The world is beset by what seem to be an interminable set of problems. Many of these, increasingly, are transnational, which is to say, that they transcend the borders of individual nations. Issues such as climate change and apparent global warming are fiercely debated, with many arguing that without a change in the way in which human beings abuse the environment, we are all doomed. The crisis surrounding the destruction of the nuclear reactor in Fukuyama, Japan as a result of (...) the devastation wrought by the massive earthquake and tsunami points to human powerlessness in the face of the forces of nature. It also points to the need to show respect for those same forces. Other crises, such as the global financial crisis, also have had a profound impact on human lives. While it is difficult to quantify, the global financial crisis has undoubtedly been responsible for many deaths also, as aid money decreases and projects which may have helped solve housing shortages, provided sanitation and clean water are unable to proceed. There is a need to reconfigure capitalism so that it serves the common good, rather than the self indulgent needs of venal speculators. Glaring inequalities in the distribution of the common wealth of countries are just as evil in the United States, China, India, Australia and the United Kingdom, to name a few of the G20 nations, as they are anywhere else. The recent wave of protest throughout the Middle East which saw the ousting of the Libyan dictator, Gaddafi and the Egyptian president Mubarak, should not be seen as simply a sign of the inherent instability in those countries, but as a sign that oppressive policies wherever they are met will eventually result in the overthrow of corrupt regimes.The situation in Syria is, of course, particularly parlous and points to the need for stronger international law. This paper argues that philosophy has a serious role to play in thinking about global issues and, using the example of global ethics, shows how it is central in the explication of the values that underpin proposed solutions to global problems. Though cultures are different, it is proposed, recent history shows that human beings share common values and purpose. (shrink)

It is a commonly held view, buttressed by utilitarian considerations, that pain and suffering are valueless and not to be borne. Moreover, it is this thought, that they are valueless, which is often deployed in arguing for euthanasia for the terminally ill or those with mental or physical disability. This essay argues that suffering is inextricably part of the human condition and that it is our response to it that determines whether we are ennobled or degraded by it. While it (...) is not sought for itself, suffering provides human beings with the opportunity to be ennobled, to be given unexpected experiences of love and to gain improbable sources of strength and so it can have a use which can make it valuable. (shrink)

This paper revives the idea that what is central to education is not facilitating the acquisition of information or skills to use in the marketplace, but the encounter between teacher and learner which enables the student to acquire a richer and deeper appreciation of the human world which he or she inhabits. Knowledge is a human artefact which is created in the initiation of a learner into a common form of life, and this is not something which can be carried (...) out without the involvement of other human beings. It is argued that teaching is a vocation, where this implies a love of truth and of learning for its own sake. A passionate regard for these will not be imparted by the use of technology, but through the experience of sharing in a journey of discovery with another human being. (shrink)

This paper revives the idea that what is central to education is not facilitating the acquisition of information or skills to use in the marketplace, but the encounter between teacher and learner which enables the student to acquire a richer and deeper appreciation of the human world which he or she inhabits. Knowledge is a human artefact which is created in the initiation of a learner into a common form of life, and this is not something which can be carried (...) out without the involvement of other human beings. It is argued that teaching is a vocation, where this implies a love of truth and of learning for its own sake. A passionate regard for these will not be imparted by the use of technology, but through the experience of sharing in a journey of discovery with another human being. (shrink)

R. S. Peters never explicitly talks about wisdom as being an aim of education. He does, however, in numerous places, emphasize that education is of the whole person and that, whatever else it might be about, it involves the development of knowledge and understanding. Being educated, he claims, is incompatible with being narrowly specialized. Moreover, he argues, education enables a person to have a different perspective on things, ‘to travel with a different view’ [Peters, R. S. (1967). What is an (...) educational process? In R. S. Peters (Ed.), The concept of education (pp. 1–23). Routledge and Kegan Paul]. In asserting this about education, Peters has more in common with another great English educator, John Henry, Cardinal Newman, than one might expect, given they are separated by about a century and start from different philosophical perspectives, namely Kant to a significant degree in the former and Aristotle in the latter. Both nevertheless acknowledge the importance of reason and its development in any education worthy of the name. I will argue that in describing the ‘educated person’ Peters is not far from the view of Newman, who saw education as being about the ‘enlargement of mind’. Although Newman hesitates to call ‘enlargement of mind’ wisdom, and Peters does not use either term, there are good grounds for proposing that in distinguishing between education and training, and in asserting education is moral education because it is concerned to improve persons, Peters acknowledges the higher purposes of education and hence, we can add, its connection with wisdom. Significantly, what such a reading of Peters emphasizes is his insistence on the intrinsic value of education, a view seemingly lost in modern market-driven conceptions of education. (shrink)

Education has been widely criticised as being too narrowly focused on skills, capacities and the transference of knowledge that can be used in the workplace. As a result of the dominance of economic rationalism and neo-liberalism, it has become commodified and marketed to potential customers. As a consequence, students have become consumers of an educational product and education has become an industry. This volume draws together a number of different perspectives on what is meant by 'human formation', argues that for (...) a much richer conception of education, and addresses the lack of attention to human fulfilment. (shrink)

The 'post-truth' world in which we live has been beset by fake news, lies and a cavalier disregard for truth. If truth is neglected then an alternative is an appeal to the emotions in order to validate a particular position, which can quickly turn to the use of power to impose a particular view. The loss of truth results in the loss of freedom. This book contends that if we want to preserve our freedom then we have a serious obligation (...) to pursue truth. One way to do this is through an adequate moral education. Education in an Age of Lies and Fake News: Regaining a Love of Truth makes an argument for the importance of truth. It explores how we can retrieve the concept of truth and how moral education can be deployed in order to re-establish a commitment to truth. It introduces Eastern perspectives on the question of truth and how we view reality, and presents a realist position on the nature of truth as a counter to scepticism, drawing on Augustine and Thomas Aquinas, amongst others. Further, the chapters are mindful of the significance of developing a pedagogy which not only enables students to be critical thinkers, but to foster a genuine concern for truth and for its pursuit. This book will be essential reading for students, educators, philosophers and researchers pursuing the question of truth in the modern age. (shrink)

This volume addresses the issue of the human encounter with the Mystery of God and the purpose of human life. It explores major themes from diverse cultural and philosophical traditions, starting with questions about the possibility of belief in God, His transcendence as seen in both East and West, and ending with questions about ethics and about personhood, human dignity and human rights. Taking an eclectic approach, the chapters in this book each uniquely address aspects of the human encounter with (...) the Mystery of God, drawing from specific cultures and traditions, and using a particular philosophical and theological style. Together, the chapters provide a fresh approach and a synergy that ensures that each topic contributes something new to the dialogue between religion and culture. (shrink)

Though the revised edition of A Theory of Justice, published in 1999, is the definitive statement of Rawls's view, so much of the extensive literature on Rawls's theory refers to the first edition. This reissue makes the first edition once again available for scholars and serious students of Rawls's work.

John MacFarlane explores how we might make sense of the idea that truth is relative. He provides new, satisfying accounts of parts of our thought and talk that have resisted traditional methods of analysis, including what we mean when we talk about what is tasty, what we know, what will happen, what might be the case, and what we ought to do.

For this second edition, the editors have returned to Austin's original lecture notes, amending the printed text where it seemed necessary.

Much as we would like to conceive empirical thought as rationally grounded in experience, pitfalls await anyone who tries to articulate this position, and ...

What psychological and philosophical significance should we attach to recent efforts at computer simulations of human cognitive capacities? In answering this question, I find it useful to distinguish what I will call "strong" AI from "weak" or "cautious" AI. According to weak AI, the principal value of the computer in the study of the mind is that it gives us a very powerful tool. For example, it enables us to formulate and test hypotheses in a more rigorous and precise fashion. (...) But according to strong AI, the computer is not merely a tool in the study of the mind; rather, the appropriately programmed computer really is a mind, in the sense that computers given the right programs can be literally said to. (shrink)

Normative requirements are often overlooked, but they are central features of the normative world. Rationality is often thought to consist in acting for reasons, but following normative requirements is also a major part of rationality. In particular, correct reasoning – both theoretical and practical – is governed by normative requirements rather than by reasons. This article explains the nature of normative requirements, and gives examples of their importance. It also describes mistakes that philosophers have made as a result of confusing (...) normative requirements with reasons. (shrink)

This book is the one to put into the hands of those who have been over-impressed by Austin 's critics....[Warnock's] brilliant editing puts everybody who is concerned with philosophical problems in his debt.

This new edition of the classic Contemporary Theories of Knowledge has been significantly updated to include analyses of the recent literature in epistemology.

This study provides a comprehensive reinterpretation of the meaning of Locke's political thought. John Dunn restores Locke's ideas to their exact context, and so stresses the historical question of what Locke in the Two Treatises of Government was intending to claim. By adopting this approach, he reveals the predominantly theological character of all Locke's thinking about politics and provides a convincing analysis of the development of Locke's thought. In a polemical concluding section, John Dunn argues that liberal and (...) Marxist interpretations of Locke's politics have failed to grasp his meaning. Locke emerges as not merely a contributor to the development of English constitutional thought, or as a reflector of socio-economic change in seventeenth-century England, but as essentially a Calvinist natural theologian. (shrink)

This is a selection of essays on moral responsibility that represent the major components of John Martin Fischer's overall approach to freedom of the will and moral responsibility. The collection exhibits the overall structure of Fischer's view and shows how the various elements fit together to form a comprehensive framework for analyzing free will and moral responsibility. The topics include deliberation and practical reasoning, freedom of the will, freedom of action, various notions of control, and moral accountability. The essays (...) seek to provide a foundation for our practices of holding each other (and ourselves) morally and legally accountable for our behavior. A crucial move is the distinction between two kinds of control. According to Fischer, "regulative control" involves freedom to choose and do otherwise ("alternative possibilities"), whereas "guidance control" does not. Fischer contends that guidance control is all the freedom we need to be morally responsible agents. Further, he contends that such control is fully compatible with causal determinism. Additionally, Fischer argues that we do not need genuine access to alternative possibilities in order for there to be a legitimate point to practical reasoning. Fischer's overall framework contains an argument for the contention that guidance control, and not regulative control, is associated with moral responsibility, a sketch of a comprehensive theory of moral responsibility (that ties together responsibility for actions, omissions, consequences, and character), and an account of the value of moral responsibility. On this account, the value of exhibiting freedom (of the relevant sort) and thus being morally responsible for one's behavior is a species of the value of artistic self-expression. (shrink)

John Hyman explores central problems in philosophy of action and the theory of knowledge, and connects these areas of enquiry in a new way. His approach to the dimensions of human action culminates in an original analysis of the relation between knowledge and rational behaviour, which provides the foundation for a new theory of knowledge itself.

This anthology is a thorough introduction to classic literature for those who have not yet experienced these literary masterworks. For those who have known and loved these works in the past, this is an invitation to reunite with old friends in a fresh new format. From Shakespeare's finesse to Oscar Wilde's wit, this unique collection brings together works as diverse and influential as The Pilgrim's Progress and Othello. As an anthology that invites readers to immerse themselves in the masterpieces of (...) the literary giants, it is must-have addition to any library. (shrink)

John Stuart Mill's Utilitarianism is one of the most important, controversial, and suggestive works of moral philosophy ever written. Mill defends the view that all human action should produce the greatest happiness overall, and that happiness itself is to be understood as consisting in "higher" and "lower" pleasures. This volume uses the 1871 edition of the text, the last to be published in Mill's lifetime. The text is preceded by a comprehensive introduction assessing Mill's philosophy and the alternatives to (...) utilitarianism, and discussing some of the specific issues Mill raises in Utilitarianism. (shrink)

Michael Peters, Sonja Arndt & Marek TesarThis is a collective writing experiment of PESA members, including its Executive Committee, asking questions of the Philosophy of Education in a New Key. Co...

"A modern classic. Dewey's lectures have lost none of their vigor...The historical approach, which underlay the central argument, is beautifully exemplified in his treatments of the origin of philosophy."-- Philosophy and Phenomenological Research "It was with this book that Dewey fully launched his campaign for experimental philosophy."-- The New Republic Written by an eminent philosopher shortly after the shattering effects of World War I, this volume offers an insightful introduction to the concept of pragmatic humanism. Dewey presents persuasive arguments against (...) traditional philosophical constructs, suggesting their basis in self-justification. He proposes, instead, an examination of core values in terms of their ultimate effects on the self and others. This experimental philosophy was received with both outrage and acclaim for daring to mingle ethics and science. Delivered in 1919 as a series of lectures, Dewey's landmark work appears here in an enlarged edition that features an informative introduction by the author, written more than 25 years after the book's initial publication. (shrink)

This is a new revised version of Dr. Laslett's standard edition of Two Treatises. First published in 1960, and based on an analysis of the whole body of Locke's publications, writings, and papers. The Introduction and text have been revised to incorporate references to recent scholarship since the second edition and the bibliography has been updated.

Reissued here in its corrected second edition of 1864, this essay by John Stuart Mill argues for a utilitarian theory of morality. Originally printed as a series of three articles in Fraser's Magazine in 1861, the work sought to refine the 'greatest happiness' principle that had been championed by Jeremy Bentham, defending it from common criticisms, and offering a justification of its validity. Following Bentham, Mill holds that actions can be judged as right or wrong depending on whether they (...) promote happiness or 'the reverse of happiness'. Although attracted by Bentham's consequentialist framework based on empirical evidence rather than intuition, Mill separates happiness into 'higher' and 'lower' pleasures, arguing for a weighted system of measurement when making and judging decisions. Dissected and debated since its first appearance, the essay is Mill's key discussion on the topic and remains a fundamental text in the study of ethics. (shrink)

I argue against the orthodox view of the relationship between propositional and doxastic justification. The view under criticism is: if p is propositionally justified for S in virtue of S's having reason R, and S believes p on the basis of R, then S's belief that p is doxastically justified. I then propose and evaluate alternative accounts of the relationship between propositional and doxastic justification, and conclude that we should explain propositional justification in terms of doxastic justification. If correct, this (...) proposal would constitute a significant advance in our understanding of the sources of epistemic justification. (shrink)

John Broome; V*—Fairness, Proceedings of the Aristotelian Society, Volume 91, Issue 1, 1 June 1991, Pages 87–102, https://doi.org/10.1093/aristotelian/91.1.87.

This was scanned from the 1909 edition and mechanically checked against a commercial copy of the text from CDROM. Differences were corrected against the paper edition. The text itself is thus a highly accurate rendition. The footnotes were entered manually.

Creative Intelligence: Essays in the Pragmatic Attitude represents an attempt at intellectual cooperation. No effort has been made, however, to attain unanimity of belief nor to proffer a platform of "planks" on which there is agreement. The consensus represented lies primarily in outlook, in conviction of what is most likely to be fruitful in method of approach. As the title page suggests, the volume presents a unity in attitude rather than a uniformity in results. Consequently each writer is definitively responsible (...) only for his own essay. The reader will note that the Essays endeavor to embody the common attitude in application to specific fields of inquiry which have been historically associated with philosophy rather than as a thing by itself. Beginning with philosophy itself, subsequent contributions discuss its application to logic, to mathematics, to physical science, to psychology, to ethics, to economics, and then again to philosophy itself in conjunction with esthetics and religion. The reader will probably find that the significant points of agreement have to do with the ideas of the genuineness of the future, of intelligence as the organ for determining the quality of that future so far as it can come within human control, and of a courageously inventive individual as the bearer of a creatively employed mind. (shrink)

Intuition is sometimes derided as an abstruse or esoteric phenomenon akin to crystal-ball gazing. Such derision appears to be fuelled primarily by the suggestion, evidently endorsed by traditional rationalists such as Plato and Descartes, that intuition is a kind of direct, immediate apprehension akin to perception. This paper suggests that although the perceptual analogy has often been dismissed as encouraging a theoretically useless metaphor, a quasi-perceptualist view of intuition may enable rationalists to begin to meet the challenge of supplying a (...) theoretically satisfying treatment of their favoured epistemic source. It is argued, first, that intuitions and perceptual experiences are at a certain level of abstraction the same type of mental state, presentations, which are distinct from beliefs, hunches, inclinations, attractions, and seemings. The notion of a presentation is given a positive explication, which identifies its characteristic features, accounts for several of its substantive psychological roles, and systematically locates it in a threefold division among types of contentful states. Subsequently, it is argued that presentations, intuitive no less than sensory, are by their nature poised to play a distinctive epistemic role. Specifically, in the case of intuition, we encounter an intellectual state that is so structured as to provide justification without requiring justification in turn—something which may, thus, be thought of as ‘given’. (shrink)

Caring science that has a foundation in ‘lived experience’ may be viewed as a ‘patient science’, in other words nursing has its starting point in the patient’s perspective. To support in learning caring science, the learning situation has to embrace the students’ lived experience in relation to the substance of caring science. One of the challenges in education involves making theoretical meanings vivid in the absence of actual patients. Written patient narratives and fiction like novels in combination with scientific literature (...) are often used in order to obtain lived experiences as the foundation for teaching. Questions concerning how film can be used in this context to support the learning of caring science have recently emerged. The aim of this study is to describe how film as learning-support may boost reflection when learning caring science. The data was collected through audio-taped seminars, written reflections and group-interviews with students on basic, advanced, and doctoral levels. The analysis is based on the Reflective Lifeworld Research (RLR) approach which is founded in phenomenology. The results show how film as a learning-support enhances the understanding of the caring science theory, and provides a deeper understanding of the subject. Film can be very touching and provides support for the students’ embodied reflections. Hence, it is important that the students are encouraged to watch films from a caring science perspective. This requires a structure for learning-support related to the film, such as having a focus and purpose for watching the film, as well as support for follow-ups. The film itself does not create such support and guidance; instead, it must be combined with well-considered pedagogic thoughts on what learning is and how learning can be supported. The results are highlighted with the help of Maurice Merleau-Ponty’s philosophy of ‘the lived body’, and ‘the flesh of the world’. Indo-Pacific Journal of Phenomenology , Volume 12, Special Edition July 2012. (shrink)

This new edition includes a substantial postscript by the author, in which he responds to thirty years of discussion, criticism and further work in the field to ...

This volume of The Subjection of Women provides a reliable text in an inexpensive edition, with explanatory notes but no additional editorial apparatus. -/- .

How do we transmit or distribute knowledge, as distinct from generating or producing it? In this book John Greco examines the interpersonal relations and social structures which enable and inhibit the sharing of knowledge within and across epistemic communities. Drawing on resources from moral theory, the philosophy of language, action theory and the cognitive sciences, he considers the role of interpersonal trust in transmitting knowledge, and argues that sharing knowledge involves a kind of shared agency similar to giving a (...) gift or passing a ball. He also explains why transmitting knowledge is easy in some social contexts, such as those involving friendship or caregiving, but impossible in contexts characterized by suspicion and competition rather than by trust and cooperation. His book explores phenomena that have been undertheorized by traditional epistemology, and throws new light on existing problems in social epistemology and the epistemology of testimony. (shrink)

John Henry Newman was a theologian and vicar at the university church in Oxford who became a leading thinker in the Oxford Movement, which sought to return Anglicanism to its Catholic roots. Newman converted to Catholicism in 1845 and became a cardinal in 1879. He published widely during his lifetime; his work included novels, poetry and the famous hymn 'Lead, Kindly Light', but he is most esteemed for his sermons and works of religious thought. This volume, first published in (...) 1870, is an ambitious examination of the logical processes that underpin religious faith. Newman discusses how it is possible to believe what cannot be proven empirically, and postulates that the mind has the facility to bridge the logic gap to allow for humans to believe in things that they do not fully comprehend. A lucid and masterful work which remains relevant to contemporary discussions of faith. (shrink)

Reissued in its revised 1866 second edition, this work by John Stuart Mill discusses the positivist views of the French philosopher and social scientist Auguste Comte. Comte is regarded as the founder of positivism, the doctrine that all knowledge must derive from sensory experience. The two-part text was originally printed as two articles in the Westminster Review in 1865. Part 1 offers an analysis of Comte's earlier works on positivism in the natural and social sciences, while Part 2 considers (...) its application in areas such as religion and ethics. Mill states that Comte is the first philosopher who has attempted to extend positivism 'to all objects of human knowledge'. Despite being critical of a number of Comte's views, such as the exclusion of psychology from positivist science, Mill acknowledges his fellow philosopher's influence in the face of common negative perceptions of the positivist movement. (shrink)

This book, a reevaluation of a major issue in modern philosophy, explores the controversy that grew out of John Locke's suggestion, in the Essay Concerning Human Understanding (1690), that God could give to matter the power of thought.

The use of narrative – in this case a fictional dialogue – has been a time-honoured way of exploring ideas and most importantly indispensable for learning, at least since the time of the Sophists. Indeed, the dialogues of Plato exemplify this thesis because the qualities and characteristics of philosophy and philosophising are revealed through their lives. Extending on this premise, we would argue that we learn to understand both the unity and complexity of philosophy – particularly in education and educational (...) research – not by formal philosophical arguments, necessary as they are in some contexts, but by narratives that are relevant, narratives that make the actions of one or more characters intelligible and justifiable. As a result, this article uses a narrative approach for the dual purpose of exhibiting the relevance of philosophy intelligibly exhibited through the examples of the characters put forward, but at the same time characters we our... (shrink)

A foundational text in modern empiricist method, published in 1843 by Victorian England's foremost philosopher of political and social life.

Conceptualism is the thesis that, for any perceptual experience E, (i) E has a Fregean proposition as its content and (ii) a subject of E must possess a concept for each item represented by E. We advance a framework within which conceptualism may be defended against its most serious objections (e.g., Richard Heck's argument from nonveridical experience). The framework is of independent interest for the philosophy of mind and epistemology given its implications for debates regarding transparency, relationalism and representationalism, demonstrative (...) thought, phenomenal character, and the speckled hen objection to modest foundationalism. (shrink)

As is well known, Aristotelian natural philosophy, and many other systems of natural philosophy since, have relied heavily on teleology and teleological causation. Somehow, the purpose or end of an obj ect can be used to predict and explain what that object does: once you know that the end of an acorn is to become an oak, and a few things about what sorts of circumstances are conducive to the attainment of this end, you can predict a lot about the (...) sprouting of the acorn and the subsequent behaviour of the piece of vegetation that results. Once you know that a rock seeks to move towards the centre of the Earth, you gain some insight into why it falls when released, and why it deforms the carpet or foot that it lands on. Once you know that the rabbit seeks to preserve itself, you can predict it will run from the fox. And so on. There are at least three features of Aristotle’s teleology, and more generally of an Aristotelian frame of mind about teleology, that may induce suspicion. One is that an end can serve as a "cause": as well as the sort of causation we all recognize, efficient causation, there are other forms, one of which is teleological causation. However, this can look less odd if we think of causes as things that figure in "because" answers to "why" questions. Whether or not self-preservation, or the rabbit’s continued existence, or something similar, causes the rabbit to run, the reply "because it seeks to continue in existence" certainly makes sense as an answer, or part of an answer, to a question about why it ran from the fox. (At present we are only. (shrink)

A concise, reader-friendly overview of pragmatism, the most influential school of American philosophical thought.

The esteemed psychologist and thinker John Dewey headed for previously unexplored philosophical territory with this influential work. Written shortly after World War I, it embodies Dewey's system of pragmatic humanism and maintains that individuals can attain "a more ordered and intelligent happiness" by reconsidering the ultimate effects of their deepest beliefs and feelings. With its promise of achieving an understanding of the past and attaining a brighter future, Reconstruction in Philosophy remains ever relevant. "A modern classic." — Philosophy and (...) Phenomenological Research. (shrink)