The Role of Philosophy

This draft now appears (in revised form) as the Preamble to _Self-Reflection for the Opaque Mind_. See http://philpapers.org/rec/PARSFT-3.

[For a planned Festschrift on William Lycan, edited by Mitch Green and Jan Michel.] Lycan (2022) sums up his (2019) _On Evidence in Philosophy_ as a “dolorous” book. This is primarily because the book claims that the field is infected with non-rational socio-psychological forces (fashion, bias, etc.) and that there is a persistent lack of consensus on philosophical questions. In this paper, I primarily rebut Lycan's second reason for dolorousness. For one, if we attend carefully to his text, his metaphilosophical (...) despair seems to die a death of 1000 qualifications. For another, several of the most important qualifications to such pessimism have been omitted. In attending to these, we shall see that philosophy has much to be proud of. I also offer an explanation for why many optimistic signs for philosophical progress tend to escape our notice. (shrink)

How does experimental philosophy address philosophical questions and problems? That is: What projects does experimental philosophy pursue? What is their philosophical relevance? And what empirical methods do they employ? Answers to these questions will reveal how experimental philosophy can contribute to the longstanding ambition of placing philosophy on the ‘secure path of a science’, as Kant put it. We argue that experimental philosophy has introduced a new methodological perspective – a ‘meta-philosophical naturalism’ that addresses philosophical questions about a phenomenon by (...) empirically investigating how people think about this phenomenon. This chapter asks how this novel perspective can be successfully implemented: How can the empirical investigation of how people think about something address genuinely philosophical problems? And what methods – and, specifically, what methods beyond the questionnaire – can this investigation employ? We first review core projects of experimental philosophy and raise the question of their philosophical relevance. For ambitious answers, we turn to experimental philosophy’s most direct historical precursor, mid-20th century ordinary language philosophy, and discuss empirical implementations of two of its research programmes that use experimental methods from psycholinguistics and corpus methods from the digital humanities. (shrink)

This book offers a unique analysis of the tension between the individual and society in educational contexts, and the role that citizenship and democratic education can play. It approaches the question from two different perspectives – the institutional and the interactional – and argues that any solution must answer the tension from both or it will necessarily fail. The answer is found through a political methodology that places education at the centre and concludes that a balance can be found if (...) we embrace the federated disestablishment of education and state and internally democratic schooling that aims to realise the emancipation of the political child. -/- The book situates itself in the tradition of political philosophy that is education focused, identifying an unresolved tension between the individual and society in the works of Rousseau, Dewey, and Freire. It discusses the concept of authority as a primary issue persisting in this tension. It does so by exploring both interactional and institutional responses based on the idea of the free individual and cooperative associations. The author advocates an education system that creates the necessary space for the cultivation of the free individual and is run by the principles of internally democratic schooling. -/- With a strong focus on citizenship and the role of education in the development of social-justice oriented citizens, this book will be of great interest to researchers, academics, and postgraduate students in the fields of philosophy of education, political philosophy, educational theory, and citizenship education. (shrink)

Cipa examines the ways in which Schiller’s literary prose contains resonances of the ideas he would develop in his later philosophical works, arguing that philosophical concepts from Schiller’s Kantian phase in the 1790s are in principle already discoverable in the pre-critical prose works. Cipa highlights the question of free will and Schiller’s understanding of aesthetic education, especially as it relates to Schiller’s theory of three drives: the form, the sense, and the play drive, before turning to Schiller’s views on duty, (...) inclination, and grace to outline how, for Schiller, art cannot be isolated from its necessary role in forming and developing the citizen and civilised society. Cipa concludes with a discussion of the ideal of art as it relates to what Schiller calls the beautiful soul. (shrink)

Feminella explores the ways in which Schiller both explicitly and implicitly addresses philosophical concepts in the poems “Ode to Joy,” “The Gods of Greece,” “The Artists,” “The Realm of Shadows,” “The Wordly Wise” and “The Metaphysician.” One of the most prevailing themes throughout his poetry is the precarious role of aesthetics in a world in which reason and scientific endeavors increasingly take center stage. Schiller’s poetry reflects on how art and aesthetic conceptions of the world can reconcile the paradoxes of (...) the modern age and reconstitute the harmony and wonder lost by excessive rationalizing tendencies. (shrink)

Philosophical reflection is a constitutive element of Schiller’s dramatic production from its very beginning. This chapter reconstructs the different stages of the interaction between Schiller’s tragedies and philosophy, the turning point of which can be seen in his theoretical work inspired by Kant. In his early tragedies, philosophical themes enter directly into the dramatic construction: in Die Räuber, we find a philosophical anthropology and critique of materialism, whereas in Fiesco and in Don Karlos echoes of the thought of Shaftesbury, Montesquieu (...) and Ferguson bring out the relationship between moral principles and political action. Instead, the late tragedies, beginning with Wallenstein, show a more complex and critical attitude towards philosophical thought, and are partly conceived as a response to questions left open in his theoretical writings. (shrink)

Plakias has recently argued that there is nothing wrong with publishing defences of philosophical claims which we don't believe and also nothing wrong with concealing our lack of belief, because an author's lack of belief is irrelevant to the merit of a published work. Fleisher has refined this account by limiting the permissibility of publishing without belief to what he calls ‘advocacy role cases’. I argue that such lack of belief is irrelevant only if it is the result of an (...) inexplicable incredulity or the result of a metaphilosophical or epistemic stance that is unrelated to the specific claim. However, in many real-life cases, including Fleisher's advocacy role cases, our doubts regarding the claims we defend arise from reasons that have something to do with the insufficiency of the philosophical evidence supporting the claim, and publishing an unconditional defence of a claim without revealing our doubts is impermissible as it involves withholding philosophically relevant reasons. Plakias has also argued that discouraging philosophers from publishing claims they don't believe would be unfair to junior philosophers with unsettled views. I propose that we should change our academic practices that pressure philosophers to publish articles that pretend to be defences of settled views. (shrink)

The article examines education from the perspective of its goals and functions. The development of thinking skills is considered as both the goal and function of education, and the process of thinking as a means of education. Education is broadly understood as the creation of an image, and narrowly as the complex of social institutions that carry out educational activity. As a mechanism of socialization, education is one of the most important historically formed tools for the training and development of (...) thinking ability, which is the main instrument of the evolutionary strategy of homo sapiens. The article discusses the ontological status of thought as an attributive property of homo sapiens that defines human being. Thinking is a psychic reality rooted in biological processes, the fundamental basis of all cognitive and human activity-based processes. The author conducts a philosophical analysis of the concepts of thinking, good thinking, qualitative thought, and education. Philosophizing is considered as a special type of thinking, and the article researches its instrumental function, the potential ability to produce sanity, prudence, an analytical approach to any situation, and the ability to make independent decisions. Common to all philosophizing subjects will be that they will act as “demiurges” of their world, which they will be able to fill with their own meanings and values. Philosophical thinking is free thinking, which has a playful character, and therefore it can be defined as a game of meanings. The article describes existing approaches to the development of the philosophical education of children. The author draws attention to the advantage of the Russian system of higher education in connection with the compulsory teaching of philosophy, and argues to develop philosophical education for schoolchildren. The article concludes that the philosophical component of education at all levels, from elementary school to university, is an effective way to form high-quality thinking among students. (shrink)

[This book replaces the - discontinued - first edition of 'Introduction to Interdisciplinary Research' (2016, by Menken & Keestra)] We are increasingly realizing that, as a result of technological developments and globalization, problems are becoming so complex that they can only be solved through cooperation between scientists from different disciplines. Healthcare, climate change, food security, globalization, and quality of life are just a few examples of issues that require scientists to work across disciplines. In many cases, extra-academic stakeholders must be (...) involved in order to arrive at robust solutions. Young academics are being called on to step beyond the boundaries of traditional disciplines to contribute to addressing fundamental, often societal problems. As a result of these developments, an interdisciplinary approach is becoming increasingly necessary and popular in higher education. Students need to learn more about how to integrate and apply knowledge, methods, and skills from different fields. The crucial step of integration within interdisciplinary research is treated extensively in this textbook, which contains a comprehensive ‘interdisciplinary integration toolbox’. In addition, students must learn to collaborate in teams. An Introduction to Interdisciplinary Research serves as a systematic manual to guide students through this interdisciplinary research process. (shrink)

In “The Place of Philosophy in Bioethics Today,” Blumenthal-Barby and colleagues argue that philosophy is indispensable to the field of bioethics (Blumenthal-Barby et al. 2022). Nonetheless, they i...

ABSTRACT Conceptual engineering aims to improve our concepts. That's plausibly an extremely difficult thing to do. Should this make us sceptical of the idea that philosophers should try to do it? You might think so. Cappelen, in his Fixing Language: an Essay on Conceptual Engineering, thinks it shouldn't stop us – but his stated reasons are not really encouraging. In this paper, I say what I think Cappelen should have said, on the basis of a very rough cost-benefit analysis.

Background The edge metaphor is ubiquitous in describing the present situation in the world, and nowhere is this as clearly visible as in medicine. “The edge of medicine” has become the title of books, scholarly articles, media headlines, and lecture series and seems to be imbued with hype, hope, and aversion. In order better to understand what is at stake at “the edge of medicine” this article addresses three questions: What does “the edge of medicine” mean in contemporary debates on (...) modern medicine? What are the challenges “on the edge of medicine” (in these various meanings of “on the edge”)? How can philosophy and ethics contribute with addressing these challenges? Methods Literature searches in PubMed and Google Scholar are used to identify uses of the phrase “the edge of medicine” while conventional content analysis is used to analyze meanings of and challenges with “the edge of medicine.” These results are then investigated with respect to how philosophy and ethics can address the identified challenges. Results The literature reveals that “the edge of medicine” has many meanings, such as: Border; Margin (of life); Frontier; Forefront; Fringes; Plunge (abyss); Brink (verge); Conflict; and Balancing. In general, the various meanings address four basic challenges: setting limits, keeping control, make meaning, and handling conflicts or aporias. The analysis of each of the meanings of “the edge of medicine” identifies a wide range of important and urgent tasks for the humanities in general, and for philosophy and ethics in particular: 1) clarifying concepts; 2) clarifying assumptions and premises of arguments, methods, advice, and decisions; 3) elaborate new concepts and new theories; 4) conceptualize and handle uncertainty, moral regret, and residue; 5) reveal “the emperor’s new clothes;” 6) identify trends and reflect on their implications; 7) demarcation; and 8) reflecting on goodness in medicine. Conclusion The phrase “the edge of medicine” expresses a wide range of challenges for modern health care. Together with other disciplines philosophy and ethics can and should make crucial contributions at “the edge of medicine,” which is where the future of human beings and societies is created and formed. (shrink)

The structure "home - world - ideals" is presented as the structure of "philosophical striving" (F. Marković). It could be formally described as a model consisting of a domain, relations and a valuation. On that basis, the identity, openness, and the significance of Croatian philosophy is investigated. The programme of the renewal of Croatian philosophy (as proposed 1882 by Franjo Marković) is re-examined, and some unsolved historical-cultural discontinuities within the programme are described. The written beginnings of Croatian philosophical thought are (...) detected in the Charter of Duke Trpimir (852). (shrink)

Books and journal articles have become the dominant modes of presentation in contemporary philosophy. This historically contingent paradigm prioritises textual expression and assumes a distinction between philosophical practice and its presented product. Using Socrates and Diogenes as exemplars, we challenge the presumed supremacy of the text and defend the importance of ways of life as modes of practiced presentation. We argue that text cannot capture the embodied activity of philosophy without remainder, and is therefore limited and incomplete. In particular, we (...) contend that a static text is essentially alienated from our practices of philosophising, words cannot unambiguously represent lives, and practiced presentation enriches our understanding beyond words alone. After discussing some pedagogical implications, we conclude with a plea for a pluralistic approach that recognises lives as legitimate and valuable modes of philosophical presentation. (shrink)

Human beings employ concepts not merely to re-constitute their worlds, realities, including their selves, minds, consciousness, lives and loves but to fabricate and constitute these things. .Concepts, conceptual practices, usage and meanings are loaded and associated with predetermined -isms, presuppositions, assumptions, attitudes, beliefs, restrictions, perspectives, frames of reference, and other phenomena that will determine how they are used, their effects, results, consequences, etc. Concepts, conceptual practices, usage and meanings are loaded and associated with pre-determined -isms, pre-suppositions, assumptions, attitudes, beliefs, restrictions, (...) perspectives, frames of reference, and other phenomena that will determine how they are used, their effects, results, consequences, etc. -/- The above is earth- and anthropo-centered and restricted. The origins, nature, past, present and future is explored. This is suggested as point of reference and not the minute and irrelevant planet earth. Changes, modifications even the destruction of this planet will have little effect on and consequences for our galaxy and the universe. Against or in this universal context the nature, the functions, aims, objectives, methods, techniques, relevance, meaning and possibility of philosophy and philo- sophizing is explored. -/- Reductionistic humans are obsessed with and drawn to minimalist and generalized patterns or sets and systems of ideas as explanations and underlying foundations of complex realities and phenomena. (shrink)

This essay explains why there are good reasons to practice philosophy as a way of life. The argument begins with the assumption that we should live well but that our understanding of how to live well can be mistaken. Philosophical reason and reflection can help correct these mistakes. Nonetheless, the evidence suggests that philosophical reasoning often fails to change our dispositions and behavior. Drawing on the work of Pierre Hadot, the essay claims that spiritual exercises and communal engagement mitigate the (...) factors that prevent us from living in accord- ance with our conceptions of the good life. So, many of us have reasons to engage in philosophical reasoning along with behavioral, cognitive, and social strategies to alter our behavior and attitudes so that they’re in line with our philosophical commitments. In these respects, many of us should practice philosophy as a way of life. (shrink)

This work is a short compilation of notes from my own notebooks. It was shown at the Museum of Futures' annual visual literature exhibition for 2020 on the subject of notational literature and the (un)finished draft. The notes selected discuss note taking itself, art, and themes from my essays.

The tendency to idealise artificial intelligence as independent from human manipulators, combined with the growing ontological entanglement of humans and digital machines, has created an “anthrobotic” horizon, in which data analytics, statistics and probabilities throw our agential power into question. How can we avoid the consequences of a reified definition of intelligence as universal operation becoming imposed upon our destinies? It is here argued that the fantasised autonomy of automated intelligence presents a contradistinctive opportunity for philosophical consciousness to understand itself (...) anew as holistic and co-creative, beyond the recent “analytic” moment of the history of philosophy. Here we introduce the concept of “crealectic intelligence”, a meta-analytic and meta-dialectic aspect of consciousness. Intelligent behaviour may consist in distinguishing discrete familiar parts or reproducible functions in the midst of noise via an analytic process of segmentation; intelligence may also manifest itself in the constitution of larger wholes and dynamic unities through a dialectic process of association or assemblage. But, by contrast, crealectic intelligence co-creates realities in the image of an ideal or truth, taking into account the desiring agent imbued with a sense of possibility, in a relationship not only with the Real but also with the creative sublime or “Creal”. (shrink)

The topic of this article is a presentation and criticism of the role of philosophy in understanding religious texts from the Tafkik School’s point of view. After I give an overall definition of this school at the beginning of the article, I referred to its followers' views regarding the role of philosophy in understanding religious texts and their evidence. After emphasizing on the need for rationality to understand religion, I explained how they separate between prudence and philosophizing. They claim that (...) philosophizing is not necessary in this matter, and then they sometimes accept the influence of philosophy in understanding religious texts instrumentally, at times they deny this positive effect, and some of them claim that philosophy is a barrier and a veil to understanding religious texts. As for us, after discussing and criticizing their evidence in this matter, we have come to the conclusion that philosophy is a branch of reasoning, in addition to that philosophizing has a positive effect on understanding religious texts. It is not possible to understand some of the rational knowledge in religion for ordinary people without philosophizing, such as God’s non-numerical oneness, being ahead of time and space, being with everything not by comparison, being different from everything not by equilibrium, being first and last, evidently and objectively, and so on. (shrink)

Philosophy ultimately searches for what lies beyond the possible. This question is what makes us human. We ask about the limits of language, the framing of the world, and how by breaking with what always already is we invite a madness that makes further understanding impossible. -/- This book presents a call to withstand the normalcy that presents itself as continual variations of the ‘new’. To face the illusions that clutter reality and to engage in asking the final question that (...) is left for us to answer, to un-answer, to suffer again and again. The question of the necessity of the impossible. (shrink)

Nothing was more important for W. E. B. Du Bois than to promote the upward mobility of African Americans. This essay revisits his “The Conversation of Races” to demonstrate its general philosophical importance. Ultimately, Du Bois’s three motivations for giving the address reveal his view of the nature of philosophical inquiry: to critique earlier phenotypic conceptions of race, to show the essentiality of history, and to promote a reflexive practice. Commentators have been unduly invested in the hermeneutic readings and as (...) a result have misunderstood it as a philosophical text. Du Bois did more than introduce the concept of race into the purview of philosophy, he provided a method for philosophical inquiry into a concept that is notoriously difficult to approach with precision. My goal here is to show why no introduction to philosophy and no discussion about the nature of philosophical inquiry is complete without consideration of “Conservation.” Certainly, it is a text about race, but it is also an important philosophical text in general. (shrink)

We philosophers of science have before us an important new task that we need urgently to take up. It is to convince the scientific community to adopt and implement a new philosophy of science that does better justice to the deeply problematic basic intellectual aims of science than that which we have at present. Problematic aims evolve with evolving knowledge, that part of philosophy of science concerned with aims and methods thus becoming an integral part of science itself. The outcome (...) of putting this new philosophy into scientific practice would be a new kind of science, both more intellectually rigorous, and one that does better justice to the best interests of humanity. (shrink)

Although there have never been so many professional philosophers as today, most of the questions discussed by today’s philosophers are of no interest to cultured people at large. Specifically, several scientists have maintained that philosophy has become an irrelevant subject. Thus philosophy is at a crossroads: either to continue on the present line, which relegates it into irrelevance, or to analyse the reasons of the irrelevance and seek an escape. This paper is an attempt to explore the second alternative.

Educated people everywhere now acknowledge that ecological destruction is threatening the future of civilization. While philosophers have concerned themselves with environmental problems, they appear to offer little to deal with this crisis. Despite this, I will argue that philosophy, and ethics, are absolutely crucial to overcoming this crisis. Philosophy has to recover its grand ambitions to achieve a comprehensive understanding of nature and the place of humanity within it, and ethics needs to be centrally concerned with the virtues required to (...) create and then sustain economic, social and political formations that augment the life of ecological communities. Achieving these ends will involve reviving speculative philosophy and its quest to forge a synthesis of natural philosophy, history and art to enable humanity to redefine its place in the world, both collectively and as individuals, in very practical ways. Such a synthesis is required to oppose the corrosion of democracy and to revive the virtues of citizenship and the sense of responsibility citizenship entails, but more fundamentally and intimately related to such citizenship, to oppose managerialism and the proletarianization of the workforce and to revive workmanship and professionalism as the foundations of not only economic life, but social and political life. (shrink)

Wie können Philosoph/innen mit der Bedrohung der akademischen Freiheit umgehen, die von rechtspopulistischen Strömungen (in Deutschland, Europa und weltweit) und autoritären Staaten (wie der Türkei und Ungarn) ausgeht? – Diese Frage stand im Zentrum der Podiumsdiskussion „Bedrohtes Denken“, die während des DGPhil Kongresses in Berlin am Tag der Bundestagswahl 2017 stattfand. Es war eine Diskussion, deren Ende von der bedrückenden Nachricht überschattet wurde, die rechtsextreme AfD werde drittstärkste Kraft im neuen Bundestag. Angesichts dieses zutiefst beunruhigenden Wahlergebnisses glauben wir, dass es (...) wichtig ist, diese Diskussion weiterzuführen. Dieser Kommentar soll dazu einen Anstoß geben. (shrink)

This book focuses on the role of philosophy across disciples. It gives several examples of how philosophical theories or particular concepts or lines of arguments, can be used in other (non-philosophical) disciplines, such as politics, business, psychology, art, and film studies.

I intended to deal with the different sections or chapters in one volume,‭ ‬but as certain sections or chapters are very long,‭ ‬like chapter‭ ‬1,‭ ‬THEORIZING AND PHILOSOPHIZING‭ (‬VOLUME‭ ‬1‭)‬,‭ ‬I divided some of them into separate volumes,‭ ‬chapter‭ ‬2‭ ‬HEURISTICS AND PROBLEMSOLVING‭ (‬Volume‭ ‬2‭) ‬and‭ ‬chapter‭ ‬3‭ ‬IMAGINARY EXPERIMENTS AND METAPHORS‭ (‬Vol‭ ‬3‭)‬. -/- In Volume‭ ‬1‭ ‬THEORIZING AND PHILOSOPHIZING‭ (‬VOLUME‭ ‬1‭) ‬I show that and how‭ (‬the different features,‭ ‬steps and stages of‭) ‬philosophizing resemble the processes of theorizing. (...) -/- I deal with a number of basic approaches that philosophers employ to do philosophy.‭ ‬These approaches form part of the traditional methodologies of all Philosophy. -/- The processes and techniques of doing philosophy resemble the techniques and methods one finds in different steps,‭ ‬stages and features of the processes of theorizing,‭ ‬theory development and construction.‭ ‬As many philosophers lack meta-cognitive awareness of what they are doing‭ (‬namely theorizing‭) ‬and how they are doing it‭ (‬the techniques of the different steps and stages of theorizing‭) ‬they do not complete the entire process of theorizing and theory development,‭ ‬but instead concentrate on only certain features of it. -/- The different features,‭ ‬steps and stages of theorizing are explained and the doing of philosophy is compared with them. (shrink)

Exploration of the meanings, dimensions, levels of the umbrella-notion of wisdom. I added a discussion between the academics of the notion and research into it (on Wisdom list [email protected] ) as second appendix. I added on 7/09/2017 a new appendix http://www.drrogerwalsh.com/wp-content/uploads/2009/07/What-is-Wisdom-Cross-Cultural-Cross-Disciplin ary-Syntheses-Roger-Walsh-2015-Review-of-General-Psychology.pdf . -/- Most people involved in this discourse will be aware of the meaning of the word philosophy. The love part might be familiar to many of the human beings, although each individual will probably have his/her own superficial notion (...) of this idea. It is the second part of the word that will baffle anyone who reflects at all. The notion of wisdom is another umbrella-word, like mind, consciousness, reality, the world, etc. Notions that cover a whole range of ideas and concepts, but that are frequently employed as if it has one specific, precisely defined meaning and usage. When we are informed about the three, four or five features, aspects or characteristics of the word wisdom, we are actually presented with some form of conceptual analysis of possible meanings of the word wisdom. In the following 7 dimensions (characteristics?) of the notion or idea of wisdom are proposed. This is like a conceptual analysis of the word wisdom. Brown and Greene outline their efforts to developing and testing a reliable ‘Wisdom Development Scale’. Their study provides evidence to support the theory that wisdom is a multidimensional construct with the following 7 dimensions: (1) Self-Knowledge (2) Emotional Management (3) Altruism (4) Inspirational Engagement (5) Judgment (6) Life Knowledge (7) Life Skills Jeste suggests that: Most of us agree that wisdom is a complex trait. It’s not just one thing – it’s not like ‘optimism,’ which is a single specific trait. Wisdom is far more complex, comprised of different components. He says: He found six such dimensions or components. Social decision-making. ‘Emotional Regulation’ – control over one’s emotions. ,The third one is ‘Prosocial Behaviours’ – things that we do for others ,Then comes ‘Insight’ – knowing yourself. It includes self-reflection,The fifth is ‘Acceptance of uncertainty’, which also means ‘acceptance of diversity of views.’ ,The last component in that list was still being ‘Decisive’, in that you accept uncertainty, you accept diversity of views, and yet you cannot sit on the fence all the time. You cannot be ambivalent all the time. You have to make a decision. We found that those six were still the most common components, but there were three others that some people have proposed as components of wisdom. Those three are ‘Spirituality’, ‘Sense of Humor’ and ‘Openness to new experience.’ -/- . (shrink)

She has always existed and is more than a citizen of multiverses,‭ ‬most likely the ground of all.‭ ‬In the West she was introduced around C.570‭ ‬and since then many individuals have searched for her,‭ ‬tried to become familiar with her and created all sorts of,‭ ‬frequently ridiculous,‭ ‬things in her name. Once someone has a passion for her it cannot be extinguished but increases.‭ ‬Objectively this need for her is referred to as‭ ‘‬love of wisdom‭’‬,‭ ‬the need for wisdom,‭ (...) ‬while personally it is a need of some individuals. -/- This passion and need has become institutionalized and it has developed a discourse and became a socio-cultural practice of its own.‭ ‬Fairly recently it has even become a discipline at,‭ ‬mostly higher,‭ ‬institutions of learning.‭ ‬Previously those searching for and attempting to interact with her came from many walks of life and all kinds of professions,‭ ‬while in the last century or so many people began to live off her as they are remunerated for talking about,‭ ‬about the history of searching for and investigating her and saying all sorts of things about her. -/- Many things are done in her name and all sorts of neologisms are fabricated to label them,‭ ‬such as analytic,‭ ‬continental,‭ ‬idealism,‭ ‬rationalism,‭ ‬empiricism,‭ ‬and all these labels are again specified and specified ad infinitum with terms such as materialism,‭ ‬physicalism,‭ ‬weak naturalism,‭ ‬speculative and new realism,‭ ‬etc. -/- Individuals from many other disciplines and areas of life,‭ ‬such as sociology,‭ ‬the arts,‭ ‬humanities,‭ ‬cognitive sciences,‭ ‬sport,‭ ‬etc got on the bandwagon so that we now have a philosophy or love of wisdom,‭ ‬epistemologies,‭ ‬ontologies etc of everything under the sun.‭ ‬Even if you were to write some theses or do some study you will stipulate your epistemology,‭ ‬ontology,‭ ‬methodology,‭ ‬etc.‭ ‬Just as those who live off philosophy become involved in every area of humanity and all its socio-cultural practices produce so-called peer reviewed publications,‭ ‬articles,‭ ‬essays and books on philosophy of art,‭ ‬sport,‭ ‬humanities,‭ ‬cognitive sciences,‭ ‬religion,‭ ‬gods,‭ ‬sex,‭ ‬rock‭ ‘‬n roll,‭ ‬language,‭ ‬words,‭ ‬ideas,‭ ‬how words and ideas and concepts do their thing,‭ ‬etc,‭ ‬etc.‭ -/- The way these subject-matter are treated will usually consists of some form of reasoning,‭ ‬the use of arguments or argumentation and some kind of logic and a process that resembles the features,‭ ‬steps,‭ ‬stages and processes of theorizing,‭ ‬the construction and development of models,‭ ‬short term,‭ ‬medium or large theories.‭ ‬The latter is often presented in the form of entire‭ ‘‬metaphysical‭’ ‬and speculative systems such as those of Plato,‭ ‬Aristotle,‭ ‬Kant,‭ ‬Hegel,‭ ‬Marx,‭ ‬Husserl,‭ ‬Habermas et al.‭ ‬While Socrates and to some extent the later Wittgenstein attempted to be more authentic to the original principles of trying to follow and developed the ideal of identifying,‭ ‬capturing by verbal interaction‭ (‬be it discourse,‭ ‬or dialogue‭) ‬and becoming one‭ (‬like mystics of all religions who are passionate about‭ ‘‬the one‭’‬,‭ ‬the Beloved,‭ ‬the one Real Self,‭ ‬etc and attempt to become one,‭ ‬united with or‭ ‘‬oned‭’ ‬with their object or subject of desire‭) ‬with Sophos‭ – ‬by exploring and investigating or applying and executing practical use of language,‭ ‬and thereby to uncover and capture her. -/- The effects of the institutionalization of the discipline are far-reaching and the professionalization of the role of philosopher as a‭ ‘‬profession‭’‬,‭ ‬an employee of an institution and a representative of the status quo are discussed in a number of articles being cited. -/- The methods of the philosophical discourse vary,‭ ‬first of all between the so-called Continental and Anglophone Analytic philosophies,‭ ‬its movements,‭ ‬schools and institutions,‭ ‬such as research universities,‭ ‬journals,‭ ‬communities and book publishers.‭ ‬It seems as if increasingly philosophizing employs some of the stages and steps of the processes of theorizing.‭ ‬Other aspects of her methods are heuristic devices,‭ ‬the use of metaphors and analogies,‭ ‬philosophical logic,‭ ‬informal and other types of logic,‭ ‬arguments and argumentation.‭ ‬This involves the creation of fallacies in thinking and reasoning and the causing of all sorts of fallacies or crooked thinking. -/- The nature and changes of philosophical subject-matter are discussed as the socio-cultural practice lost most of its traditional‭ ‘‬objects‭’ ‬with the social and cultural differentiation of other,‭ ‬specialized disciplines.‭ ‬In turn the discourse attempts to fabricate other subject-matter,‭ ‬for example the development of so-called Experimental Philosophy,‭ ‬inter-disciplinary studies such as cognitive sciences and philosophies or meta-level explorations of and speculations about other disciplines,‭ ‬professions and domains‭ (‬for example normative,‭ ‬instrumental and subjective aesthetic‭ – ‬this the terminology and distinctions according to the working class obsessive Critical Theory of the so-called Frankfurt Schule.‭ ‬One always wonders what degree of personal experience their educated,‭ ‬middle class academics have of‭ ‘‬the working class‭’‬,‭ ‬whatever that is meant to be‭?)) ‬of human activity.‭ ‬Such as philosophy of medicine,‭ ‬sport,‭ ‬art,‭ ‬religion,‭ ‬just name it and it is bound to exist.‭ -/- Another‭ ‘‬extension‭’ ‬of or interest in‭ ‘‬philosophy‭’ ‬is that of certain individuals,‭ ‬schools or movements in other disciplines,‭ ‬for example social‭ ‘‬sciences‭’ ‬such as sociology and supporters of the above mentioned‭ ‘‬Schule‭’‬.‭ ‬They frequently use philosophical words such as ontology,‭ ‬epistemology,‭ ‬multi-dimensional,‭ ‬many-levels,‭ ‬contexts assumptions,‭ ‬pre-suppositions,‭ ‬immanent,‭ ‬transcendent,‭ ‬etc.‭ ‬Is this intended to be an extension of philosophy and the doing of philosophizing or merely cognitive bias of the form‭ ‘‬authority bias‭’‬.‭ ‬In this case the authority being‭ ‘‬the discipline of philosophy‭’‬,‭ ‬as well as the‭ ’‬use of the word philosophy‭ ‬and terms from the philosophical discourse‭’‬.‭. (shrink)

A conceptual exploration of the umbrella notion Wisdom, as well as dimensions, characteristics and components of the idea of wisdom as suggested by experimental philosophy, neurosciences and other studies and a comparison of the notion of wisdom with those of knowledge, truth, insight and understanding. https://www.academia.edu/34339690/PHILOSOPHY_PHILO_SOPHOS_LOVE_OF_WISDOM.

The purpose of this book is to address the controversial issues of whether we have a fixed set of ontological categories and if they have some epistemic value at all. Which are our ontological categories? What determines them? Do they play a role in cognition? If so, which? What do they force to presuppose regarding our world-view? If they constitute a limit to possible knowledge, up to what point is science possible? Does their study make of philosophy a science? Departing (...) from the novelty –but no exclusively- of considering distinctions to be the subject matter of thought and language -that is, of reference and meaning- the author arrives at a radical novel conception of the ontological categories. The observations and arguments presented in it constitute a strong case against established and well-rooted tenets, if not paradigms, of contemporary philosophy, beyond ontology and epistemology. The entailing conclusions, open the door to a revival of the discipline and the importance of its studies, as the science of the constitutive elements of knowledge of a non-empirical nature. (shrink)

The end of philosophy? A Wittgensteinian perspective on the challenge of naturalism The paper addresses the challenges that naturalism poses for the humanities, and for philosophy in particular. After a general overview it takes as its starting point recent discussions on Wittgenstein’s metaphilosophy and argues that from Wittgenstein’s work on certainty, aesthetic experience and religious belief a notion of ‘non-discursive content’ can be extracted that may provide a new take on the naturalistic challenge.

To what end should or do we pursue philosophy and how? Meta-philosophical questions along these lines have gained more and more interest recently. The collected volume "Erkenntnistheorie — Wie und wozu?" (Engl.: "Epistemology — How and to what end?") aspires to raise and tackle issues addressing the meta-epistemological questions "How is epistemology practiced and to what end?". Although this aim sounds like a descriptive meta-epistemological endeavor, it is not surprising that many authors rather argue for normative claims surrounding the questions (...) "How and to what end should epistemology be pursued?". This review provides an overview on the collected volume and offers a critical evaluation of its overall achievement. (shrink)

This open letter is the result of the intense epistolary exchange I had with Prof. Torretti for many years, which has highly enriched my philosophical thought. Here I point out our agreement in adopting a Kantian perspective, and in the acknowledgement of the role played by the pragmatic dimension in science. However, we drift apart regarding the weight assigned to realism in our positions. These discussions with Prof. Torretti led me to make explicit the way in which I live philosophy: (...) as a philosophical praxis directed to struggle against certain aspects of contemporary science. (shrink)

The aim of this paper is to examine the nature, scope and importance of philosophy in the light of its relation to other disciplines. This work pays its focus on the various fundamental problems of philosophy, relating to Ethics, Metaphysics, Epistemology Logic, and its association with scientific realism. It will also highlight the various facets of these problems and the role of philosophers to point out the various issues relating to human issues. It is widely agreed that philosophy as a (...) multi-dimensional subject that shows affinity to others branches of philosophy like, Philosophy of Science, Humanities, Physics and Mathematics, but this paper also seeks, a philosophical nature towards the universal problems of nature. It evaluates the contribution and sacrifices of the great sages of philosophers to promote the clarity and progress in the field of philosophy. (shrink)

We argue that philosophy has an important role to play in bridging certain social practices with certain scientific advancements. Specifically, we describe such a role by focusing on the issue of how and whether neuropsychological data concerning psychopathic offenders reflect on their criminal culpability. We offer some methodological requirements for this type of philosophical application. In addition, we show how it might help in addressing the problem of determining the criminal responsibility of psychopathic offenders.

In works of impressive erudition based in ancient philosophy, Pierre Hadot and John Cooper have recently reasserted a familiar complaint about the Scholastic philosophy of St. Thomas Aquinas and his neo-Thomist heirs. Scholasticism, they complain, diminished philosophy by rejecting its claim to be a holistic way of life, requiring the transformation of the whole person, and reconceiving it as an exercise in merely conceptual and logical maneuvering, requiring nothing more from the philosopher but the ability to compute logical relations. I (...) argue in this paper that, from a Thomistic perspective, philosophy is a praxis, though with a theoretical end, uniting affection and intellect in the conduct of practices and activities that aim at a contemplative wisdom including discourse within it. Philosophy conceived in this way avoids the fragmentation and dualisms Hadot and Cooper see in Scholastic thought, bringing it closer to their ideals of philosophy as a way of life. (shrink)

Putnam’s style is rarely discussed in the secondary literature. In this paper I provide one approach to the kind of writing that philosophy becomes in Putnam’s hands. I focus on Putnam’s argumentative pluralism and, more specifically, the practical form that pluralism takes in Putnam’s commitment to the essay form. I argue that Putnam’s use of the essay form is a crucial expression of his pluralism. Looking at some ancestors of the Putnam essay, I pay attention to the specific hybrid qualities (...) of the philosophical paper. I make a connection between the live tensions at work within the essay form and Putnam’s vigorous resistance to dichotomies in philosophy. I suggest that Putnam’s philosophical resistance to such dichotomies can be understood as the practice of a certain kind of irony. My primary example is Putnam’s work on the fact/value dichotomy. I suggest that Putnam’s irony might present an alternative to the dominant conception of irony in contemporary American philosophy: that of Richard Rorty. (shrink)

A review of The Limits of Realism, by Tim Button. Oxford University Press, 2013.

The present book “Proceedings of the Symposia on Philosophy” edited by Late Prof. Ajit Kumar Sinha is a scholarly work, published by the Department of Philosophy, Kurukshetra University, Kurukshetra in 1966. It is collection of papers presented by eminent scholars at two symposia held at the Department of Philosophy, Kurukshetra University, Kurukshetra on 22nd and on 23rd March, 1965. The symposium "Concept of Philosophy in the mid-twentieth century" was held on March 22, 1965, and the symposium "Critique of the Value-system (...) in India during Post- independence era" was held on March 23, 1965. The ten papers included in this edited work focus on the critique of value system in India as well as the conception of philosophy in the mid-twentieth century. The present online version of this book has a great relevance in the present times as we had the print edition in a limited number. Moreover, online version can reach worldwide readers. So we are publishing this book online in its original form as it appeared in 1966. Late Prof. (Dr.) A.K.Sinha was an eminent contemporary philosopher of India and the former Chairperson of the Department of Philosophy, Kurukshetra. Under the benign guidance of Prof. Sinha, the Department reached to high mark scholarship. He also contributed near about 20 books in the field of philosophy and allied subjects. (shrink)

The paper distinguishes between two kinds of mathematics, natural mathematics which is a result of biological evolution and artificial mathematics which is a result of cultural evolution. On this basis, it outlines an approach to the philosophy of mathematics which involves a new treatment of the method of mathematics, the notion of demonstration, the questions of discovery and justification, the nature of mathematical objects, the character of mathematical definition, the role of intuition, the role of diagrams in mathematics, and the (...) effectiveness of mathematics in natural science. (shrink)

This paper addresses the project of philosophical autobiography, using two different perspectives. On the one hand, the societal, economic, and family contexts of William James are addressed, and connected a modern academic context of business ethics research, marketing and purchasing decision making, and the continuing financial crisis. The concepts of “stream of consciousness” and “acting as-if” are connected to recent literature on William James. On the other hand, the significance of family context, and the possible connection between the William James (...) family and the author, is addressed through shared family narratives interspersed throughout the paper. (shrink)

While professional philosophers are often reluctant to address the issue of the aims of philosophy, the field of philosophy with children is abundant with articulated aims which tend to be more concrete and ambitious than those of academic philosophy. Is this asymmetry a problem? And how are we to think about the aims of philosophy with children? This article argues that not much will be gained from looking to academic philosophy because discussions here are surprisingly meager and have provided little (...) agreement. Nevertheless, it is also argued that the aims of philosophy with children must be constrained by what can be achieved by academic philosophy. (shrink)

The problem of non-acceptance of philosophy in Arab Culture is a complex one and it is worthy of study and analysis. This problem relates to the nature of the composition of Arab Culture on the one hand, and that of philosophy itself on the other. With reference to the composition of Arab culture, there are numerous contributory elements that inform Arab culture today; some of which are Arabic in and others of which are foreign and only came to the Arab (...) habitat lands since the arrival of the Islamic religion. Arab culture is derived from a rich history comprising a number of Arab states that produced a multi-faceted and resplendent civilization, extending from Mesopotamia to the Nile Delta and Saba and Hamer. All of these independent civilizations contributed to Arab culture. In addition, Islam has also made a significant contribution towards polishing and entering all cultures before and after it extended throughout the world. In Arabic culture a critical trend arose in opposition to philosophy, contradicting the pattern in former Arabic civilizations, it is based on political religion as a foundation from which to attack and destroy philosophy. The second factor linked to the unaccepted nature of philosophy in Arab culture originates from philosophy itself. As is known by philosophers, the originality and creativity of philosophy first manifested in Ancient Greece. Moreover, the Greeks differed from other nations in many respects. For instance; 1) Multiplicity of religions, law and social system. 2) Political system, they created the first pattern of democracy in the world, which became the most basic of all democratic systems. 3) Social structure consisting of Whites, Slaves and Barbarians. 4) Customs and traditions, they have different views regarding women, slavery, citizenship and freedom of though. 5) Also the Greek nation differs from other nations in the high number of philosophical scholars that emerged during its 1200 year era of civilization. This research will analyze both the nature of contemporary Arabic Culture and the tradition of Greek Philosophy to ascertain the factors informing the unacceptability of Greek Philosophy in Arabic Culture. (shrink)