Rerum Novarum, the papal encyclical of Pope Leo XIII, has had a major impact on Catholic thinking. Issued in 1891 it immediately received much public attention. This was especially the case in the United States where it was seen as the response re-affirming the sanctity of private property long sought by the American bishops in the public debates with Henry George and his supporters. George was a central public figure in the United States, England and Ireland, whose speeches and writings (...) supported free market ideas, especially free trade. But, George's main idea was that the sole tax should be a singletax on land values.His justification seemed to place the sanctity of private property in doubt. Since some Catholics were strong supporters of George, the Catholic bishops were anxious that the Pope clearly state the morality of private property. Rather than condemn the writings of George directly, Leo XIII prefered to reaffirm the sanctity of private property in a positive form. The American origins of Rerum Novarum had not been appropriately recognized.Rerum Novarum, l’encyclique papale de Léon XIII, a eu un impact majeur sur la pensée catholique. Publiée en 1891 elle reçut immédiatement une très grande attention. Ce fut spécialement le cas aux Etats-Unis où elle fut prise comme une réponse réaffirmant le caractère sacré de la propriété privée longtemps recherchée par les évêques Américains dans leurs débats publics avec Henry George et ses partisans. George était un personnage public central aux Etats-Unis, en Angleterre et en Irlande, dont les discours et les écrits étaient en faveur des idées du libre marché et notamment celles qui concernent l’échange libre. Mais, l’idée majeure de George était que le seul impôt qui devait exister était celui sur la valeur des terrains.Sa justification semblait émettre des doutes à l’égard du caractère sacré de la propriété privée. Alors que quelques Catholiques étaient de forts partisans de George, les évêques catholiques tenaient beaucoup à ce que le Pape se positionne clairement sur la moralité de la propriété privée. Plutôt que de condamner directement les écrits de George, Léon XIII préféra réaffirmer le caractère sacré de la propriété privée de manière positive. Les origines américaines de Rerum Novarum n’ont pas été reconnues à leur juste valeur. (shrink)

Rerum Novarum, the papal encyclical of Pope Leo XIII, has had a major impact on Catholic thinking. Issued in 1891 it immediately received much public attention. This was especially the case in the United States where it was seen as the response re-affirming the sanctity of private property long sought by the American bishops in the public debates with Henry George and his supporters. George was a central public figure in the United States, England and Ireland, whose speeches and writings (...) supported free market ideas, especially free trade. But, George's main idea was that the sole tax should be a singletax on land values.His justification seemed to place the sanctity of private property in doubt. Since some Catholics were strong supporters of George, the Catholic bishops were anxious that the Pope clearly state the morality of private property. Rather than condemn the writings of George directly, Leo XIII prefered to reaffirm the sanctity of private property in a positive form. The American origins of Rerum Novarum had not been appropriately recognized.Rerum Novarum, l’encyclique papale de Léon XIII, a eu un impact majeur sur la pensée catholique. Publiée en 1891 elle reçut immédiatement une très grande attention. Ce fut spécialement le cas aux Etats-Unis où elle fut prise comme une réponse réaffirmant le caractère sacré de la propriété privée longtemps recherchée par les évêques Américains dans leurs débats publics avec Henry George et ses partisans. George était un personnage public central aux Etats-Unis, en Angleterre et en Irlande, dont les discours et les écrits étaient en faveur des idées du libre marché et notamment celles qui concernent l’échange libre. Mais, l’idée majeure de George était que le seul impôt qui devait exister était celui sur la valeur des terrains.Sa justification semblait émettre des doutes à l’égard du caractère sacré de la propriété privée. Alors que quelques Catholiques étaient de forts partisans de George, les évêques catholiques tenaient beaucoup à ce que le Pape se positionne clairement sur la moralité de la propriété privée. Plutôt que de condamner directement les écrits de George, Léon XIII préféra réaffirmer le caractère sacré de la propriété privée de manière positive. Les origines américaines de Rerum Novarum n’ont pas été reconnues à leur juste valeur. (shrink)

Background To describe the preferences for disclosure of individual biomarker results among mothers participating in a longitudinal birth cohort. Methods We surveyed 343 mothers that participated in the Health Outcomes and Measures of the Environment Study about their biomarker disclosure preferences. Participants were told that the study was measuring pesticide metabolites in their biological specimens, and that the health effects of these low levels of exposure are unknown. Participants were asked whether they wanted to receive their results and their child's (...) results. In addition, they were asked about their preferred method (letter vs in person) and format (more complex vs less complex) for disclosure of results. Results Almost all of the study participants wanted to receive their individual results (340/343) as well as their child's results (342/343). However, preferences for receiving results differed by education level. Mothers with less than a college degree preferred in-person disclosure of results more often than mothers with some college education or a college degree (34.3% vs 17.4% vs 7.9%, p<0.001). Similarly, mothers with less than a college education preferred a less complex disclosure format than mothers with some college education or a college degree (59.7% vs 79.1% vs 86.3%, p<0.0001). Conclusion While almost all study participants preferred to receive results of their individual biomarker tests, level of education was a key factor in predicting preferences for disclosure of biomarker results. To ensure effective communication of this information, disclosure of biomarker results should be tailored to the education level of the study participants. (shrink)

Bruce Caldwell’s Hayeks’ Challenge is a significant contribution to philosophy and to economics. F. A. Hayek received the Nobel Prize in Economic Science in 1974. During the Methodology Conflict, the German Historical School, drawing on Hegel and Herder, rejected natural law doctrines and claimed that each nation was unique with its own nature. The Austrian School started from the universality of human nature.

Bruce Caldwell’s Hayeks’ Challenge is a significant contribution to philosophy and to economics. F. A. Hayek received the Nobel Prize in Economic Science in 1974. During the Methodology Conflict, the German Historical School, drawing on Hegel and Herder, rejected natural law doctrines and claimed that each nation was unique with its own nature. The Austrian School started from the universality of human nature.

History and chronicle, by B. Croce.--History as a system, by J. Ortega y Gasset.--The idea of history, by R. G. Collingwood.--The historian's purpose; history and metahistory, by A. Bullock.--What are historians trying to do? By H. Pirenne.--What are historical facts? By C. Becker.--The concept of scientific history, by I. Berlin.--Reason in history, by G. W. F. Hegel.--The hedgehog and the fox, by I. Berlin.--What is history? By E. H. Carr.--Faith and history, by R. Niebuhr.--The world and the west, by A. (...) Toynbee.--Debates with historians, by P. Geyl.--Has history any meaning? By K. R. Popper.--Historical inevitability, by I. Berlin.--On fortune and misfortune in history, by J. Burckhardt.--Selected readings (p. 179-181). (shrink)

Before going further, it will be helpful to consider briefly the notion that novelty per se is a fundamental human need. Experiments with human beings, as well as with animals, indicate that the maintenance of normal, successful behavior depends upon an adequate level of incoming stimulation—or, as some have put it, of novelty.2 But lumping all novelty together is misleading. At least three kinds of novelty need to be distinguished. Some novel patterns arise out of, or represent, changes in the (...) fundamental rules governing the organization of musical processes and structures. By significantly weakening our comprehension of the musical relationships presented—undermining not only our understanding of what is past but our ability to envisage what is to come—such systemic change seriously threatens our sense of psychic security and competent control. Far from being welcome, the insecurity and uncertainty thus engendered is at least as antipathetic, disturbing, and unpleasant as stimulus privation. Novel patterns may also result from the invention of a new strategy that accords with prevalent stylistic rules. Though they may initially seem to threaten existing competencies, the function and significance of novel strategies within the larger set of stylistic constraints can usually be grasped without too much delay or difficulty. For a while the tensions produced by strategic innovation may seem disturbing. But in the end, when our grasp of the principles ordering events is confirmed and our sense of competency is reestablished and control is reinforced, tension is resolved into an elation that is both stimulating and enjoyable. Most novel patterns—original themes, rhythms, harmonic progressions, and so forth—involve the innovative instantiation or realization of an existing strategy or schema .3 Novelties of this kind not only enhance our sense of control—a feeling that we know how things really “work”—but provide both the pleasure of recognition and the joy of skillfully exercising some competency. We enjoy novelty—the stimulation of surprise, the tension of uncertainty—as long as it can be accommodated within a known and understandable set of constraints. When the rules governing the game are abrogated or in doubt—when comprehension and control are threatened—the result is usually anger, anguish, and desperation.These responses to novelty are consequences of fundamental and poignant verities of the human condition: the centrality of choice in human behavior. Because only a minute fraction of human behavior seems to be genetically specified, choice is inescapable.While in lower organisms, behavior is strictly determined by the genetic program, in complex metazoa the genetic program becomes less constraining, more “open” as Ernst Mayr puts it, in the sense that it does not lay down behavioral instructions in great detail but rather permits some choice and allows for a certain freedom of response. Instead of imposing rigid prescriptions, it provides the organism with potentialities and capacities. This openness of the genetic program increases with evolution and culminates in mankind.4The price of freedom is the imperative of choice. Human beings must choose were to sow and when to reap, when to work and where to live, when to play and what to build. Intelligent, successful choices are possible only if alternative courses of action can be imagined and their consequences envisaged with reasonable accuracy. 2. For further discussion, see my Music, the Arts, and Ideas , p. 50.3. Rules are transpersonal but intracultural constraints—for instance, the pitch/time entities established in some style, as well as grammatical and syntactic regularities. Strategies are general means for actualizing some of the possibilities that are potential in the rules of the style. The rules of a style are relatively few, while the number of possible strategies may, depending upon the nature of the rules, be very large indeed. The ways of instantiating a particular strategy are, if not infinite, at least beyond reckoning.4. François Jacob, The Possible and the Actual , p. 61. See also Stephen Jay Gould, Ever Since Darwin , p. 257. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:What's so Important about Music Education?Leonard TanJ. Scott Goble, What's so Important about Music Education? (New York, NY: Routledge, 2010)In What's so Important about Music Education, J. Scott Goble proposes a new philosophical foundation for music education in the United States based on the theory of semiotics by American pragmatist Charles Sanders Peirce. Following a brief summary, I will note several merits in Goble's book before sketching four (...) recommendations for future editions.In Chapter One, Goble notes how the inclusion of non-Western musics in the public schools as espoused in the 1967 Tanglewood Declaration has raised two crucial questions: "Whose music should be included in the curriculum?" and "What is the role or social importance of public school music education in the United States as a postmodern society?" Noting that music education was established in the United States during the modern era, and that the Tanglewood Declaration did not account for vast differences in beliefs about music, Goble argues that there is a need to establish a new philosophical foundation that can accommodate the varied beliefs and practices of diverse cultural groups in postmodern United States.In Chapter Two, Goble sketches and critiques five cultural anthropologists. Of the five, he singles out Clifford Geertz's conception of culture as "semiotic [End Page 201] webs" (p. 20) as the conceptual foundation that is appropriate for this study. He then links Geertz's notion of culture to the semiotic theory of C. S. Peirce which is to become the theoretical underpinning of the book. Subsequently, he unpacks many key Peircian themes: human conceptions are maintained not individually but collectively in cultural groups, provisional truth (as opposed to absolute Truth) is relative and dependent on conceptions of communities, and the scientific method is the sole mode of inquiry by which people in communities may use to satisfy their doubts to formulate beliefs. Most importantly, Goble expounds the "pragmatic maxim" that since humans live in communities united by common beliefs, "the 'clear' meaning of an idea held by a member of the community will almost inevitably stem from the beliefs—or ways of understanding—held by members of that community" (p. 30). Goble concludes the chapter by presenting the Peircian semiotic system of cognition which posits that a "sign" is conceptualized in a triadic relationship: the Sign or "Firstness," the Object or "Secondness," and the Interpretant or "Thirdness" (p. 33).In Chapter Three, Goble considers how music is a sign based on the theoretical framework laid in Chapter Two. Drawing on the work of ethnomusicologists, anthropologists, psychiatrists, and a neuroscientist, he formulates a Peircian pragmatic approach to musical practices which posits that "the musical practices of different cultural communities represent a diverse cluster of community-specific ritualized behaviors involving sound" (p. 252). Furthermore, each of the musical practices "serves those persons who meaningfully participate in it as a means of psychophysiological, psychosocial, and/or sociopolitical equilibration relative to the worldview—or ordered conception of Reality—they tacitly share" (p. 252). For Goble, this pragmatist conception of musical practices is neither ethnocentric, universalist, nor relativist, and can serve as a conceptual framework for all diverse musical practices in postmodern United States.With the Peircian pragmatic conception in mind, Goble examines historical factors that contributed to current conceptions of music in the United States in Chapter Four. He laments that as a result of European Enlightenment and three socio-political phenomena in the United States (the separation of church and state, promotion of no other worldview than democracy, and adoption of democratic capitalism), music is no longer pragmatically oriented but trivialized and pursued by self-serving musicians.In Chapter Five, Goble traces the philosophical justifications for music education throughout the history of the United States. While the sign "musical practice" was conceptualized as "worship" in colonial America, the sign "music" was conceived as "art" during the age of Enlightenment, and as "product" during the age of science and technology. Noting that Bennett Reimer's music education as aesthetic education is limited in its Western focus on music as works [End Page 202] of artistic objects, Goble aligns his Peircian conception along praxial lines—in particular, with... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:What's so Important about Music Education?Leonard TanJ. Scott Goble, What's so Important about Music Education? (New York, NY: Routledge, 2010)In What's so Important about Music Education, J. Scott Goble proposes a new philosophical foundation for music education in the United States based on the theory of semiotics by American pragmatist Charles Sanders Peirce. Following a brief summary, I will note several merits in Goble's book before sketching four (...) recommendations for future editions.In Chapter One, Goble notes how the inclusion of non-Western musics in the public schools as espoused in the 1967 Tanglewood Declaration has raised two crucial questions: "Whose music should be included in the curriculum?" and "What is the role or social importance of public school music education in the United States as a postmodern society?" Noting that music education was established in the United States during the modern era, and that the Tanglewood Declaration did not account for vast differences in beliefs about music, Goble argues that there is a need to establish a new philosophical foundation that can accommodate the varied beliefs and practices of diverse cultural groups in postmodern United States.In Chapter Two, Goble sketches and critiques five cultural anthropologists. Of the five, he singles out Clifford Geertz's conception of culture as "semiotic [End Page 201] webs" (p. 20) as the conceptual foundation that is appropriate for this study. He then links Geertz's notion of culture to the semiotic theory of C. S. Peirce which is to become the theoretical underpinning of the book. Subsequently, he unpacks many key Peircian themes: human conceptions are maintained not individually but collectively in cultural groups, provisional truth (as opposed to absolute Truth) is relative and dependent on conceptions of communities, and the scientific method is the sole mode of inquiry by which people in communities may use to satisfy their doubts to formulate beliefs. Most importantly, Goble expounds the "pragmatic maxim" that since humans live in communities united by common beliefs, "the 'clear' meaning of an idea held by a member of the community will almost inevitably stem from the beliefs—or ways of understanding—held by members of that community" (p. 30). Goble concludes the chapter by presenting the Peircian semiotic system of cognition which posits that a "sign" is conceptualized in a triadic relationship: the Sign or "Firstness," the Object or "Secondness," and the Interpretant or "Thirdness" (p. 33).In Chapter Three, Goble considers how music is a sign based on the theoretical framework laid in Chapter Two. Drawing on the work of ethnomusicologists, anthropologists, psychiatrists, and a neuroscientist, he formulates a Peircian pragmatic approach to musical practices which posits that "the musical practices of different cultural communities represent a diverse cluster of community-specific ritualized behaviors involving sound" (p. 252). Furthermore, each of the musical practices "serves those persons who meaningfully participate in it as a means of psychophysiological, psychosocial, and/or sociopolitical equilibration relative to the worldview—or ordered conception of Reality—they tacitly share" (p. 252). For Goble, this pragmatist conception of musical practices is neither ethnocentric, universalist, nor relativist, and can serve as a conceptual framework for all diverse musical practices in postmodern United States.With the Peircian pragmatic conception in mind, Goble examines historical factors that contributed to current conceptions of music in the United States in Chapter Four. He laments that as a result of European Enlightenment and three socio-political phenomena in the United States (the separation of church and state, promotion of no other worldview than democracy, and adoption of democratic capitalism), music is no longer pragmatically oriented but trivialized and pursued by self-serving musicians.In Chapter Five, Goble traces the philosophical justifications for music education throughout the history of the United States. While the sign "musical practice" was conceptualized as "worship" in colonial America, the sign "music" was conceived as "art" during the age of Enlightenment, and as "product" during the age of science and technology. Noting that Bennett Reimer's music education as aesthetic education is limited in its Western focus on music as works [End Page 202] of artistic objects, Goble aligns his Peircian conception along praxial lines—in particular, with... (shrink)

Jus post Bellum is, like Jus ad Bellum and Jus in Bello, a part of just war theory. Jus post Bellum is distinguished from the other parts of just war theory by being primarily concerned with the principles necessary for securing a just and lasting peace after the end of a war. Traditionally, jus post bellum has focused primarily on three goals: [1] compensating those who have been the victims of unjust aggression, while respecting the rights of the aggressors, [2] (...) punishing and rehabilitating those guilty of war crimes and other violations of the principles of Jus ad Bellum and Jus in Bello and [3] developing measures that will prevent future war and violence (Orend 2000 and May 2012). In this chapter, I outline an account of political forgiveness and explain the role that political forgiveness can have in promoting the goals of jus post bellum. My conception of political forgiveness requires some unpacking. Let me begin with individual forgiveness, which I understand along familiar Butlerian lines as the renunciation of resentment (Butler, Sermon IX in McNaughton 2017: 75-83), though with a bit of a twist. More exactly, ● An individual, I, forgives J for doing F if and only if I renounces all her own warrant for resenting J for doing F. Resentment is a judgment-sensitive attitude, and, therefore, it tends to track judgments concerning its warrant (Scanlon 1998: 20 and Smith 2015). In cases of perfect forgiveness, I’s renunciation causes her to cease feeling resentment toward J for doing F, though, of course, less perfect cases are possible. I reject the idea that there is a sharp discontinuity between individual and political forgiveness, a position argued for by, e.g., Peter Digeser (1998 and 2001). By contrast, I understand political forgiveness as the renunciation of resentment by the relevant political body in question. With greater precision, ● A sovereign political body, P, forgives J for doing F if and only if P renounces all warrant that its citizens have for resenting, as part of their public lives, J for doing F. A little more explanation is in order. Sovereign political bodies, such as national governments, claim degrees of control over the lives of their citizens, in both their public and their private aspects, though the claims with respect to the former tend to be considerably more expansive than the claims with respect to the latter. I assume here that, at least in the case of legitimate governments, these claims of control are often valid. Such governments may reasonably renounce certain grounds for motivating action in the public sphere. For example, governments may renounce all warrant that its citizens have, as part of their public lives, for hating members of marginalized groups. In practice, this means that, while citizens might continue to act in their private lives out of hatred for members of these groups, their appeal to this hatred is seen by the state as irrelevant to matters of law and public policy as well as being wholly out-of-place in public discourse. Political forgiveness toward J for doing F, as I understand it, involves an analogous rejection of resentment, on the part of citizens in their public lives, toward J for doing F. I turn now to the matter of how political forgiveness supports securing a just and lasting peace between former belligerents. With respect to the first goal of jus post bellum, political forgiveness helps to balance compensation for victims and respect for the rights of defeated aggressors by countering the all-too-human tendency to overvalue harms done to oneself and to members of one’s group. As regards the second goal, political forgiveness plays a similar role but also provides a model for rehabilitation by exemplifying among the victorious the behavior to be emulated by the vanquished. Finally, political forgiveness promotes the third goal of jus post bellum by providing a space for nations to meet as moral equals rather than allowing one nation to have the moral high ground over the other. None of this, of course, means that political forgiveness should be unearned or that it should be confused with condonation (Kolnai 1973 and Pettigrove 2004). However, the question of what is required to put oneself in a position to be forgiven as part of jus post bellum is a matter that goes beyond the scope of this chapter. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Chances and Choices: Exploring the Impact of Music Education by Stephanie PittsLeonard TanStephanie Pitts, Chances and Choices: Exploring the Impact of Music Education (Oxford: Oxford University Press, 2012)In Chances and Choices: Exploring the Impact of Music Education, Stephanie Pitts investigates the lifelong effects of music education by examining the place of music in the lives of more than a hundred adults. Cast in seven chapters, this qualitative study (...) includes six pairs of interludes inserted between the chapters as well as a concluding postlude. Following a brief summary of the book, I will offer my critical response.In Chapter One, Pitts lists the six primary aims of the study: to examine the impact of musical learning during childhood on lifelong engagement with music; to assess the role that school music plays in lifelong involvement in music and attitudes to music; to investigate the influence of various locations for learning; to discuss particular strengths of music education; to probe into the problems of music education systems; and to proffer ways in which knowing more about the long-term implications of music education can help inform practice. She then presents the life history methodology she employs to accomplish these aims, detailing how she gathers retrospective accounts of formative musical experiences by British classical musicians, supplemented by accounts from British popular musicians and Italian respondents. These accounts constitute the data that are [End Page 102] analyzed from different perspectives later in the book. A brief survey of international approaches to music education and outline of the chapters to follow conclude the chapter.In Chapter Two, Pitts sketches a brief overview of twentieth century British music education before analyzing trends in the formative musical experience of British respondents from the 1930s to the 1990s. In an attempt to determine generational trends, Pitts groups the written responses according to six categories of musical influences: classroom music, music outside the classroom, teacher attitudes, music in the home, parent attitudes, and lifelong involvement. For each decade, Pitts presents a rank ordering of the six musical influences, revealing the increasing importance of music outside the classroom through the decades. Pitts then examines the various locations where musical learning takes place, such as the school, the home, and the church, in Chapter Three. Here, she surveys the characteristics of supportive musical environments, examines extracurricular music making, and discusses self-learning in music. Pitts concludes the chapter by analyzing findings from the Italian participants, drawing attention to the fact that in its emphasis on specialist training, the Italian music education system differs from the generalist approaches of its British counterpart.Pithily titled “Inspiring, Affirming, Challenging,” Chapter Four explores the characteristics of memorable and significant music teachers and role models. Among the many themes considered, Pitts notes that inspiring teachers are those who provide constant support to their students and possess advanced musical skills; teachers who were recollected negatively, on the other hand, were associated with being negligent, incompetent, dismissive, or fearsome. In addition, Pitts also explores the role of parents, siblings, extended family, and friends as musical mentors, role models, and sources of musical learning. With these foundations for musical learning established, Pitts analyzes the life history accounts of the respondents by musical outcome in Chapter Five. She discusses how adults make music in community settings, educational settings, worship settings, self-directed groups, and private homes, and describes how adults learn music and attend concerts as a form of lifelong musical involvement. From the data, Pitts surmises that even after leaving school, the participants often desire to improve musically; they frequently concentrate their efforts not only on participating in musical activities, but also on developing their musical skills further.In Chapter Six, “Rhetoric and Reality,” Pitts assesses the degree to which the participants’ experiences corroborate contemporary claims for the value and effects of musical learning. Drawing on the rich data of life history accounts, Pitts concludes that there is “compelling evidence for the lifelong impact of musical education” (p. 173), further arguing that the musical skills, attitudes, and values acquired during school years do have a long-term influence on musical engagement [End Page 103] in later years. Chapter Seven, aptly titled “Chances, Choices, and Conclusion... (shrink)

1. Reference and modality by W. V. O. Quine.--2. Modality and description by A. F. Smullyan.--3. Extensionality by R. B. Marcus.--4. Quantification into causal contexts by D. Føllesdal.--5. Semantical considerations on modal logic by S. A. Kripke.--6. Essentialism and quantified modal logic by T. Parsons.--7. Reference, essentialism, and modality by L. Linsky.--8. Quantifiers and propositional attitudes by W. V. O. Quine.--9. Quantifying in by D. Kaplan.--10. Semantics for propositional attitudes by J. Hintikka.--11. On Carnap's analysis of statements of assertion and (...) belief by A. Church.--Bibliography (p. [173]-175). (shrink)

According to the Transmission View of Testimony : TVT: If a speaker testifies to a hearer that p, and if the hearer is justified in believing that p on the basis of that speaker's testimony, then the hearer's belief is justified by whatever justification the speaker has for believing that p. The aim of this paper is to develop and defend a novel objection to the TVT.

This chapter discusses that the rivalry between Superman and Luthor is greater than any of those already mentioned because it’s a philosophical one. In the multiverse of philosophical theories, we find two Earths, which we’ll call Earth‐P and Earth‐O. These Earths are so diametrically opposed that one simply has to be a Bizarro version of the other. Using Superman as a guide, the author tries to figure out which is ours and which is the Bizarro World. The Superman of Earth‐O (...) would never dominate humanity because he would perceive us as his (moral) equals. Superman believes that his upbringing on Earth makes him human, despite his Kryptonian heritage; therefore, he would have to believe that all humans, including his worst enemy, are by nature good. (shrink)

I am grateful to Professor Wheatley for his note, [3], on my analysis of interrogatives, [1]. His comments bring out very clearly a number of considerations that deserve our closest attention. For example, he shows that if we can classify interrogatives as true and false—as I proposed to do—then we can properly inquire about what sentences contradict them, and what sentences are contingently or logically equivalent to them. Furthermore, he shows that, on my analysis, no indirect question can contradict any (...) other indirect question and he accordingly, and correctly, looks for such contradictories among declarative sentences. Finally, he notes, [3], p. 54, that in my article, I have treated only inquisitive questions and have said nothing about deliberative or practical questions. While practical questions demand a different kind of treatment than that which Wheatley speculatively, albeit very tentatively, extrapolates for me, still these questions do form a kind of interrogative that did not get any attention in my article. (shrink)

Recently, a number of cases have been proposed which seem to show that – contrary to widely held opinion – a subject can inferentially come to know some proposition p from an inference which relies on a false belief q which is essential. The standard response to these cases is to insist that there is really an additional true belief in the vicinity, making the false belief inessential. I present a new kind of case suggesting that a subject can inferentially (...) come to know a proposition from an essential false belief where no truth in the vicinity seems to be present. (shrink)

This paper approaches a theory relating authorship, meaning and purpose by semiformalized developments of two "presupposed theories": of purposeful behavior and of sign-reading. The theory of purposeful behavior is made to rest upon two undefined predicates. `Wt(a,p,q)' abbreviates the claim that at time t, person a works at bringing it about that p in order to bring it about that q. `Bt(a,p)' abbreviates the claim that at time t, person a brings it about that p. A number of definitions and (...) laws are based upon these two predicates. One practical utility of the symbolism is a constraint to symbolize differently a purpose, according as what is intended is a purposing or a thing purposed. The theory of sign-reading undertakes to assimilate sign-reading to inference. The theory proposes `Rt(a,p,q)' as a basic undefined predicate, abbreviating the claim that at time t, person a reads that p as a sign that q. The theory of deliberate sign-production, and more particularly of authorship, is approached by permitting the two above sets of symbols to supply arguments one for the other. Specifically, making a deliberate or a candid sign is defined as bringing about a state of affairs in order that an addressee will read the bringing about by the sign-maker of that state of affairs as a sign that such and so. The laws of the two first parts of the paper are then appealed to in order to show that when the sign-making is candid (defined in the paper), the such and so mentioned above must be a feigned or actual purpose of the author. The paper concludes with a brief consideration of what in this total signified purpose of the sign-making might be indentified by reference to the conventional sign-type (sentence) presented. Thus "meaning" of a sentence is thence viewed as an abstraction from the signified meaning (always a purpose) of the uttering. (shrink)

This is a book for reflective laypersons and health professionals who wish to better understand what the problem of healthcare rationing is all about. Ubel says clearly in the Introduction that it is unlikely that professional economists or philosophers are going to be very satisfied with this effort. For him it is more important (p. xix). This is a reasonable aim made achievable by Ubel's clear and engaging writing style. Probably the people who most need to be drawn into these (...) debates are physicians and medical students, this because one of Ubel's central claims is that the need for is both inescapable and sometimes morally permissible. What he wants to reject is the view of many physicians that bedside rationing by physicians is never morally permissible and that healthcare costs can be contained without having to resort to rationing of any kind. Before I explore this point any further, it is necessary to summarize the larger argument of this book. (shrink)

Werner Jaeger's seventieth birthday is marked by this well-deserved Festschrift containing some thirty articles by colleagues and students as well as a list of Jaeger's publications. Of special interest are Leonard Woodbury's "Parmenides on Names," Friedrich Solmsen's "Aristotle and preSocratic Cosmogony," and Joshua Whatmough's reading of νόησις νοήσεως as a superlative.--R. P.

This is a collection of twenty-four articles evenly divided among five topical areas: skepticism, sensory perception, memory, self-knowledge, and the foundations of empirical knowledge. With the exception of an article by Meinong, all the selections belong to the twentieth century and, except for four other articles, to the past thirty years. The selections in each of the five parts compliment one another in content and are arranged chronologically. For example, the section entitled "Contemporary Skepticism" begins with Leonard Nelson’s "The Impossibility (...) of the ‘Theory of Knowledge'," moves into Moore’s early criticism and Lehrer’s recent defense of skepticism, examines Quine’s attempt to convert epistemology into psychology, and concludes with Rozeboom’s "Why I Know So Much More Than You Do." A similar format is followed in each of the other four sections. Many of the selections have never before appeared in an anthology. For example, the valuable Reichenbach-Goodman-Lewis 1952 debate on phenomenalism and the foundations of knowledge appears in its entirety. (shrink)

In the 1970s and 1980s, a multitude of cognitive rehabilitation programs proliferated to facilitate recovery after brain injury. However only a few programs provided a framework for ameliorating disturbances in the cognitive, psychological, and interpersonal spheres of the brain-injured patient. Greatly influenced by Leonard Diller and Yehuda Ben-Yishay’s ideas and methods, George P. Prigatano began, in early 1980, a holistic neuropsychological rehabilitation program at the Presbyterian Hospital in Oklahoma City (Oklahoma). The objective of this paper is to summarize the contributions (...) of George P. Prigatano to neuropsychological rehabilitation and clinical neuropsychology during his 50th year of practice. The main body of the paper is structured in three sections. The first section briefly explains the history of neuropsychological rehabilitation in the twentieth century and the emergence of holistic neuropsychological rehabilitation programs in the 1970s. The second section describes the contributions of George P. Prigatano to neuropsychological rehabilitation and clinical neuropsychology (written by AGM). In the third section, the second author (GPP) prepared an autobiographical statement, which attempts to summarize some of the personal and professional experiences which influenced his work. George P. Prigatano’s contributions to neuropsychological rehabilitation and clinical neuropsychology are essential to understanding the therapeutic approaches currently used in the treatment of brain-injured patients. (shrink)

A special issue of _The Philosophical Forum_, one of the most prestigious philosophy journals, is now available to a wider readership through its publication in book form. The volume includes twelve essays in three sections-- Philosophical Traditions; the African-American Tradition; and Racism, Identity, and Social Life. Contributors are: K. Anthony Appiah, Kwasi Wiredu, Lucius Outlaw, Leonard Harris, Bernard Boxill, Frank M. Kirkland, Tommy L. Lott, Adrian M.S. Piper, Laurence Thomas, Michele M. Moody-Adams, Anita L. Allen, and Howard McGary. The introduction (...) is by John P. Pittman. (shrink)

Part I Philosophic Traditions Introduction to Part I 3 1 Philosophy and the Afro-American Experience 7 CORNEL WEST 2 African-American Existential Philosophy 33 LEWIS R. GORDON 3 African-American Philosophy: A Caribbean Perspective 48 PAGET HENRY 4 Modernisms in Black 67 FRANK M. KIRKLAND 5 The Crisis of the Black Intellectual 87 HORTENSE J. SPILLERS Part II The Moral and Political Legacy of Slavery Introduction to Part II 107 6 Kant and Knowledge of Disappearing Expression 110 RONALD A. T. JUDY 7 (...) Social Contract Theory, Slavery, and the Antebellum Courts 125 ANITA L. ALLEN AND THADDEUS POPE 8 The Morality of Reparations II 134 BERNARD R. BOXILL Part III Africa and Diaspora Thought Introduction to Part III 151 9 “Afrocentricity‘: Critical Considerations 155 LUCIUS T. OUTLAW, JR. 10 African Retentions 168 TOMMY L. LOTT 11 African Philosophy at the Turn of the Century 190 ALBERT G. MOSLEY Part IV Gender, Race, and Racism Introduction to Part IV 199 12 Some Group Matters: Intersectionality, Situated Standpoints, and Black Feminist Thought 205 PATRICIA HILL COLLINS 13 Radicalizing Feminisms from “The Movement Era‘ 230 JOY A. JAMES 14 Philosophy and Racial Paradigms 239 NAOMI ZACK 15 Racial Classification and Public Policy 255 DAVID THEO GOLDBERG 16 White Supremacy 269 CHARLES W. MILLS Part V Legal and Social Philosophy Introduction to Part V 285 17 Self-Respect, Fairness, and Living Morally 293 LAURENCE M. THOMAS 18 The Legacy of Plessy v. Ferguson 306 MICHELE MOODY-ADAMS 19 Some Reflections on the Brown Decision and Its Aftermath 313 HOWARD McGARY 20 Contesting the Ambivalence and Hostility to Affirmative Action within the Black Community 324 LUKE C. HARRIS 21 Subsistence Welfare Benefits as Property Interests: Legal Theories and Moral Considerations 333 RUDOLPH V. VANTERPOOL 22 Racism and Health Care: A Medical Ethics Issue 349 ANNETTE DULA 23 Racialized Punishment and Prison Abolition 360 ANGELA Y. DAVIS Part VI Aesthetic and Cultural Values Introduction to Part VI 373 24 The Harlem Renaissance and Philosophy 381 LEONARD HARRIS 25 Critical Theory, Aesthetics, and Black Modernity 386 LORENZO C. SIMPSON 26 Black Cinema and Aesthetics 399 CLYDE R. TAYLOR 27 Thanatic Pornography, Interracial Rape, and the Ku Klux Klan 407 T. DENEAN SHARPLEY-WHITING 28 Lynching and Burning Rituals in African-American Literature 413 TRUDIER HARRIS-LOPEZ 29 Rap as Art and Philosophy 419 RICHARD SHUSTERMAN 30 Microphone Commandos: Rap Music and Political Ideology 429 BILL E. LAWSON 31 Sports, Political Philosophy, and the African American 436 GERALD EARLY. (shrink)

It is often alleged that an agent is morally responsible in a liability sense for a transgression just in case s/he deserves a negative interpersonal response for that transgression, blaming responses such as resentment and indignation being paradigms. Aside from a few exceptions, guilt is cited in recent discussions of moral responsibility, if at all, as merely an effect of being blamed, or as a reliable indicator of moral responsibility, but not itself an explanation of moral responsibility. In this paper, (...) I argue that an agent is morally responsible in a liability sense for a transgression just in case s/he deserves to feel moral guilt for that transgression. I argue that this alternative view offers all that the predominant blame-focused view offers, while also solving some puzzling features of moral responsibility. Specifically, it offers a compelling way to reconcile conflicting intuitions about the suberogatory, and allows those who do not understand what Darwall calls ‘second-personal’ reasons to be morally responsible for their immoral acts. (shrink)

When should we make use of the criminal law? Suppose that a responsible legislature seeks to enact a morally justifiable range of criminal prohibitions. What criteria should it apply when deciding whether to proscribe conduct? Crimes, Harms, and Wrongs is a philosophical analysis of the nature, significance, and ethical limits of criminalisation. The authors explore the scope and moral boundaries of harm-based prohibitions, proscriptions of offensive behaviour, and 'paternalistic' prohibitions aimed at preventing self-harm. Their aim is to develop guiding principles (...) for these various grounds of state prohibition, including an analysis of the constraints and mediating factors that weigh for and against criminalisation. Both authors have written extensively in the field. In Crimes, Harms, and Wrongs they have reworked a number of well-known essays and added several important new essays to produce an integrated, accessible, philosophically-sophisticated account that will be of great interest to legal academics, philosophers, and advanced students alike"--Provided by publisher. (shrink)

Aristotle's definition of the soul should be interpreted as: 'the soul is the entelechy of a natural body that serves as its instrument'.