In Continental Realism Paul Ennis tackles the rise of realist metaphysics in contemporary continental philosophy. Pitted against the dominant antirealist and transcendental continental hegemony Ennis argues that continental thinking must establish an alliance between metaphysics, speculation, and realism if we are to truly get back to the things themselves.

Ever since the turn of the century aesthetics has steadily gained momentum as a central field of study across the disciplines. No longer sidelined, aesthetics has grown in confidence. While this recent development brings with it a return to the work of the canonical authors (most notably Baumgarten and Kant), some contemporary scholars reject the traditional focus on epistemology and theorize aesthetics in its ontological connotations. It is according to this shift that speculative realists have proclaimed aesthetics as "first philosophy" (...) and as speculative in nature. With speculative realism aesthetics no longer necessarily implies human agents. This is in alignment with the general speculative realist framework for thinking all kinds of processes, entities, and objects as free from our all-pervasive anthropocentrism, which states, always, that everything is "for us." This special volume of Speculations explores the ramifications of what could be termed the new speculative aesthetics. In doing so, it stages a three-fold encounter: between aesthetics and speculation, between speculative realism and its (possible) precursors, and between speculative realism and art and literature. (shrink)

With this special volume of Speculations, the editors wanted to challenge the contested term "speculative realism," offering scholars who have some involvement with it a space to voice their opinions of the network of ideas commonly associated with the name.

In this third volume of Speculations, a serial imprint created to explore post-continental philosophy and speculative realism, a wide range of topics are covered, from the philosophy of religion to psychoanalysis to the philosophy of science to gender studies, and in a wide variety of formats (articles, interviews, position pieces, translations, and review essays).

Responsibility has traditionally been associated with a project of appropriation, understood as the securing of a sphere of mastery for a willful subject, and enframed in a metaphysics of will, causality and subjectivity. In that tradition, responsibility is understood in terms of the subjectum that lies at the basis of the act, as ground of imputation, and opens onto the project of a self-legislation and self-appropriation of the subject. However, one finds in Heidegger and Derrida the reversal—indeed, the deconstruction—of such (...) a tradition, and responsibility is approached instead as an exposure to an inappropriable: assumption of an inappropriable thrownness and finitude for Heidegger, ‘experience of the im-possible’ for Derrida. I will explore how responsibility can be thought from such inappropriable, in an experience that Derrida called ‘ex-appropriation.’ In the process, I will engage the very complex and tortuous relation of Derrida to Heidegger. (shrink)

The philosopher Graham Harman argues that contemporary debates about the nature of reality as such, and about the nature of objects in particular, can be meaningfully applied to social theory and practice. With Immaterialism, he has recently provided a case-based demonstration of how this could happen. But social theorists have compelling reasons to oppose object-oriented social theory’s 15 principles. Fidelity to Harman’s aesthetic foundationalism, and his particular use of serial endosymbiosis theory as a mechanism of social change, constrain the very (...) practices which it is supposed to enable. However, social theory stands to benefit from object-oriented philosophy through what we call posthuman relationism – characterised as a commitment to the reality of the nonhuman, but not divorced from the human. The emphasis in object-oriented social theory on how objects withdraw from cognitive or affective capture and representation needs to be tempered by an equal focus on how objects appeal. (shrink)

The first dictionary dedicated to Quentin Meillassoux and the controversies surrounding his thought Perfect for philosophers just starting to read his work and for those looking to deepen their engagement, this dictionary defines all of the major terms of Meillassoux's work, prefaced by an introduction explaining his importance for the Continental philosophy scene. A-Z entries explain the influence of key figures, from Kant to Heidegger to Derrida, and define the complex terms that Meillassoux uses. The entries are written by the (...) top scholars in the field of speculative realism, often by those that highlight their own disagreements with him. This is more than a dictionary; this is your invitation into one of the liveliest debates in current philosophy. (shrink)

In the Kritik der reinen Vernunft (1781) Kant introduced the transcendental method on a precarious footing and he never shied away from the fact that the transcendental method is structured, and I mean it in the most direct sense possible, aporetically. The aporetic element, the unstable core within Kantian thought, is the distinction between phenomenal and noumenal content in the chapter entitled "On the ground of the distinction [Unterscheidung] of all objects [Gegenstände] in general into phenomena and noumena" (Kant A236/B295-A260/B315). (...) This distinction is noteworthy for introducing into the philosophical tradition the notion of the thing-in-itself [Ding-an-sich]. Depending on your interests this is either the most profound or absurd of ideas in our tradition. I prefer to think of it as the most productive notion in our tradition. We can see its generative function at work almost immediately when it spurred the German idealists into thinking obscenely ingenious thoughts, but the phenomenal-noumenal distinction, hereafter the aporetic distinction, remains an ever-persistent aporia for all continental thinking after Kant. In this article I want to focus on how the aporetic distinction functions in its generative capacity with an emphasis on its ontological rather than epistemological register. Considered as such I claim that it is possible to identify in the aporetic distinction a generative capacity (or logic or function) that is intrinsic to both it and all thought responding to it including, or perhaps especially, the speculative responses. (shrink)

The context for these interviews was a seminar [Peter Gratton] conducted on speculative realism in the Spring 2010. There has been great interest in speculative realism and one reason Gratton surmise[s] is not just the arguments offered, though [Gratton doesn't] want to take away from them; each of these scholars are vivid writers and great pedagogues, many of whom are in constant contact with their readers via their weblogs. Thus these interviews provided an opportunity to forward student questions about their (...) respective works. Though each were conducted on different occasions, the interviews stand as a collected work, tying together the most classical questions about “realism” to ancillary movements about the non-human in politics, ecology, aesthetics, and video gaming—all to point to future movements in this philosophical area. (shrink)

The philosopher Graham Harman argues that contemporary debates about the nature of reality as such, and about the nature of objects in particular, can be meaningfully applied to social theory and practice. With Immaterialism, he has recently provided a case-based demonstration of how this could happen. But social theorists have compelling reasons to oppose object-oriented social theory’s 15 principles. Fidelity to Harman’s aesthetic foundationalism, and his particular use of serial endosymbiosis theory as a mechanism of social change, constrain the very (...) practices which it is supposed to enable. However, social theory stands to benefit from object-oriented philosophy through what we call posthuman relationism – characterised as a commitment to the reality of the nonhuman, but not divorced from the human. The emphasis in object-oriented social theory on how objects withdraw from cognitive or affective capture and representation needs to be tempered by an equal focus on how objects appeal. (shrink)

Band 13 der psycho-logik widmet sich aus fächerübergreifendem Blickwinkel dem Thema Identität, das in den Sozial- und Geisteswissenschaften zu einem Schlagwort des 20. und 21. Jahrhunderts geworden ist. Gerade die moderne und liberale Gesellschaftsordnung, die uns ungeahnt viel Freiheit ermöglicht hat, charakterisiert ein Patchwork aus Identifikationsangeboten, das zugleich die kollektive und personale Identitätsfindung problematisch macht. Aktuell hat die narrative Theorie die erinnerte und erzählte Lebensgeschichte zum Gründungsort des Selbst erhoben. Sie spielt auch in den Beiträgen dieses Bandes eine prominente Rolle. (...) Es zeigt sich, dass die Identitätskonstruktion ein Prozess ist, in dem sich Identität als etwas Fragiles und Plurales offenbart. Identität ist ein tragisches Spiel zwischen Einheit und Mannigfaltigkeit: Identität(en). Forscher*innen aus Deutschland, Irland und den USA mit ihren Beiträgen aus Literaturwissenschaft, Theologie, Philosophie und Psychologie diskutieren u. a. das Band zwischen Identität und Erinnerung bei Marcel Proust, transsexuelle Identitätskonstruktionen in US-amerikanischen Biopics, den Film als Identitätsbildungsmedium des Publikums, Identitätspolitik(en) am Beispiel des Zugangs zu US-amerikanischen Hochschulen, die Identitätsfindung in Lebensgeschichten und den psychotherapeutischen Umgang mit gebrochenen Identitäten. Fotoarbeiten des Künstlers Hermann Recknagel runden den Band ab. Mit Beiträgen von Michaela I. Abdelhamid, Carsten Albers, Paul Clogher, Katherine Duval, Winfried Eckel, Fiona Ennis, Annette Hilt, Christopher A. Nixon, Paul Nnodim, Hermann Recknagel, Patricia Rehm-Grätzel, Martin Reker, Annika Schlitte und Hartwig Wiedebach. (shrink)

continent. 1.2 (2011): 69. In this issue of continent. , which takes as its theme the idea of the moraine, or that which is left behind, we attempt to think, and look beyond that horizon of the possible cataclysm, not in naive ways of hope and gleeful sounds, but in an attempt to present different directions in thought and looking and hearing. Beyond the cataclysm, or within it—or even, precisely anterior to it (anterior to an event not yet happened)—there are (...) new ways of thinking “beyond” already becoming apparent. These ideas are speculative, in a sense irresponsible: Graham Harman writes about Quentin Meillassoux’s God who does not exist now, but may do so in the future while Paul Ennis describes the speculative line backwards to Kant’s distinction between phenomena and noumena. Michael O'Rourke assesses the future of Queer Theory and we are compelled to ask if queer theory is a theory of everything. Karen Spaceinvaders “maps” the brain through sound leaving us to wonder where is the mind, while Phillip Stearns, as though echoing Spaceinvaders’ work, remaps digital photography, creating images from the stray electrical currents in the apparatus. In fiction, Ben Segal gathers the blurbs of the books yet possible. And there is more. And so we proudly offer forth continent. ’s second issue. Whereas issue 1.1 took the theme of isthmus (that which connects land to land, or even, throat to voice), in issue 1.2 we look at what remains after the crushing weight of slow, glacial time has passed. It is geological (which is genealogical) and it is archeological, but it is architectural too. In his later work, Heidegger describes the open ( das offen ) as a lightening ( lichtung ) in terms of a forest clearing which is not only “free for brightness and darkness, but also for resonance and echo, for sounding and diminishing sound. The clearing is the open for everything that is present and absent.” In continent. 1.2, we imagine that clearing, that lichtung which is both a lightening and a clearing, a space of being from which to observe (or even participate in) the coming, very possibly banal, cataclysm(s). (shrink)

The rapid commercialization of applied genetics in the mtd-1970s, accompanied by a sudden rise in academic-corporate partnerships, raised questions about the impacts these linkages have had on the social and professional norms of scientists. The extent and pattern of faculty tnvolvement in commercialization of biological research is largely an unexplored area. This article provcdes a quantitative assessment of the linkages between biology faculty in American uncverscties and the newly formed biotechnology industry. The results of thes study, covering the period 1985-88, (...) show that academic scientists responded en masse to participating in the commercialization of genetecs research by estabhshmg formal associations with many of the new biotechnology compances. A data base consisting of 889 U.S. and Canadian biotechnology companies and 832 sccentcsts who had formal ties to them was developed over a four-year period. The patterns of academic-corporate Icnkages are revealed by institution. Three universities with the most commercially active faculty are Harvard, Stanford, and MIT. Of the 359 bcomedeca! scientists and geneteccsts who were members of the Nateonal Academy of Sceences, at minimum, 37% had formal ties with the biotechnology industry. (shrink)

In some previous work, I tried to give a concept-based account of the nature of our entitlement to certain very basic inferences (see the papers in Part III of Boghossian 2008b). In this previous work, I took it for granted, along with many other philosophers, that we understood well enough what it is for a person to infer. In this paper, I turn to thinking about the nature of inference itself. This topic is of great interest in its own right (...) and surprisingly understudied by philosophers. A correct understanding of inference promises to shed light on a number of important topics. In particular, it threatens to undermine the sort of concept-based story about entitlement to which I had previously been attracted. (shrink)

Eliminative materialism is the thesis that our common-sense conception of psychological phenomena constitutes a radically false theory, a theory so fundamentally defective that both the principles and the ontology of that theory will eventually be displaced, rather than smoothly reduced, by completed neuroscience. Our mutual understanding and even our introspection may then be reconstituted within the conceptual framework of completed neuroscience, a theory we may expect to be more powerful by far than the common-sense psychology it displaces, and more substantially (...) integrated within physical science generally. My purpose in this paper is to explore these projections, especially as they bear on (1) the principal elements of common-sense psychology: the propositional attitudes (beliefs, desires, etc.), and (2) the conception of rationality in which these elements figure. (shrink)

"First published in this translation 1955; second edition (revised) 1974; reprinted with additional revisions 1987; reissued with new Further Reading 2003; reissued with new introduction 2007"--T.p. verso.

This is Part I of a two-part reflection by Robert Ennis on his involvement in the critical thinking movement. Part I deals with how he got started in the movement and with the development of his influential definition of critical thinking and his conception of what critical thinking involves. Part II of the reflection will appear in the next issue of INQUIRY, Vol. 26, No. 2 (Summer 2011), and it will cover topics concerned with assessing critical thinking, teaching critical (...) thinking, and what the future may hold. (shrink)

Dieses historische Buch kann zahlreiche Tippfehler und fehlende Textpassagen aufweisen. Kaufer konnen in der Regel eine kostenlose eingescannte Kopie des originalen Buches vom Verleger herunterladen (ohne Tippfehler). Ohne Indizes. Nicht dargestellt. 1910 edition. Auszug:...endliche als durch sie erzeugt; oder diese in jener involviert und aus ihr sich evolvierend. Der wahre Erzeuger der endlichen Grosse ist nicht die unendlichkleine" Grosse (das Unendlichkleine ware dem Grossenwert nach vielmehr Null), sondern es ist das Gesetz der Grosse (als Veranderlicher), das man sich nun wie (...) in einen Punkt zusammengezogen, d. h. fur den einzelnen Punkt ausgedruckt, oder an einer endlichen Erstreckung sich darstellend denken kann, das aber dem letzten Sachgehalt nach dasselbe ist fur den Punkt und die endliche Erstreckung, wenn es auch in Bezug auf beide verschiedene, im allgemeinen auseinander ableitbare Ausdrucke erhalten muss. Da aber die endliche Grosse uberhaupt von Punkt zu Punkt entstehend (d. h. veranderlich) gedacht wird, so ist insofern der punktuelle, d. h. infinitesimale Ausdruck der fundamentale, aus dem der extensionale gleichsam erst hervorwachst. Die Differenz entsteht eben von der Null an; nicht aus ihr; aus Null wird keine extensive Grosse; wohl aber von der Null, d. h. dem Nichtsein dessen, was werden soll, oder ganz schlicht1) vom Ausgangs wert an; woraus? Aus dem Gesetz; eine andere Antwort ist nicht zu geben und nicht zu verlangen. Durch dies Gesetz aber ist die Grosse als Eines, Identisches, im Unterschied von den sukzessiven Grossenwerten, also in ihrem Gattungsausdruck definiert. i) Vgl. oben S. 122. Fragt man also: wie soll aus der Null gewordenen, verschwundenen" Grosse die endliche Grosse wiederentstehen? so ist zu antworten: die Grosse zwar (yuantitas). (shrink)

This is Part I of a two-part reflection by Robert Ennis on his involvement in the critical thinking movement. Part I deals with how he got started in the movement and with the development of his influential definition of critical thinking and his conception of what critical thinking involves. Part II of the reflection will appear in the next issue of INQUIRY, Vol. 26, No. 2 (Summer 2011), and it will cover topics concerned with assessing critical thinking, teaching critical (...) thinking, and what the future may hold. (shrink)

JOURNAL OF THE HISTORY OF PHILOSOPHY PRIZE for the best published book in the history of philosophy [Awarded in 2010] _______________ -/- Although it is widely recognized that David Hume's A Treatise of Human Nature (1739-40) belongs among the greatest works of philosophy, there is little agreement about the correct way to interpret his fundamental intentions. It is an established orthodoxy among almost all commentators that skepticism and naturalism are the two dominant themes in this work. The difficulty has been, (...) however, that Hume's skeptical arguments and commitments appear to undermine and discredit his naturalistic ambition to contribute to "the science of man". This schism appears to leave his entire project broken-backed. The solution to this riddle depends on challenging another, closely related, point of orthodoxy: namely, that before Hume published the Treatise he removed almost all material concerned with problems of religion. Russell argues, contrary to this view, that irreligious aims and objectives are fundamental to the Treatise and account for its underlying unity and coherence. It is Hume's basic anti-Christian aims and objectives that serve to shape and direct both his skeptical and naturalistic commitments. When Hume's arguments are viewed from this perspective we can solve, not only puzzles arising from his discussion of various specific issues, we can also explain the intimate and intricate connections that hold his entire project together. This "irreligious" interpretation provides a comprehensive fresh account of the nature of Hume's fundamental aims and ambitions in the Treatise. It also presents a radically different picture of the way in which Hume's project was rooted in the debates and controversies of his own time, placing the Treatise in an irreligious or anti-Chrisitan philosophical tradition that includes Hobbes, Spinoza and freethinking followers. Considered in these terms, Hume's Treatise constitutes the crowning achievement of the Radical Enlightenment. (shrink)

A study of how syntax relates to meaning by a leader of the new generation of philosopher-linguists.

This is the second part of a two-part reflection by Robert Ennis on his involvement in, and the progress of, the critical thinking movement. It provides a summary of Part I (Ennis 2011), including his definition/conception of critical thinking, the definition being “reasonable reflective thinking focused on deciding what to believe or do.” It then examines the assessment and the teaching of critical thinking (including incorporation in a curriculum), and makes suggestions regarding the future of critical thinking. He (...) urges that now is the time to make a major effort in promoting critical thinking. Later may be too late. He also suggests a number of things to do. An Appendix, which provides a detailed elaboration of the nature of critical thinking, is at the end of Part I, but summaries are provided here. (shrink)

This essay offers a comprehensive vision for a higher education program incorporating critical thinking across the curriculum at hypothetical Alpha College, employing a rigorous detailed conception of critical thinking called “The Alpha Conception of Critical Thinking”. The program starts with a 1-year, required, freshman course, two-thirds of which focuses on a set of general critical thinking dispositions and abilities. The final third uses subject-matter issues to reinforce general critical thinking dispositions and abilities, teach samples of subject matter, and introduce subject-specific (...) critical thinking. Subject-matter departmental and other units will make long-range plans for incorporating critical thinking in varying amounts in subject-matter courses, culminating in a written Senior Thesis/Project involving investigating, taking, and defending a position, which reinforce critical thinking abilities and dispositions and increase subject-matter knowledge. Teaching approaches used in the program are involving and based on the principle, “We learn what we use.” Both summative and formative assessment are employed as appropriate. Coordination and support are extensive. Objections and concerns are discussed, and alternatives, including possible transitions, are considered. An extended review of research supports moving toward CTAC. (shrink)

Assuming that critical thinking dispositions are at least as important as critical thinking abilities, Ennis examines the concept of critical thinking disposition and suggests some criteria for judging sets of them. He considers a leading approach to their analysis and offers as an alternative a simpler set, including the disposition to seek alternatives and be open to them. After examining some gender-bias and subject-specificity challenges to promoting critical thinking dispositions, he notes some difficulties involved in assessing critical thinking dispositions, (...) and suggests an exploratory attempt to assess them. (shrink)

The twentieth century has witnessed an unprecedented 'crisis in the foundations of mathematics', featuring a world-famous paradox, a challenge to 'classical' mathematics from a world-famous mathematician, a new foundational school, and the profound incompleteness results of Kurt Gödel. In the same period, the cross-fertilization of mathematics and philosophy resulted in a new sort of 'mathematical philosophy', associated most notably with Bertrand Russell, W. V. Quine, and Gödel himself, and which remains at the focus of Anglo-Saxon philosophical discussion. The present collection (...) brings together in a convenient form the seminal articles in the philosophy of mathematics by these and other major thinkers. It is a substantially revised version of the edition first published in 1964 and includes a revised bibliography. The volume will be welcomed as a major work of reference at this level in the field. (shrink)

This is Part I of a two-part reflection by Robert Ennis on his involvement in the critical thinking movement. Part I deals with how he got started in the movement and with the development of his influential definition of critical thinking and his conception of what critical thinking involves. Part II of the reflection will appear in the next issue of INQUIRY, Vol. 26, No. 2 (Summer 2011), and it will cover topics concerned with assessing critical thinking, teaching critical (...) thinking, and what the future may hold. (shrink)

In this chapter, we analyze the relationships between the Internet and its users in terms of situated cognition theory. We first argue that the Internet is a new kind of cognitive ecology, providing almost constant access to a vast amount of digital information that is increasingly more integrated into our cognitive routines. We then briefly introduce situated cognition theory and its species of embedded, embodied, extended, distributed and collective cognition. Having thus set the stage, we begin by taking an embedded (...) cognition view and analyze how the Internet aids certain cognitive tasks. After that, we conceptualize how the Internet enables new kinds of embodied interaction, extends certain aspects of our embodiment, and examine how wearable technologies that monitor physiological, behavioral and contextual states transform the embodied self. On the basis of the degree of cognitive integration between a user and Internet resource, we then look at how and when the Internet extends our cognitive processes. We end this chapter with a discussion of distributed and collective cognition as facilitated by the Internet. (shrink)

This is the second part of a two-part reflection by Robert Ennis on his involvement in, and the progress of, the critical thinking movement. It provides a summary of Part I (Ennis 2011), including his definition/conception of critical thinking, the definition being “reasonable reflective thinking focused on deciding what to believe or do.” It then examines the assessment and the teaching of critical thinking (including incorporation in a curriculum), and makes suggestions regarding the future of critical thinking. He (...) urges that now is the time to make a major effort in promoting critical thinking. Later may be too late. He also suggests a number of things to do. An Appendix, which provides a detailed elaboration of the nature of critical thinking, is at the end of Part I, but summaries are provided here. (shrink)

The twentieth century has witnessed an unprecedented 'crisis in the foundations of mathematics', featuring a world-famous paradox (Russell's Paradox), a challenge to 'classical' mathematics from a world-famous mathematician (the 'mathematical intuitionism' of Brouwer), a new foundational school (Hilbert's Formalism), and the profound incompleteness results of Kurt Gödel. In the same period, the cross-fertilization of mathematics and philosophy resulted in a new sort of 'mathematical philosophy', associated most notably (but in different ways) with Bertrand Russell, W. V. Quine, and Gödel himself, (...) and which remains at the focus of Anglo-Saxon philosophical discussion. The present collection brings together in a convenient form the seminal articles in the philosophy of mathematics by these and other major thinkers. It is a substantially revised version of the edition first published in 1964 and includes a revised bibliography. The volume will be welcomed as a major work of reference at this level in the field. (shrink)

The first study of this ancient text in over 70 years, Rituals of the Way explores how the Xunzi influenced Confucianism and other Chinese philosophies through its emphasis on "the Way.".

Supporters of G.W.F. Hegel's philosophy have largely shied away from relating his logic to modern symbolic or mathematical approaches. While it has predominantly been the non-Greek discipline of algebra that has informed modern mathematical logic, philosopher Paul Redding argues that the approaches of Plato and Aristotle to logic were deeply shaped by the arithmetic and geometry of classical Greek culture. And by ignoring the fact that Hegel's logic also has this deep mathematical dimension, conventional Hegelians have missed some of (...) Hegel's greatest insights. In Conceptual Harmonies, Redding develops an account of Hegel's logic against a classical and modern historical background that is rarely considered. He stresses Hegel's attention to the Platonic background of Aristotle's original syllogistic and beyond. He then links these Platonic elements to Leibniz's modern revitalization of the logical tradition and then to new forms of algebraic geometry emerging in Hegel's lifetime. Redding thereby reestablishes aspects of Hegel's philosophy that are essential if Hegel is to be taken as a thinker relevant not only to contemporary philosophy, but also to current philosophical conceptions of logic. (shrink)

For over twenty years, Paul Weithman has explored the thought of John Rawls to ask how liberalism can secure the principled allegiance of those people whom Rawls called 'citizens of faith'. This volume brings together ten of his major essays, which reflect on the task and political character of political philosophy, the ways in which liberalism does and does not privatize religion, the role of liberal legitimacy in Rawls's theory, and the requirements of public reason. The essays reveal Rawls (...) as a thinker deeply engaged with political and existential questions that trouble citizens of faith, and explore how - in firm opposition to political realism - he tries to show that the possibility of liberal democracy and the natural goodness of humanity are objects of reasonable faith. The volume will be of interest to political philosophers, political theorists, moral theologians, and religious ethicists. (shrink)

Discussions of critical thinking across the curriculum typically make and explain points and distinctions that bear on one or a few standard issues. In this article Robert Ennis takes a different approach, starting with a fairly comprehensive concrete proposal for a four-year higher-education curriculum incorporating critical-thinking at hypothetical Wisdom University. Aspects of the Program include a one-year critical thinking freshman course with practical everyday-life and academic critical thinking goals; extensive infusion of critical thinking in other courses; a senior project; (...) attention to both critical thinking dispositions and skills; a glossary of critical thinking terms; emphasis on teaching ; communication at all levels; and last, but definitely not least, assessment. Advantages and disadvantages will be noted. Subsequently, Ennis takes and defends a position on each of several relevant controversial issues, including: 1) having a separate critical thinking course, or embedding critical thinking in existing subject matter courses, or doing both ; 2) the meaning of “critical thinking”; 3) the importance of teaching critical thinking because of its role in our everyday vocational, civic, and personal lives, as well as in our academic experiences; 4) the degree of subject-specificity of critical thinking; 5) the importance of making critical thinking principles explicit; and 6) the possible threat to subject matter coverage from the addition of critical thinking to the curriculum. (shrink)

Discussions of critical thinking across the curriculum typically make and explain points and distinctions that bear on one or a few standard issues. In this article Robert Ennis takes a different approach, starting with a fairly comprehensive concrete proposal for a four-year higher-education curriculum incorporating critical-thinking at hypothetical Wisdom University. Aspects of the Program include a one-year critical thinking freshman course with practical everyday-life and academic critical thinking goals; extensive infusion of critical thinking in other courses; a senior project; (...) attention to both critical thinking dispositions and skills; a glossary of critical thinking terms; emphasis on teaching ; communication at all levels; and last, but definitely not least, assessment. Advantages and disadvantages will be noted. Subsequently, Ennis takes and defends a position on each of several relevant controversial issues, including: 1) having a separate critical thinking course, or embedding critical thinking in existing subject matter courses, or doing both ; 2) the meaning of “critical thinking”; 3) the importance of teaching critical thinking because of its role in our everyday vocational, civic, and personal lives, as well as in our academic experiences; 4) the degree of subject-specificity of critical thinking; 5) the importance of making critical thinking principles explicit; and 6) the possible threat to subject matter coverage from the addition of critical thinking to the curriculum. (shrink)

According to the subset account of realization, a property, F, is realized by another property, G, whenever F is individuated by a non-empty proper subset of the causal powers by which G is individuated (and F is not a conjunctive property of which G is a conjunct). This account is especially attractive because it seems both to explain the way in which realized properties are nothing over and above their realizers, and to provide for the causal efficacy of realized properties. (...) It therefore seems to provide a way around the causal exclusion problem. There is reason to doubt, however, that the subset account can achieve both tasks. The problem arises when we look closely at the relation between properties and causal powers, specifically, at the idea that properties confer powers on the things that have them. If realizers are to be ontically prior to what they realize, then we must regard the conferral of powers by properties as a substantive relation of determination. This relation of conferral is at the heart of a kind of exclusion problem, analogous to the familiar causal exclusion problem. I argue that the subset account cannot adequately answer this new exclusion problem, and is for that reason ill-suited to be the backbone of a non-reductive physicalism. (shrink)