In this paper an attempt is made to draw out the contemporary relevance of philosophy in school education of India. It includes some studies done in this field and also reports on philosophy by such agencies like UNESCO & NCERT. Many European countries emphasises on the above said theme. There are lots of work and research done by many philosophers on philosophy for children. Indian values system is different from the West and more important than others. (...) Education has become a tool to achieve efficiency in all walks of human life whether social, political, religious or philosophical. Every nation started developing its own specific set of educational values. For India it is very necessary to increase philosophical thinking study and research. Philosophy could make significant contribution, particularly in relation to children’s moral development because the Indian curriculum currently neglects this aim. A teacher can play an important role in promoting this discussion because a teacher has the capacity to influence students with their thoughts and personality and engages them in these activities. Philosophy needs to be included in the curriculum and have demonstrated cognitive and social gains in children who were explored to philosophy in their schooling. (shrink)
This book formulates a new approach to philosophy which, instead of simply rejecting postmodern thought, tries to assimilate some of its main features. Paul Crowther identifies conceptual links between value, knowledge, personal identity and civilization, understood as a process of cumulative advance.
Food consumption has been identified as a realm of key importance for progressing the world towards more sustainable consumption overall. Consumers have the option to choose organic food as a visible product of more ecologically integrated farming methods and, in general, more carefully produced food. This study aims to investigate the choice for organic from a cultural–historical perspective and aims to reveal the food philosophy of current organic consumers in The Netherlands. A concise history of the organic food movement (...) is provided going back to the German Lebensreform and the American Natural Foods Movement. We discuss themes such as the wish to return to a more natural lifestyle, distancing from materialistic lifestyles, and reverting to a more meaningful moral life. Based on a number of in-depth interviews, the study illustrates that these themes are still of influence among current organic consumers who additionally raised the importance of connectedness to nature, awareness, and purity. We argue that their values are shared by a much larger part of Dutch society than those currently shopping for organic food. Strengthening these cultural values in the context of more sustainable food choices may help to expand the amount of organic consumers and hereby aid a transition towards more sustainable consumption. (shrink)
(2013). On Justice and Other Values: G.A. Cohen's Political Philosophy and the Problem of Trade-offs. Philosophical Papers: Vol. 42, No. 1, pp. 1-24. doi: 10.1080/05568641.2013.774721.
INTRODUCTION The present volume offers a selection of papers written by Tadeusz Czezowski. one of the most prominent representatives of the Lvov-Warsaw ...
The effects of mental disorder are apparent and pervasive, in suffering, loss of freedom and life opportunities, negative impacts on education, work satisfaction and productivity, complications in law, institutions of healthcare, and more. With a new edition of the 'bible' of psychiatric diagnosis - the DSM - under developmental, it is timely to take a step back and re-evalutate exactly how we diagnose and define mental disorder. This new book by Derek Bolton tackles the problems involved in the definition and (...) boundaries of mental disorder. It addresses two main questions regarding mental illness. Firstly, what is the basis of the standards or norms by which we judge that a person has a mental disorder - that the person's mind is not working as it should, that their mental functioning is abnormal? Controversies about these questions have been dominated by the contrast between norms that are medical, scientific or natural, on the one hand, and social norms on the other. The norms that define mental disorder seem to belong to psychiatry, to be medical and scientific, but are they really social norms, hijacked and disguised by the medical profession? Secondly, what is the validity of the distinction between mental disorder and order, between abnormal and normal mental functioning? To what extent, notwithstanding appearances, does mental disorder involve meaningful reactions and problem-solving? These responses may be to normal problems of living, or to not so normal problems - to severe psycho-social challenges. Is there after all order in mental disorder? With the closing of asylums and the appearance of care in the community, mental disorder is now in our midst. While attempts have been made to define clearly a concept of mental disorder that is truly medical as opposed to social, there is increasing evidence that such a distinction is unviable - there is no clear line between what is normal in the population and what is abnormal. 'What is Mental Disorder?' reviews these various crucial developments and their profound impact for the concept and its boundaries in a provocative and timely book. (shrink)
PREFACE I have tried in this study, first, to extract from French philosophy and literature of the past thirty years or so a theme which I hope will give ...
In this paper I introduce questions and discussions concerning the philosophy of Taekwondo and argue that it contains sufficient value to be a field of philosophy, like all other philosophies. For this purpose, I begin from the conception that Taekwondo is a martial art, which consists of the training of skilled techniques utilized in such a way to protect myself and, in the process, subjugate my opponent. I also discuss three philosophical components of the study of Taekwondo. The (...) first is: "What are the contents of the philosophy of Taekwondo, such as the principles of Samjae and Kang‐Yu?" The second is: "Why should we train lethal techniques that are used to injure, and even kill people?" The third, and final, is: "How can we perfect these techniques?" In this course I aim to explain how the spirit of Taekwondo and the epistemology of “unification of me and things” (Mul-A-Il-Che) and other components are based on the reflection of Taekwondo as a martial art. (shrink)
The public, mental health consumers, as well as mental health practitioners wonder about what kinds of values mental health professionals hold, and what kinds of values influence psychiatric diagnosis. Are mental disorders socio-political, practical, or scientific concepts? Is psychiatric diagnosis value-neutral? What role does the fundamental philosophical question "How should I live?" play in mental health care? In his carefully nuanced and exhaustively referenced monograph, psychiatrist and philosopher of psychiatry John Z. Sadler describes the manifold kinds of (...) class='Hi'>values and value judgements involved in psychiatric diagnosis and classification systems like the DSM. Professor Sadler takes the reader on a fascinating conceptual tour of the inner workings of psychiatric diagnosis, considering the role of science, culture, sexuality, politics, gender, technology, human nature, patienthood, and professions in building his vision of a more humane psychiatric diagnostic process. (shrink)
When interests and preferences of researchers or their sponsors cause bias in experimental design, data interpretation or dissemination of research results, we normally think of it as an epistemic shortcoming. But as a result of the debate on science and values, the idea that all ‘extra-scientific’ influences on research could be singled out and separated from pure science is now widely believed to be an illusion. I argue that nonetheless, there are cases in which research is rightfully regarded as (...) epistemologically deficient due to the influence of preferences on its outcomes. I present examples from biomedical research and offer an analysis in terms of social epistemology. (shrink)
My dissertation combines philosophy of science and political philosophy. Drawing directly on the work of Alasdair MacIntyre and inspired by John Dewey, I develop two rival conceptions of scientific practice. I show that these rivals are closely linked to the two basic sides in the science and values debate -- the debate over the extent to which ethical and political values may legitimately influence scientific inquiry. Finally, I start to develop an account of justice that is (...) sensitive to these legitimate and illegitimate influences. (shrink)
Sport, Rules and Values presents a philosophical perspective on some issues concerning the character of sport. Central questions for the text are motivated from real life sporting examples as described in newspaper reports. For instance, the (supposed) subjectivity of umpiring decisions is explored via an examination of the judging ice-skating at the Salt Lake City Olympic Games of 2002. Throughout, the presentation is rich in concrete cases from sporting situations, including baseball, football, and soccer. While granting the constitutive nature (...) of the rules of sport, discussion focuses on three broad uses commonly urged for rules: in defining sport; in judging or assessing sport (as deployed by judges or umpires); and in characterizing the value of sport, especially if that value is regarded as moral value. In general, McFee rejects a conception of the determinacy of rules as possible within sport, and a parallel picture of the determinacy assumed to be required by philosophy. (shrink)
What are the relationships between philosophy and the history of philosophy, the history of science and the philosophy of science? This selection of essays by Lorenz Krüger (1932-1994) presents exemplary studies on the philosophy of John Locke and Immanuel Kant, on the history of physics and on the scope and limitations of scientific explanation, and a realistic understanding of science and truth. In his treatment of leading currents in 20th century philosophy, Krüger presents new and (...) original arguments for a deeper understanding of the continuity and dynamics of the development of scientific theory. These result in significant consequences for the claim of the sciences that they understand reality in a rational manner. The case studies are complemented by fundamental thoughts on the relationship between philosophy, science, and their common history. (shrink)
In the first book-length study of American philosophy at the turn of the century, Daniel J. Wilson traces the formation of philosophy as an academic discipline. Wilson shows how the rise of the natural and physical sciences at the end of the nineteenth century precipitated a "crisis of confidence" among philosophers as to the role of their discipline. Deftly tracing the ways in which philosophers sought to incorporate scientific values and methods into their outlook and to redefine (...)philosophy itself, Wilson moves between close analysis of philosophical texts and consideration of professional careers of illustrative philosophers, such as Charles Sanders Peirce, John Dewey, and Josiah Royce. The author situates the emergence of professional philosophy in the context of the professionalization of American higher education and articulates, in the case of philosophy, the structures and values of a professional discipline. One of the most important consequences of this transformation was a new emphasis on communal theories of truth. Peirce, Dewey, and Royce all developed sophisticated and important theories of community as they were engaged in reshaping and redefining the limits of philosophy. This book will be of great importance for those interested in the history of philosophy, the rise of professions, and American intellectual and educational history, and to all those seeking to understand the contemporary revival of pragmatic thought and theories of community. (shrink)
The Foundations and Futures of Education series focuses on key emerging issues in education as well as continuing debates within the field. The series is inter-disciplinary, and includes historical, philosophical, sociological, psychological and comparative perspectives on three major themes: the purposes and nature of education; increasing interdisciplinary within the subject; and the theory-practice divide. Around the world there is concern about the climate of values in which young people are growing up. Liberal ideas about personal morality and the value (...) of individual choice are spreading worldwide, but often meeting resistance from more traditional values. Everywhere people look to education to promote the right values and help stem the tide of values that are seen as threatening. But what is it that we should be expecting education to do? This book, written by a philosopher of education, casts new light on that question by seeing values education, not as a separate activity within schools, but as an aspect of education that both reflects the surrounding climate of values and can help to change it. Graham Haydon argues that all of us - whether as teachers, parents, students or citizens - share in a responsibility for the quality of that ethical environment. We must ensure that what happens in schools will: · enable young people to appreciate the diversity of our ethical environment · help them find their way through its complexities · contribute to developing a climate of values that is desirable for all. This book shows that values education is too demanding to be left to parents and too important to be entrusted to government initiatives. For teachers engaged in values education - including those teaching citizenship, personal and social education, or religious education - this book brings a fresh perspective to what they are doing, within a realistic view of their responsibilities. For students of education it shows that practical issues can be illuminated by insights from philosophy. (shrink)
The function and method of philosophy.--The nature of religious experience.--Religion and philosophy: naturalism.--Religion and philosophical idealism.--The structure of the universe and the objectivity of values.--The christian conception of god.--The doctrine of the person of christ.--The doctrine of the trinity.
What are values? Where do our values come from? How do our values make a difference to education? For educational leaders to achieve distinction in their practice, it is vital to establish their own clear sense of values rather than reacting to the implicit values of others. This engaging book guides readers in thinking for themselves about the values they bring to their task and the values they intend to promote. Crucially, the book (...) promotes critical thought and constructive analysis about the underlying values involved with: - aims and moral purpose in education - individual qualities in educational leadership - vision in education - school ethos and culture - the school as an educational community. By inviting reflection using valuable case studies and work-through activities, as well as referring to a wide range of academic literature, this book will be an important resource for those working towards professional qualifications such as NPQH, and invaluable for anyone aspiring to excellence in educational leadership. Graham Haydon is Senior Lecturer in Philosophy of Education at the Institute of Education, University of London, where he teaches on Masters courses in Values in Education and Applied Educational Leadership and Management. (shrink)
1. As indicated in the Acknowledgments, the sourcebook, The Essential Santayana, is the product of the input of a short list of scholars who, give or take a few names, constitute the “Santayana revival” heralded on the back-cover. Martin A. Coleman has acted as the clearing house for their suggestions, while also writing an Introduction, arranging the readings into five general headings, and providing thumb-nail synopses of each of the readings in each category. While all this is a solid contribution (...) on Coleman’s part, the back-cover contains two questionable if not plainly fallacious “advertisements.” The first is the claim that Santayana, along with William James and Josiah Royce, ranks as “one of the founders .. (shrink)
Emotions, Values, and the Law brings together ten of John Deigh's essays written over the past fifteen years. In the first five essays, Deigh ask questions about the nature of emotions and the relation of evaluative judgment to the intentionality of emotions, and critically examines the cognitivist theories of emotion that have dominated philosophy and psychology over the past thirty years. A central criticism of these theories is that they do not satisfactorily account for the emotions of babies (...) or animals other than human beings. Drawing on this criticism, Deigh develops an alternative theory of the intentionality of emotions on which the education of emotions explains how human emotions, which innately contain no evaluative thought, come to have evaluative judgments as their principal cognitive component. The second group of five essays challenge the idea of the voluntary as essential to understanding moral responsibility, moral commitment, political obligation, and other moral and political phenomena that have traditionally been thought to depend on people's will. Each of these studies focuses on a different aspect of our common moral and political life and shows, contrary to conventional opinion, that it does not depend on voluntary action or the exercise of a will constituted solely by rational thought. Together, the essays in this collection represent an effort to shift our understanding of the phenomena traditionally studied in moral and political philosophy from that of their being products of reason and will, operating independently of feeling and sentiment to that of their being manifestations of the work of emotion. (shrink)
Charles Taylor has been one of the most original and influential figures in contemporary philosophy: his 'philosophical anthropology' spans an unusually wide range of theoretical interests and draws creatively on both Anglo-American and Continental traditions in philosophy. A selection of his published papers is presented here in two volumes, structured to indicate the direction and essential unity of the work. He starts from a polemical concern with behaviourism and other reductionist theories (particularly in psychology and the philosophy (...) of language) which aim to model the study of man on the natural sciences. This leads to a general critique of naturalism, its historical development and its importance for modern culture and consciousness; and that in turn points, forward to a positive account of human agency and the self, the constitutive role of language and value, and the scope of practical reason. The volumes jointly present some two decades of work on these fundamental themes, and convey strongly the tenacity, verve and versatility of the author in grappling with them. They will interest a very wide range of philosophers and students of the human sciences. (shrink)
Philosophy is a way of being in the world of questions, interacting with it, and responding to it. Human mind is an ongoing dialogue about the topics of philosophy such as good and evil, right and wrong, truth and falsity, appearance and reality. Education refers to an act or experience that has a formative effect on the mind, character, physical ability of an individual. Values are whatever an individual desires, prefers and likes. In context of present education (...) system moral, cultural and spiritual values should be preferred. New Education Policy of India should be built on the foundation of ancient spiritualistic, modern culture and technical sophistication. It should develop scientific temper and spirit of inquiry in the students also. The present work entitled, “Philosophy, Education and Indian Value System” is an attempt to relate philosophy, education and values at the same ground, so that they can perform the conception of complete education. Here we have three chapters i.e. (i) Philosophy and Values in School Education of India, Sri Aurobindo’s Philosophy of Education and Spiritual Approach to Education: An Indian Experience, respectively. I would like to thank my students and colleagues of Milestone Education Society (Regd.) Pehowa for their full time support and corporation in our educational programmes. (shrink)
Feminist perspectives have been increasingly influential on philosophy of science. Feminism and Philosophy of Science is designed to introduce the newcomer to the central themes, issues and arguments of this burgeoning area of study. Elizabeth Potter engages in a rigorous and well-organized study that takes in the views of key feminist theorists - Nelson, Wylie, Anderson, Longino and Harding - whose arguments exemplify contemporary feminist philosophy of science. The book is divided into six chapters looking at important (...) themes: naturalized feminist empiricism feminist value theory feminist conceptual empiricism standpoint epistemologies of science value-free science Arranged thematically, F eminism and Philosophy of Science looks at the spectrum of views that have arisen in the debate, and unpicks the arguments on key topics such as value-free science, values, objectivity, point of view and relativism. It assumes no previous knowledge of the subject, and is written in an accessible, student-friendly style. It will be an important read for students of philosophy, philosophy of science, gender studies and feminist studies. (shrink)
Philosophy of Science After Feminism is an important contribution to philosophy of science, in that it argues for the central relevance of advances from previous work in feminist philosophy of science and articulates a new vision for philosophy of science going in to the future. Kourany’s vision of philosophy of science’s future as “socially engaged and socially responsible” and addressing questions of the social responsibility of science itself has much to recommend it. I focus the (...) book articulation of an ethical-epistemic ideal for science, the Ideal of Socially Responsible Science, compare it to recent work in the same vein by Heather Douglas, and argue for some advantages of Kourany’s approach. I then ask some critical question about the view, particularly with respect to the source of values that are to be integrated into science and the status of values that are to be so integrated. I argue that Kourany is too sanguine about where the values that inquirers will use come from and that these values seem to be accorded too fixed a status in her account. (shrink)
How should we live? According to philosopher and biologist Massimo Pigliucci, the greatest guidance to this essential question lies in combining the wisdom of 24 centuries of philosophy with the latest research from 21st century science. In Answers for Aristotle, Pigliucci argues that the combination of science and philosophy first pioneered by Aristotle offers us the best possible tool for understanding the world and ourselves. As Aristotle knew, each mode of thought has the power to clarify the other: (...) science provides facts, and philosophy helps us reflect on the values with which to assess them. But over the centuries, the two have become uncoupled, leaving us with questions—about morality, love, friendship, justice, and politics—that neither field could fully answer on its own. Pigliucci argues that only by rejoining each other can modern science and philosophy reach their full potential, while we harness them to help us reach ours. Pigliucci discusses such essential issues as how to tell right from wrong, the nature of love and friendship, and whether we can really ever know ourselves—all in service of helping us find our path to the best possible life. Combining the two most powerful intellectual traditions in history, Answers for Aristotle is a remarkable guide to discovering what really matters and why. (shrink)
This article focuses on Daisaku Ikeda's (1928– ) philosophy and practice of intercultural dialogue—what I call ‘value-creative dialogue’—as a new current in interculturalism and educational philosophy and theory. I use excerpts from Ikeda's writings to consider two aspects of his approach to dialogue. First, I locate his approach philosophically in Buddhism; in the examples of dialogue modeled by Ikeda's mentor, Josei Toda (1900–1958), and by Toda's mentor, Tsunesaburo Makiguchi (1871–1944); and in Makiguchi's theory of value creation (soka) and (...) value-creating pedagogy. Second, I consider the multiple and value-creative levels Ikeda's dialogues play. I conclude with implications of value-creative dialogue in education in general and bilingual-bicultural education in particular. (shrink)
Modern philosophers generally assume that music is a problem to which philosophy ought to offer an answer. Andrew Bowie’s Music, Philosophy, and Modernity suggests, in contrast, that music might offer ways of responding to some central questions in modern philosophy. Bowie looks at key philosophical approaches to music ranging from Kant, through the German Romantics and Wagner, to Wittgenstein, Heidegger and Adorno. He uses music to re-examine many current ideas about language, subjectivity, metaphysics, truth, and ethics, and (...) he suggests that music can show how the predominant images of language, communication, and meaning in contemporary philosophy may be lacking in essential ways. His book will be of interest to philosophers, musicologists, and all who are interested in the relation between music and philosophy. (shrink)
Presumed long-since dead by Nietzsche, God has made a remarkable comeback in the recent work of Derrida and Levinas who have made people think about theology and what it has to offer in light of the nihilism of postmodern thinking. Post-Secular Philosophy explores the relationship between theology, the major thinkers of the philosophical tradition, and the broader debates about God within modern philosophy and the role of God in postmodern thought. Beginning with Descartes, Kant and Hegel and ending (...) with Derrida, Levinas and Baudrillard, this book provides a thorough discussion of the philosophical and cultural importance of theology within postmodernism. Fifteen chapters consider each of these philosophers in turn: Descartes, Kant, Hegel, Kierkegaard, Nietzsche, Heidegger, Freud, Wittgenstein, Lacan, Levinas, Derrida, Marion, Kristeva, Irigaray and Baudrillard. (shrink)
If religion once seemed to have played out its role in the intellectual and political history of Western secular modernity, it has now returned with a vengeance. In this engaging study, Hent de Vries argues that a turn to religion discernible in recent philosophy anticipates and accompanies this development in the contemporary world. Though the book reaches back to Immanuel Kant, Martin Heidegger, and earlier, it takes its inspiration from the tradition of French phenomenology, notably Emmanuel Levinas, Jean-Luc Marion, (...) and, especially, Jacques Derrida. Tracing how Derrida probes the discourse on religion, its metaphysical presuppositions, and its transformations, de Vries shows how this author consistently foregrounds the unexpected alliances between a radical interrogation of the history of Western philosophy and the religious inheritance from which that philosophy has increasingly sought to set itself apart. De Vries goes beyond formal analogies between the textual practices of deconstruction and so-called negative theology to address the necessity for a philosophical thinking that situates itself at once close to and at the farthest remove from traditional manifestations of the religious and the theological. This paradox is captured in the phrase adieu ( à dieu ), borrowed from Levinas, which signals at once a turn toward and a leave-taking from God -- and which also gestures toward and departs from the other of this divine other, the possibility of radical evil. Only by confronting such uncanny and difficult figures, de Vries claims, can one begin to think and act upon the ethical and political imperatives of our day. (shrink)
pt. 1. lecture 1. Philosophy and religion as traditions ; lecture 2. Plato's inquiries ; lecture 3. Plato's spirituality ; lecture 4. Plato and Aristotle ; lecture 5. Plotinus ; lecture 6. The Jewish scriptures ; lecture 7. Platonist philosophy and scriptural religion ; lecture 8. The New Testament ; lecture 9. Rabbinic Judaism ; lecture 10. Church Fathers ; lecture 11. The development of Christian Platonism ; lecture 12. Jewish rationalism and mysticism (six cassettes) -- pt. 2. (...) lecture 13. Classical theism-proofs and attributes of God ; lecture 14. Medieval Christian theology-nature and grace ; lecture 15. Late-medieval nominalism and Christian mysticism ; lecture 16. Protestantism-problems of grace ; lecture 17. Descartes, Locke, and the crisis of modernity ; lecture 18. Leibniz and theodicy ; lecture 19. Hume's Critique of religion ; lecture 20. Kant-reason limited to experience ; lecture 21. Kant-morality as the basis of religion ; lecture 22. Schleiermacher-feeling as the basis of religion (five cassettes) -- pt. 3. lecture 23. Hegel-a philosophical history of religion ; lecture 24. Marx and the hermeneutics of suspicion ; lecture 25. Kierkegaard-existentialism and the leap of faith ; lecture 26. Nietzsche-critic of Christian morality ; lecture 27. Neo-orthodoxy-the subject and object of faith ; lecture 28. Encountering the biblical other-Buber and Levinas ; lecture 29. Process philosophy-God in time ; lecture 30. Logical empiricism and the meaning of religion ; lecture 31. Reformed epistemology and the rationality of belief ; lecture 32. Conclusion-philosophy and religion today (five cassettes). (shrink)
The title of this Festschrift to Stephen Brown points to the understanding of medieval philosophy and theology in the longue durée of their traditions and discourses.
I. The Dominicans -- II. The Franciscans -- III. The Augustinians and the Carmelites-- IV. The Benedictines and the Cistercians -- V. The friars, philosophy and theology at papaland royal courts.
The following is a transcript of the interview I (Yasuko Kitano) conducted with Neil Levy (The Centre for Applied Philosophy and Public Ethics, CAPPE) on the 23rd in July 2009, while he was in Tokyo to give a series of lectures on neuroethics at The University of Tokyo Center for Philosophy. I edited his words for publication with his approval.
The importance of food in our individual lives raises moral questions from the debate over eating animals to the prominence of gourmet cookery in the popular media. Through philosophy, Elizabeth Telfer discusses issues including our obligations to those who are starving; the value of the pleasure of food; food as art; our duties to animals; and the moral virtues of hospitableness and temperance. Elizabeth Telfer shows how much traditional philosophy, from Plato to John Stuart Mill, has to say (...) to illuminate this everyday yet complex subject. (shrink)
Using as a case study the forensic comparison of images for purposes of identification, this essay considers how the history, philosophy and sociology of science might help courts to improve their responses to scientific and technical forms of expert opinion evidence in ways that are more consistent with legal system goals and values. It places an emphasis on the need for more sophisticated models of science and expertise that are capable of helping judges to identify sufficiently reliable types (...) of expert evidence and to reflexively incorporate the weakness of trial safeguards and personnel into their admissibility decision making. (shrink)
This book contains the collected papers of Alan Donagan on topics in the philosophy of religion. Donagan was respected as a leading figure in American moral philosophy. His untimely death in 1991 prevented him from collecting his philosophical reflections on religion, particularly Christianity, and its relation to ethics and other concerns. This collection, therefore, constitutes the fullest expression of Donagan's thought on Christianity and ethics, in which it is possible to discern the outlines of a coherent, overarching theory. (...) Editor Anthony Perovich has supplied a useful introduction, which brings Donagan's work into focus and brings out the unifying themes in the essays. (shrink)
In late antiquity Plato's philosophy became a battlefield between the competing discourses and rival intellectual paradigms represented by Hellenism and Christianity. Focusing on Theodoret of Cyrrhus' Graecarum Affectionum Curatio, Dr Siniossoglou examines the philosophical, rhetorical and political dimensions of the Neoplatonic-Christian conflict of interpretations over Plato. He shows that the apologist's aim was to procure a radical shift in Hellenic intellectual identity through the appropriation of Platonic concepts and terminology. The apologetical strategies of appropriation are confronted with the perspective (...) of the intended audience, the Hellenic elite, by means of comparative discourse analysis. The outcome is a reconstruction of a vital trial of strength between Neoplatonic hermeneutics and the Christian rhetorical mode of rewriting Plato. The volume concludes that the fundamental Hellenic-Christian opposition outweighed any linguistic merging that might have occurred between the two systems, and that this opposition outlived the dominance of Christianity in late antique society and politics. (shrink)
Charles Taliaferro has written a dynamic narrative history of philosophical reflection on religion from the seventeenth century to the present, with an emphasis on shifting views of faith and the nature of evidence. The book begins with the movement called Cambridge Platonism, which formed a bridge between the ancient and medieval worlds and early modern philosophy. While the book provides a general overview of different movements in philosophy, it also offers a detailed exposition and reflection on key arguments. (...) The scope is broad, from Descartes to contemporary feminist philosophy of religion. Written with clarity and verve, this is a book that will appeal to professionals and students in the philosophy of religion, religious studies, and the history of ideas, as well as informed lay readers. (shrink)
Reason and quest for revelation, by P. Tillich.--On the ontological mystery, by G. Marcel.--The problem of non-objectifying thinking and speaking, by M. Heidegger.--The problem of natural theology, by J. Macquarrie.--Metaphysical rebellion, by A. Camus.--Psychoanalysis and religion by E. Fromm.--Why I am not a Christian, by B. Russell.--The quest for being, by S. Hook.--The sacred and the profane; a dialectical understanding of Christianity, by T. J. J. Altizer.--Three strata of meaning in religious discourse by C. Hartshorne.--The theological task, by J. B. (...) Cobb.--Theology and objectivity, by S. A. Ogden.--Can faith validate God-talk? by K. Nielsen.--The logic of God, by J. Wisdom.--Mapping the logic of models in science and theology, by F. Ferré.--On understanding mystery, by I. T. Ramsey.--Teilhard de Chardin; a philosophy of precession, by E. R. Baltazar.--The nature of apologetics, by H. Bouillard.--Metaphysics as horizon, by B. Lonergan.--Deciding whether to believe, by M. Novak. (shrink)
Philosophy with children (P4C) 1 presents significant positive challenges for educators. Its 'community of enquiry' pedagogy assumes not only an epistemological shift in the role of the educator, but also a different ontology of 'child' and balance of power between educator and learner. After a brief historical sketch and an outline of the diversity among P4C practitioners, epistemological uncertainty in teaching P4C is crystallised in a succinct overview of theoretical and practical tensions that are a direct result of the (...) implementation of P4C in mainstream education. These recurring pedagogical tensions in my practice as P4C teacher, teacher educator and mentor of teacher educators cause disequilibrium that opens up rich opportunities for philosophy of education in supporting novice P4Cers. Disequilibrium is a positive force that opens up a space in which educators need to reflect upon their values, their beliefs about learning and teaching, and ultimately encourages educators to rethink their own role. Plato's metaphor of the stingray highlights the role of the P4C teacher educator as model of the P4C teacher in any setting: 'to numb and to be numbed'. The P4C community and its institutions need to address the questions arising from these pedagogical tensions; and this needs to be done with integrity, that is, in communities of enquiry that include children. If not, in the long term, a more instrumental version of P4C may prevail. (shrink)
The Analytic Freud is an important and stimulating corrective to this overlooked but highly significant area. Moving away from the longstanding debate over the scientific status of Freudian theory, The Analytic Freud discusses the implications of Freud for philosophy in four clear sections: Philosophy of Mind Ethics Sexuality Civilization The essays discuss both the problems Freudian theory poses for contemporary philosophy and what philosophy can ask of Freudian theory. An international team of contributors explore (...) the tensions and dialogue between psychoanalysis and philosophical theories on emotion, will, self-deception, sexuality, love, humor, morality and social interaction, demonstrating how productive and mutually enhancing the relationship between philosophy and Freudian theory can be. Essential reading for all who are interested in philosophy and psychoanalysis, The Analytic Freud presents and enriching and timely discussion of Freud and contemporary philosophy. (shrink)
Can philosophy enable us to lead better lives through a systematic understanding of our human nature? John Cottingham's thought-provoking study examines three major philosophical approaches to this problem. Starting with the attempts of Classical philosophers to cope with the recalcitrant forces of the passions, he moves on to examine the moral psychology of Descartes, and concludes by analyzing the insights of modern psychoanalytic theory into the human predicament. His study provides a fresh and challenging perspective on moral philosophy (...) and psychology for students and specialists alike. (shrink)
Although the importance of the interplay of literature and philosophy in Germany has often been examined within individual works or groups of works by particular authors, little research has been undertaken into the broader dialogue of German literature and philosophy as a whole. Philosophy and German Literature 1700-1990 offers six chapters by leading specialists on the dialogue between the work of German literary writers and philosophers through their works. The volume shows that German literature, far from being (...) the mouthpiece of a dour philosophical culture dominated by the great names of Leibniz, Kant, Hegel, Marx, Heidegger and Habermas, has much more to offer: while possessing a high affinity with philosophy it explores regions of human insight and experience beyond philosophy's ken. (shrink)
Plato and Aristotle on the vocation of the philosopher -- Halevi's Kuzari as a platonic dialogue -- Maimonides and the imagination -- Elia del Medigo, Averroes and Averroism -- Paduan Averroism reconsidered -- Philosophy and mysticism -- Maimonides and Spinoza on good and evil -- A note on natural right, nature and reason in Spinoza -- Spinoza and Luzzatto : philosophy and religion -- On the interpretation of Maimonides: the cases of Samuel David Luzzatto and Ahad Haxam -- (...) Harry a. Wolfson as interpreter of medieval thought -- On the limitations of human knowledge. (shrink)
Section 1. Philosophy and tradition -- section 2. Culture, media and politics -- section 3. Culture, ecology and natural resources -- section 4. Women and culture.
pt. 1. Philosophy and law -- Direct and oblique intention and malice aforethought -- Intention and mens rea in murder -- Duress per minas as a defence to crime -- The expert in court -- pt. 2. Philosophy and war -- Counterforce and countervalue -- Better dead than Red -- The logic and ethics of nuclear deterrence -- Risk, recklessness, and extravagance -- Epilogue -- Enemies of academic freedom.
Plato and Aristotle on the vocation of the philosopher -- Halevi's Kuzari as a platonic dialogue -- Maimonides and the imagination -- Elia del Medigo, Averroes and Averroism -- Paduan Averroism reconsidered -- Philosophy and mysticism -- Maimonides and Spinoza on good and evil -- A note on natural right, nature and reason in Spinoza -- Spinoza and Luzzatto : philosophy and religion -- On the interpretation of Maimonides: the cases of Samuel David Luzzatto and Ahad Haxam -- (...) Harry a. Wolfson as interpreter of medieval thought -- On the limitations of human knowledge. (shrink)
Within the past ten years, the discussion of the nature of folk psychology and its role in explaining behavior and thought has become central to the philosophy of mind. However, no comprehensive account of the contemporary debate or collection of the works that make up this debate has yet been available. Intending to fill this gap, this volume begins with the crucial background for the contemporary debate and proceeds with a broad range of responses to and developments of these (...) works -- from those who argue that "folk theory" is a misnomer to those who regard folk theory as legitimately explanatory and necessary for any adequate account of human behavior. Intended for courses in the philosophy of mind, psychology, and science, as well as anthropology and social psychology, this anthology is also of great value in courses focusing on folk models, eliminative materialism, explanation, psychological theory, and -- in particular -- intentional psychology. It is accessible to both graduate students and upper-division undergraduate students of philosophy and psychology as well as researchers. As an aid to students, a thorough discussion of the field and the articles in the anthology is provided in the introduction; as an aid to researchers, a complete bibliography is also provided. (shrink)
NAGATOMO SHIGENORI PRELUDE: INTRODUCING YUASA YASUO) An Initial Encounter with Professor YUASA In June,, TP Kasulis1 and I went to see Professor Yuasa at ...
A historically feminized profession, education in North America remains remarkably unaffected by feminism, with the notable exception of pedagogy and its impact on curriculum. The purpose of this paper is to describe characteristics of feminism that render it particularly useful and appropriate for developing potentialities in education and music education. As a set of flexible methodological tools informed by Gilles Deleuze's notions of philosophy and art, I argue feminism may contribute to education's becoming more efficacious, reflexive, and reflective of (...) the values of its participants. Its impetus involves ‘feminist imperative(s)’ to help in the sense articulated by Elizabeth Grosz: to provoke thought, challenge, and problematize. (shrink)
This discussion cocnentrates on the distinctive conception of teaching which Scheffler develops, one in which teachers recognize and obligation both to offer reasons for their beliefs and to accept questions and objections raised by their students; and it shows how this conception is rooted in ethical and epistemological considerations. It emerges that Scheffler has anticipated, and answered, various arguments currently being raised against an approach to teaching which values critical reflection by students, and that he has also succeeded in (...) avoiding the excesses of neutralism and relativism. It is argued too that his work exemplifies his own belief in maintaining a linkage between philosophy and practical concerns. (shrink)
This paper is a contribution toward the clarification of the meaning and evolution of liberalism. Liberal values are distinguished from liberal social philosophy. Liberal values, specifically individuality, government by consent of the governed, and private property in a capitalist economy are modern despite their clear classical and medieval origins. Liberal social philosophy consists of ontological realism, epistemological individualism, and axiological teleology. Liberal social philosophy is classical, and it reflects an attempt to rationalize modern values (...) with a classical philosophy. I argue that liberal social philosophy is seriously flawed, and when it is modified for modern contexts it is inimical to liberal values. Liberal values are better understood and more defensible, as well as more compatible with nonliberal values, when divorced from liberal social philosophy. (shrink)
This work brings together Philip van der Eijk's previously-published essays on the close connections that existed between medicine and philosophy throughout antiquity. Medical authors such as the Hippocratic writers, Diocles, Galen, Soranus and Caelius Aurelianus elaborated on philosophical methods such as causal explanation, definition and division and applied key concepts such as the notion of nature to their understanding of the human body. Similarly, philosophers such as Plato and Aristotle were highly valued for their contributions to medicine. This interaction (...) was particularly striking in the study of the human soul in its relation to the body, as illustrated by approaches to specific topics such as intellect, sleep and dreams, and diet and drugs. With a detailed introduction surveying the subject as a whole and a new essay on Aristotle's treatment of sleep, this wide-ranging and accessible collection is essential reading for the student of ancient philosophy and science. (shrink)
This engaging and informative text will hold the attention of students and scholars as they take a journey through time to understand the role that history and philosophy have played in shaping the course of sport and physical education in Western and selected non-Western civilizations. Using appropriate theoretical and interpretive frameworks, students will investigate topics such as the historical relationship between mind and body; what philosophers and intellectuals have said about the body as a source of knowledge; educational (...) class='Hi'>philosophy and the value of physical education and/or sport; philosophical positions that have impacted the historical development of sport and physical education; the history of women in sport and physical education; the role and scope of sport and physical education in Ancient Greece and Rome; the Ancient Olympic Games; the relationship between sport and religion in ancient and modern times; the theoretical and professional development of physical education; the rise of sport in modern America; the history and politics of the modern Olympic Games; and the contributions of men, women, and social movements to the development of sport and physical education from ancient times to the modern era. (shrink)
This paper proceeds from an analysis (Callaway 1992, pp. 239-240) of a role of conflict in the origin of value commitments, a pervasive sociological pattern in the development of unifying group values which transforms personal conflicts, or differences, into large-scale collective conflicts. I have urged that these forces are capable of distorting even the cognitive processes of science and that they are a chief reason why value claims are regarded as incapable of objective evaluation. The thesis of the present (...) paper is that romantic collectivism (uncritical attachment to an identification group) renders members passive with respect to the ideals or content embodied in collective identity and that this is often exploited to convert groups into instruments of personal power. The issue is examined by reference to Reinhold Niebuhr's 1932 thesis of the inevitability of group egoism and inter-group conflicts and an opposing pragmatist conception of moral development, self-identity, and the individual's relationship to reference communities. (shrink)
Explaining Value is a selection of the best of Gilbert Harman's shorter writings in moral philosophy. The thirteen essays are divided into four sections, which focus in turn on moral relativism, values and valuing, character traits and virtue ethics, and ways of explaining aspects of morality. Harman's distinctive approach to moral philosophy has provoked much interest; this volume offers a fascinating conspectus of his most important work in the area.
German classicist's monumental study of the origins of European thought in Greek literature and philosophy. Brilliant, widely influential. Includes "Homer's View of Man," "The Olympian Gods," "The Rise of the Individual in the Early Greek Lyric," "Pindar's Hymn to Zeus," "Myth and Reality in Greek Tragedy," and "Aristophanes and Aesthetic Criticism.".
Marcia Cavell draws on philosophy, psychoanalysis, and the sciences of the mind in a fascinating and original investigation of human subjectivity. A "subject" is a creature, we may say, who recognizes herself as an "I," taking in the world from a subjective perspective; an agent, doing things for reasons, sometimes self-reflective, and able to assume responsibility for herself and some of her actions. If this is an ideal, how does a person become a subject, and what might stand in (...) the way? One of Marcia Cavell's guiding premises is that philosophical investigation into the specifically human way of being in the world cannot separate itself from investigations of a more empirical sort. Cavell brings together for the first time reflections in philosophy, findings in neuroscience, studies in infant development, psychoanalytic theory, and clinical vignettes from her own psychoanalytic practice. (shrink)
