Offering the first general introductory text to this subject, the timely _Introduction to_ _Evolutionary Ethics_ reflects the most up-to-date research and current issues being debated in both psychology and philosophy. The book presents students to the areas of cognitive psychology, normative ethics, and metaethics. The first general introduction to evolutionary ethics Provides a comprehensive survey of work in three distinct areas of research: cognitive psychology, normative ethics, and metaethics Presents the most up-to-date research available in both psychology and philosophy Written (...) in an engaging and accessible style for undergraduates and the interested general reader Discusses the evolution of morality, broadening its relevance to those studying psychology. (shrink)

The case for inquiry -- The case for Deweyan inquiry -- An account of general inquiry -- Inquiry in science education -- Inquiry in social science education -- Inquiry in art and art education -- Inquiry, embodiment, and kinaesthetics in education -- Conclusion.

In this paper, I examine why Kantian ethics has had such a hard time of it. I look at readings of Kant’s moral theory that have had great force in the 20th century and conclude that these have much to do with an ensuing confusion, which has led to charges of rigidity, formality and severity. Then I demonstrate that when we make moral judgements we rely heavily on the stock of rules, norms, duties and laws that is extant in our (...) social life. We use these as frames that are already influential in the role and scope of our anticipated moral action. We deliberate primarily by forming a maxim (principle) that must have the consent of all. We do so only occasionally, as the existing stock of rules is already in operation, helping us to reject out-of-hand outlandish or egregious maxims. Finally, I discuss, in very cursory form, some educational approaches based on this way of conceiving Kantian moral theory. (shrink)

In this article, I examine anew the moral philosophy of Immanuel Kant and its contributions to educational theory. I make four claims. First, that Kant should be read as having the Categorical Imperative develop out of subjective maxims. Second, that moral self-perfection is the aim of moral education. Third, that moral self-perfection develops by children habituating the results of their moral maxims in scenarios and cases. Fourth, that character and culture, Kant’s highest aims for humanity, are the ultimate beneficiaries of (...) this process. (shrink)

In this paper I examine a controversy ongoingwithin current Deweyan philosophy of educationscholarship regarding the proper role and scopeof science in Dewey's concept of inquiry. Theside I take is nuanced. It is one that issensitive to the importance that Dewey attachesto science as the best method of solvingproblems, while also sensitive to thosestatements in Dewey that counter a wholesalereductivism of inquiry to scientific method. Iutilize Dewey's statements regarding the placeaccorded to inquiry in aesthetic experiences ascharacteristic of his method, as bestconceived.

In this paper I examine a controversy ongoingwithin current Deweyan philosophy of educationscholarship regarding the proper role and scopeof science in Dewey's concept of inquiry. Theside I take is nuanced. It is one that issensitive to the importance that Dewey attachesto science as the best method of solvingproblems, while also sensitive to thosestatements in Dewey that counter a wholesalereductivism of inquiry to scientific method. Iutilize Dewey's statements regarding the placeaccorded to inquiry in aesthetic experiences ascharacteristic of his method, as bestconceived.

My task in this paper is to demonstrate, contra Nel Noddings, that Kantian ethics does not have an expectation of treating those closest to one the same as one would a stranger. In fact, Kantian ethics has what I would consider a robust statement of how it is that those around us come to figure prominently in the development of one's ethics. To push the point even further, I argue that Kantian ethics has an even stronger claim to treating those (...) closest to oneself as imperative than Noddings and sentiment-based ethical theory in general, proposes. (shrink)

In this article I examine Dewey's critique of Kant in light of recent interpretations of Dewey's early works, as well as of his 1915 work, German Philosophy and Politics. My aim is to bring the earlier criticisms of Kant in line with the later ones. I make three claims in this paper: first, that Dewey's critique of Kant was indebted to Hegel as much as to the neo-Hegelians; second, that there is a continuous thread between the early criticisms and the (...) later ones, as represented by German Philosophy and Politics; third, that Dewey's critique of Kant portrays Kant as more of a transitional philosopher, one wedded to experience over and against absolute idealism, than is commonly recognized. (shrink)

My task in this paper is to demonstrate, contra Nel Noddings, that Kantian ethics does not have an expectation of treating those closest to one the same as one would a stranger. In fact, Kantian ethics has what I would consider a robust statement of how it is that those around us come to figure prominently in the development of one's ethics. To push the point even further, I argue that Kantian ethics has an even stronger claim to treating those (...) closest to oneself as imperative than Noddings and sentiment‐based ethical theory in general, proposes. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.4 (2004) 99-108 [Access article in PDF] Reflections on Richard Shusterman's Dewey James Scott Johnston Presumably, when Richard Shusterman talks of an aesthetic experience, he has in mind the sort of experience that connotes an immediate, qualitative whole John Dewey calls "consummatory" in Art as Experience. Problematically though, with Dewey, he has the urge to tell us what is primary in an (...) experience. Making liberal use of Dewey's own statements from Art as Experience Shusterman tells us it is just the "memorable and ultimately satisfying episode of living, one that stands out from the humdrum flow of life as "an experience by its "internal integration and fulfillment" reaching through a developing organization of meanings and energies which affords a "satisfying emotional quality" of some sort.1 Also, "For there seems, after all, to be something autonomous about art's value, something about its own good for which we pursue them [sic] as ends in themselves rather than means to other goods in other practices. That something is an aesthetic experience. For the immediate, absorbing satisfaction of such experience makes it incontestably an end in itself" (PA, 46-47).Two conclusions present themselves. The first is that an aesthetic experience is one immediately had. The second is that what counts as an aesthetic experience, what is primary, is satisfaction; the quality that is immediately present is an emotional one; felt not cognized. Immediacy is emphasized over reflection in an aesthetic experience; the consummatory experience par excellence, according to both Shusterman and Dewey, and this seems to conflict with an earlier claim that immediacy and reflection are accorded equal measure in the having of an experience.2We may conclude at this point that what is immediately felt carries the weight, so to speak, of an aesthetic experience. It remains for reflection to organize, classify, and relate these experiences to each other in such a way that meaning develops. It functions in an ex post facto manner to relate upcoming experiences to each other. As such, reflection is accorded importance, [End Page 99] though not priority, in an aesthetic experience. We might say that it functions, to use an analytic metaphor, as a second-order activity, with immediacy granted first-order status.Yet, there is evidence to the contrary in Shusterman: evidence that suggests that he does not want to claim that immediacy is primary in an aesthetic experience. This evidence comes largely from an article written to address Richard Rorty's reading of Dewey's notion of experience, entitled, "Dewey on Experience: Foundation or Reconstruction?" Following on Rorty's criticism of Dewey's tendency to accord ontological status to generic traits of existence such as continuity, Shusterman laments that, "For a non-foundational philosopher like Dewey, this account of immediate quality as the underlying guide of all thought and discourse seems very much out of character. Had he simply argued that immediate quality can sometimes effectively ground or direct our thinking, his position would be convincing. Unfortunately, however, such quality is affirmed as what determines, in every particular situation, the coherence of our thinking, the structure of discourse, and the measure of adequacy in judgment."3 Shusterman's final analysis of Dewey's turn to immediate qualities is that, "Dewey's mistake is not in emphasizing the unifying quality of experience [which he does], but only in positing it as an antecedent foundational fact rather than regarding it as an end and means of reconstruction" (DE, 138). What Shusterman beneficially distills from Dewey's strong talk of immediate qualities is that, "Dewey's prime purpose was the aesthetic and practical one of improving experience by making it the focus of our inquiry, of enriching and harmonizing our experience, for example, by affirming and enhancing the continuity between soma and psyche, between nondiscursive experience and conscious thought" and that "nondiscursive background experience influences our conscious thought" (DE, 139, 138).In sum, Shusterman takes Dewey to task for suggesting that immediate qualities are foundational and necessary (we might say "given") in the having of an experience, rather than... (shrink)

In this essay, James Scott Johnston examines Jürgen Habermas's transcendental justification of his discourse theory of morality. According to Johnston, the application of Habermas's theory to educational issues often assumes that this justification is a cogent one. However, if the theory is to provide reasoned and appropriate guidance for educators, the justification of discourse ethics requires closer examination. Johnston argues that Habermas's so-called “weak” transcendental approach is in fact unsustainable because it fails to reconcile two conflicting schools of (...) philosophical thought: Kant's transcendental idealism and George Herbert Mead's social pragmatism. Johnston concludes that a more plausible justification of the discourse ethical project can be achieved by rejecting Habermas's Kantianism and appealing solely to Mead's social pragmatic conception of rationality. (shrink)

Duties of beneficence are not well understood. Peter Singer has argued that the scope of beneficence should not be restricted to those who are, in some sense, near us. According to Singer, refusing to contribute to humanitarian relief efforts is just as wrong as refusing to rescue a child drowning before you. Most people do not seem convinced by Singer’s arguments, yet no one has offered a plausible justification for restricting the scope of beneficence that doesn’t produce counterintuitive results elsewhere. (...) I offer a defence of this restricted scope by introducing the notion of unique dependence, a notion that is both intuitively attractive and theoretically grounded. It explains why your reason to rescue the drowning child is more stringent than your reason to contribute to humanitarian relief, while blocking the conclusion that we have no reason at all to aid distant sufferers . (shrink)

James Scott Johnston's incisive study draws on a holistic reading of Kant: one that views him as developing and testing a complete system (theoretical, practical, historical and anthropological) with education as a vital component. As such, the book begins with an extensive overview of Kant's chief theoretical work (the Critique of Pure Reason), and from that overview distils crucial discussions (the role of practical reason; the claims of the third antinomy) for his moral theory. An extended discussion of (...) Kant's moral and political theories and the place of pedagogy in it follow, with attention to all of Kant's important moral works as well as his chief religious work, Religion within the Bounds of Mere Reason. A discussion of culture and character follows, chiefly through a discussion of Kant's Critique of the Power of Judgment and Anthropology from a Pragmatic Standpoint, together with certain lectures and published essays on history and politics. Finally, an extensive discussion of Kant's published works on education, together with only recently published letters and announcements (in English), is provided. This culminates in Johnston's estimation of what a Kantian education, systematically conceived, might look like: an education that is attentive to theoretical, moral, cultural-historical, and pedagogic domains of Kant's thinking. (shrink)

_Analysis of Dewey's pre-1916 work on logic and its relationship to his better-known 1938 book on the topic._.

A study of the development of Dewey's logic from 1916-1937 leading up to his final 1938 book on the subject. By 1916, Dewey had written two volumes on logical theory. Yet, in light of what he would write in his 1938 Logic: The Theory of Inquiry, much remained to be done. Dewey did not yet have an adequate account of experience suitable to explain how our immediate experiencing becomes the material for logical sequences, series, and causal relations. Nor did he (...) have a refined account of judging, propositions, and conceptions. Above all, his theory of continuity--central to all of his logical endeavors--was rudimentary. The years 1916-1937 saw Dewey remedy these deficiencies. We see in his published and unpublished articles, books, lecture notes and correspondence, the pursuit of a line of thinking that would lead to his magnum opus. John Dewey's Later Logical Theory follows Dewey through his path from Essays in Experimental Logic to the publication of Logic: The Theory of Inquiry, and complements James Scott Johnston's earlier volume, John Dewey's Earlier Logical Theory. (shrink)

Consequentialists insist there is no rational basis for distinguishing between determinate victims and indeterminate victims. Whether it's a child drowning at our feet or needy communities abroad, our reason to help is the same. Experimental data indicate, however, that we regularly make such distinctions. In this article, I show that there are indeed persuasive normative grounds for preserving this distinction. When potential beneficiaries are determinate, they have a special claim on us grounded in fairness. I present several cases that demonstrate (...) that treating determinate beneficiaries the same as indeterminate beneficiaries is unjust. I conclude with an analysis of the relevant social psychology data.Send article to KindleTo send this article to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about sending to your Kindle. Find out more about sending to your Kindle. Note you can select to send to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply. Find out more about the Kindle Personal Document Service.When Helping the Victim Matters More Than Helping a VictimVolume 25, Issue 1SCOTT M. JAMES DOI: https://doi.org/10.1017/S0953820812000246Your Kindle email address Please provide your Kindle [email protected]@kindle.com Available formats PDF Please select a format to send. By using this service, you agree that you will only keep articles for personal use, and will not openly distribute them via Dropbox, Google Drive or other file sharing services. Please confirm that you accept the terms of use. Cancel Send ×Send article to Dropbox To send this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about sending content to Dropbox. When Helping the Victim Matters More Than Helping a VictimVolume 25, Issue 1SCOTT M. JAMES DOI: https://doi.org/10.1017/S0953820812000246Available formats PDF Please select a format to send. By using this service, you agree that you will only keep articles for personal use, and will not openly distribute them via Dropbox, Google Drive or other file sharing services. Please confirm that you accept the terms of use. Cancel Send ×Send article to Google Drive To send this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about sending content to Google Drive. When Helping the Victim Matters More Than Helping a VictimVolume 25, Issue 1SCOTT M. JAMES DOI: https://doi.org/10.1017/S0953820812000246Available formats PDF Please select a format to send. By using this service, you agree that you will only keep articles for personal use, and will not openly distribute them via Dropbox, Google Drive or other file sharing services. Please confirm that you accept the terms of use. Cancel Send ×Export citation Request permission. (shrink)

In this article I examine Dewey's critique of Kant in light of recent interpretations of Dewey's early works, as well as of his 1915 work, German Philosophy and Politics. My aim is to bring the earlier criticisms of Kant in line with the later ones. I make three claims in this paper: first, that Dewey's critique of Kant was indebted to Hegel as much as to the neo-Hegelians; second, that there is a continuous thread between the early criticisms and the (...) later ones, as represented by German Philosophy and Politics; third, that Dewey's critique of Kant portrays Kant as more of a transitional philosopher, one wedded to experience over and against absolute idealism, than is commonly recognized. (shrink)

This paper examines an issue of recent Kant scholarship on education: the supposed disconnect between his theory of morals and his theory of character. While the debate is often couched in terms of Kant’s ‘phenomenal–noumenal’ distinction, or the distinction between moral theory and culture, I follow scholarship suggesting the best way to understand Kant’s distinction is by following his account of the ‘conduct of thought.’ Doing so demonstrates the Lectures on Logic and particularly, his account of prejudice, as playing a (...) large role in the articulation of what it is to think subjectively. We also see the importance of conducting our thinking from the subjective standpoint to an objective (moral) one in order to fulfill our obligations to both think and act morally. (shrink)

The biggest problem facing schools having social justice curricula, beyond implementation of a programme, I claim, is the problem of justification: what grounds what in social justice and how do we make this manifest to ourselves and to the curricula? If we cannot address this, then social justice curricula are doomed to begging the question. I claim that a ranking of human rights is not only necessary to adjudicate competing claims for social justice and at the same time, thwart interference (...) with already agreed-upon human rights: it is necessary for any curriculum of social justice for schools. That is to say, curricular programs of social justice cannot justify social practices that interfere with human rights, nor can they teach otherwise than this. Due attention to the violation of human rights is necessary, I shall argue, and must be central in the discussion of education for social justice. (shrink)

Education is oftentimes understood as a deeply ethical practice for the development of the person. Alternatively, education is construed as a state-enforced apparatus for inculcation of specific codes, conventions, beliefs, and norms about social and political practices. Though holding both of these beliefs about education is not necessarily mutually contradictory, a definite tension emerges when one attempts to articulate a cogent theory involving both. I will argue in this paper that Habermas’s theory of discourse ethics, when combined with his statements (...) on constitutional democracy and law, manifests this tension for formal education. Through a contrast with Dewey’s social-liberal view of education on the one hand, and the procedural liberalism and its associated view of education, common to Rawls and others writing in the contemporary Anglo-American tradition on the other, the questions of what this means for education and why it matters are raised and addressed. (shrink)

Review of: Robert Louden, Johann Bernard Basedow and the Transformation of Modern Education: Educational Reform in the German Enlightenment, London, Bloomsbury, 2021, 225 p. ISBN: 9781350163669.

Most of us would feel awful if we discovered that our beloved had been unfaithful. But the hedonist, I argue, cannot consistently claim: that a betrayal that goes undetected does not make your life worse off for you; and, at the same time, that one ought to feel bad if one happens to discover that one has been betrayed. To claim that one ought to feel bad requires adducing reasons for that reaction, but the hedonist either can adduce no such (...) reasons or cannot make sense of the reasons we intuitively think we have. For it only makes sense to feel bad about things that make your life go worse for you, but a betrayal that went undetected did not make your life go worse for you, so feeling about bad about it makes no sense. The hedonist, one might have thought, has a variety of replies at her disposal. But I show that none of these responses is satisfactory. (shrink)

An increasingly popular moral argument has it that the story of human evolution shows that we can explain the human disposition to make moral judgments without relying on a realm of moral facts. Such facts can thus be dispensed with. But this argument is a threat to moral realism only if there is no realist position that can explain, in the context of human evolution, the relationship between our particular moral sense and a realm of moral facts. I sketch a (...) plausible evolutionary story that illuminates this relationship. First, the sorts of adaptive pressures facing early humans would have produced more than just potent prosocial emotions, as evolutionary antirealists like to claim; it would have produced judgments—often situated within emotions—to the effect that others could reasonably disapprove of some bit of conduct, for an early human who cared deeply about how others might respond to her action enjoyed the benefits of more cooperative exchanges than those early humans who did not. Second, according to objectivist versions of moral constructivism, moral facts just are facts about how others, ideally situated, would respond to one's conduct. Thus if any objectivist moral constructivism story is true, then we can intelligibly assert that a) our capacity for moral judgment is the product of adaptive pressures acting on early humans and b) some moral judgments are objectively true. (shrink)

How are ideas about education and democracy configured and reconfigured as they travel? Democracy and the Intersection of Religion looks at the work of John Dewey, the renowned philosopher, psychologist, and educational reformer, and the ways in which his educational ideas and democratic ideals have been configured and reconfigured, adopted, and interpreted in different historical and cultural spaces.

Hegel has served as inspiration for a number of distinguished American philosophers, ranging from Peirce, Royce, Dewey and Mead to Wilfrid Sellars, John McDowel.

_John Dewey and Continental Philosophy_ provides a rich sampling of exchanges that could have taken place long ago between the traditions of American pragmatism and continental philosophy had the lines of communication been more open between Dewey and his European contemporaries. Since they were not, Paul Fairfield and thirteen of his colleagues seek to remedy the situation by bringing the philosophy of Dewey into conversation with several currents in continental philosophical thought, from post-Kantian idealism and the work of Friedrich Nietzsche (...) to twentieth-century phenomenology, hermeneutics, and poststructuralism. This unique volume includes discussions comparing and contrasting Dewey with the German philosophers G. W. F. Hegel, Friedrich Nietzsche, Martin Heidegger, and Hans-Georg Gadamer on such topics as phenomenology, naturalism, organicism, contextualism, and poetry. Others investigate a series of connections between Dewey and contemporary French philosophy, including the notions of subjectivity, education, and the critique of modernity in Michel Foucault; language and politics in Jacques Derrida; and the concept of experience in Gilles Deleuze. Also discussed is the question of whether we can identify traces of _Bildung_ in Dewey’s writings on education, and pragmatism’s complex relation to twentieth-century phenomenology and hermeneutics, including the problematic question of whether Heidegger was a pragmatist in any meaningful sense. Presented in intriguing pairings, these thirteen essays offer different approaches to the material that will leave readers with much to deliberate. _ John Dewey and Continental Philosophy_ demonstrates some of the many connections and opportunities for cross-traditional thinking that have long existed between Dewey and continental thought, but have been under-explored. The intersection presented here between Dewey’s pragmatism and the European traditions makes a significant contribution to continental and American philosophy and will spur new and important developments in the American philosophical debate. (shrink)

A commentary on Richard Joyce's The Evolution of Morality.

Two of the world's leading astrophysicists, James Binney and Scott Tremaine, here present a comprehensive review of the theory of galactic dynamics at a level suitable for both graduate students and researchers. Their work in this volume describes our present understanding of the structure and dynamics of stellar systems such as galaxies and star clusters. Nicknamed "the Bible of galactic dynamics," this book has become a classic treatise, well known and widely used by researchers and students of galactic (...) astrophysics and stellar dynamics. Praised for its modern approach, as well as for the rigor and exemplary clarity with which the authors handle the material in this book, Galactic Dynamics includes classic results and data while also reflecting the many recent developments in the field. The authors maintain an effective style of exposition throughout, keeping clear what is present knowledge and what is still speculation, while allowing the reader to grasp an overview of the subject before following through with the mathematical detail. Most of the astronomical community since the late 1980s was introduced to galactic dynamics through Galactic Dynamics, and it remains the most widely used graduate textbook in galactic astrophysics today. No other book gathers together and presents our current understanding of the field in such a clear and concise way. Through this approach, Binney and Tremaine succeeded in creating a classic reference of enormous pedagogic value. (shrink)

In 1947 Donald Cary Williams claimed in The Ground of Induction to have solved the Humean problem of induction, by means of an adaptation of reasoning first advanced by Bernoulli in 1713. Later on David Stove defended and improved upon Williams’ argument in The Rational- ity of Induction (1986). We call this proposed solution of induction the ‘Williams-Stove sampling thesis’. There has been no lack of objections raised to the sampling thesis, and it has not been widely accepted. In our (...) opinion, though, none of these objections has the slightest force, and, moreover, the sampling thesis is undoubtedly true. What we will argue in this paper is that one particular objection that has been raised on numerous occasions is misguided. This concerns the randomness of the sample on which the inductive extrapolation is based. (shrink)

This study compares college students with other adults in terms of the Muncy–Vitell (1992) consumer ethics scale. Further, the study updates the Muncy–Vitell consumer ethics scale with modifications that include rewording and the addition of new items. These new items can be grouped into three distinct categories – (1) downloading/buying counterfeit goods, (2) recycling/environmental awareness and (3) doing the right thing/doing good. The study also compares these two groups in terms of their attitude toward business. Results show that there is (...) indeed a significant difference between these two groups in terms of ethical perceptions, but not in terms of the “recycling” items and the “doing good” items. There was also little difference between the groups in terms of their attitude toward business indicating that attitude toward business does not explain their different ethical perspectives. (shrink)

This study examined the effect of various antecedent variables on marketers’ perceptions of the role of ethics and socialresponsibility in the overall success of the firm. Variables examined included Hofstede’s cultural dimensions (i.e., power distance, uncertainty avoidance, individualism, masculinity, and Confucian dynamism), as well as corporate ethical values and enforcement ofan ethics code. Additionally, individual variables such as ethical idealism and relativism were included. Results indicated that most ofthese variables impacted marketers’ perceptions of the importance of ethics and social responsibility, (...) although to varying degrees. (shrink)

No one questions the importance of protecting human subjects of research, but over the past few years dissatisfaction has surfaced with the manner in which the protection is conferred by the federal regulatory system referred to as “The Common Rule. ” Some of the criticism surfaces in print. Some bubbles out anecdotally in conversations among researchers, with complaints about the review process being virtually inevitable whenever the topic arises. Like those in other disciplines that differ more or less dramatically from (...) the world of clinical medical research around which the Common Rule was conceptualized, public health researchers, particularly those working in official public health agencies, have experienced some tension and difficulty in adapting to the rules. The Centers For Disease Control and Prevention has adopted guidelines that require Common Rule review for “research” but not “practice” activities. (shrink)

This paper is concerned with the processing of informal arguments, that is, arguments involving “probable truth.” A model of informal argument processing is presented that is based upon Hample's (1977) expansion of Toulmin's (1958) model of argument structure. The model postulates that a claim activates an attitude, the two components forming a complex that in turn activates reasons. Furthermore, the model holds occurrence of the reason, or possibly the claim and the reason, activates values. Three experiments are described that provide (...) support for the model. (shrink)

Hume and the problem of theory and practice in philosophy and political theory -- Hume's naturalism and skepticism in the treatise and his appeal from theory to practice -- The systematic theory of theory of the treatise of human nature -- The behaviorist theory of practice of the treatise -- The practical philosophies of skepticism and commercial humanism -- The common sense theory of theory of the enquiries, essays, and history of England -- The common sense theory of practice of (...) the later works -- Hume, theory, and practice today. (shrink)