Online research in philosophy

An argument that there is a common pattern in conflict between desires and the dialectical integration of those conflicts, at both individual and socio-political levels. Philosophical, psychological, poltical and Buddhist approaches to integration are brought together here to show how the integration of desire contributes to moral objectivity.

The first of a planned series of 5 volumes on Middle Way Philosophy. Middle Way Philosophy was originally inspired by the Middle Way of the Buddha but is developed in an entirely Western context. It addresses the questions of objectivity, justification, facts and values, and the relationship of philosophy and psychology. It develops the concept of experiential adequacy to provide a non-metaphysical resolution of the dichotomy between absolutism and relativism in both facts and values.

This book is a survey of practical moral issues applying the Middle Way (as developed in 'A Theory of Moral Objectivity') as the basis of 'Buddhist' Ethics. No appeal is made to Buddhist traditions or scriptures, but instead the Middle Way is applied consistently as a universal philosophical and practical principle to suggest the direction of resolutions to moral debates. Practical ethics topics covered include sexual ethics, medical ethics, environmental ethics, animals, violence, the arts, scientific issues and political ethics.

An inter-disciplinary philosophical treatise (written as an accredited Ph.D. thesis) that attempts to establish a new approach to moral objectivity. Inspired by the Buddha's Middle Way, but arguing from first premises, it challenges widespread and interlinked assumptions in both analytic and continental philosophy, whilst drawing on both these traditions together with psychological, religious and historical evidence. The first section of the book provides a detailed critique of existing approaches to ethics in the Western tradition. The second half then puts forward (...) positive and practical alternatives, and solutions to long-standing philosophical problems. (shrink)

This book is a briefer and updated account of the Middle Way Philosophy developed in 'A Theory of Moral Objectivity'. Its starting point is the argument that we are not justified in making any claims about truth, whether moral or scientific, but the idea of truth is still meaningful. Instead of making or denying metaphysical claims about truth, we need to think in terms of incrementally objective justification within experience. This standpoint is related to an account of objectivity as psychological (...) integration, and applied to questions of resposibility, ethics, science, religion and politics. (shrink)

This book is a philosophical critique of the Buddhist tradition (not a scholarly work about the Buddhist tradition), applying the standards of judgement developed in 'A Theory of Moral Objectivity'. It is argued that although the Buddhist tradition provides access to the insights of the Middle Way, many other aspects of Buddhist tradition are inconsistent with this central insight. The sources of justified belief in Buddhism, karma, conditionality, concepts of reality, monasticism and Buddhist ethics are all subjected to the same (...) critique. (shrink)

D.G Attfield's article "Learning from Religion" in BJRE 18:2 raises a number of difficulties in the treatment of truth claims in Religious Education. He argues that these claims should limit the acceptable goals of non-confessional R.E. to teaching about religion and not cross a threshold of faith-commitment beyond which a child may learn from religion. His arguments rest on a questionable understanding of religions as entirely defined by their irreconcilable revelations, which actually condemns R.E to an ineffectual relativism. Attfield also (...) makes contradictory assumptions about the capacity of children to make valid autonomous decisions to enter into faith-commitment. I argue that the coherence of non-confessional R.E. requires a wisdom-based understanding of religious development, coupled with an understanding of educational development which emphasises the importance of individual role-models and the gradual building of coherent world-views. (shrink)