Online research in philosophy

David E. Cooper Early in, while I was teaching in the United States, I received news of my appointment as a lecturer in the philosophy of education at the ...

Introduction: education, philosophy and politics -- Writing the self: Wittgenstein, confession and pedagogy -- Nietzsche, nihilism and the critique of modernity: post-Nietzschean philosophy of education -- Heidegger, education and modernity -- Truth-telling as an educational practice of the self: Foucault and the ethics of subjectivity -- Neoliberal governmentality: Foucault on the birth of biopolitics -- Lyotard, nihilism and education -- Gilles Deleuze's 'societies of control': from disciplinary pedagogy to perpetual training -- Geophilosophy, education and the pedagogy of the concept - (...) Humanism, Derrida and the new humanities -- Politics and deconstruction: Derrida, neoliberalism and democracy -- Neopragmatism, ethnocentrism and the politics of the ethnos: Rorty's 'postmodernist bourgeois liberalism' -- Achieving America: postmodernism and Rorty's critique of the cultural left -- Deranging the investigations: Cavell on the philosophy of the child -- White philosophy in/of America. (shrink)

Abstract It is suggested that there are three broadly held views about sport in relation to the moral life??the positive view, the neutral view and the negative view. Following a brief examination of morality and moral education the first of these views is upheld by arguing that sport as fairness is inherently concerned with the moral. It is further argued that sport is a valued human practice concerned with the virtues and that as a part of the curriculum is an (...) integral part of moral education. An initiation into sport, like other aspects of moral education, involves such processes as judging, caring and acting. In all these processes the role of the teacher is considered. Finally two manifestations of a successful initiation into sport are presented with particular reference to the development of character and to the phenomenon of sportspersonship. (shrink)

Aiming to complicate this story, Dan Arnold confronts a significant obstacle to popular attempts at harmonizing classical Buddhist and modern scientific thought: since most Indian Buddhists believe that the mental continuum is uninterrupted ...

Quantification is a topic which brings together linguistics, logic, and philosophy. Quantifiers are the essential tools with which, in language or logic, we refer to quantity of things or amount of stuff. In English they include such expressions as no, some, all, both, and many. Peters and Westerstahl present the definitive interdisciplinary exploration of how they work - their syntax, semantics, and inferential role. Quantifiers in Language and Logic is intended for everyone with a scholarly interest in the exact (...) treatment of meaning. It presents a broad view of the semantics and logic of quantifier expressions in natural languages and, to a slightly lesser extent, in logical languages. The authors progress carefully from a fairly elementary level to considerable depth over the course of sixteen chapters; their book will be invaluable to a broad spectrum of readers, from those with a basic knowledge of linguistic semantics and of first-order logic to those with advanced knowledge of semantics, logic, philosophy of language, and knowledge representation in artificial intelligence. (shrink)

In this paper the Hurwicz decision rule is applied to an adjustment problem concerning the decision whether a given action should be improved in the light of some knowledge on the states of nature or on other actors' behaviour. In comparison with the minimax and the minimin adjustment principles the general Hurwicz rule reduces to these specific classes whenever the underlying loss function is quadratic and knowledge is given by an ellipsoidal set. In the framework of the adjustment model discussed (...) in this paper Hurwicz's optimism index can be interpreted as a mobility index representing the actor's attitude towards new external information. Examples are given that serve to illustrate the theoretical findings. (shrink)

This book offers a comprehensive roadmap for determining when and how to regulate risky reproductive technologies on behalf of future children. First, it provides three benchmarks for determining whether a reproductive practice is harmful to the children it produces. This framework synthesizes and extends past efforts to make sense of our intuitive, but paradoxical, belief that reproductive choices can be both life-giving and harmful. Next, it recommends a process for reconciling the interests of future children with the reproductive liberty of (...) prospective parents. The author rejects a blanket preference for either parental autonomy or child welfare and proposes instead a case-by-case inquiry that takes into account the nature and magnitude of the proposed restrictions on procreative liberty, the risk of harm to future children, and the context in which the issue arises. Finally, he applies this framework to four past and future medical treatments with above average risk, including cloning and genetic engineering. Drawing lessons from these case studies, Peters criticizes the current lack of regulatory oversight and recommends both more extensive pre-market testing and closer post-market monitoring of new reproductive technologies. His moderate pragmatic approach will be widely appreciated. (shrink)

A major question for liberal politics and liberal political theory concerns the proper scope of government. Liberalism has always favored limited government, but there has been wide-ranging dispute among liberals about just how extensive the scope of government should be. Included in this dispute are questions about the extent of state ownership of the means of production, redistribution of wealth and income through the tax code and transfer programs, and the extent of government regulation. One of N. Scott Arnold's (...) goals is to give an accurate characterization of both modern liberalism and classical liberalism, explaining along the way why libertarianism is not the only form that classical liberalism can take. The main focus of Arnold's book, however, concerns regulation--specifically, the modern liberal regulatory agenda as it has taken shape in contemporary American society. This is the set of regulatory regimes favored by all modern liberals and opposed by all classical liberals. It includes contemporary employment law in all its manifestations, health and safety regulation, and land use regulation. The heart of the book consists of a systematic evaluation of arguments for and against all the items on this agenda. It turns out that there are good arguments on both sides for most of these regulatory regimes. Because of this, and because someone's vision of the proper scope of government will ultimately prevail, some procedural requirements that all liberals could agree to must be satisfied for one side to impose legitimately its values on the polity at large. These procedural requirements are identified, argued for, and then applied to the elements of the modern liberal regulatory agenda. Arnold argues that many, though not all, of these elements have been illegitimately imposed on American society. (shrink)

We provide a brief history of the business and human rights discourse and scholarship, and an overview of the articles included in the special issue.

Responding to Jacques Derrida's vision for what a "new" humanities should strive toward, Peter Trifonas and Michael Peters gather together in a single volume original essays by major scholars in the humanities today. Using Derrida's seven programmatic theses as a springboard, the contributors aim to reimagine, as Derrida did, the tasks for the new humanities in such areas as history of literature, history of democracy, history of profession, idea of sovereignty, and history of man.

Johannes Daubert he was an acknowledged leader, and in some respects the founder, of the early phenomenological movement, and was considered – as much by its members as by Husserl himself – the most brilliant member of the group. In Daubert’s unpublished writings we find a series of reflections on Lask, and on Neo-Kantianism, which form the subject-matter of this paper. They range over topics such as the ontology of the ‘Sachverhalt’ or state of affairs, truthvalues (Wahrheitswerte) and the (...) value of truth, negative judgments and the copula, and the relation between perception and judgment. (shrink)

Foreword by Students' Committee.--Signatures of the Graduate Faculty members.--Faculty foreword.--Introduction: The life and the political philosophy of Arnold Brecht.--Relative and absolute justice.--The rise of relativism in political and legal philosophy.--The search for absolutes in political and legal philosophy.--The myth of is and ought.--The impossible in political and legal philosophy.--The latent place of God in twentieth-century political theory.--Bibliography of books and articles by Arnold Brecht (p. [161]-174)--Biographical summary of Arnold Brecht.

This article aims to highlight why R. S. Peters' conceptual analysis of ‘education’ was such an important contribution to the normative field of philosophy of education. In the article, I do the following: 1) explicate Peters' conception of philosophy of education as a field of philosophy and explain his approach to the philosophical analysis of concepts; 2) emphasize several (normative) features of Peters' conception of education, while pointing to a couple of oversights; and 3) suggest how (...) class='Hi'>Peters' analysis might be used to reinvigorate a conversation on one central educational aim—that of how we might educate citizens for the 21st century. (shrink)

This article examines the work of R. S. Peters on moral development and moral education, as represented in his papers collected under that name, pointing out that these writings have been relatively neglected. It approaches these writings through the lens of the ‘familiar story’ that philosophical work on this topic switched during, roughly, the 1980s from an emphasis on rational principles to an emphasis on virtues and care. Starting from what Peters called ‘the paradox of moral education’—roughly, that (...) a rational morality must be developed in part through habit—the article discusses not only Peters' rational morality of principles and rules but also elements of his thought concerning virtues and care. Running through the discussion is the question of whether Peters, in drawing for instance on Aristotle as well as Kohlberg, is attempting to combine incompatible ideas. Against this, it is suggested that in reading Peters now we can learn from his explicit claim that we need a pluralistic, not a monolithic, approach to moral development and moral education. (shrink)

Richard Peters pioneered a form of philosophical analysis in relation to educational discourse that was criticised by some at the time and is today somewhat out of fashion. This paper argues that much of the objection to Peters' methodology is based on a misunderstanding of what it does and does not involve, that consequently philosophical analysis is often wrongly seen as one of a number of comparable alternative traditions or approaches to philosophy of education between which one needs (...) to choose, and that, partly consequentially, there is a relative lack of philosophical expertise among today's ‘philosophers of education’. Furthermore, his methodology vindicated, it can be said that Peters was indeed ‘nearly right about education’, perhaps more so than he has subsequently come to believe himself. (shrink)

Richard Peters argued for a general education based largely on the study of truth-seeking subjects for its own sake. His arguments have long been acknowledged as problematic. There are also difficulties with Paul Hirst's arguments for a liberal education, which in part overlap with Peters'. Where justification fails, can historical explanation illuminate? Peters was influenced by the prevailing idea that a secondary education should be based on traditional, largely knowledge-orientated subjects, pursued for intrinsic as well as practical (...) ends. Does history reveal good reasons for this view? The view itself has roots going back to the 16th century and the educational tradition of radical Protestantism. Religious arguments to do with restoring the image of an omniscient God in man made good sense, within their own terms, of an encyclopaedic approach to education. As these faded in prominence after 1800, old curricular patterns persisted in the drive for ‘middle-class schools’, and new, less plausible justifications grew in salience. These were based first on faculty psychology and later on the psychology of individual differences. The essay relates the views of Peters and Hirst to these historical arguments, asking how far their writings show traces of the religious argument mentioned, and how their views on education and the development of mind relate to the psychological arguments. (shrink)

In this essay Kelvin Beckett argues that Richard Peters's major work on education, Ethics and Education, belongs on a short list of important texts we can all share. He argues this not because of the place it has in the history of philosophy of education, as important as that is, but because of the contribution it can still make to the future of the discipline. The limitations of Peters's analysis of the concept of education in his chapter on (...) “Criteria of Education” are well known. In the chapter on “Education as Initiation,” however, Peters offered a synthetic sketch of education that, Beckett argues, points us toward a more comprehensive definition of education, one which, he maintains, can be accepted by all philosophers, regardless of the tradition they work in. (shrink)

The concept of respect plays a central role in several recent attempts to re-actualise the programme of a critical social theory. In Axel Honneth's most prominent version of that concept, respect is closely tied to the sphere of law, and it is limited to the recognition of a Kantian-type moral autonomy of the individual. So interpreted, the concept of respect can only have a very limited application in the field of education, where concern for the particular desires, intentions and beliefs (...) of mostly immature persons is at stake.However, more than forty years ago R. S. Peters did develop an extended concept of respect as a central component in education. This concept focuses exactly on those desires, intentions and beliefs, instead of on the very demanding capability of practical reasoning orientated towards the Kantian Categorical Imperative. My task in this paper is to explore the potential of Peters' concept of respect for the identification and description of educational pathologies and ultimately for the founding of a critical theory of education. (shrink)

On several occasions in his work, R. S. Peters identifies a difficulty inherent in teaching that underscores the complexity of this relationship: the teacher has the task of passing on knowledge while at the same time allowing knowledge that is passed on to be criticised and revised by the learner. This inquiry asks: first, how does Peters envisage these two tasks coming together in teaching, and, second, does he go far enough in developing what it means for the (...) teacher to recognise the difference and otherness of the learner? At the heart of the matter in answering these questions is how to conceive of the connection between learning and the transformation of the individual. Before turning to Peters, this inquiry begins by discussing connections between transformation and learning in classical and contemporary philosophical discourse. In this context, notions of discontinuity and interruption are shown to be central to understanding transformational learning processes. Peters' thought is then located within this discourse and taken up in three central ways: (1) by analysing his notion of teaching (2) by examining the ideas of learning and transformation embedded in his concept of teaching, and (3) by inquiring into how these issues relate to his idea of philosophy of education as a central part of teacher education. (shrink)

This article reconstructs R. S. Peters' underlying theory of ritual in education, highlighting his proposed link between ritual and the imitation of teachers. Rituals set the stage for the imitation of teachers and they invite students to experience practices whose value is not easily discernable from the outside. For Peters, rituals facilitate the transmission of values across time, create unity in schools, and affirm authority relations. There is a tension, however, between this view of ritual and imitation, on (...) the one hand, and Peters' views of liberal education and the ‘criteria of an educational process’, on the other. This article suggests how the processes of ritual and imitation can be reconciled with liberal education, and it identifies school rampage shootings as an area in which Peters' work on ritual might prove useful. (shrink)

Richard Peters has been praised for the authenticity of his philosophy, and inquiry into aspects of the development of his philosophy reveals a profound authenticity. Yet authenticity is something he seems not to favour. The apparent paradox is resolved by observing historical changes in the understanding of authenticity as an important value. Possibilities are noted for further explorations as to how to understand and value it as an educational ideal.

In Models of God, Ted Peters discusses a methodology for formulating and evaluating models of God, surveys nine models, and proposes one that he entitles Eschatological Panentheism. This paper provides critical comments on Peters’ methodological claims, taxonomy of models of God, and specific proposal. This paper has been delivered during APA Pacific 2007 Mini-Conference on Models of God.Both Peters’ Models of God and these comments were presented at the Models of God mini-conference at the Pacific Division Meetings of the (...) American Philosophical Association in April of 2007. (shrink)

Autonomy is, among other things, an actual psychological condition, a capacity that can be developed, and an educational ideal. This paper contextualises, analyses, criticises and extends the theory of Richard S. Peters on these three aspects of autonomy.

Noam Chomsky and Frances Egan argue that David Marr’s computational theory of vision is not intentional, claiming that the formal scientific theory does not include description of visual content. They also argue that the theory is internalist in the sense of not describing things physically external to the perceiver. They argue that these claims hold for computational theories of vision in general. Beyond theories of vision, they argue that representational content does not figure as a topic within formal computational theories (...) in cognitive science. I demonstrate that Chomsky’s and Egan’s claims about Marr’s theory are false. Marr’s computational theory contains a mathematical theory of visual content, based on empirical psychophysical evidence. It also contains mathematical descriptions of distal physical surfaces and objects, and of their optic projection to the perceiver. Much computational research on vision contains these types of intentional and externalist components within the formal, mathematical, theories. Chomsky’s and Egan’s claims demonstrate inadequate study and understanding of Marr’s work and other research in this area. Computational theories of vision, by containing empirically based mathematical theories of visual content, to this extent present naturalizations of semantics. (shrink)

Much of Arnold Hauser’s work on the social history of art and the philosophy of art history is informed by a concern for the cognitive dimension of art. The present paper offers a reconstruction of this aspect of Hauser’s project and identifies areas of overlap with the sociology of knowledge—where the latter is to be understood as both a separate discipline and a going intellectual concern. Following a discussion of Hauser’s personal and intellectual background, as well as of the (...) shifting political and academic setting of his work, the paper addresses one of Hauser’s central questions, viz. how best to square a thoroughgoing commitment to the social nature of art with the reality of successive artistic styles, given that the latter seem to be characterizable on purely formal grounds. This is followed by a discussion of Hauser’s conflicted views on the relation between art, science, and technology. This injects a tension into Hauser’s work, due to his initial reluctance to explain just how the aesthetic and the cognitive realms relate. The final part of the paper, through a closer examination of the analogies and disanalogies that Hauser sees between art history and the history of science, attempts to give a positive answer—“on Hauser’s behalf”, as it were—to the question of whether art may be credited with a specific cognitive dimension of its own, and if so, what its contribution to our cognitive enterprise may consist in. (shrink)

Despite his elusiveness on important issues, there is much in Michael Oakeshott's educational vision that Richard Peters quite rightly wishes to endorse. The main aim of this essay is, however, to consider Peters' justifiable critique of three features of Oakeshott's work. These are (1) the rigidity of his distinction between vocational and university education, (2) the lack of clarity and accuracy in his philosophy of teaching and learning, especially the under-conceptualisation of the role of example in teaching, (3) (...) the over-emphasis on tradition in moral and civic learning. (shrink)

Erratum to: Stanley Peters and Dag Westerståhl: Quantifiers in language and logic Content Type Journal Article Category Erratum Pages 1-1 DOI 10.1007/s10988-011-9094-5 Authors Edward L. Keenan, Department of Linguistics, University of California at Los Angeles, 3125 Campbell Hall, Los Angeles, CA 90095-1543, USA Denis Paperno, Department of Linguistics, University of California at Los Angeles, 3125 Campbell Hall, Los Angeles, CA 90095-1543, USA Journal Linguistics and Philosophy Online ISSN 1573-0549 Print ISSN 0165-0157.

Abstract In this article, which is the first of two to examine the ideas of R. S. Peters on moral education, consideration is given to his justificatory arguments found in Ethics and Education. Here he employs presupposition arguments to show to what anyone engaging in moral discourse is committed. The result is a group of procedural principles which are recommended to be employed in moral education. This article is an attempt to examine the presupposition arguments Peters employs, to (...) comment on the procedural principles he believes are presupposed, and to consider the strength of the presupposition argument. My conclusion is that Peters's arguments fail to establish the conclusion he arrives at, and that any gains from the form of argument he uses are hollow. (shrink)

In this article I argue that Outcomes-basedEducation is conceptually trapped in aninstrumentally justifiable view of education. Icontend that the notion of Outcomes-basedEducation is incommensurable with anon-instrumental justification of educationview as explained by RS Peters (1998). Theprocess of specifying outcomes in educationaldiscourse lends itself to manipulation andcontrol and thereby makes the idea ofOutcomes-based Education educationallyimpoverished. In this article an argument ismade for education through rational reflectionand imagination which can complement anOutcomes-based Education system for the reasonthat it finds expression in a (...) non-instrumentaljustifiable view of education. (shrink)

In his 1973 paper ?The Justification of Education? R.S. Peters aspired to give a non-instrumental justification of education. Ever since, his so-called ?transcendental argument? has been under attack and most critics conclude that it does not work. They have, however, thrown the baby away with the bathwater, when they furthermore concluded that Peters? justificatory project itself is futile. This article takes another look at Peters? justificatory project. As against a Kantian interpretation, it proposes an axiological-perfectionist interpretation to (...) bring out the permanent importance of this project and suggests some possible strategies for its successful execution. (shrink)

This article by Johannes B. Lotz, S.J., never before translated into English, describes his contacts with Martin Heidegger. First it describes his arrival, along with Karl Rahner, S.J., to pursue doctoral studies in Freiburg im Breisgau and their first experiences with the famous professor. Lotz continues his narrative by mentioning times he met with Heidegger over the subsequent forty years up to the philosopher’s death. With Gustav Siewerth, Max Müller, Bernhard Welte, and Karl Rahner, Lotz belonged to a group (...) of Catholic thinkers influenced—some more, some less—by Martin Heidegger. In Lotz’s view some of Heidegger’s ideas were already found in Aquinas, and a philosophy of Being needed to go beyond existential analysis into religion, revelation, and cultural criticism. (shrink)

The German Johannes Sharpe is the most important and original author of the so called "Oxford Realists": his semantic and metaphysical theories are the end product of the two main medieval philosophical traditions, realism and nominalism, for he contributed to the new form of realism inaugurated by Wyclif, but was receptive to many nominalist criticisms. Starting from the main thesis of Wyclif's metaphysics, that the universal and individual are really identical but formally distinct, Oxford Realists introduced a new type (...) of predication, based on a partial identity between the entities for which the subject and predicate stood, called predication by essence, and then redefined the traditional post-Aristotelian categories of essential and accidental predication in terms of this partial identity. Sharpe substantially shares the metaphysical view and principles of the other Oxford Realists, but he elaborates a completely different semantics, since he accepts the nominalist principle of the autonomy of thought in relation to the world, and Ockham's explanation for the universality of concepts. Unfortunately, this semantic approach partially undermines his defence of realism, since it deprives Sharpe of any compelling semantic and epistemological reasons to posit universalia in re. Therefore, Sharpe's main ontological theses certainly are sensible and reasonable, but, paradoxically, within his philosophical system they cannot in any way be considered as absolutely consistent. (shrink)

In this paper I take issue with James Conant’s claim that Johannes Climacus seeks to engage his reader in the Postscript by himself enacting the confusions to which he thinks his reader is prone. I contend that Conant’s way of reading the Postscript fosters a hermeneutic of suspicion that leads him (and those who follow his approach) to be unduly suspicious of some of Climacus’ philosophical activity. I argue that instead of serving as a mirror of his reader’s faults, (...) Climacus is better conceived of as a Socratic figure whose own philosophical activity represents a positive alternative to the Hegelian style of doing philosophy that is under attack in the Postscript. I close the paper by arguing that Climacus adopts two very different experimental stances in his two books: while in Fragments Climacus adopts the stance of someone who has “forgotten” about Christianity, in the Postscript he openly declares that he is not a Christian and then proceeds to investigate the question, appropriately cast in the first person, “How do I,Johannes Climacus, become a Christian?” I maintain that we will not be in a position to appreciate what makes the Postscript a profound work of philosophy until we obtain a better understanding of the various respects in which Climacus is a Socratic figure. (shrink)

To seek to elucidate Husserl's phenomenology by contrasting it with that of the Munich phenomenologist Johannes Daubert (1877-1947) is to betray an intention to explain something well-known by reference to something that is wholly obscure. Thus most philosophers are somehow aware of Edmund Husserl. But Johannes Daubert?

impermissibly favorable to Jews? -- Humanist origins -- Humanism at court -- Discovery of Hebrew -- Johannes Pfefferkorn and the campaign against Jews -- Who saved the Jewish books? -- Inquisition -- Trial at Rome and the Christian debates -- The Luther affair -- As if the first martyr of Hebrew letters.

Abstract Peters's views on moral education are to be found in several books and articles written over a period of about 20 years. Two essential elements of his ideas are what he calls procedural principles and basic rules. This article is an attempt to consider his recommendations, particularly in terms of any practical assistance that can be derived from them for those interested in moral education. Close examination reveals some inconsistencies, vagueness and difficulties which suggest problems for his procedural (...) approach and raise the issue of whether alternative, more positive efforts should be reconsidered. (shrink)

Jozef Keulartz and Gilbert Leistra (eds): Legitimacy in European Nature Conservation Policy: Case Studies in Multilevel Governance Content Type Journal Article Pages 1-3 DOI 10.1007/s10806-010-9248-4 Authors Sarah Beach, Kansas State University Department of Sociology, Anthropology, and Social Work Manhattan KS USA Journal Journal of Agricultural and Environmental Ethics Online ISSN 1573-322X Print ISSN 1187-7863.

Environment and the Arts: Perspectives on Environ- mental Aesthetics. Edited by ARNOLD BERLEANT . Ashgate. 2002. pp. 192. C ONSISTING of twelve chapters, and an extended introduction, this volume provides a leading-edge anthology of reflections on environmental aesthetics.

In the late 1940s and early 1950s, the historian and internationalist Arnold J. Toynbee (1889?1975) conducted a highly public campaign against Western imperialism, arguing that the West needed to acknowledge and atone for its aggression if the world was to find peace. His efforts met with considerable resistance, damaging his reputation as a scholar and a political thinker. This article examines the origins of Toynbee's anti-imperialism in his philosophy of history, his public arguments of the postwar period, and the (...) reaction they provoked. (shrink)

Jason Peters (ed.): Wendell Berry: Life and Work Content Type Journal Article DOI 10.1007/s10806-010-9291-1 Authors Jacob Jones, Department of Religion, University of Florida, 107 Anderson Hall, P.O. Box 117410, Gainesville, FL 32611-7410, USA Journal Journal of Agricultural and Environmental Ethics Online ISSN 1573-322X Print ISSN 1187-7863.

Romantic Naturphilosophie has been at the centre of almost every account of early nineteenth-century sciences, be it as an obstacle or as an aid for scientific advancement. The following paper suggests a change of perspective. I seek to read Naturphilosophie as one manifestation among others of a more general concern with the question of how experience enables the subject to acquire knowledge about objects. To illustrate such an approach, I focus on Johannes Muller's early work. Here one finds two (...) contrasting images of microscopical observation, its set-up, and the observer: the embryological study of 1830 demands a 'philosophical grasp' of the appearances. In contrast, the investigations of blood of 1832 are presented as a series of controlled experiments. I argue that an interpretation of this contrast in terms of an appropriation and casting aside of Naturphilosophie is not altogether convincing. Instead, both images of microscopy are manifestations of a more general problem, namely, the problem of exactly how subject and object came together in experience. I show how this concern not only shaped the methodological sensibilities particular to Muller's embryology and the investigation of bodily liquids but also provided the epistemological principles and the target for his sense-physiological experiments. It bound Muller's work together with Naturphilosophie and linked Naturphilosophie with other contemporaneous projects in philosophy. All of these enterprises sought to contribute to ongoing debates about how experience allowed the subject to acquire knowledge about the world. (shrink)

My claim that probability ought to be defined as a purely subjective measure of human belief has been challenged in a recent and interesting article on these pages by Arnold Baise (2011). Baise argues that probability ought to be defined, not as a purely subjective measure of human belief, as [...].

(2012). Is R.S. Peters' way of mentioning women in his texts detrimental to philosophy of education? Some considerations and questions. Ethics and Education: Vol. 7, Creating spaces, pp. 291-302. doi: 10.1080/17449642.2013.767002.

Johannes Kinker (1764–1845) who tried to promote Kantian philosophy in different ways, was also interested in the phenomenon of language. His general language theory is presented in Inleiding eener Wijsgeerige Algemeene Theorie der Talen, published in 1817. An impression of that theory is given in this paper. Some important questions arise, viz. whether Kinker was influenced by others; whether his theory was an original one and what the place of the theory is in the linguistic situation of the eighteenth (...) and the beginning of the nineteenth century. (shrink)

Præsentation af Johannes Hohlenberg -- Udvalgte artikler af Johannes Hohlenberg i J.A.I.-Bladet 1935-1936 -- Johannes Hohlenberg i perspektiv.

Machine generated contents note: Preface (Paul Standish).Introduction: Reading R. S. Peters on Education Today (Stefaan E. Cuypers and Christopher Martin).Part I: The Conceptual Analysis of Education and Teaching.1. Was Peters Nearly Right About Education? (Robin Barrow).2. Learning Our Concepts (Megan Laverty).3. On Education and Initiation (Michael Luntley).4. Ritual, Imitation and Education in R. S. Peters (Bryan Warnick).5. Transformation and Education: the Voice of the Learner in Peters' Concept of Teaching (Andrea English).Part II: The Justification of Educational (...) Aims and the Curriculum.6. R. S. Peters' Normative Conception of Education and Educational Aims (Michael Katz).7. On the Worthwhileness of Theoretical Activities (Michael Hand).8. Why General Education? Peters, Hirst and History (John White).9. The Good, the Worthwhile and the Obligatory: Practical Reason and Moral Universalism in R. S. Peters' Conception of Education (Christopher Martin).10. Overcoming Social Pathologies in Education: On the Concept of Respect in R. S. Peters and Axel Honneth (Krassimir Stojanov).Part III: Aspects of Ethical Development and Moral Education.11. Reason and Virtues: The Paradox of R. S. Peters on Moral Education (Graham Haydon).12. Autonomy in R. S. Peters' Educational Theory (Stefaan E. Cuypers).Part IV: Peters in Context.13. Richard Peters and Valuing Authenticity (Mike Degenhardt).14. Vision and Elusiveness in Philosophy of Education: R. S. Peters on the Legacy of Michael Oakeshott (Kevin Williams).Index. (shrink)

Die Frage, mit der sich Johannes Haag in Erfahrung und Gegenstand auseinandersetzt, lautet: „Auf welchem Grunde beruht die Beziehung desjenigen, was man in uns empirische Vorstellung, d. i. Erfahrung nennt, auf den Gegenstand überhaupt?“ ...

impermissibly favorable to Jews? -- Humanist origins -- Humanism at court -- Discovery of Hebrew -- Johannes Pfefferkorn and the campaign against Jews -- Who saved the Jewish books? -- Inquisition -- Trial at Rome and the Christian debates -- The Luther affair -- As if the first martyr of Hebrew letters.

The late Professor Basil Willey's important and influential inquiry into the history of religious and moral ideas in the nineteenth century has become (since ...

You and I are watching a spider crawl across the carpet. We are both aware of the spider, and aware that both are so aware. We are jointly attending to it. This collection of essays addresses a bewildering array of questions that arise regarding the notion of joint attention. How should joint attention be characterised in adults? In particular, how can we articulate the sense in which it is plausible to say that nothing is hidden from either participant in cases (...) of joint attention? What is the relationship between joint attention and the much discussed phenomenon of common, or mutual, knowledge? What account should be given of the development of the capacity for joint attention in children (and in non-human primates)? At what age is it correct to say that children are engaging in episodes of full blown joint attention? Relatedly, what is the relation between joint attention and pointing behaviour, gaze following and mutual affect regulation? Why is it that autistic children appear to exhibit a joint attention deficiency, and what might this tell us about autism, or about joint attention itself? Does the capacity for joint attention presuppose an understanding of the notion of attention, or more generally a subject of experience, and if so what is the relation between that understanding and the types of behaviour associated with joint attention? More generally, how does joint attention relate to our understanding of others? Finally, is the capacity for joint attention pivotal for the development of linguistic communication, or perhaps even a sense of objectivity—of the mind independence of the world? (shrink)

Though there are significant points of overlap between Michelle Kosch's reading of Fear and Trembling and my own, this paper focuses primarily on a significant difference: the legitimacy or otherwise of looking to paradigmatic exemplars of faith in order to understand faith. I argue that Kosch's reading threatens to underplay the importance of exemplarity in Kierkegaard's thought, and that there is good reason to resist her use of Philosophical Fragments as the key to interpreting the 'hidden message' of Fear and (...) Trembling. Key to both claims is the Concluding Unscientific Postscript. I also briefly sketch an alternative reading of the 'hidden message', one in which Kierkegaard's Christian commitments play a notably different role. (shrink)

On hearing a sound behind me I may turn my head in order to see what is happening. This piece of behaviour is a deliberate action, one which feels to be under my own control. If asked what I am doing, I will be able to provide an immediate and knowledgeable answer, viz. 'turning my head' or maybe 'looking to see what is going on'. Not only do I know that an action is taking place, I know which action is (...) taking place, and I know who the agent of that action is. (shrink)

Moreover, presidential politics -- on the level of campaigns and governing -- have also exhibited a growing politics of image and spectacle. In our media-saturated society, politicians become celebrities who fine-tune their image through daily photo ops, spin out their message of the day and, like celebrities, employ image management firms to make sure their performance is playing well with the public.