In recent years consciousness has become a significant area of study in the cognitive sciences. The Frontiers of Consciousness is a major interdisciplinary exploration of consciousness. The book stems from the Chichele lectures held at All Souls College in Oxford, and features contributions from a 'who's who' of authorities from both philosophy and psychology. The result is a truly interdisciplinary volume, which tackles some of the biggest and most impenetrable problems in consciousness. The book includes chapters considering the apparent explanatory (...) gap between science and consciousness, our conscious experience of emotions such as fear, and of willed actions by ourselves and others. It looks at subjective differences between two ways in which visual information guides behaviour, and scientific investigation of consciousness in non-human animals. It looks at the challenges that the mind-brain relation presents for clinical practice as well as for theories of consciousness. The book draws on leading research from philosophy, experimental psychology, functional imaging of the brain, neuropsychology, neuroscience, and clinical neurology. Distinctive in its accessibility, authority, and its depth of coverage, Frontiers of Consciousness will be a groundbreaking and influential addition to the consciousness literature. (shrink)

The twentieth century saw the rise of hermeneutics, the philosophical interpretation of texts, and eventually the application of its insights to metaphorical “texts” such as individual and group identities. It also saw the rise of modern environmentalism, which evolved through various stages in which it came to realize that many of its key concerns—“wilderness” and “nature” among them—are contested territory that are viewed differently by different people. Understanding nature requires science and ecology to be sure, but it also requires a (...) sensitivity to history, culture, and narrative. Thus, understanding nature is a fundamentally hermeneutic task. Interpreting Nature brings together leading voices at the intersection of these two increasingly important philosophical discussions: philosophical hermeneutics and environmental philosophy. The resulting field, environmental hermeneutics, provides the center of gravity for a collection of essays that grapple with one of the most compelling issues of our time: how do humans relate to nature? Adopting a broad and inclusive view of “the environment, Interpreting Nature takes up restoration and preservation, natural and built environments, the social construction of nature and nature as it imposes itself beyond our categories, and much more. The rich diversity of contributions illustrates the remarkable fecundity of hermeneutic resources applied to environmental issues. Taken together, the various contributions to this collection mark the arrival of environmental hermeneutics as a distinct field of study. (shrink)

The article develops and extends the theory of Glenn Kessler (Frege, Mill and the foundations of arithmetic, Journal of Philosophy 77, 1980) that a (cardinal) number is a relation between a heap and a unit-making property that structures the heap. For example, the relation between some swan body mass and "being a swan on the lake" could be 4.

Part One of this paper is a case against classical mereology and for Heyting mereology. This case proceeds by first undermining the appeal of classical mereology and then showing how it fails to cohere with our intuitions about a measure of quantity. Part Two shows how Heyting mereology provides an account of sets and classes without resort to any nonmereological primitive.

Modern environmentalism has come to realize that many of its key concerns "wilderness" and "nature" among them are contested territory, viewed differently by different people. Understanding nature requires science and ecology, to be sure, but it also requires a sensitivity tom, history, culture, and narrative. Thus, understanding nature is a fundamentally hermeneutic task.

Using a new model focused on four core capacities-intellectual complexity, social location, empathetic accountability, and motivated action--Teaching Civic Engagement explores the significance of religious studies in fostering a vibrant, just, and democratic civic order.In the first section of the book, contributors detail this theoretical model and offer an initial application to the sources and methods that already define much teaching in the disciplines of religious studies and theology. A second section offers chapters focused on specific strategies for teaching civic engagement (...) in religion classrooms, including traditional textual studies, reflective writing, community-based learning, field trips, media analysis, ethnographic methods, direct community engagement and a reflective practice of "ascetic withdrawal." The final section of the volume explores theoretical issues, including the delimitation of the "civic" as a category, connections between local and global in the civic project, the question of political advocacy in the classroom, and the role of normative commitments.Collectively these chapters illustrate the real possibility of connecting the scholarly study of religion with the societies in which we, our students, and our institutions exist. The contributing authors model new ways of engaging questions of civic belonging and social activism in the religion classroom, belying the stereotype of the ivory tower intellectual. (shrink)

This paper describes a project I have my students do that is based on parallels between the position Socrates describes himself as being in when addressing the charge that he corrupts the youth of Athens and the position critics of capitalism in the U.S. are in when they try to make the case that capitalism is a deeply flawed system that needs to be transformed into some­thing better. For the project, students are asked to give to three audiences of their (...) own choosing a presentation in which they argue against capitalism. The main aim of the project is to help students to appreciate that although the unexamined life may not be worth living, living an examined life can be difficult to do since it can feel a little like dying. (shrink)

Walter Bagehot , the notable Victorian journalist, economist, and historian, was a prolific author of both books and magazine articles. Along with Matthew Arnold he was one of the most lucid and discerning critics of that time. He contributed to many journal articles, notably to the Prospective and National Reviews and The Economist , with a lively and witty style. Widely considered to be a great authority on banking and finance, Bagehot was consulted by Chancellors of the Exchequer of both (...) parties. His outlook, although never hostile to the working classes or trade unions, was openly sympathetic to the capitalist employers - a group that had never before such a brilliant spokesman. His most enduring publications, The English Constitution and Lombard Street are both republished here, as are his Letters on the French Coup D'Etat, Literary Studies, and Physics and Politics. (shrink)

This paper revisits how late 20th-century attempts to account for conceptual and other difficult art-work by defining the concept ‘art’ have failed to offer a useful strategy for educators seeking a non-instrumental justification for teaching the arts. It is suggested that this theoretical ground is nonetheless instructive and provides useful background in searching for a viable approach to justification. It is claimed that, though definition may fail and grand theories not coalesce, one would be wise to emulate Passmore (1954, 1990) (...) who argues for an aesthetic approach to works of art and who proceeds like the fox, from a specific work that becomes more complex through analysis. His approach is employed in describing a performance series by the Cellist of Sarajevo, which raises further questions regarding what it means to start from a specific art-work and how doing so exemplifies Fleming’s (2006) suggestion that in justifying the arts we connect them to our ethical lives. Passmore’s strategy is then extended to the aesthetic experience of reading this essay and the paper concludes with the author’s personal anecdote in response to Higgins’ (2008) call for genuinely aesthetic defences of aesthetic education. (shrink)

Examines the theories of Socrates, Kant, Dewey, Piaget, and others to explore the implications of Socrates' question "what is a virtuous man, and what is a virtuous school and society which educates virtuous men.".

This paper argues that throughout the Cold War, the Colombian Left focused on building local power in the countryside, and abandoned the burgeoning urban working class, much of it informal, unwaged and unorganised, to the Right. Yet at every turn, landlords linked to local and regional political machines and military and police officials blocked or reversed reforms designed to modernise the countryside, as government-subsidised agro-industrial development replaced smallholding. Then, in successive conjunctures, landlords and their allies, including cocaine exporters from whom (...) they were increasingly inseparable after 1985, augmented their political power through dynamic counterinsurgent paramilitary movements based in provincial cities and towns. This made democracy impossible, led to a new feudalism characterised by parcellised sovereignties, and upheld, into the twenty-first century, the semi-authoritarian parliamentary system that has ruled Colombia since the 1880s. (shrink)

Anselm’s Proslogion argument is fascinating, important, and notoriously difficult. Many introductions to the argument are either as difficult as the original (such as those that use modal concepts to explain it) or are unfaithful to it. This paper presents an accessible introduction, faithful to the original, which breaks the argument down into four basic components: “That-Than-Which-a-Greater Cannot-be-Conceived,” “From Conceptual Existence to Real Existence,” “From Real Existence to Necessary Existence,” and “‘That-Than-Which-a-Greater Cannot-be-Conceived’ as God.”.

Introduction: Fundamental Ontology as a "Fundamental Ethics" In his "Letter on Humanism" Martin Heidegger claims that the fundamental ontology he works out ...

Utilizing culturally-conscious teaching promotes instruction that values the cultural knowledge and experiences of ethnically diverse students. This qualitative study centers culturally responsive teaching (Gay, 2002) and community cultural wealth (Yosso, 2005) to contextualize mathematics learning for an after-school tutoring program in North Minneapolis, Prepare2Npsire. The aim of this research was to use a community-based participatory action research approach to: 1) explore the culture wealth of North Minneapolis, 2) create culturally responsive mathematics activities for Prepare2Nspire. Two activities were developed to center (...) community assets and youth empowerment. The goal of these activities was to strengthen community, curriculum, and classrooms by intentionally connecting students’ multidimensional identities with mathematical learning. Specially, Muhammad’s (2020) culturally and historically responsive literacy framework was adapted using a mathematical lens to: 1) Create tasks that build mathematical proficiencies and 2) Create tasks that cultivate mathematical identities. The emphasis on participatory, community-based, and action-oriented practices in this study encouraged the disruption of deficit-based assumptions of communities while also creating joy-filled learning opportunities for Prepare2Nspire attendees. (shrink)

I propose that primary conscious awareness arises from synchronized activity in dendrites of neurons in dorsal thalamic nuclei, mediated particularly by inhibitory interactions with thalamic reticular neurons. In support, I offer four evidential pillars: consciousness is restricted to the results of cortical computations; thalamus is the common locus of action of brain injury in vegetative state and of general anesthetics; the anatomy and physiology of the thalamus imply a central role in consciousness; neural synchronization is a neural correlate of consciousness.

Because of the lack of a meaningful international response to global warming, geoengineering has emerged as a potential technological response to climate change. But, thus far, little attention has been given to how religion impacts our understanding of geoengineering. I defend the need to incorporate theological reflection in the conversation of geoengineering by investigating how geoengineering proposals contain an implicit anthropology. A significant framework for our assessment of geoengineering is the balance of human capability and fallibility—a balance that is at (...) the center of theological and religious interpretations of the meaning of the human condition. Similarly, geoengineering challenges our past understandings of theological anthropology. (shrink)

How exactly does logic work? What makes some arguments valid and others not? What does a faithful use of logic look like? In this introduction to logic, philosopher Forrest Baird considers the basic building blocks of human reason, including types of arguments, fallacies, syllogisms, symbols, and proofs, all of which are demonstrated with exercises for students throughout.

A book of readings in Western intellectual history focusing on the role of reason in human action. Contents:^ Plato: Myth of the Cave; Plato: ^IThe Four Virtues; Aristotle: Knowledge of Causes; Aristotle: The Types of Governments; Epicurus: Epicureanism; Epictetus: Stoicism; St. Augustine: The Platonist; St. Augustine: The Nature of Sources of Evil; St. Thomas Aquinas: The Four Laws; St. Thomas Aquinas: The Nature of the Soul; Pico: The Oration on the Dignity of Man; John Calvin: Reason, Sin and Illumination; St. (...) Teresa of Avila: Interior Castle; Rene Descartes: Pens,s ; Thomas Hobbes: The State of Nature; John Locke: The State of Nature; Alexander Pope: Essay on Man; David Hume: Impressions and Ideas; Voltaire: Candide; Immanuel Kant: Space and Time; Immanuel Kant: The Good Will; Edmund Burke: Revolution in France; James Madison: The Federal Government; Soren Kierkegaard: Subjective Truth; Fyodor Dostoevsky: The Grand Inquisitor; Karl Marx and Friedrich Engels: Communist Manifesto; Friedrich Nietzsche: The Will to Power; William James: Pragmatism; William James: Philosophical Temperaments; Sigmund Freud: The Ego and the Id; Ludwig Wittgenstein: Later Theory; Jean-Paul Sartre: Existentialism; Carol Gilligan: Women's Place in Man's World; Appendix: Programmed Text on Epistemology. (shrink)