It is well known that the scientific discoveries of the nineteenth century posed problems for Christian theology. Less well known is the fact that the new understanding of history, developed in the same period, also created a number of difficulties. The realization that Christianity possessed a history of its own, and had changed and developed, raised numerous important questions for theologians and Christians alike. Newman's revised Essay on the Development of Doctrine provides the starting-point for this new and comprehensive survey, (...) in which Peter Hinchliff discusses the ideas of a wide range of theologians from the full spectrum of British Christianity - from Roman Catholics through to theologians from the Churches of England and Scotland, and the Free Church - and their attempts to tackle these questions in the period leading up to the Great War. He proves that this hitherto little studied period in the development of theology is in fact an area of considerable interest and pertinence to historians as much as theologians. (shrink)

This paper considers the nature of academic judgement. It also suggests that academic judgement is not the special preserve of academics as such and is something with which students can be imbued. It is further suggested that academic judgement is best considered in the context of critical learning which is contrasted with demonstrative learning. The paper then proceeds with an analysis of judgement by considering the ideas of Peter Geach on this particular subject. It then moves to considering judgement (...) in the context of a practice, as set out by Alasdair MacIntyre. Whilst providing insight into the nature of practical judgement, this approach is found wanting nonetheless and attention is next turned to considering judgement within the space of reasons – that is, the approach of John McDowell. The paper then suggests that the idea of the space of reasons can be given greater substance through consideration of two further kinds of judgement – epistemic and reflective. (shrink)

It is argued that causal understanding originates in experiences of acting on objects. Such experiences have consistent features that can be used as clues to causal identification and judgment. These are singular clues, meaning that they can be detected in single instances. A catalog of 14 singular clues is proposed. The clues function as heuristics for generating causal judgments under uncertainty and are a pervasive source of bias in causal judgment. More sophisticated clues such as mechanism clues and repeated interventions (...) are derived from the 14. Research on the use of empirical information and conditional probabilities to identify causes has used scenarios in which several of the clues are present, and the use of empirical association information for causal judgment depends on the presence of singular clues. It is the singular clues and their origin that are basic to causal understanding, not multiple instance clues such as empirical association, contingency, and conditional probabilities. (shrink)

This paper explores the relation between love, learning and knowledge as found in three dialogues of Plato, Symposium, Phaedrus and Republic. It argues that the account of the ascent from carnal desire to the love of beauty, as set out in the Symposium, is best seen in terms of a genealogy of love in which the object of love is transformed into an object of knowledge. The Phaedrus shows us how affection and love between two individuals can help motivate a (...) love of learning. The Republic demonstrates the value of knowledge through the distinction between knowledge and opinion. A love of learning is, therefore, driven by that which is genuinely valuable and worthy of love. Plato helps us today in two respects: first, he reminds us that learning can have an affective quality. Second, he reminds that the value of learning is related to the knowledge and insight it yields. (shrink)

Berkeley’s likeness principle is the claim that “an idea can be like nothing but an idea”. The likeness principle is intended to undermine representationalism: the view (that Berkeley attributes to thinkers like Descartes and Locke) that all human knowledge is mediated by ideas in the mind which represent material objects. Yet, Berkeley appears to leave the likeness principle unargued for. This has led to several attempts to explain why Berkeley accepts it. In contrast to ‘metaphysical’ and ‘epistemological’ interpretations available in (...) the literature, in this paper I defend a ‘conceptual’ interpretation. I argue that Berkeley accepts the likeness principle on the basis of (i) his commitment to the transparency of ideas, and (ii) his account of resemblance which he sets out in his works on vision. Thus, I provide an explanation for Berkeley’s reasons for accepting the likeness principle which, appropriately, focuses on his views concerning ideas and likeness. (shrink)

In this important new book in the IPPP series, a group of leading thinkers in psychiatry, psychology, and philosophy offer alternative perspectives that address both the scientific and clinical aspects of psychiatric validation, emphasizing throughout their philosophical and historical considerations.

Margaret Macdonald was at the institutional heart of analytic philosophy in Britain in the mid-twentieth century. Yet, her views on the nature of philosophical theories diverge quite considerably from those of many of her contemporaries. In this paper, I focus on her 1953 article ‘Linguistic Philosophy and Perception’, a provocative paper in which Macdonald argues that the value of philosophical theories is more akin to that of poetry or art than science or mathematics. I do so for two reasons. First, (...) because it reveals just how far Macdonald’s meta- philosophical views diverged from those of many of her contemporaries. Second, because the discussion in LPP pre-empts recent literature on the nature of philosophical inquiry and the efficacy of philosophical arguments. Indeed, Macdonald’s paper is just as likely to provoke discussion today as it was in the 1950s. (shrink)

In my contribution to this Concise Collection on Margaret Cavendish, I focus on teaching Cavendish’s work in the context of philosophy (and, more specifically, Early Modern Philosophy). I have three aims. First, to explain why teaching women from philosophy’s history is crucially important to the discipline. Second, to outline my own reflections on teaching Cavendish’s philosophy. Third, to defend a specific claim about the benefits of teaching Cavendish to philosophy students; namely, that introducing biographical detail alongside philosophical ideas enriches the (...) learning experience. (shrink)

In September 2008, the European Organization for Nuclear Research (CERN) scientists successfully switched on the historic biggest physics device, the Large ...

Rather than ‘superbugs’ signifying recalcitrant forms of life that withstand biomedical treatment, drug resistant infections emerge within and are intricate with the exercise of social and medical power. The distinction is important, as it provides a means to understand and critique current methods employed to confront the threat of widespread antimicrobial resistance. A global health regime that seeks to extend social and medical power, through technical and market integration, risks reproducing a form of triumphalism and exceptionalism that resistance itself should (...) have us pause to question. An alternative approach, based on a postcolonial as well as a ‘post-colony’ approach to health and microbes, provides impetus to challenge the assumptions and norms of global health. It highlights the potential contribution that vernacular approaches to human and animal health can play in altering the milieu of resistance. (shrink)

This paper provides a philosophical evaluation of the concept of handedness prevalent but largely unspoken in the scientific literature. This literature defines handedness as the preference or ability to use one hand rather than the other across a range of common activities. Using the philosophical discipline of phenomenology, I articulate and critique this conceptualization of handedness. Phenomenology shows defining a concept of handedness by focusing on hand use leads to a right hand biased concept. I argue further that a phenomenological (...) model based in spatial orientation rather than hand use provides a more inclusive concept of handedness. (shrink)

For thirty years, Peter Singer's Practical Ethics has been the classic introduction to applied ethics. For this third edition, the author has revised and updated all the chapters and added a new chapter addressing climate change, one of the most important ethical challenges of our generation. Some of the questions discussed in this book concern our daily lives. Is it ethical to buy luxuries when others do not have enough to eat? Should we buy meat from intensively reared animals? (...) Am I doing something wrong if my carbon footprint is above the global average? Other questions confront us as concerned citizens: equality and discrimination on the grounds of race or sex; abortion, the use of embryos for research and euthanasia; political violence and terrorism; and the preservation of our planet's environment. This book's lucid style and provocative arguments make it an ideal text for university courses and for anyone willing to think about how she or he ought to live. (shrink)

William Molyneux was born in Dublin, studied in Trinity College Dublin, and was a founding member of the Dublin Philosophical Society (DPS), Ireland’s counterpart to the Royal Society in London. He was a central figure in the Irish intellectual milieu during the Early Modern period and – along with George Berkeley and Edmund Burke – is one of the best-known thinkers to have come out of that context and out of Irish thought more generally. In 1688, when Molyneux wrote the (...) letter to Locke in which he posed the now famous question about a man born blind made to see, he was an active member of the DPS and was on familiar terms with several other key figures in Irish philosophy at the time. For the most part, Irish thinkers in the seventeenth and eighteenth centuries answered “no” to Molyneux’s question of whether a blind man made to see could distinguish, by sight alone, between a cube and a sphere. (shrink)

Presentism is the view, roughly speaking, that only presently existing things exist. Though presentism offers many attractive solutions to problems in metaphysics, philosophy of language, and philosophy of mind, it faces threats from two main sources: McTaggart and the special theory of relativity. This paper explores the prospects for fitting presentism together with the special theory. Two models are proposed, one which fits presentism into a relativistic setting (the cone model) and one which fits the special theory into a presentistic (...) setting (the surface model). It is concluded that there is no good reason arising from the special theory of relativity for rejecting presentism. Presentism is tenable here and preferable elsewhere. (shrink)

This paper explores the meaning of education in contrast with ‘pedagogy’. Whereas education can be defined as ‘learning for its own sake’, pedagogy can be defined as learning oriented towards social goals. An attempt to find an adequate conceptualisation is first of all sought in Aristotle, but his concept of education is found to depend on too narrow a concept of rational activity. A more adequate conceptualisation is found in Michael Oakeshott's contrast between morality and enterprise associations. However Oakeshott's definition (...) of education needs modifying if it is to take account of the idea of critical knowing, which is seen as crucial to any definition of education. (shrink)

The dissertation is a defense of presentism, the thesis that only presently existing things exist. Many arguments against presentism, including those of McTaggart and Mellor, rely on the claim that the tenses are indexicals. In the first chapter I argue that which aspects of language are indexical depends on what there is. In particular, I argue that if presentism is true, the tenses are not indexicals. I base my response to McTaggart's argument for the unreality of tense on the claim (...) that the tenses are not indexicals. I include a modal analogue of McTaggart's argument, an argument for the unreality of the contingent, and respond to it in an analogous way. ;In the second chapter I discuss serious presentism, the thesis that objects have properties only when they exist. I discuss arguments by Plantinga and Prior and conclude that a presentist need not be a serious presentist and that serious presentism is false, false because present objects have properties when they do not exist, and false because past and future objects have properties now. I argue that a presentist, though not a serious presentist, can account for the independence of the past from the present without admitting the existence of past objects. ;One issue related to serious presentism is whether the presentist's quantifiers range over present objects only or over past and future objects as well. I argue that a presentist's quantifiers need not be existential and may range over past, present, and future objects. In the final chapter I develop a version of presentism I call unrestricted presentism. (shrink)

"This book is an augmented and updated translation by the author of Theorie des Subjekts: Subjectiviteat und Identiteat zwischen Moderne und Postmoderne, Teubingen, Francke-UTB, 2010 (3rd ed.)"--Title page verso.

Since its original publication in 1975, this groundbreaking work has awakened millions of people to the existence of "speciesism"—our systematic disregard of nonhuman animals—inspiring a worldwide movement to transform our attitudes to animals and eliminate the cruelty we inflict on them. In Animal Liberation, author Peter Singer exposes the chilling realities of today’s "factory farms" and product-testing procedures—destroying the spurious justifications behind them, and offering alternatives to what has become a profound environmental and social as well as moral issue. (...) An important and persuasive appeal to conscience, fairness, decency, and justice, it is essential reading for the supporter and the skeptic alike. (shrink)

In der genannten Epoche werden Grundentscheidungen gefällt, welche die Fundamentalfrage der Philosophie, die Seinsfrage, in die Krisis führen, in den Nihilismus unter ontologischem, metaphysischem, epistemologischem, axiologischem Aspekt. Den Extrempositionen der Systemdenker Hegel, Schopenhauer und Schelling erwachsen in den Hegelkritikern Feuerbach, Br. Bauer, Marx und Stirner Kontrapositionen, die das Wahrheitsproblem der Beliebigkeit unterstellen. Kierkegaard klagt unter existentiellem Aspekt das Problem der Wahrheit ein. Nietzsche überholt durch Abschaffung der Wahrheit alle Positionen,was seinen Standort in der europäischen Denkgeschichte ausmacht und als Ergebnis der (...) problemgeschichtlichen Analysen zu charakterisieren ist. Die Rückgewinnung des Vernunfthorizontes setzen erst die Problemdenker N. Hartmann und M. Heidegger ins Werk durch kritische Erneuerung der Seinsfrage. (shrink)

Prospect Theory: For Risk and Ambiguity, provides a comprehensive and accessible textbook treatment of the way decisions are made both when we have the statistical probabilities associated with uncertain future events and when we lack them. The book presents models, primarily prospect theory, that are both tractable and psychologically realistic. A method of presentation is chosen that makes the empirical meaning of each theoretical model completely transparent. Prospect theory has many applications in a wide variety of disciplines. The material in (...) the book has been carefully organized to allow readers to select pathways through the book relevant to their own interests. With numerous exercises and worked examples, the book is ideally suited to the needs of students taking courses in decision theory in economics, mathematics, finance, psychology, management science, health, computer science, Bayesian statistics, and engineering. (shrink)

First of all, I define the concept of epistemic freedom in the light of the changing nature of educational practice that prioritise over-prescriptive conceptions of learning. I defend the ‘reality’ of this freedom against possible determinist-related criticisms. I do this by stressing the concept of agency as characterised by ‘becoming’. I also discuss briefly some of the technical literature on the subject. I then move on to discuss Gramsci’s concept of hegemony and Foucault’s idea of ‘productive power’: I argue for (...) the need of a counter-narrative of freedom that takes the form of a genealogy. Finally I discuss in more detail the nature of epistemic freedom and briefly discuss the ethical implications of the concept. (shrink)

This paper takes as its starting point Kant's analysis of freedom in the Critique of Pure Reason. From this analysis, two different types of freedom are discerned, formative and instrumental freedom. The paper suggests that much of what passes for the pedagogy of learning in UK universities takes the form of an instrumental freedom. This, however, involves the neglect of formative freedom—the power to put learning to question. An emancipatory concept of education requires that formative freedom lies at the heart (...) of the educative endeavour, to which learning must be seen as secondary. The proposal of the two types of freedom is based on a relatively detailed consideration of Kant's Critique—this is necessary in order to ensure that the concepts of instrumental and formative freedom have a credible philosophical basis. (shrink)

This paper takes as its starting point Kant's analysis of freedom in the Critique of Pure Reason. From this analysis, two different types of freedom are discerned, formative and instrumental freedom. The paper suggests that much of what passes for the pedagogy of learning in UK universities takes the form of an instrumental freedom. This, however, involves the neglect of formative freedom—the power to put learning to question. An emancipatory concept of education requires that formative freedom lies at the heart (...) of the educative endeavour, to which learning must be seen as secondary. The proposal of the two types of freedom is based on a relatively detailed consideration of Kant's Critique—this is necessary in order to ensure that the concepts of instrumental and formative freedom have a credible philosophical basis. (shrink)

Antimicrobial resistance (AMR) has become one of the defining challenges of the twenty-first century. Food production and farming are a key if troubling component of that challenge. Livestock production accounts for well over half of annual global consumption of antimicrobials, though the contribution of the sector to drug resistance is less clear. As a result, there is an injunction to act in advance of incontrovertible evidence for change. In this paper we engage with the role of market actors in the (...) precautionary regulation of farming practices and AMR threats. The paper takes the UK poultry sector as exemplary of an audit-led process that has, in recent years, achieved impressive reductions in antimicrobial use. Using qualitative interview data with farmers and veterinarians we chart the changing practices that have accompanied this reduction in treatments. We use this analysis to raise some cautions around audit-led systems of regulation. Audits can lock farms and animals into particular versions of farming and animal health; they can elevate harmful compensatory practices (including disinfectant uses); and they can reproduce an actuarial approach to an issue that does not fit the conventions of risk management. The paper presents the considerable successes that have been achieved over a short period of time in a livestock sector, while generating notes of caution concerning the audit-led management of livestock-related AMR threats. (shrink)

This chapter discusses the obstacles faced by presentists after denying the existence of past and future individuals. Presentism must still account for the manifest facts about the past and the future, but problems may arise when the presentist attempts to provide an account of the past. There is nothing in the presentist’s ontology on which to base truths about the past. Also, there is a problem regarding singular truths about past individuals; if past individuals do not exist, then they do (...) not have properties or stand in relations. If they do not stand in relations, then there is no way to talk about them because reference is a relation. Even the thought of them cannot exist since singular propositions about them do not exist if they do not. This chapter shows the absurdity of these conclusions and endeavors to prove the existence of past individuals. (shrink)

P.F. Strawson's essay traces some formal characteristics of logic and grammar to their roots in general features of thought and experience.

In The Metaphysics of Margaret Cavendish and Anne Conway, Marcy P. Lascano holds up the metaphysical views of two early modern women philosophers alongside one another in order to demonstrate that...

I happened to be reading Andrew Peterson’s Civic Republicanism and Civic Education: The Education of Citizens in England on the weekend that the Queen’s Diamond.