Huck Finn’s emotional responses constitute perfectly good moral reasons not to betray his friend, even though Huck is unable to recognise them as such.

In How We Get Along, J. David Velleman argues for two related theses: first, that ‘making sense’ of oneself to oneself and others is a constitutive aim of action; second, that this fact about action grounds normativity. Examining each thesis in turn, I argue against the first that an agent may deliberately act in ways which make sense in terms of neither her self-conception nor others' conceptions of her. Against the second thesis, I argue that some vices are such that (...) the agents concerned would make more sense to neither themselves nor others if they were to reform, and, furthermore, that an agent may make more sense to herself and others by becoming more, rather than less, vicious. I conclude that both theses should be rejected. (shrink)

The ideals and realities of field research have shaped the development of behavioural primatology over the latter half of the twentieth century. This paper draws on interviews with primatologists as well as a survey of the scientific literature to examine the idealized notion of the field site as a natural place and the physical environment of the field as a research space. It shows that what became standard field practice emerged in the course of wide ranging debate about the techniques, (...) personal qualities and site conditions best suited to the scientific study of the natural behaviour of apes and monkeys. Although the laboratory was a constant presence in this debate, the export of techniques from the laboratory to the field was limited, due to concerns that experimental manipulation would destroy the naturalness of the behaviour. The paper goes on to demonstrate the central significance given by primatologists to the unique social, historical and ecological circumstances of particular field sites, and to sketch some of the complexities that fieldworkers contend with in trying to realize their ideals. Primatologists seek field sites that answer their questions; but once their studies become long term, they also need to find questions that answer to ever changing conditions at those sites. (shrink)

Widely regarded as the most influential proponent of the truth of original sin in the twentieth century, Reinhold Niebuhr worked hard to excise any "literalistic" element from his interpretation of the doctrine. In his attempt to "correct" the Augustinian tradition on original sin by purging it of all "literalistic errors," however, Niebuhr assumed as his starting point the most characteristically modern objection to the doctrine: that birth is a thoroughly natural, animal, and morally meaningless event. As a result, Niebuhr unnecessarily (...) constrained his vision of the dimensions of human freedom, and hence his description of the dynamic of anxiety and freedom that energizes sin. Through a careful reading of Reinhold Niebuhr's writings on original sin, in light of the truth that the end of human life is inseparable from its origins, a reappraisal and recovery of the meaningfulness of the assertion of original sin as a literal inheritance is possible. The result of such a reappraisal and recovery is an amplified insight into the existential anxiety that Niebuhr otherwise described so convincingly. (shrink)

A distinguished French scholar has recently set himself to delineate the history of Greek thought, from the time of Plato through the formation of the Hellenistic systems to the days of the empire, distinguishing two opposing tendencies, one towards pantheism and the other towards a philosophy of transcendence. But that distinction can be traced also in earlier periods than those with which Fr. Festugière is concerned, and it can be applied to theories of the soul equally with theories of God; (...) this theme I hope to illustrate on a tiny scale in the early part of my paper, drawing attention to tendencies on the one hand to treat the soul as part of nature, on the other to place it outside nature. The former of these is the earlier. (shrink)

Many extant theories of placebo focus on their causal structure wherein placebo effects are those that originate from select features of the therapy (e.g., client expectations or “incidental” features like size and shape). Although such accounts can distinguish placebos from standard medical treatments, they cannot distinguish placebos from everyday occurrences, for example, when positive feedback improves our performance on a task. Providing a social-epistemological account of a treatment context can rule out such occurrences, and furthermore reveal a new way to (...) distinguish clinical placebos from standard medical treatments. (shrink)

Steiner schools have helped carry the flag of liberal, creative, humanistic education through these dark ages and can now act as a beacon. Professor Peter Woods, formerly of the Open University.Contributors to this accessible book will show how Steiner kindergarten practice can offer an understanding of observation and assessment which is strikingly different from approaches found in many nursery and reception classes, and yet it's this understanding that can encourage deep reflection on practitioners' and students' values and principles. Drawing on (...) their extensive research in the field, the contributors, who include experienced Steiner educators and early childhood experts from other traditions, have worked together to explore and understand what is distinctive about Steiner kindergarten practice. Whilst observation and assessment are not the appropriate terms to describe the more relaxed, intuitive and trusting ways in which Steiner teachers aim to meet with children, the researchers used these techniques to present and explore the variety of perspectives on Steiner kindergarten practice. Key aspects of the Steiner philosophy, such as caring for the physical environment, respecting the rhythms and routines in what children do, and creating an environment that allows teachers and children to properly get to know each other are explored. In these chapters, readers will meet with aspects of the Steiner philosophy which will help to inform and expand on their own practice as early years professionals"-- Provided by publisher. (shrink)

In this article, the pragma-dialectical model of a critical discussion is demonstrated to provide a useful instrument for discovering causes of an unsatisfactory development of problem-solving discussions. First a sketch is given of the development of a problem-solving discussion which, in the opinion of the participants themselves, developed in an unsatisfactory fashion. Then it is argued that this development can be traced back to flaws in the execution of the stages of a critical discussion.

Professor Hayek'S book is a massive contribution to the persistent question of the limits of state action. It runs counter to prevailing notions about the role of government in economic and social matters to such an extent that a common reaction to its publication has been to simply shrug it off as eccentric or antediluvian. But the rarity of any fundamental discussion of our political ideals and the assumptions of our social policy ought of itself to ensure a wide welcome (...) for a work that constitutes a formidable challenge to accepted standards in this realm. Unfortunately, opinions about its value are likely to continue along established lines. (shrink)

I propose in this article to reconsider, in the light of some recent developments in the theory of knowledge, certain general questions about the nature of duty. In particular, I propose to consider the question of the relation between our moral duties on the one hand, and our knowledge or ignorance of facts and of moral principles on the other.

This paper explores the possibilities for strategic maneuvering of the argumentative technique that Perelman and Olbrechts-Tyteca (The New Rhetoric. A Treatise on Argumentation, University of Notre Dame Press, Notre Dame/London, 1969) called dissociation. After an exploration of the general possibilities that dissociation may have for enhancing critical reasonableness and rhetorical effectiveness, the use of dissociation in the successive stages of a critical discussion is examined. For each stage, first, the dialectical moves that dissociation can be employed in are specified, then, (...) the specific ways in which dissociation contributes to fulfilling the dialectical tasks that are associated with these moves are delineated, and, finally, the rhetorical gain that␣dissociation can bring in the fulfillment of these tasks is discussed. Some general conclusions are drawn for research that aims at understanding the potential of an argumentative technique for strategic maneuvering. (shrink)

In this article, the conceptual instrument that pragma-dialectical argumentation theory offers is elaborated for the analysis and evaluation of problem-solving discussions. The elaboration is aimed expressly at taking into account the discussion character of the discourse, in order to show how the developing process evolves and what the obstacles are therein. In addition, it focuses expressly on the verbal behaviour of the participants and on showing how this behaviour controls the evolving process. The analysis and evaluation is based on insights (...) and methods of conversational analysis and discourse analysis. One fragment of a problem-solving discussion is analysed and evaluated. (shrink)