My dissertation presents the outlines of a theory about knowledge and virtue. The core idea is that the nature of knowledge is best understood by reflecting on its role in intellectual practice. What distinguishes knowledge from true opinion is not primarily its causal history or its internal structure, as standard theories argue, but rather the way in which knowledge is embedded or rooted in our styles of explanation, modes of communication and methods of teaching. Knowledge becomes rooted in our practices (...) through the cultivation and exercise of intellectual virtue, or the dispositions and skills needed to master varieties of theoretical and practical reasoning. The link to virtuous intellectual activity is what makes knowledge more valuable than true opinion. This suggests that the virtues of intellectual practice are central to our understanding of the nature of knowledge. I devote the first half of the dissertation to showing why we need a theory of virtue in epistemology and how in general that theory ought to be formulated. In the second half, I address skeptical objections and other problems that arise during my formulation of the theory. ;The starting point is a puzzle from Plato's Meno about the value of knowledge. As Socrates observed, true belief has the same practical value as knowledge. So why should we prefer the one to the other or even distinguish between the two? Most philosophers agree that true belief is not enough for knowledge, but there is little agreement about what it lacks and why the distinction matters. Standard attempts to fill this gap either conceive knowledge as true belief with the right kind of causal history or as responsibly formed belief with the right kind of rational structure. But neither strategy is satisfactory because neither adequately reflects the role that knowledge plays in intellectual practice. This suggests that there is something wrong with the standard belief-theoretic analysis of knowledge. I develop a new account of the nature and value of knowledge that better explains the connection between the norms of virtuous inquiry and the goal of understanding. (shrink)

This paper argues that the best way to think about intellectual norms, or an ethics of belief, is by reflecting on the virtues and vices of inquiry. A theory of intellectual virtue provides a promising framework for evaluating different practices of inquiry in relation to the generic aim of truth. However, intellectual virtues are too often conflated with measures of reliability in mainstream epistemology, resulting in an overly narrow conception of epistemic value. Prominent reliabilists such as Alvin Goldman state that (...) a practice of inquiry is virtuous just in case it maximizes true belief. I argue that this reliabilist interpretation of virtue lacks the resources to explain evaluative distinctions between ways of maximizing true belief, such as the difference between maximizing accuracy and maximizing precision. With the aid of examples, I show that praiseworthy attributions of reliability are parasitic on attributions of topic-specific aims and skills that constitute their own characteristic standards of success, suggesting that bare truth-maximization is not the fundamental criterion of epistemic value. To accommodate the full range of intellectual norms that shape our practices, I conclude that we need a concept of virtue thicker than mere reliability. (shrink)

The tin can rolled across the grimy tiles of the hallway. Dondog barely grazed it, with his left foot, I think, yet there it rolled. The thick cover of darkness made it impossible to know if it was a can of beer or of Coke. Empty, light, the tin cylinder followed its noisy course then stopped, no doubt because it had come up against heavier, grimier trash.The floor slanted. Like everywhere in the City, the masons who added blocks of housing (...) on top of existing ones had little regard for horizontality. They were of the mind that the cement would hold and, what's more, the walls would sink and undo any effort at getting it right. The hallway therefore had the look of a sordid and shabbily dug trench. It reeked of fish... (shrink)

Introduction.--The dynamic of science, by A. S. Russell.--Beyond knowledge, by J. Macmurray.--Moral adventure, by B. H. Streeter.--Finality in religion, by B. H. Streeter.--Objectivity in religion, by J. Macmurray.--Myth and reality, by Catherine M. Chilcott.

Idealist philosopher Georg Hegel defied the traditional epistemological distinction of objective from subjective and developed his own dialectical alternative. Remarkable for its breadth and profundity, this work combines aspects of psychology, logic, moral philosophy, and history to form a comprehensive view that encompasses all forms of civilization. Its three divisions consist of the subjective mind (dealing with anthropology and psychology), the objective mind (concerning philosophical issues of law and morals), and the absolute mind (covering fine arts, religion, and philosophy). Wide-ranging (...) in its influence, this survey of the evolution of consciousness is essential reading for all students of philosophy and history. (shrink)

TRANSLATORS PREFACE THE PRESENT TRANSLATION OF GEORG SIMMEL'S Schopen- hauer und Nietzsche: Ein Vortragszyklus (1907), ...

The description for this book, Desert, will be forthcoming.

For Heidegger, phenomenological investigation is carried out by formal indication, the name given to the methodical approach he assumes in Being and Time. This paper attempts to draw attention to the nature of formal indication in light of the fact that it has been largely lost upon American scholarship (mainly due to its inconsistent translation). The roots of the concept of formal indication are shown in two ways. First, its thematic treatment in Heidegger's 1921/22 Winter Semester course, Phenomenological Investigations into (...) Aristotle, is examined to make clear what Heidegger silently assumes in Being and Time. Second, Heidegger's adaptation of Husserl's use of the term, indication, is outlined to clarify the concept even more. The enhanced understanding of formal indication granted by these two points leads to a better grasp of Heidegger's concept of truth, for formal indication and truth are mutually implied for Heidegger. Finally, it is suggested that the reader of Being and Time, on the basis of what formal indication demands, approach the work not as a doctrine to be learned but as a task always requiring further completion. (shrink)

The ‘extended mind’ thesis asserts that cognitive processes are not bound by the skull or even skin of biological individuals, but actively incorporate environmental structures such as symbols, tools, artifacts, media, cultural practices, norms, groups, or institutions. By distributing cognition across space, time, and people in canny ways, we circumvent or overcome the biological limitations of our brains. Human beings are creative, albeit opportunistic experts in cognitive ‘self-transcendence.’ This entry surveys discussions of EM in philosophy of mind and cognitive science (...) which point to this overarching theme. (shrink)

Berkeley's Idealism both advances Berkeley scholarship and serves as a useful guide for teachers and students.

Georges Sorel's Study on Vico is a revelatory document of the depths and stakes of French social thought at the end of the 19th century. What brought Sorel to the 18th century Neapolitan theorist of history? Acute awareness of the limitations of Marxist thought in his day, a profound concern with the material underpinnings of language, law, and culture, and the imperative to understand the possibilities of revolutionary change. We find here a different Sorel, one who speaks in surprising ways (...) to the 21st century. The translation is accompanied by an introduction and by a set of notes which situate the text both in Sorel's overall intellectual trajectory and in the fin de siècle debates from which it emerged. (shrink)

After all, ever since the abandonment of the classical curriculum in the mid-nineteenth century, the courses of studies in American colleges have been characterized by ever-increasing diversity, responses to highly particular social and individual demands, spin-offs from traditional disciplines, specializations breeding subspecializations, and the like. Stringent counterrevolutions, such as the one undertaken in the College of the University of Chicago some thirty years ago, have been infrequent and brief. What, then, is so special about the present seductive disarray in literary (...) studies. Chiefly, I think, the importance of this compartmentation lies in the way we are encouraged to think of literary works and to respond to them. If we persuade ourselves that novels and plays and poems are written by members of an identifiable subgroup—whether that group be defined in national, ethnic, sexual, class, or special interest terms—and can be properly understood, and appreciated only by those who know the code of the same subgroup, we should be prepared to accept the implications of the position we are espousing. If, to cite a specific example, what is called the Black Aesthetic points to a mode of artistic apprehension that is not available to non-Blacks, it casts the rest of us, however curious and interested, in the roles of voyeurs and eavesdroppers. Here, as so often, our best writers anticipate and dramatize notions which become solemn critical propositions later on. In Saul Bellow's second novel, The Victim, published thirty years ago, the protagonist, Leventhal, recalls a party at which two of his friends, both Jewish, were singing spirituals and old ballads. They were being needled by a drunken New England WASP named Kirby Albee. "Why do you sing such songs?" he said. "You can't sing them.""Why not, I'd like to know?" said the girl."Oh, you, too," said Albee with his one cornered smile. "it isn't right for you to sing them. You have to be born to them, it's no use trying to sing them." Robert E. Streeter served for many years as Dean of the College and later as Dean of the Humanities at the University of Chicago where he is now Edward L. Ryerson Distinguished Service Professor. He is one of the editors of Critical Inquiry. "WASPs and Other Endangered Species" was presented as the Nora and Edward Ryerson Lecture at the University of Chicago on 5 April 1977. (shrink)

What drives much of the current philosophical interest in the idea of group cognition is its appeal to the manifestation of psychological properties—understood broadly to include states, processes, and dispositions—that are in some important yet elusive sense emergent with respect to the minds of individual group members. Our goal in this paper is to address a set of related, conditional questions: If human mentality is real yet emergent in a modest metaphysical sense only, then: (i) What would it mean for (...) a group to have emergent cognitive states? (ii) Is this even a metaphysically coherent view? (iii) Relative to which notion of emergence do we have reason to believe that certain groups in fact have emergent cognitive states? We shall argue that evidence from a wide variety of social science domains makes it plausible that there are group cognitive states and processes no less metaphysically emergent than human cognitive (and other special science) states and processes. (shrink)

Introductory, by B. H. Streeter.--Love and omnipotence, by C. F. D'Arcy.--The survival of the fittest, by Lily Dougall.--Power, by Lily Dougall.--The defeat of pain, by B. H. Streeter.

It is strange to write for the pages of this journal a statement which will not come under the eye of its founding editor, Sheldon Sacks. For nearly five years everything that appeared in Critical Inquiry—articles, critical responses, editorial comments—was a matter of painstaking and passionate concern to Shelly Sacks. With a flow of questions and suggestions and a talent for unabashed cajolery, he generated articles and rejoinders to those articles. He worked tirelessly in editorial consultation and correspondence with contributors, (...) especially young writers, helping them to discover the best way of giving form to their ideas. Among the essays submitted to this journal he searched eagerly, even anxiously, for those which seemed, in his words, "right for C.I." What was right for C. I. was never, for Shelly Sacks, a cut-and-dried choice. In his own intellectual life, in his teaching and writing, he delighted in arguing important general questions: theories of representation in the arts, points of possible intersection between linguistic science and literary criticism, the interplay of social forces and cultural expressions. Not surprisingly, in reconnoitering for Critical Inquiry, he found special satisfaction in identifying writers who shared his passion for reexamining fundamental topics in the intellectual disciplines. If such writers made their case forcefully, so much the better: in choosing an essay for publication he assessed its capacity to stimulate interesting counterargument. At no time, however, did Shelly Sacks confuse his own beliefs with the nature of intellectual discourse. As an editor he was hospitable to writers whose premises he questioned and whose conclusions he deplored. Nor did Shelly attempt to achieve a spurious catholicity by following a quiet quota system designed to give each major line of interpretation—deconstructionist, Marxist, psychoanalytic, what have you—an occasional airing in Critical Inquiry. For Shelly each article stood on its own ground: if its author dealt responsibly and freshly with an interesting problem, that was enough. And, along with his commitment to theoretical inquiry, he responded warmly to the personal, the offbeat, the idiosyncratic. He regarded the feature Artists on Art, for example, as a central element in our design. As an editor Sheldon Sacks was above all a shaper. He labored to find and suggest connections in the phenomena of intellectual life. Even the construction of a table of contents for a typical Critical Inquiry issue became for him an opportunity to influence the reader's experience of what we offered. The eminence of an author or the allure of a title were put to one side as Shelly sought to orchestrate, through placement, a kind of intellectual counterpoint from one essay to another. Unheard melodies, doubtless, for many of us, but for Shelly real and sustaining. In this valedictory note we have spoken of Sheldon Sacks' editorial accomplishment—in our friendly view, a very distinguished one—rather than of the personal qualities which made working alongside him an exhilarating experience. We should report, however, that for more than half the life of this journal Shelly was ill and knew that the time available to him was likely to be relatively brief. Faced with this diminishing perspective, he did not—indeed it is more accurate to say he could not—moderate his involvement with the life of this journal. At his death, as at the launching of this enterprise, he held to the high ambition that Critical Inquiry encourage comeliness, vigor, and continuity in the discourse of our time. The appropriate "critical response" to this great loss is that Sheldon Sacks’ editorial colleagues, and our publisher, the University of Chicago Press, pledge whatever talents and energies we possess to the continuing life of the journal he imagined and brought into being. (shrink)

This is a new release of the original 1933 edition.

This edited volume draws upon Lacanian psychoanalytic theory to examine the conscious and unconscious forces underlying race as a social formation, conceptualizing race, racial identity, and racism in ways that go beyond traditional modes of psychoanalytic thought Featuring contributions from Lacanian scholars from diverse geographical and disciplinary contexts, chapters span a wide breadth of topics including white nationalism and contemporary debates over confederate monuments; emergent theories of race rooted in Afropessimism and postcolonialism; Latinx and other racialized groups; apartheid and American (...) slavery; and applications of Lacan's concepts of the lamella, drive and sexuation to processes of racialization. The collection both reorients readers' understandings of race through its deployment of Lacanian theory and redefines the Lacanian subject through its theorizing of subjectivity in relation to race, racism and racial identification. Lacan and Race will be a definitive text for psychoanalytic theorists and contemporary scholars of race and appeal to readers across the fields of psychology, cultural studies, humanities, politics, and sociology. (shrink)

Darwin the writer -- Learning to see : Darwin's prophetic apprenticeship on the Beagle voyage -- The prose of On the origin of species -- Surprise and paradox : Darwin's artful legacy -- Darwinian mind and Wildean paradox -- Hardy's Woodlanders and the Darwinian grotesque -- Coda : the comic Darwin.

In the light of two unpublished letters from Carnap to Kuhn, this essay examines the relationship between Kuhn's The Structure of Scientific Revolutions and Carnap's philosophical views. Contrary to the common wisdom that Kuhn's book refuted logical empiricism, it argues that Carnap's views of revolutionary scientific change are rather similar to those detailed by Kuhn. This serves both to explain Carnap's appreciation of The Structure of Scientific Revolutions and to suggest that logical empiricism, insofar as that program rested on Carnap's (...) shoulders, was not substantially upstaged by Kuhn's book. (shrink)

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be (...) preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Stolen Legacy by George G.M. James refutes the Euro-centric myth that the origin of Western philosophy is Greek. First published in 1954, this book was seminal in leading to a radical reappraisal of a philosophical system long thought to be of European origin. It is an essential work in the syllabus for the study of Western philosophy.

How do we evaluate the power and utility of language when it has been made to articulate falsehoods in certain totalitarian regimes or has been charged with vulgarity and imprecision in a mass-consumer democracy? How will language react to the increasingly urgent claims of more exact speech such as mathematics and symbolic notation? These are some of the questions Steiner addresses in this elegantly written book, first published in 1967 to international acclaim.

Many epistemologists have been interested in justification because of its presumed close relationship to knowledge. This relationship is intended to be ...