The Value of Philosophy

Multiculturalism requires sustained and serious philosophical reflection, which in turn requires public outreach and communication. This piece briefly outlines concerns raised by the philosophy of multiculturalism and, conversely, multiculturalism in philosophy, which ultimately force us to reconsider the philosopher’s own role and responsibility. I conclude with a provocative suggestion of philosophy as /public diplomacy/. (As this is intended to be a piece for a general audience, secondary literature is only referred to in the conclusion. References gladly provided upon request.).

[For a planned Festschrift on William Lycan, edited by Mitch Green and Jan Michel.] Lycan (2022) sums up his (2019) _On Evidence in Philosophy_ as a “dolorous” book. This is primarily because the book claims that the field is infected with non-rational socio-psychological forces (fashion, bias, etc.) and that there is a persistent lack of consensus on philosophical questions. In this paper, I primarily rebut Lycan's second reason for dolorousness. For one, if we attend carefully to his text, his metaphilosophical (...) despair seems to die a death of 1000 qualifications. For another, several of the most important qualifications to such pessimism have been omitted. In attending to these, we shall see that philosophy has much to be proud of. I also offer an explanation for why many optimistic signs for philosophical progress tend to escape our notice. (shrink)

According to a recent proposal, the epistemic aim of metaphysics as a discipline is to chart the different viable theories of metaphysical objects of inquiry (e.g. causation, persistence). This paper elaborates on and seeks to improve on that proposal in two related ways. First, drawing on an analogy with how-possibly explanation in science, I argue that we can usefully understand this aim of metaphysics as the charting of epistemically possible answers to metaphysical questions. Second, I argue that in order to (...) account for the epistemic goodness of this aim, one should appeal to the epistemic value it has in virtue of providing resources for non-factive understanding of the objects of metaphysical inquiry.**This paper is forthcoming in a special issue of Argumenta on the Epistemology of Metaphysics**. (shrink)

Stoicism deserves everything that Broic$ are doing to its movement. This is because Stoics stuff the value of everything into their own heads, thus denying that external things are good and that other people have intrinsic value. Stoics are psychopathic narcissists and axiological solipsists. And this makes Stoicism easy to coopt into bro-y, shallow, self-help-y garbage.

How does experimental philosophy address philosophical questions and problems? That is: What projects does experimental philosophy pursue? What is their philosophical relevance? And what empirical methods do they employ? Answers to these questions will reveal how experimental philosophy can contribute to the longstanding ambition of placing philosophy on the ‘secure path of a science’, as Kant put it. We argue that experimental philosophy has introduced a new methodological perspective – a ‘meta-philosophical naturalism’ that addresses philosophical questions about a phenomenon by (...) empirically investigating how people think about this phenomenon. This chapter asks how this novel perspective can be successfully implemented: How can the empirical investigation of how people think about something address genuinely philosophical problems? And what methods – and, specifically, what methods beyond the questionnaire – can this investigation employ? We first review core projects of experimental philosophy and raise the question of their philosophical relevance. For ambitious answers, we turn to experimental philosophy’s most direct historical precursor, mid-20th century ordinary language philosophy, and discuss empirical implementations of two of its research programmes that use experimental methods from psycholinguistics and corpus methods from the digital humanities. (shrink)

A central theme in the scholarly literature on Enlightenment Europe concerns the increased focus on the role of reason in the development of European thought, especially in the development of the new science by the natural philosophers. As a consequence, there is a tendency in both philosophical scholarship and teaching to bind philosophy and science tightly together. While there is certainly much that is correct in this approach, one motivation for pluralizing philosophy’s past is that this story leaves out a (...) great deal that is important in Enlightenment views of reason. We argue, using as an example the work of figures like Margaret Cavendish, that reason was significantly broader in scope—and that developments in science were paralleled by equally important advances in music, art, literature, medicine, philosophy, and other areas. In recognizing the lack of a sharp boundary between these areas, an inclusive canon of Enlightenment philosophy gives us this richer notion of reason. Integrating figures such as Cavendish into the canon helps us to see that the narrow focus on the scientific version of reason within Enlightenment scholarship creates a false distinction between science and the humanities and misses out on the humanistic ends for which we engage in philosophy. (shrink)

Various authors have recently expressed doubts about the public relevance of philosophy. These doubts target both academic philosophy in general and particular subfields of philosophy. This paper investigates whether these doubts are justified through two tests in which the lack of public relevance of a philosophical paper is operationalized as the degree to which that paper is isolated. Both tests suggest that academic philosophy in general is more isolated from the broader public than it should be, and confirm the hypothesis (...) that some subfields of philosophy are more isolated than others. We argue that this lack of public relevance is caused by the incentive structure of academic philosophy and discuss a range of individual-level and incentive-level solutions. (shrink)

The global pandemic caused by the spread of a novel coronavirus in early 2020 did more than transform the first one-and-a-quarter academic year that fell within its duration. It also transformed higher learning in its research and pedagogy. Like many misfortunes, COVID-19 has brought opportunity for growth and change. No doubt, there are many success stories of philosophers rising to the challenges of our time. In this contribution, I relate my own pandemic story, not as one of success, but rather (...) as a humble attempt to grapple with the question of the post-pandemic philosophy curriculum. What is the place of philosophy in the twenty-first-century university? What might "philosophy" mean in a post-pandemic context... (shrink)

Recently there has been an increasing interest in metaphilosphy. The aim of philosophy has been examined. The development of philosophy has also been scrutinised. With the development of new approaches and methods, new problems arise. This collection revisits some of the metaphilosophical issues, including philosophical progress and the aim of philosophy. It sheds new light on some old approaches, such as naturalism and ordinary language philosophy. It also explores new philosophical methods (e.g., digital philosophy of science, conceptual engineering, and the (...) practice-based approach to logic) and their prospects. (shrink)

There is a way of teaching philosophy as a way of life that is focused on delivering content. In this paper, I consider a different way. It is focused on giving students the experience of philosophy as a way of life—in particular, the experience of being in love with wisdom. The main question of my paper is what it might be to teach philosophy in a way that prioritizes giving students the chance to fall in love with wisdom. I do (...) not so much argue for an answer as invite the reader to follow me along a path of metaphor, reflections on teaching philosophy, and quotations. (shrink)

ABSTRACT Conceptual engineering aims to improve our concepts. That's plausibly an extremely difficult thing to do. Should this make us sceptical of the idea that philosophers should try to do it? You might think so. Cappelen, in his Fixing Language: an Essay on Conceptual Engineering, thinks it shouldn't stop us – but his stated reasons are not really encouraging. In this paper, I say what I think Cappelen should have said, on the basis of a very rough cost-benefit analysis.

Though sometimes maligned, “trolleyology” offers an effective means of opening and framing, not only classes in ethics, but indeed any introductory philosophy course taking a broadly “puzzle-based” approach. When properly sequenced, a subset of the thought experiments that are trolleyology’s stock-in-trade can generate a series of puzzles illustrating the shortcomings of our untutored moral intuitions, and which thus motivate the very enterprise of moral theorizing. Students can be engaged in the attempt to resolve said puzzles, inasmuch as they’re accessible and (...) compelling, and their resolutions generally easy to achieve. Once thus engaged, students can be directed to the fact that they had already rolled up their sleeves and begun “doing philosophy.” In this way, engagement with trolleyological puzzles can serve as a “microcosm” for philosophy more broadly, illustrating the processes of critical thinking that are likewise the stock-in-trade of philosophers across many different domains of inquiry. (shrink)

The structure "home - world - ideals" is presented as the structure of "philosophical striving" (F. Marković). It could be formally described as a model consisting of a domain, relations and a valuation. On that basis, the identity, openness, and the significance of Croatian philosophy is investigated. The programme of the renewal of Croatian philosophy (as proposed 1882 by Franjo Marković) is re-examined, and some unsolved historical-cultural discontinuities within the programme are described. The written beginnings of Croatian philosophical thought are (...) detected in the Charter of Duke Trpimir (852). (shrink)

This essay explains why there are good reasons to practice philosophy as a way of life. The argument begins with the assumption that we should live well but that our understanding of how to live well can be mistaken. Philosophical reason and reflection can help correct these mistakes. Nonetheless, the evidence suggests that philosophical reasoning often fails to change our dispositions and behavior. Drawing on the work of Pierre Hadot, the essay claims that spiritual exercises and communal engagement mitigate the (...) factors that prevent us from living in accord- ance with our conceptions of the good life. So, many of us have reasons to engage in philosophical reasoning along with behavioral, cognitive, and social strategies to alter our behavior and attitudes so that they’re in line with our philosophical commitments. In these respects, many of us should practice philosophy as a way of life. (shrink)

This chapter offers an overview of the Epicurean conception of philosophy, with special attention to the value of physics. The Epicureans value physics not only for its ability to help remove superstitious beliefs about the gods and death, but also for its ability to stabilize our beliefs and to give causal accounts of ethically-relevant kinds such as pleasure and desire.

In fragments of the lost Protrepticus, preserved in Iamblichus, Aristotle responds to Isocrates’ worries about the excessive demandingness of theoretical philosophy. Contrary to Isocrates, Aristotle holds that such philosophy is generally feasible for human beings. In defense of this claim, Aristotle offers the progress argument, which appeals to early Greek philosophers’ rapid success in attaining exact understanding. In this paper, I explore and evaluate this argument. After making clarificatory exegetical points, I examine the argument’s premises in light of pressing worries (...) that the argument reasonably faces in its immediate intellectual context, the dispute between Isocrates and Aristotle. I also relate the argument to modern concerns about philosophical progress. I contend that the argument withstands these worries, and thereby constitutes a reasonable Aristotelian response to the Isocratean challenge. (shrink)

Nothing was more important for W. E. B. Du Bois than to promote the upward mobility of African Americans. This essay revisits his “The Conversation of Races” to demonstrate its general philosophical importance. Ultimately, Du Bois’s three motivations for giving the address reveal his view of the nature of philosophical inquiry: to critique earlier phenotypic conceptions of race, to show the essentiality of history, and to promote a reflexive practice. Commentators have been unduly invested in the hermeneutic readings and as (...) a result have misunderstood it as a philosophical text. Du Bois did more than introduce the concept of race into the purview of philosophy, he provided a method for philosophical inquiry into a concept that is notoriously difficult to approach with precision. My goal here is to show why no introduction to philosophy and no discussion about the nature of philosophical inquiry is complete without consideration of “Conservation.” Certainly, it is a text about race, but it is also an important philosophical text in general. (shrink)

In this article I critically discuss Professor Oladele Abiodun Balogun’s reflections on the proper final ends of doing philosophy and related sorts of abstract, speculative, or theoretical inquiry. Professor Balogun appears to argue that one should undertake philosophical studies only insofar as they are likely to make a practical difference to people’s lives, particularly by contributing to politico-economic development, or, in other words, that one should eschew seeking knowledge for its own sake. However, there is one line of thought from (...) Professor Balogun, about philosophy being able to make life meaningful, that I argue ultimately––perhaps contrary to his intentions––entails that it can be appropriate to some degree to pursue philosophy that is unlikely to ameliorate poverty and similar social ills. My central aims in this article are to identify Professor Balogun’s strongest argument against pursuing any knowledge for its own sake and to argue that an appeal to meaningfulness constitutes a strong, competing reason to seek out some of it. (shrink)

In this article, we analyse the evidential value of the corpus of experimental philosophy. While experimental philosophers claim that their studies provide insight into philosophical problems, some philosophers and psychologists have expressed concerns that the findings from these studies lack evidential value. Barriers to evidential value include selection bias and p-hacking. To find out whether the significant findings in x-phi papers result from selection bias or p-hacking, we applied a p-curve analysis to a corpus of 365 x-phi chapters and articles. (...) Our results suggest that this corpus has evidential value, although there are hints of p-hacking in a few parts of the x-phi corpus. (shrink)

In fragments from the Protrepticus, Aristotle offers three linked arguments for the view that philosophy is easy. According to an obvious normative worry, however, Aristotle also seems to think that the easiness of many activities has little to do with their choiceworthiness. Hence, if the Protrepticus seeks to exhort its audience to philosophize on the basis of philosophy’s easiness, then perhaps the Protrepticus provides the wrong sort of hortatory appeal. In response, I briefly situate Aristotle’s arguments in their dialectical context. (...) On this basis, I elucidate what sort of easiness Aristotle attributes to philosophy, and what difference Aristotle thinks philosophy’s easiness makes to its choiceworthiness. (shrink)

Philosophical expertise consists in knowledge, but it is controversial what this knowledge consists in. I focus on three issues: the extent and nature of knowledge of philosophical truths, how this philosophical knowledge is related to philosophical progress, and skeptical challenges to philosophical knowledge.

This introductory chapter reviews the history of the reception of philosophy from Asia and the Islamic World in Western philosophy and argues in favor of conceptualizing philosophy from a more globally informed point of view.

A conceptual exploration of the umbrella notion Wisdom, as well as dimensions, characteristics and components of the idea of wisdom as suggested by experimental philosophy, neurosciences and other studies and a comparison of the notion of wisdom with those of knowledge, truth, insight and understanding. https://www.academia.edu/34339690/PHILOSOPHY_PHILO_SOPHOS_LOVE_OF_WISDOM.

She has always existed and is more than a citizen of multiverses,‭ ‬most likely the ground of all.‭ ‬In the West she was introduced around C.570‭ ‬and since then many individuals have searched for her,‭ ‬tried to become familiar with her and created all sorts of,‭ ‬frequently ridiculous,‭ ‬things in her name. Once someone has a passion for her it cannot be extinguished but increases.‭ ‬Objectively this need for her is referred to as‭ ‘‬love of wisdom‭’‬,‭ ‬the need for wisdom,‭ (...) ‬while personally it is a need of some individuals. -/- This passion and need has become institutionalized and it has developed a discourse and became a socio-cultural practice of its own.‭ ‬Fairly recently it has even become a discipline at,‭ ‬mostly higher,‭ ‬institutions of learning.‭ ‬Previously those searching for and attempting to interact with her came from many walks of life and all kinds of professions,‭ ‬while in the last century or so many people began to live off her as they are remunerated for talking about,‭ ‬about the history of searching for and investigating her and saying all sorts of things about her. -/- Many things are done in her name and all sorts of neologisms are fabricated to label them,‭ ‬such as analytic,‭ ‬continental,‭ ‬idealism,‭ ‬rationalism,‭ ‬empiricism,‭ ‬and all these labels are again specified and specified ad infinitum with terms such as materialism,‭ ‬physicalism,‭ ‬weak naturalism,‭ ‬speculative and new realism,‭ ‬etc. -/- Individuals from many other disciplines and areas of life,‭ ‬such as sociology,‭ ‬the arts,‭ ‬humanities,‭ ‬cognitive sciences,‭ ‬sport,‭ ‬etc got on the bandwagon so that we now have a philosophy or love of wisdom,‭ ‬epistemologies,‭ ‬ontologies etc of everything under the sun.‭ ‬Even if you were to write some theses or do some study you will stipulate your epistemology,‭ ‬ontology,‭ ‬methodology,‭ ‬etc.‭ ‬Just as those who live off philosophy become involved in every area of humanity and all its socio-cultural practices produce so-called peer reviewed publications,‭ ‬articles,‭ ‬essays and books on philosophy of art,‭ ‬sport,‭ ‬humanities,‭ ‬cognitive sciences,‭ ‬religion,‭ ‬gods,‭ ‬sex,‭ ‬rock‭ ‘‬n roll,‭ ‬language,‭ ‬words,‭ ‬ideas,‭ ‬how words and ideas and concepts do their thing,‭ ‬etc,‭ ‬etc.‭ -/- The way these subject-matter are treated will usually consists of some form of reasoning,‭ ‬the use of arguments or argumentation and some kind of logic and a process that resembles the features,‭ ‬steps,‭ ‬stages and processes of theorizing,‭ ‬the construction and development of models,‭ ‬short term,‭ ‬medium or large theories.‭ ‬The latter is often presented in the form of entire‭ ‘‬metaphysical‭’ ‬and speculative systems such as those of Plato,‭ ‬Aristotle,‭ ‬Kant,‭ ‬Hegel,‭ ‬Marx,‭ ‬Husserl,‭ ‬Habermas et al.‭ ‬While Socrates and to some extent the later Wittgenstein attempted to be more authentic to the original principles of trying to follow and developed the ideal of identifying,‭ ‬capturing by verbal interaction‭ (‬be it discourse,‭ ‬or dialogue‭) ‬and becoming one‭ (‬like mystics of all religions who are passionate about‭ ‘‬the one‭’‬,‭ ‬the Beloved,‭ ‬the one Real Self,‭ ‬etc and attempt to become one,‭ ‬united with or‭ ‘‬oned‭’ ‬with their object or subject of desire‭) ‬with Sophos‭ – ‬by exploring and investigating or applying and executing practical use of language,‭ ‬and thereby to uncover and capture her. -/- The effects of the institutionalization of the discipline are far-reaching and the professionalization of the role of philosopher as a‭ ‘‬profession‭’‬,‭ ‬an employee of an institution and a representative of the status quo are discussed in a number of articles being cited. -/- The methods of the philosophical discourse vary,‭ ‬first of all between the so-called Continental and Anglophone Analytic philosophies,‭ ‬its movements,‭ ‬schools and institutions,‭ ‬such as research universities,‭ ‬journals,‭ ‬communities and book publishers.‭ ‬It seems as if increasingly philosophizing employs some of the stages and steps of the processes of theorizing.‭ ‬Other aspects of her methods are heuristic devices,‭ ‬the use of metaphors and analogies,‭ ‬philosophical logic,‭ ‬informal and other types of logic,‭ ‬arguments and argumentation.‭ ‬This involves the creation of fallacies in thinking and reasoning and the causing of all sorts of fallacies or crooked thinking. -/- The nature and changes of philosophical subject-matter are discussed as the socio-cultural practice lost most of its traditional‭ ‘‬objects‭’ ‬with the social and cultural differentiation of other,‭ ‬specialized disciplines.‭ ‬In turn the discourse attempts to fabricate other subject-matter,‭ ‬for example the development of so-called Experimental Philosophy,‭ ‬inter-disciplinary studies such as cognitive sciences and philosophies or meta-level explorations of and speculations about other disciplines,‭ ‬professions and domains‭ (‬for example normative,‭ ‬instrumental and subjective aesthetic‭ – ‬this the terminology and distinctions according to the working class obsessive Critical Theory of the so-called Frankfurt Schule.‭ ‬One always wonders what degree of personal experience their educated,‭ ‬middle class academics have of‭ ‘‬the working class‭’‬,‭ ‬whatever that is meant to be‭?)) ‬of human activity.‭ ‬Such as philosophy of medicine,‭ ‬sport,‭ ‬art,‭ ‬religion,‭ ‬just name it and it is bound to exist.‭ -/- Another‭ ‘‬extension‭’ ‬of or interest in‭ ‘‬philosophy‭’ ‬is that of certain individuals,‭ ‬schools or movements in other disciplines,‭ ‬for example social‭ ‘‬sciences‭’ ‬such as sociology and supporters of the above mentioned‭ ‘‬Schule‭’‬.‭ ‬They frequently use philosophical words such as ontology,‭ ‬epistemology,‭ ‬multi-dimensional,‭ ‬many-levels,‭ ‬contexts assumptions,‭ ‬pre-suppositions,‭ ‬immanent,‭ ‬transcendent,‭ ‬etc.‭ ‬Is this intended to be an extension of philosophy and the doing of philosophizing or merely cognitive bias of the form‭ ‘‬authority bias‭’‬.‭ ‬In this case the authority being‭ ‘‬the discipline of philosophy‭’‬,‭ ‬as well as the‭ ’‬use of the word philosophy‭ ‬and terms from the philosophical discourse‭’‬.‭. (shrink)

The purpose of this book is to address the controversial issues of whether we have a fixed set of ontological categories and if they have some epistemic value at all. Which are our ontological categories? What determines them? Do they play a role in cognition? If so, which? What do they force to presuppose regarding our world-view? If they constitute a limit to possible knowledge, up to what point is science possible? Does their study make of philosophy a science? Departing (...) from the novelty –but no exclusively- of considering distinctions to be the subject matter of thought and language -that is, of reference and meaning- the author arrives at a radical novel conception of the ontological categories. The observations and arguments presented in it constitute a strong case against established and well-rooted tenets, if not paradigms, of contemporary philosophy, beyond ontology and epistemology. The entailing conclusions, open the door to a revival of the discipline and the importance of its studies, as the science of the constitutive elements of knowledge of a non-empirical nature. (shrink)

Despite the growth in research in philosophy of religion over the past several decades, recent years have seen a number of critical studies of this subfield in an effort to redirect the methods and topics of inquiry. This article argues that in addition to problems of religious parochialism described by critics such as Wesley Wildman, the subfield is facing a problem of relevance. In responding to this problem, it suggests that philosophers of religion should do three things: first, be critically (...) self-aware about their aims of inquiry; second, investigate concepts used by other philosophers, scientists, and religious studies scholars to identify and dispel confusion about religions; and third, following the model of applied ethics, work to clarify concepts and advance arguments of contemporary practical urgency. (shrink)

To what end should or do we pursue philosophy and how? Meta-philosophical questions along these lines have gained more and more interest recently. The collected volume "Erkenntnistheorie — Wie und wozu?" (Engl.: "Epistemology — How and to what end?") aspires to raise and tackle issues addressing the meta-epistemological questions "How is epistemology practiced and to what end?". Although this aim sounds like a descriptive meta-epistemological endeavor, it is not surprising that many authors rather argue for normative claims surrounding the questions (...) "How and to what end should epistemology be pursued?". This review provides an overview on the collected volume and offers a critical evaluation of its overall achievement. (shrink)

The aim of this paper is to examine the nature, scope and importance of philosophy in the light of its relation to other disciplines. This work pays its focus on the various fundamental problems of philosophy, relating to Ethics, Metaphysics, Epistemology Logic, and its association with scientific realism. It will also highlight the various facets of these problems and the role of philosophers to point out the various issues relating to human issues. It is widely agreed that philosophy as a (...) multi-dimensional subject that shows affinity to others branches of philosophy like, Philosophy of Science, Humanities, Physics and Mathematics, but this paper also seeks, a philosophical nature towards the universal problems of nature. It evaluates the contribution and sacrifices of the great sages of philosophers to promote the clarity and progress in the field of philosophy. (shrink)

Is there progress in philosophy? A glass-half-full view is that there is some progress in philosophy. A glass-half-empty view is that there is not as much as we would like. I articulate a version of the glass-half-empty view, argue for it, and then address the crucial question of what explains it.

In works of impressive erudition based in ancient philosophy, Pierre Hadot and John Cooper have recently reasserted a familiar complaint about the Scholastic philosophy of St. Thomas Aquinas and his neo-Thomist heirs. Scholasticism, they complain, diminished philosophy by rejecting its claim to be a holistic way of life, requiring the transformation of the whole person, and reconceiving it as an exercise in merely conceptual and logical maneuvering, requiring nothing more from the philosopher but the ability to compute logical relations. I (...) argue in this paper that, from a Thomistic perspective, philosophy is a praxis, though with a theoretical end, uniting affection and intellect in the conduct of practices and activities that aim at a contemplative wisdom including discourse within it. Philosophy conceived in this way avoids the fragmentation and dualisms Hadot and Cooper see in Scholastic thought, bringing it closer to their ideals of philosophy as a way of life. (shrink)

Estudio sobre el alcance de la concepción del pensamiento hispanoamericano en José Gaos, en su obra de los años 40. A History of Latin American Philosophy (s. XVI- XIX): / José Gaos (1900-1969).

Recent attention to the relationship between aesthetic value and cognitive value has focused on whether the latter can affect the former. In this article, I approach the issue from the opposite direction. I investigate whether the aesthetic value of a work can influence its cognitive value. More narrowly, I consider whether a work's aesthetic value ever contributes to or detracts from its philosophical value, which I take to include the truth of its claims, the strength of its arguments, and its (...) internal consistency. I argue that aesthetic value does have such an impact, at least sometimes and to some degree. The aesthetic merits of some works help to preserve their consistency, and the aesthetic defects of other works render them self-contradictory. (shrink)

The present book “Proceedings of the Symposia on Philosophy” edited by Late Prof. Ajit Kumar Sinha is a scholarly work, published by the Department of Philosophy, Kurukshetra University, Kurukshetra in 1966. It is collection of papers presented by eminent scholars at two symposia held at the Department of Philosophy, Kurukshetra University, Kurukshetra on 22nd and on 23rd March, 1965. The symposium "Concept of Philosophy in the mid-twentieth century" was held on March 22, 1965, and the symposium "Critique of the Value-system (...) in India during Post- independence era" was held on March 23, 1965. The ten papers included in this edited work focus on the critique of value system in India as well as the conception of philosophy in the mid-twentieth century. The present online version of this book has a great relevance in the present times as we had the print edition in a limited number. Moreover, online version can reach worldwide readers. So we are publishing this book online in its original form as it appeared in 1966. Late Prof. (Dr.) A.K.Sinha was an eminent contemporary philosopher of India and the former Chairperson of the Department of Philosophy, Kurukshetra. Under the benign guidance of Prof. Sinha, the Department reached to high mark scholarship. He also contributed near about 20 books in the field of philosophy and allied subjects. (shrink)

Philosophers have no time. They are tired with philosophising. They doze off or even die of fatigue over yet another review, opinion, article, translation of works of an English-speaking philosophical genius, publishing and editing of a book. They are exhausted by the obligatory teaching, bored with listening to conference papers, depressed by defences of post-doctoral theses, hopeless against plagiarism, out-of-breath chasing credits, worn out by English articles, crumpled and ill-treated by institutions, tired with maintaining and co-creating them, jaded by the (...) speed of information transfer, weakened by the absence of lively thought, knackered by the number of graduates and languid due to their quality, depressed by discord, exhausted by the continuous game of getting lost and finding oneself in science and the Academy. -/- In this ruffle, shabbiness and depletion they undertake with difficulty yet another fight for philosophy, in which they often represent the lost cause and happen to be merciless to each other, sometimes they give up and even moan. Their tiredness is accompanied by heavy steps and sluggishness. Barely alive they keep on living. Somewhere they find the energy, they live for something, serve something. In the article, following the smartest of philosophers, Socrates, and his defence speech, the speech in defence of his life, we explain where the philosophers find the energy, what they live for and what, often in contradiction to their own declarations, they serve. (shrink)

This paper addresses the project of philosophical autobiography, using two different perspectives. On the one hand, the societal, economic, and family contexts of William James are addressed, and connected a modern academic context of business ethics research, marketing and purchasing decision making, and the continuing financial crisis. The concepts of “stream of consciousness” and “acting as-if” are connected to recent literature on William James. On the other hand, the significance of family context, and the possible connection between the William James (...) family and the author, is addressed through shared family narratives interspersed throughout the paper. (shrink)

This essay argues for the value of teaching a unit that questions what it is that philosophers teach as a way of encouraging students to reflect on the nature of philosophy. I show how using ancient philosophy to frame this unit makes it especially urgent, since an important (and often overlooked) consequence of Socrates’s demarcation of philosophy from oratory is that philosophers are not in a position to teach anything. I have found that students are eager to engage the challenge (...) that this seems to pose for the contemporary philosophy classroom. Further, they can self-reflectively employ philosophical analysis to identify and critique ways of justifying what they learn from teachers of philosophy. (shrink)

While professional philosophers are often reluctant to address the issue of the aims of philosophy, the field of philosophy with children is abundant with articulated aims which tend to be more concrete and ambitious than those of academic philosophy. Is this asymmetry a problem? And how are we to think about the aims of philosophy with children? This article argues that not much will be gained from looking to academic philosophy because discussions here are surprisingly meager and have provided little (...) agreement. Nevertheless, it is also argued that the aims of philosophy with children must be constrained by what can be achieved by academic philosophy. (shrink)

The problem of non-acceptance of philosophy in Arab Culture is a complex one and it is worthy of study and analysis. This problem relates to the nature of the composition of Arab Culture on the one hand, and that of philosophy itself on the other. With reference to the composition of Arab culture, there are numerous contributory elements that inform Arab culture today; some of which are Arabic in and others of which are foreign and only came to the Arab (...) habitat lands since the arrival of the Islamic religion. Arab culture is derived from a rich history comprising a number of Arab states that produced a multi-faceted and resplendent civilization, extending from Mesopotamia to the Nile Delta and Saba and Hamer. All of these independent civilizations contributed to Arab culture. In addition, Islam has also made a significant contribution towards polishing and entering all cultures before and after it extended throughout the world. In Arabic culture a critical trend arose in opposition to philosophy, contradicting the pattern in former Arabic civilizations, it is based on political religion as a foundation from which to attack and destroy philosophy. The second factor linked to the unaccepted nature of philosophy in Arab culture originates from philosophy itself. As is known by philosophers, the originality and creativity of philosophy first manifested in Ancient Greece. Moreover, the Greeks differed from other nations in many respects. For instance; 1) Multiplicity of religions, law and social system. 2) Political system, they created the first pattern of democracy in the world, which became the most basic of all democratic systems. 3) Social structure consisting of Whites, Slaves and Barbarians. 4) Customs and traditions, they have different views regarding women, slavery, citizenship and freedom of though. 5) Also the Greek nation differs from other nations in the high number of philosophical scholars that emerged during its 1200 year era of civilization. This research will analyze both the nature of contemporary Arabic Culture and the tradition of Greek Philosophy to ascertain the factors informing the unacceptability of Greek Philosophy in Arabic Culture. (shrink)

This is the editorial introduction to the special edition of Cosmos & History on the future of philosophy.

Philosophy (and its corollaries in the human sciences such as literary, social and political theory) is distinguished from other disciplines by a more thoroughgoing emphasis on the a priori. Philosophy makes no claims to predictive power; nor does it aim to conform to popular opinion (beyond ordinary intuitions as recorded by ‘thought experiments’). Many philosophers view the discipline’s self-exemption from ‘real world’ empirical testing as a non-issue or even an advantage, in allowing philosophy to focus on universal and necessary truths. (...) This article argues otherwise. The non-instrumentality of philosophical discourse renders it into a collective private language, impairing the discipline’s ability to judge the quality of its own output. The natural sciences and other technical disciplines offer the non-expert ‘windows of scrutiny’ into their respective methodologies, through numerous findings that can be easily and independently tested by amateurs. Such outside scrutiny provides a mechanism of external quality control, mitigating the internal effects of cognitive bias and institutionalised conformity upon the discourses of technical disciplines. In contrast, the conclusions of philosophy are not testable without in-depth knowledge of the methods by which they are arrived at; knowledge which can apparently only be gained through an extensive program of study, in philosophy. This epistemic circularity renders the program (even one of self-study) into a ‘black box’ in which the internal influence of cognitive biases and conformity effects cannot be independently assessed. The black box of philosophy is, in all relevant respects, analogous to the black box of the Cartesian mind that is the subject of Wittgenstein’s private language argument. (shrink)

Much seems to be at stake in metaphysical questions about, for example, God, free will or morality. One thing that could be at stake is the value of the universe we inhabit—how good or bad it is. We can think of competing philosophical positions as describing possibilities, ways the world might turn out to be, and to which value can be assigned. When, for example, people hope that God exists, or fear that we do not possess free will, they express (...) attitudes towards these possibilities, attitudes that presuppose answers to questions about their comparative value. My aim in this paper is to distinguish these evaluative questions from related questions with which they can be confused, to identify structural constraints on their proper pursuit, and to address objections to their very coherence. Answers to such evaluative questions offer one measure of the importance of philosophical disputes. (shrink)

This paper discusses a common contemporary characterization of skepticism and skeptical arguments-that their real importance is instrumental, that they “drive progress in philosophy.“ I explore two possible contrasts to the idea that skepticism's significance is thus wholly methodological. First, I recall for the reader a range of views that can be understood as `truth in skepticism' views. These concessive views are those most clearly at odds with the idea that skepticism is false, but instrumentally valuable. Considering the contributions of such (...) `truth in skepticism' theorists, I argue, shows that the good of furthering philosophical progress is partly achieved by the work of those who would reject the `merely methodological' view of skepticism's import. While this shows such a view of skepticism's import to be partially self-effacing, it is not therefore incoherent. Rather, the characterization is revealed to be wedded to particular diagnoses of skepticism, and not independently innocuous or neutral. Second, I discuss the idea that the `merely methodological' characterization of skepticism's import draws a contrast with philosophical positions or theses that are supposed to have practical teeth. Here, I think the danger of acquiescing too readily to this view is that the normative import of skeptical arguments is obscured. At a time when discussions of the value of knowledge are in ascendency, this in particular seems a loss-a route from consideration of skeptical arguments to broader normative questions worth keeping open is rather more obscured than opened up. Any radically revisionary outcome of an encounter with skepticism is less likely, led by such an understanding, just when there is opportunity instead to connect up with broad questions of epistemic value. For these reasons I argue the characterization is not one to too readily, unthinkingly, endorse. (shrink)

Except for a patina of twenty-first century modernity, in the form of logic and language, philosophy is exactly the same now as it ever was; it has made no progress whatsoever. We philosophers wrestle with the exact same problems the Pre-Socratics wrestled with. Even more outrageous than this claim, though, is the blatant denial of its obvious truth by many practicing philosophers. The No-Progress view is explored and argued for here. Its denial is diagnosed as a form of anosognosia, a (...) mental condition where the affected person denies there is any problem. The theories of two eminent philosophers supporting the No-Progress view are also examined. The final section offers an explanation for philosophy 's inability to solve any philosophical problem, ever. The paper closes with some reflections on philosophy 's future. (shrink)

Philosophers frequently struggle with the relation of metaphysics to the everyday world, with its practical value, and with its relation to empirical science. This paper distinguishes several different models of the relation between philosophical ontology and applied (scientific) ontology that have been advanced in the history of philosopy. Adoption of a strong participation model for the philosophical ontologist in science is urged, and requirements and consequences of the participation model are explored. This approach provides both a principled view and justification (...) of the role of the philosophical ontologist in contemporary empirical science as well as guidelines for integrating philosophers and philosophical contributions into the practice of science. (shrink)

At its centennial in 2001, the American Philosophical Association bravely proclaimed: “Philosophy Matters.” But does it? It won’t unless it reaches the concreteness of everyday life. To do so was Martin Heidegger’s ambition, and one can read Saul Kripke’s books as an attempt to get mainstream American philosophy beyond its abstractions. At length, Kripke’s efforts, on one reading, failed while Heidegger’s remained incomplete. A theory of commodification can get us closer to the things that matter to us in everyday life.

Strangely, the concept of philosophical education is not much in use, at least not as a philosophical concept. In this essay, Steinar Bøyum attempts to outline such a philosophical concept of philosophical education. Bøyum uses Plato's Allegory of the Cave, René Descartes's life of doubt, and Immanuel Kant's criticism of metaphysics as paradigms or defining examples of this concept. Bøyum's aim in this essay is not exegetical; rather, he hopes to describe these examples in a way that will let their (...) character as conceptions of philosophical education show forth. His underlying aims are to show which forms such conceptions may take and why philosophical education is or should be an important topic for both philosophy and education. (shrink)