Lovers often disagree. We may reject the specific goals our loved ones pursue or the broad values they hold. Some philosophers suggest that such evaluative conflict makes romantic love in its ideal form deficient. I argue that this is mistaken. On the contrary, our ideal of love holds that we can love people for ‘who they are’ (as we say), even as we profoundly disagree with them. My argument draws on intuitive cases from screwball comedy about love amid conflict, love (...) across political party lines, as well as ‘forbidden’ love across religions and cultures. At a deeper level, I sketch an ideal of love I call intimate independence and argue that this ideal is (i) fully compatible with any evaluative conflict, (ii) embedded in our ordinary attitudes towards mature love between equals, and (iii) an ideal worth achieving. As long as intimate independence is a compelling ideal, deep conflict will not seem like an obstacle to true love. The ideal reminds us that love can bring together people with radically different points of view, and that to insist on shared ends or values is thus to miss a part of the meaning and power of love. (shrink)

本书探讨朱熹的思维世界,它不但是思想史的研究,并注意的社会背景,因此也可以说是思想史与社会史交互为用的研究。.

Panentheism is the position that the world is in some sense ‘in’ God, and God ‘in’ the world, without the world being identical to God. Thus, it tries, like what I call mainstream theism and against pan- theism, to protect the transcendence of God, while giving greater emphasis to his immanence in creation than the former. I aim to explicate an approach that I call Orthodox Panentheism. The word ‘orthodox’ is to be read in two ways. First, the picture is (...) derived from the writings of some of the most important figures in Eastern Christian thought, so that it is Orthodox in the ‘big “O” sense’. Second, I hope to show that it is a legitimate Christian picture of the God–world relation which is both distinctive and worthy of being called ‘panentheism’ – an orthodox panentheism in the ‘little “o” sense’. (shrink)

This paper reports the policy-responses of different Philippine higher education institutions (HEIs) to the novel coronavirus, COVD-19 pandemic. It compares these responses with those made by HEIs in Indonesia, Thailand, and Vietnam. Publicly available data and news reports were used to gauge the general public’s reaction to these policies and how the Philippines’ responses fare with its Southeast Asian neighbors. The paper observes that despite the innovations made by Philippine HEIs in terms of alternative learning modes and technologies for delivering (...) education, there are still gaps and challenges in their responses. It recommends that policy-responses and learning innovations should be grounded on a deeper understanding of distance education and should be sensitive to the call of the times. (shrink)

In this paper, we elucidate the moral psychology and what we might call the moral sociology of Mencius and of Hume, and we argue for three claims. First, we demonstrate that there are strong similarities between Mencius and Hume concerning some of the principal psychological sources of the virtue of humanity. Second, we show that there are strong similarities between the two concerning some of the principal social sources of the virtue of humanity. Third, we argue that there are related, (...) though weaker, similarities between Mencius and Hume concerning some of the principal cognitive sources of the virtue of humanity. We conclude by suggesting that the number and nature of these similarities demonstrate the need for future research on the conceptual connections between Confucian and Humean moral philosophy, especially on the psychological and social sources of benevolent moral development. (shrink)

In ‘Currying omnipotence: A reply to Beall and Cotnoir’, Andrew Tedder and Guillermo Badia argue that Jc Beall and A. J. Cotnoir’s gappy solution to the traditional paradox of unrestricted omnipotence does not extend to a Curry-like version of the paradox. In this paper, we show that it does extend to it.

This is an introduction to a Filipino virtue ethics which is a relationship-oriented virtue ethics. The concepts to be discussed are the result of the unique history of the Philippines, namely a Southeast Asian tribal and animist tradition mixed with a Spanish Catholic tradition for over 300 years. Filipino virtue ethics is based on two foundational concepts in Filipino culture. The first is loób, which can easily be misunderstood when literally translated into English as ‘inside’ but which is better translated (...) as ‘relational will’, and the second is kapwa, which is literally translated as ‘other person’ but is better understood as ‘together with the person’. These serve as pillars for a special collection of virtues which are not individualistic virtues in the same way as most of the cardinal virtues of the Western tradition but are all directed towards the preservation and st.. (shrink)

This scarce antiquarian book is a facsimile reprint of the original. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment for protecting, preserving, and promoting the world's literature in affordable, high quality, modern editions that are true to the original work.

Both Rousseau and Kant wrote their works with the intention of contributing to the well-being of humans. The ways in which Kant followed Rousseau to achieve this aim were many and go beyond those easily recognized. This article presents evidence for Rousseau’s influence in the Discipline of Pure Reason chapter of the Doctrine of Method in the First Critique. Both Rousseau and Kant emphasized discipline as a necessary part of a proper education that leads to a well-ordered life. Kant’s form (...) of discipline is modeled on the education given to Emile. This approach to the Discipline chapter also affords an enlightening view of Kant’s position in Dreams of a Spirit-Seer. (shrink)

This thesis investigates reflexivity in ancient Greek literature and philosophy from Homer to Plato. It contends that ancient Greek culture developed a notion of personhood that was characteristically reflexive, and that this was linked to a linguistic development of specialized reflexive pronouns, which are the words for 'self'.

This manuscript is the introductory article for the special issue of the Journal of Social Studies Research titled Teaching Disciplinary Thinking, Literacy, and Argumentation Skills. In it, the authors provide an historical overview of disciplinary thinking as outlined by Edwin Fenton and Sam Wineburg. They talk about how the C3 Framework is a melding of a focus on disciplinary thinking outlined by Fenton and Wineburg with the emphasis on preparing K-12 students for their future roles as democratic citizens as stressed (...) by scholars like Shirley Engle. Then, the focus of the manuscript shifts to highlight the underdeveloped areas of disciplinary thinking in civics, geography, and economics. The authors define economic, civic, and geographic thinking and provide habits of mind for each of these disciplines along with classroom activities for each. They close with arguments for why K-12 social studies teachers and social studies education scholars should focus on developing K-12 students’ civic, economic, and geographic thinking skills. (shrink)

Most scholars suggest that Plato's academy served as a training ground for future statesmen in order that philosophy might influence politics. Yet scholars deny that later Platonic academies maintained this same political focus. It is assumed that they transformed into monastic asylums, allowing philosophers to escape worldly affairs. This article challenges the conventional reading through an interpretation of a commentary on Plato's Gorgias, written by an Alexandrian Neoplatonist who upholds his predecessor's political focus. He argues that the philosopher must be (...) concerned with the health of regimes and should accomplish this task by teaching statesmen, who can either advise those in power or pursue their own political ambitions. (shrink)

In a series of recent publications, Jeffrey King (The nature and structure of content, 2007; Proc Aristot Soc 109(3):257–277, 2009; Philos Stud, 2012) argues for a view on which propositions are facts. He also argues against views on which propositions are set-theoretical objects, in part because such views face Benacerraf problems. In this paper, we argue that, when it comes to Benacerraf problems, King’s view doesn’t fare any better than its set-theoretical rivals do. Finally, we argue that his view faces (...) a further Benacerraf problem, one that threatens to undercut his explanation of why propositions have truth-conditions. If correct, our arguments undercut King’s main motivation for accepting his view over its rivals. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 12.2 (2004) 102-125 [Access article in PDF] Towards an Ecology of Music Education June Boyce-Tillman King Alfred's College, England Western culture has developed a concept of knowledge as divided into discrete categories, which are reflected in the disconnected subjects of our school curricula and the titles of our university faculties. However, music should be intimately bound up with the wider curriculum, particularly in (...) the areas of personal, social, cultural, moral, and spiritual education. From an examination of the values that are implicit in the musical traditions that dominate music education in Western culture, in this paper I will set out some pointers towards a more ecological understanding of music education, drawing on experiences I have had with music and music education in a variety of settings. I will examine how musicology has concentrated only on certain aspects of the musical experience, ignoring areas such as expressive character, value systems, and spirituality, which are the areas that link the musical experience to the fabric of life as lived beyond the confines of the classroom and academe. This paper seeks to re-establish a notion of connectedness both within the musical experience and also beyond it and through it to other areas of knowledge and understanding. For this I have adopted the term "ecology." To explicate this notion of ecology, I have developed a model which incorporates the values that are both usually associated with Western culture and are subjugated by it, drawing on the experience of music itself. [End Page 102] Ways of Knowing The first of these models deals with the social construction of knowledge. Stan Gooch defines two systems of thought embodied in various cultures in the world. He identifies the favored characteristics of one system (Type A) as activity leading to products; objectivity; impersonal logic; thinking and thought; detachment; and discrete categories of knowledge that are based on proof and scientific evidence. The other system (Type B) favors being; subjectivity; personal feeling; emotion; magic; involvement; associative ways of knowing; and belief and non-causal knowledge.1Gooch suggests that the Western world has chosen to value the first of these systems and neglect the other. This is done by a process of devaluation that can be carried out in various ways. In the Western media this devaluation can be manifested as public ridicule or by simply ignoring those events that reflect Type B values. Community-building activities based on associative ways of knowing and acknowledgement of people's feelings and sensibilities are not reported, while a considerable amount of space is given to the essentially dehumanizing practices of warfare and the dissociative practices of violence and crime. For example, reports and articles on holistic, associative approaches to health based on belief systems that defy rational explanation often end with throw-away comments like "If you believe that, then you will believe anything!" Public figures sometimes indulge in similar practices in their pronouncements by initiating policies to outlaw health practices that cannot be supported by scientific methodologies and appealing to the grounds of public safety. People who wish to embrace the values of Type B can easily be pathologized or criminalized as the dominant culture seeks to reinforce the validity of its Type A values. Academic, medical, psychological, and even sociological research concentrates on so-called objective methodologies associated with scientific ways of knowing and the use of numbers in some shape or form. Qualitative methodologies that collect people's stories are often regarded with suspicion because of the alleged subjectivity of the approach.So the values of Type B have become hidden or repressed by Western culture. I have therefore called the ways of knowing that characterize Type B "subjugated ways of knowing,"2 following the work of Michel Foucault and his notion of subjugated knowledges.3 This paper will concentrate on how the ideas of the subjugated ways of knowing can be used to understand where we are in music education, drawing on my experience in the UK. I shall look at ways of bringing the two ways of knowing-Type A and... (shrink)

In Parts of Classes and "Mathematics is Megethology" David Lewis shows how the ideology of set membership can be dispensed with in favor of parthood and plural quantification. Lewis's theory has it that singletons are mereologically simple and leaves the relationship between a thing and its singleton unexplained. We show how, by exploiting Kit Fine's mereology, we can resolve Lewis's mysteries about the singleton relation and vindicate the claim that a thing is a part of its singleton.

I examine chapters I and II of the Dialectic of Pure Practical Reason from the Critique of Practical Reason, to show that Kant resolved the antimony of practical reason by first giving an accurate representation of the cause of a properly moral act and then recognizing that this accurate representation raised further problems, problems that were anticipated by Rousseau, especially in his Reveries of a Solitary Walker. Rousseau’s reveries allowed Kant to explore, and to some extent overcome, the darker implications (...) of their common understanding of virtue. In the second Critique this takes the form of explaining how one can understand and existentially achieve one’s own satisfaction based on contentment with oneself rather than enjoyment. (shrink)

The poetry and journalistic essays of Katherine Tillman often appeared in publications sponsored by the American Methodist church. Collected together for the first time, her works speak to the struggles and triumphs of African-American women.

In recent work, Peter Hanks and Scott Soames argue that propositions are types whose tokens are acts, states, or events. Let’s call this view the type view. Hanks and Soames think that one of the virtues of the type view is that it allows them to explain why propositions have semantic properties. But, in this paper, we argue that their explanations aren’t satisfactory. In Section 2, we present the type view. In Section 3, we present one explanation—due to Hanks (2007, (...) 2011) and Soames (2010)—of why propositions have semantic properties. We criticize this first explanation in Section 4. In Section 5, we present another explanation—due to Soames (2104)—of why propositions have semantic properties. We criticize this second explanation in Section 6. (shrink)

The following three papers focus on compassion, an issue well worth our consideration in our contemporary age, and most especially during our recent national tragedy. It is hoped that these philosophical discussions of compassion may help us as we, on personal and societal levels, come to grips with immense human suffering. The topic of compassion brings us into an exploration of a cluster of related philosophical issues and is thus a good stepping off point for inquiry. The role of the (...) first paper is that of stage setting, to simply layout an approach to compassion presented by Aristotle and developed by Martha Nussbaum. This approach served as the introductory consideration in a course on compassion, taught by the first two commentators. Initially we wondered if we could sustain discussion on this narrow topic over fourteen weeks, but found the course left students with numerous questions worth their further consideration. So too in these papers, a number of issues will remain untouched, such as the relation of compassion and public policy and specific approaches to the cultivating of compassion, both of which are explored at length by Martha Nussbaum. This first paper frames our discussion, by presenting in outline form key points addressed in Martha Nussbaum’s Aristotelian discussion of the emotion of compassion, and touches upon issues developed in the next two papers. (shrink)

Christian ethical imagination was always tempered by various social prejudices prevalent in local contexts. Particularly during modernity and subsequently through colonial expansion, the role of race and caste became central to the expansion of Christianity through missionary activity. A closer scrutiny of colonial missionary Christianity clearly suggests the significance of racialised worldview shaping theological and ethical paradigms. In particular contexts, such racialised imagination underpinned and gave credence to other forms of social prejudices, such as caste in South Asia. Through a (...) post-colonial lens, I examine the role of race and caste in shaping Christian ethical frameworks and articulate the rationale for ‘decolonising’ the modern foundations of Christian ethics in pursuit of racial justice in our contemporary society. (shrink)

Professional directives are unwavering: educational intimate exams should only ever occur with patients’ explicit consent. This article describes the current clinical, educational, and ethical landscape of educational pelvic examinations under anesthesia, underscores the imperative that these exams only ever occur with patients’ explicit consent, and offers accessible modifications to students’ involvement in these exams.

_Basic principles and practical strategies to promote learning in any setting!_ From K-12 to corporate training settings––the Third Edition of Patricia Smith and Tillman Ragan’s thorough, research-based text equips you with the solid foundation you need to design instruction and environments that really facilitate learning. Now updated to reflect the latest thinking in the field, this new edition offers not only extensive procedural assistance but also emphasizes the basic principles upon which most of the models and procedures in the (...) instructional design field are built. The text presents a comprehensive treatment of the instructional design process, including analysis, strategy design, assessment, and evaluation. (shrink)

In akrasia, an agent intentionally acts against her own judgment about what it is best to do. This presents many puzzles for the understanding of human motivation. The Socrates of Plato's Protagoras, for example, denies this is possible because he claims that all action is motivated by an agent's belief about what is best. Plato himself seems to reject this view in the Republic, appealing to three distinct sources of motivation. This paper takes Plato's side in the general debate, arguing (...) for a new tripartite moral psychology. Because the akratic acts for a reason but against the conclusion of her practical reasoning, there must be a way of acting for reasons other than through reasoning about them. This way is desire. But once there is a division between reason and desire, a third capacity is needed to solve conflicts that can arise between them, the will. (shrink)

This paper examines how the prevailing knowledge systems of the West reduce and divide us within and between ourselves. It also highlights how these are paralleled by the Wisdom tradition in theology which allows for a more inclusive model of relationality and becoming. The author sets out before us how western systems create and dictate the underlying binary oppositions by which we, almost unconsciously, live out our lives. New ways are suggested and new horizons plotted.

A word from the wise is not to be discarded, O Phaedrus, but it is to be examined.The Socratic project is founded on the fallibility of those reputed to be wise, and the necessity of examining their wisdom. The importance of fallibility is clear enough in the Apology, in Socrates’s insistence that he is only wiser than others because he acknowledges his own ignorance. In Phaedrus, it is the basis of his distinction between the sophoi, the wise or learned, and (...) the philosophoi, the friends, allies or comrades of wisdom. This distinction suggests that we can maintain a relation to wisdom, we can be on the side of wisdom, but we cannot incarnate or possess wisdom. Those called sophoi are therefore more properly called... (shrink)

Recent years have seen a rise in those who describe themselves as “spiritual, but not religious”. At a popular level, there has been a lot of debate about this label and what it represents. But philosophers have in general paid little attention to the conceptual issues it raises. What is spirituality, exactly, and how does it relate to religion? Could there be a non-religious spirituality? In this paper, I try to give an outline account of the nature of spirituality and (...) of religion, and then close with some thoughts on the prospects for a non-religious spirituality. (shrink)

Name der Zeitschrift: Kant-Studien Jahrgang: 106 Heft: 2 Seiten: 169-200.