosophers are no longer even perplexed by (...) their inability to answer it. It was the question of being that Heidegger set out to confront in his unfinished master work Being and Time. The young Heidegger years before the publication of that work had been afforded an insight to an aspect of what would become his central concern from what at first might seem an unlikely source: the medieval philosopher and theologian John Duns Scotus.Scotus inspired Heidegger in so far as his thought was in proximity to “real life,” and while he would later move decisively away from the position he took in his ‘scotus Book,” in a move that has been referred to as the first “turn” in his thought from the ‘system of Catholicism” to liberal Protestantism, Scotus provided the young scholar with an insight into human individuality that would prove decisive in his mature work. Despite this move away from any kind of “onto-logic,” there is an element of Heidegger’s thought that is influenced by Scotus, one of the brightest stars of medieval philosophy. So, while my investigation is conducted with the fact of this turn in mind, my aim is to explore this element. (shrink)

This paper, while not presenting a general discussion of authority in education, attempts to uncover some of the anomalies, paradoxes and tensions in the concept. It will argue for a revaluation of authority as an educational virtue, as a form of participatory guidance that is an aid to growth. The paper intends to help provoke continued debate over our perceived educational virtues and vices. I argue that virtuous authority is authority exercised from the point of view of a larger experience (...) and a wider horizon. If teachers’ ‘pedagogical imperative’ is to bridge the gap between forms of knowledge and their pupils, then their practice will involve authority. I suggest here that such authority should be repositioned as participatory, immanent and democratic. As Dewey says, ‘The need for authority is…constant…[I]t is the need for principles that are both stable enough and flexible enough to give direction to the processes of living in its vicissitudes and uncertainties.’ In answer to this, I suggest that teachers practice their authority in order to create stable yet flexible, open and indeterminate, but not chaotic situations that combine with pupils’ experiences in such a way as to enable educational growth. Authority practised as a form of participatory guidance, to pursue this Deweyan line of argument, can be ‘an aid to freedom’ and not freedom's enemy. This paper will argue that authority, so revalued, ought to be cultivated in our educational thought and practice. Eds: This paper forms part of a Special Issue titled ‘Beyond Virtue and Vice: Education for a Darker Age’, in which the editors invited authors to engage in exercises of ‘transvaluation’. Certain apparently settled educational concepts (from agency and fulfilment to alienation and ignorance) can be reinterpreted and transvaluated (in a Nietzschean vein) such that virtues become vices, and vices, virtues. The editors encouraged authors to employ polemics and some occasional exaggeration to reimagine educational values that are all too readily accepted within contemporary educational discourses. (shrink)

This paper, while not presenting a general discussion of authority in education, attempts to uncover some of the anomalies, paradoxes and tensions in the concept. It will argue for a revaluation of authority as an educational virtue, as a form of participatory guidance that is an aid to growth. The paper intends to help provoke continued debate over our perceived educational virtues and vices. I argue that virtuous authority is authority exercised from the point of view of a larger experience (...) and a wider horizon. If teachers’ ‘pedagogical imperative’ is to bridge the gap between forms of knowledge and their pupils, then their practice will involve authority. I suggest here that such authority should be repositioned as participatory, immanent and democratic. As Dewey says, ‘The need for authority is…constant…[I]t is the need for principles that are both stable enough and flexible enough to give direction to the processes of living in its vicissitudes and uncertainties.’ In answer to this, I suggest that teachers practice their authority in order to create stable yet flexible, open and indeterminate, but not chaotic situations that combine with pupils’ experiences in such a way as to enable educational growth. Authority practised as a form of participatory guidance, to pursue this Deweyan line of argument, can be ‘an aid to freedom’ and not freedom's enemy. This paper will argue that authority, so revalued, ought to be cultivated in our educational thought and practice. Eds: This paper forms part of a Special Issue titled ‘Beyond Virtue and Vice: Education for a Darker Age’, in which the editors invited authors to engage in exercises of ‘transvaluation’. Certain apparently settled educational concepts (from agency and fulfilment to alienation and ignorance) can be reinterpreted and transvaluated (in a Nietzschean vein) such that virtues become vices, and vices, virtues. The editors encouraged authors to employ polemics and some occasional exaggeration to reimagine educational values that are all too readily accepted within contemporary educational discourses. (shrink)

This paper argues that any museum's collecting policy must face up to the problem of vulnerability. Taking as a starting point an item in the collections of the United States Holocaust Memorial Museum, I argue that the basic responsibility of museums to collect ‘things’, and to communicate information about them in a truthful way brings their collecting practice into the epistemological domain of testimony and into the normative domain of ethics. Museums are public spaces of memory, testimony, representation and interpretation (...) that at once enable humanity to hold to account those who transgress while at the same time holding to account those who witness these transgressions. By virtue of this, museums can be considered spaces of ethics wherein testimonial and hermeneutic injustice can be confronted and challenged. (shrink)

Education is astonishingly simple. We have all been through it, whether as children or later in life—indeed, many of us are still going through it in some form or other; we all know what works; and we are all committed to realising its individual and social potential. Such a view of the matter might dispense with the need for philosophy of education altogether as the problems of education are seen as little more than puzzles to be solved. We know (or (...) think that we know) what we want to achieve, the challenge is how to do so most efficiently. If only the virtues of education were that perspicuous, that simple. If only the vices were so easily identified and expunged. It turns out that education is astonishingly complex. The following chapters aspire to re-introduce a certain complexity that abstains from an all-too-easy understanding. They seek not to offer solutions, but complications, disruptions and dissensions. The authors assume positions against the usual associations and evaluations regarding certain words and phrases—a revaluation that turns the virtues to vices and the vices to virtues. (shrink)

Education is astonishingly simple. We have all been through it, whether as children or later in life—indeed, many of us are still going through it in some form or other; we all know what works; and we are all committed to realising its individual and social potential. Such a view of the matter might dispense with the need for philosophy of education altogether as the problems of education are seen as little more than puzzles to be solved. We know (or (...) think that we know) what we want to achieve, the challenge is how to do so most efficiently. If only the virtues of education were that perspicuous, that simple. If only the vices were so easily identified and expunged. It turns out that education is astonishingly complex. The following chapters aspire to re-introduce a certain complexity that abstains from an all-too-easy understanding. They seek not to offer solutions, but complications, disruptions and dissensions. The authors assume positions against the usual associations and evaluations regarding certain words and phrases—a revaluation that turns the virtues to vices and the vices to virtues. (shrink)

In this work, the prominent political philosopher Philip Pettit embarks on a massive undertaking to offers major new accounts of the foundations of the state and the nature of justice. In doing so Pettit builds a new theory of what the state is and what it ought to be, addresses the normative question of how justice serves as a measure of the success of a state, and the way it should operate in relation to its citizens and other people.

A person presented with adequate but not conclusive evidence for a proposition is in a position voluntarily to acquire a belief in that proposition, or to suspend judgment about it. The availability of doxastic options in such cases grounds a moderate form of doxastic voluntarism not based on practical motives, and therefore distinct from pragmatism. In such cases, belief-acquisition or suspension of judgment meets standard conditions on willing: it can express stable character traits of the agent, it can be responsive (...) to reasons, and it is compatible with a subjective awareness of the available options. (shrink)

How Galileo created the problem of consciousness -- Is there a ghost in the machine? -- Can physical science explain consciousness? -- How to solve the problem of consciousness -- Consciousness and the meaning of life.

What's the Use of Philosophy? aims to answer the question posed in its title, whether the questioner intends to dismiss philosophy, or seeks a positive answer. The first three chapters explore the grounds for dismissal. Chapter 1 expresses skepticism about the value of much professional Anglophone philosophy, while recognizing virtues in work often viewed as peripheral. Chapter 2 studies a philosophical subfield, the philosophy of science, arguing that, while its condition may be better than the norm, it is far from (...) perfect. In Chapter 3, a more systematic critique is offered, in the form of a pathology report. Its diagnosis identifies six justifiable philosophical impulses that, when pursued obsessively, generate distortions and diseases: clarity becomes a fetish, formalism becomes obfuscation, "intuition" is given burdens it cannot bear, appeals to the a priori sprinkle fairy dust on controversial claims, ideas grabbed from other fields are used in cartoon forms, and questions no longer relevant are treated as if they were "timeless." Chapter 4 attempts to identify the legitimate goals of philosophy. It sees value in attempts to respond to questions arising from the difficulties of the age, in attempts to reform methods of inquiry, and, above all, in the construction of syntheses capable of helping people as they struggle to make sense of their lives. Philosophy is renewed when these traditional goals once again become central to its discussions. The final chapter responds to a frequently voiced worry in a letter to young philosophers who wonder how they can align their aspirations with the hyper-professionalism expected of them. (shrink)

Engineers are traditionally regarded as trustworthy professionals who meet exacting standards. In this chapter I begin by explicating our trust relationship towards engineers, arguing that it is a linear but indirect relationship in which engineers “stand behind” the artifacts and technological systems that we rely on directly. The chapter goes on to explain how this relationship has become more complex as engineers have taken on two additional aims: the aim of social engineering to create and steer trust between people, and (...) the aim of creating automated systems that take over human tasks and are meant to invite the trust of those who rely on and interact with them. (shrink)

This paper argues for a Husserlian account of phenomenal intentionality. Experience is intentional insofar as it presents a mind-independent, objective world. Its doing so is a matter of the way it hangs together, its having a certain structure. But in order for the intentionality in question to be properly understood as phenomenal intentionality, this structure must inhere in experience as a phenomenal feature. Husserl’s concept of horizon designates this intentionality-bestowing experiential structure, while his concept of motivation designates the unique phenomenal (...) character of this structure as it is experientially lived through. The way experience hangs together is itself a phenomenal feature of experience. (shrink)

An esteemed philosopher discusses his theory of universal freedom, describing how even those who are members of free societies may find their liberties curtailed and includes tests of freedom including the eyeball test and the tough-luck test.

This paper has two goals: (1) to defend a particular response to the problem of resultant moral luck and (2) to defend the claim that we are only responsible for what we could have avoided. Cases of overdetermination threaten to undermine the claim that we are only responsible for what we could have avoided. To deal with this issue, I will motivate a particular way of responding to the problem of resultant moral luck. I defend the view that one's degree (...) of responsibility is immune to moral luck but the scope of events for which one is responsible is subject to moral luck. I will then argue that this view allows us to explain away certain intuitions about responsibility and overdetermination (as well as similar intuitions regarding Frankfurt Cases). As a result, the claim that we are only responsible for what we could have avoided becomes significantly more plausible. (shrink)

Cognitive neuropsychiatry (CN) is the explanation of psychiatric disorder by the methods of cognitive neuropsychology. Within CN there are, broadly speaking, two approaches to delusion. The first uses a one-stage model, in which delusions are explained as rationalizations of anomalous experiences via reasoning strategies that are not, in themselves, abnormal. Two-stage models invoke additional hypotheses about abnormalities of reasoning. In this paper, I examine what appears to be a very strong argument, developed within CN, in favor of a twostage explanation (...) of the difference in content between the Capgras and Cotard delusions. That explanation treats them as alternative rationalizations of essentially the same phenomenology. I show, however, that once we distinguish the phenomenology (and the neuroetiology), a one-stage model is adequate. In the final section I make some more general remarks on the oneand two-stage models. (shrink)

Good reasoning can lead to success; bad reasoning can lead to catastrophe. Yet, it's not obvious how we reason, and why we make mistakes. This new book by one of the pioneers of the field, Philip Johnson-Laird, looks at the mental processes that underlie our reasoning. It provides the most accessible account yet of the science of reasoning.

Are humans free, or are we determined by our genes and the world around us? The question of freedom is not only one of philosophy’s greatest conundrums, but also one of the most fundamental questions of human existence. It’s particularly pressing in societies like ours, where our core institutions of law, ethics, and religion are built around the belief in individual freedom. Can one still affirm human freedom in an age of science? And if free will doesn’t exist, does it (...) make sense to act as though it does? These are the issues that are presented, probed, and debated in the following chapters. A dozen experts―specialists in medicine, psychology, ethics, theology, and philosophy—grapple with the multiple and often profound challenges presented by today’s brain science. After examining the arguments against traditional notions of free will, several of the authors champion the idea of a chastened but robust free will for today, one that allows us still to affirm the value of first-person experience. (shrink)

Wisdom is peculiarly abstract, ineffable, and yet perennial. It is also temporal, stretching forwards as well is backwards in time. Wisdom is often treated as the outcome of life experience, reflection, discipline, and equanimity. Capturing the Ineffable aims to establish wisdom as an area if inquiry within anthropology and an analytic account of wisdom and its role and focus in anthropology. In addition to developing theories for an anthropology (and excavation) of wisdom, this volume argues collectively that anthropology is especially (...) well suited to engage in questioning what it is that is called wisdom, and how wisdom, as a concept, and an enacted activity, functions in metaphysical and interpersonal experiences, values, and judgements. The contributors include many key US and UK thinkers. (shrink)

This chapter contains section titled: Rawls's Anti‐Cosmopolitanism Rawls's Ontology of Peoples Reconstructing Rawls's Rejection of Cosmopolitanism Acknowledgments Notes.

This article describes a method of scoping for potential ethical contentions within a resource constrained research environment where actor participation and bottom–up analysis is precluded. Instead of reverting to a top–down analytical structure, a data-led process is devised. This imitates a bottom–up analytic structure in the absence of the direct participation of actors, culminating in the construction of a map of the ethical landscape; a high-resolution ethical matrix of coded interpretations of various actors’ ethical framings of the technology. Despite its (...) limitations, which are discussed, the map can subsequently support the identification of areas where ethical contentions may be raised. Here, the method is described with reference to the construction and analysis of a map of the ethical landscape of carbon capture and storage technology. Taken as a preliminary stage of a larger study, it can support the design and initiation of more sophisticated analyses which may integrate stronger bottom–up participation and facilitate a reflective, deliberative process amongst actors. (shrink)

This essay explores some of the similarities and differences between the views of several Western and Chinese thinkers on the metaphysical status of moral qualities and how we come to perceive and appreciate them. It then uses this comparative analysis to identify and address some remaining problems in regard to these two issues. The essay offers a brief sketch of and introduction to the history of the study of moral qualities and moral perception in modern Western philosophy and takes the (...) views of John McDowell, W ang Yangming, and Mencius as the primary focus of its comparative component. It seeks to understand the views of these thinkers by a careful examination of the metaphors as well as the arguments they employ. (shrink)

It is intuitive that free action depends on consciousness in some way, since behavior that is unconsciously generated is widely regarded as un-free. But there is no clear consensus as to what such dependence comes to, in part because there is no clear consensus about either the cognitive role of consciousness or about the essential components of free action. I divide the space of possible views into four: the Constitution View (on which free actions metaphysically consist, at least in part, (...) in phenomenally conscious episodes of a special sort), the Causal-Dependence View (on which free actions are necessarily caused by conscious episodes), the Counterfactaul-Dependence View (on which free actions necessarily counterfactually dependent on conscious episodes of certain types), and the Independence View (on which there are no necessary dependence-relations that hold between free action and conscious episodes). After surveying recent empirical literature that purports to show that consciousness plays a smaller role in generating action than is usually supposed, I conclude that it is plausible that free action depends on consciousness in two ways. First, free action causally depends on consciousness control. Second, free action counterfactually depends on the agent's being responsive to certain reasons. (shrink)

Mountaineering is a dangerous activity. For many mountaineers, part of its very attraction is the risk, the thrill of danger. Yet mountaineers are often regarded as reckless or even irresponsible for risking their lives. In this paper, we offer a defence of risk-taking in mountaineering. Our discussion is organised around the fact that mountaineers and non-mountaineers often disagree about how risky mountaineering really is. We hope to cast some light on the nature of this disagreement – and to argue that (...) mountaineering may actually be worthwhile because of the risks it involves. Section 1 introduces the disagreement and, in doing so, separates out several different notions of risk. Sections 2–4 then consider some explanations of the disagreement, showing how a variety of phenomena can skew people's risk judgements. Section 5 then surveys some recent statistics, to see whether these illuminate how risky mountaineering is. In light of these considerations, however, we suggest that the disagreement is best framed not simply in terms of how risky mountaineering is but whether the risks it does involve are justified. The remainder of the paper, sections 6–9, argues that risk-taking in mountaineering often is justified – and, moreover, that mountaineering can itself be justified (in part) by and because of the risks it involves. (shrink)

The official model of explanation proposed by the logical empiricists, the covering law model, is subject to familiar objections. The goal of the present paper is to explore an unofficial view of explanation which logical empiricists have sometimes suggested, the view of explanation as unification. I try to show that this view can be developed so as to provide insight into major episodes in the history of science, and that it can overcome some of the most serious difficulties besetting the (...) covering law model. (shrink)

The renowned cognitive scientist Philip Lieberman demonstrates that there is no better guide to the world's living--and still evolving--things than Darwin and that the phenomena he observed are still being explored at the frontiers of science. Lieberman relates the insights that led to groundbreaking discoveries in both Darwin's time and our own.

In this paper we explore the complex relationship between the philosophies of Sir William Hamilton and Henri Bergson. We then place these philosophies in a critical relation to French phenomenological philosophy, particularly, Merleau-Ponty's. By so doing we examine a historical and theoretical 'ark' that rises in 19th Century Scotland and falls in 20th Century France, an ark that has received little attention hitherto by historians of philosophy. Our aim is to open up a new dimension of these philosophies and provoke (...) a fresh debate over their relationships and the philosophical tensions that exist between them. (shrink)

There is broad agreement that child labor is wrong and should be eliminated. This chapter examines the three main moral objections to child labor and considers their limitations: harm-based objections, objections from failing to benefit children, and objections from exploitation. Harm-based objections struggle with baselines for comparison and difficulties with Non-Identity problems. Even if child labor is not harmful, it may be wrong because it prevents children from enjoying other benefits, such as schooling. However, is schooling necessarily more beneficial for (...) children than work? Some kinds of child labor may not be harmful, and may benefit children, but they may still be wrong because they are exploitative. I consider some ways to address exploitative child labor, inspired by campaigns led by child workers. The chapter ends with a surprising conclusion that challenges the broad consensus with which we began: we may have duties to promote child labor. (shrink)

Contents: -- Preface and note on text structure -- Acknowledgements -- Introduction: the distinction of dignity -- Dignity, freedom and reason - from ancient greece to early modernity -- The sense of dignity in moral philosophy ¿ from the ethical intuitionists to the irrationalists -- Marx's critique of morality - natural law, the state and citizenship -- Classical sociology's regard for human dignity -- The human face of dignity reflected in phenomenology and existentialism -- Fresh terms for dignity attending the (...) frankfurt school (both 'old' and 'young') -- Notes sampling research and practice: making dignity work; making dignity care -- The slighting of dignity - the critics charter -- Conclusion: after the recognition of dignity. (shrink)

The question has been raised whether Nietzsche intends eternal recurrence to be like a categorical imperative. The obvious objection to understanding eternal recurrence as like a categorical imperative is that for a categorical imperative to make any sense, for moral obligation to make any sense, it must be possible for individuals to change themselves. And Nietzsche denies that individuals can change themselves. Magnus thinks the determinism “implicit in the doctine of the eternal recurrence of the same renders any imperative impotent…. (...) How can one will what must happen in any case?” At the other end of the spectrum, those who do hold that eternal recurrence is like a categorical imperative, for their part, tend to ignore or deny the determinism involved in eternal recurrence. This article explores the extent to which it can be claimed that eternal recurrence is like a categorical imperative without downplaying Nietzsche's dterminism. (shrink)

Many people think Marx a totalitarian and Soviet Marxism the predictable outcome of his thought. How might one combat this completely mistaken image? What if one could demonstrate that Western European social democracy represents Marx’s thought far more than did Soviet Marxism? What if one shows that Marx and social democracy are quite compatible? What if one shows that Marx actually supported social democratic parties? If social democracy is closer to being the true face of Marxism after Marx, then all (...) claims of totalitarianism evaporate. There is nothing remotely totalitarian about social democracy. And from the start, social democrats were highly critical of the undemocratic tactics of Soviet Marxism. To demonstrate the relationship between Marx and social democracy it will be necessary to show that, for Marx, socialist society is compatible with a market economy—as long as markets are controlled to eliminate alienation. It will also be necessary to show that markets can be controlled democratically, that Marx was very much a democrat, and that he and Engels worked quite actively with democratic parties. It will also be necessary to show that Marx developed a theory of revolution compatible with a democratic electoral movement engaged in by a social democratic party. It will also be necessary to show that Marx and Engels, from the late 1860s on, worked extensively with and supported the Social Democratic Party (SPD) of Germany—which eventually became the largest party in Germany and the largest socialist party in the world. (shrink)