In this article, we used the capability approach as normative grounding to analyse a particular faith-based intervention targeting ‘youth at the margins’ – in this instance, marginalised migrant youths from Zimbabwe living in Johannesburg, South Africa. We used Albert Street School (AS School), run by Johannesburg’s Central Methodist Church, as our case study to show how this faith-based organisation, through its focus on education, created not only spaces for marginalised youths to aspire towards a better life but also practical opportunities (...) to convert their aspirations into action. Drawing on first-hand accounts of 12 Zimbabwean migrant youths who had completed schooling at AS School, as well as of representatives of both the school and the CMC, the article first sketches the Zimbabwe-South Africa migration context post 2000. A discussion then follows of AS School as a faith-based intervention which addresses the constrained capability for education amongst marginalised migrant youths. (shrink)

This landmark work provides a systematic introduction to systems of modal logic and stands as the first presentation of what have become central ideas in philosophy of language and metaphysics, from the "new theory of reference" and non-linguistic necessity and essentialism to "Kripke semantics.".

ABSTRACTThis article provides a Global South perspective on marginalised migrant youth and higher educational aspirations, with a specific focus on South Africa. We use data from a case study in Johannesburg to illustrate how marginalised migrant youth experience particular forms of disadvantage in their endeavours to realise their educational aspirations. Yet, educational opportunities and the achievement of educational aspirations may enhance dimensions important for individual wellbeing. Through education, marginalised migrant youth become better positioned to pursue what they have reason to (...) value, including escaping poverty in both their home and host countries. Using the human development and capability lens, the paper also presents what the disadvantages experienced by marginalised migrant youth may mean for human development. We argue that constrained educational aspirations can result in corrosive disadvantage and ultimately systemic poverty. We conclude the paper by highlighting how the capability approach could be used to inform social and educational policies in contexts of marginalisation. (shrink)

Appearing in English for the first time, Schelling’s 1842 lectures develop the idea that many philosophical concepts are born of religious-mythological notions.

With precision and profundity born of 30 years of devoted study, John Boyle offers an essential introduction to St. Thomas Aquinas on Scripture, shedding helpful light on the goals, methods, and commitments that animate the Angelic Doctor's engagement with the sacred page. Because the genius of St. Thomas's approach to the Bible lies not so much in its novelty but rather in the fidelity and clarity with which he recapitulates the riches of the preceding interpretive Tradition, this initiation into St. (...) Thomas's vision of Scripture is itself an orientation to the Church's vision of Scripture, from the Fathers through and beyond the Middle Ages. St. Thomas's embeddedness within the Church's Tradition and his own historical context is integral to his approach to Scripture, yet it sets him at some distance from modern readers, for whom his interpretive vision may seem perplexing or even impenetrable. In this Primer, Boyle first provides an acclimation to this medieval context through a survey and explanation of pertinent technical terminology used by St. Thomas and characteristic of the scholastic theology of the time. With an eye to the medieval practice of considering Scripture according to the fourfold division of causes, Boyle builds on this initial foundation by exploring in turn St. Thomas's accounts of the end or use of Scripture (final cause), its divine and human authorship (efficient cause), its order and division (material cause), and its literary styles or genres (formal cause). Drawing on writings from across St. Thomas's corpus, but especially his work On the Commendation and Division of Sacred Scripture and the prologues to his biblical commentaries, Boyle masterfully elucidates both the hermeneutical principles and deep wisdom of the Angelic Doctor's approach to Scripture, imparting invaluable guidance not only for reading and understanding St. Thomas and other great masters of the Tradition, but also-and ultimately-for understanding Scripture in light of this Tradition and reading it with greater benefit and joy. (shrink)

"The chief business of twentieth-century philosophy” is “to reckon with twentieth-century history," claimed R. G. Collingwood. In this remarkable collection of essays, Frank Ankersmit demonstrates the prescience of that remark and goes a long way toward meeting its challenge. Responding to the work of Hayden White, Arthur Danto, and Hans-Georg Gadamer, he examines such issues as the difference between historical representation and artistic expression, the status of metaphor in historical description, and the relation of postmodernism to historicism. Ankersmit's fluent grasp (...) of European thought and his ability to incorporate concepts from literary theory, art history, the philosophy of science, and political thought into his analyses assure that this collection will interest readers throughout the humanities. (shrink)

Ethics for Enemies comprises three original philosophical essays on torture, terrorism, and war. F. M. Kamm deploys ethical theory in her challenging new treatments of these most controversial practical issues. First she considers the nature of torture and the various occasions on which it could occur, in order to determine why it might be wrong to torture a wrongdoer held captive, even if this were necessary to save his victims. In the second essay she considers what makes terrorism wrong--whether it (...) is the intention to harm civilians, rather than harm to them being 'collateral damage,' or something else--and whether terrorism is always wrong. The third essay discusses whether having a right reason, in the sense of a right intention, is necessary in order for a war to be just. Kamm then examines ways in which the harms of war can be proportional to the achievement of the just cause and other goods that war can bring about, so as to make the declaration of war permissible. (shrink)

The essays in this collection address different aspects of Dewey's philosophy of logic, from his work at the beginning of the twentieth century to the culmination of his logical thought in the 1938 volume, Logic: The Theory of Inquiry.

The limited aim here is to explain what John Dewey might say about the formulation of the grue example. Nelson Goodman’s problem of distinguishing good and bad inductive inferences is an important one, but the grue example misconstrues this complex problem for certain technical reasons, due to ambiguities that contemporary logical theory has not yet come to terms with. Goodman’s problem is a problem for the theory of induction and thus for logical theory in general. Behind the whole discussion of (...) these issues over the last several decades is a certain view of logic hammered out by Russell, Carnap, Tarski, Quine, and many others. Goodman’s nominalism hinges in essential ways on a certain view of formal logic with an extensional quantification theory at its core. This raises many issues, but the one issue most germane here is the conception of predicates ensconced in this view of logic. (shrink)

The paper explores the possibilities for promoting epistemic justice in a South African university setting through a participatory action-based photovoice research project in which university resea...

Laughter as superiority -- The elements of laughter -- The one necessary thing -- Objections to the normative thesis -- Comic virtues and vices -- The social virtues -- The charismatic virtues -- Machine law -- Machine scholarship -- Machine art and machine cities -- The battle of the norms -- Resistance to laughter -- The sociability thesis -- Conclusion.

I present a possible worlds semantics for a hyperintensional belief revision operator, which reduces the logical idealization of cognitive agents affecting similar operators in doxastic and epistemic logics, as well as in standard AGM belief revision theory. (Revised) belief states are not closed under classical logical consequence; revising by inconsistent information does not perforce lead to trivialization; and revision can be subject to ‘framing effects’: logically or necessarily equivalent contents can lead to different revisions. Such results are obtained without resorting (...) to non-classical logics, or to non-normal or impossible worlds semantics. The framework combines, instead, a standard semantics for propositional S5 with a simple mereology of contents. (shrink)

razdel I. Istoriko-filosofskie issledovanii︠a︡ -- razdel II. Filosofskie i sot︠s︡ialʹno-politicheskie problemy -- razdel III. Istorii︠a︡ v lit︠s︡akh.

F. H. Bradley (1846–1924) was the foremost philosopher of the British Idealist school, which came to prominence in the second half of the nineteenth century and remained influential into the first half of the twentieth. Bradley, who was influenced by Hegel and also reacted against utilitarianism, was recognised during his lifetime as one of the greatest intellectuals of his generation, and was the first philosopher to receive the Order of Merit, in 1924. In this major work, originally published in 1883, (...) Bradley discusses the basic principles of logic: judgment and inference. He rejects the idea of a separation between mind and body, arguing that human thought cannot be separated from its worldly context. In the second edition, published in 1922 and reissued here, Bradley added a commentary and essays, but left the text largely unaltered. Volume 1 contains Book 1 on judgment and Book 2 on inference. (shrink)

In this paper I want to do the following things. First I want to show that in the part of the Theaetetus where the relationship between knowledge and perception is examined, the concept of knowledge that is in question is very clearly characterized. We are left in no doubt as to what is to count as knowing. Secondly I want to unravel in some detail the case that Socrates puts on Protagoras’ behalf where he draws on what Protagoras actually wrote (...) (151 E-152C); as opposed to what he may have taught secretly to his pupils (152C-160D). Thirdly I wish to argue that if we let the dialogue speak for itself, it is manifest that this case put up on Protagoras’ behalf at 151 E-152C is not overthrown; it is not even shaken. (shrink)