Books in this list may be reviewed in later issues. ACAMPORA Christa Davis and Keith Ansell PEARSON: Nietzsche's ‘Beyond Good and Evil’ pp....

In Deceit, Desire, and the Novel, René Girard interprets a phenomenon he dubs “metaphysical desire” in which “metaphysical” signifies objects of attraction that are not physical things but rather intangible bi-products of mimetic entanglement—such as prestige or fame or social status. These “metaphysical objects” fuel the sometimes frenzied rivalry between the actors in their grip. Desire in the mimetic theory is always subject to mediation, and Girard distinguishes two modes of mediation: external and internal. In external mediation, the model stands (...) outside the field of play of the imitator; in such cases there can be imitation but not the mutually amplified rivalry that leads to violence and scapegoating. In internal mediation, however, the model/imitators become antagonists. In Girard’s exposition, this difference between mediators provides a first litmus test of violent potential. But Girard’s dichotomy is limited to types of mediation, and another dichotomy is possible, one that distinguishes between types of metaphysical objects: those that are essentially sharable and those inherently not so. This extension of Girard’s mimetic theory can potentially cast great light on Plato’s dialogues. My essay will argue both that Plato understood the double-bind of mimetic entanglement and that his “forms” (at least in the ethical/political realm) can best be understood as metaphysical objects of the sharable kind. My points of reference will be primarily Plato’s Phaedrus and Book IX of the Republic (with pointers to Aristotle’s analysis of philia in Book VIII of the Nicomachean Ethics). (shrink)

_Purpose._ This article reveals the importance of the analysis of the theory of generations to identify the essential characteristics of the phenomenon of youth. _Theoretical basis_ of this study is socio-philosophical anthropology, i.e. philosophical anthropology using certain methods of sociological, socio-psychological and ethnological research, as well as philosophical comprehension of the application of these methods in special sciences. _Originality._ The authors rethought the theoretical and practical potential of generational theory through its reconceptualization based on philosophical anthropology, which created an opportunity (...) to shift research attention from the attempts to identify superhistorical characteristics of youth to the identification of the essential nature of specific historical and sociocultural features of young people as representatives of a particular culture. _Conclusions._ Defining the youth phenomenon requires accounting at least three constraints that on the one hand, play a role of warnings that deter from theoretical and practical errors in the study of the youth phenomenon, and on the other hand, guidelines for identifying real, specific characteristics of youth as a social phenomenon. Limitations of theoretical and practical analysis of young people are as follows: first, the need to consider demographic data not as final, but only as initial and preliminary, such that require further substantive socio-cultural analysis; second, the inadmissibility of ignoring the cultural diversity of the manifestations of the youth phenomenon, instead the need to identify the special characteristics of youth of different ethnic, religious and other groups; third, the need to take into account the specifics of self-identification of those who identify themselves as young people as a social group. (shrink)

In today’s society of humans and machines, automation, animation, and ecosystems are terms of concern. Categories of life and technology have become mixed in governmental policies and drive economic exploitation and the pathologies of everyday life. This book both curiously and critically advances the term that underlies these new developments: machine.

In this paper I adopt Aquinas’ explanation of passivity and activity by means of acts remaining in the agent and acts passing over into external matter. I use it to propose a divide between immanent-type and transcendent-type acts. I then touch upon a grammatical distinction between three kinds of verbs. To argue for the activity and passivity of affectivity I refer to the group that includes acts of transcendent-type and whose verbs in both voices possess affective meaning. In the end (...) I focus on cases in which an act of affective f-ing is mirrored in its object as being affectively f-ed. (shrink)

In all three of its manifestations, —abusive, circumstantial and tu quoque—the role of the ad hominem is to raise a doubt about the opposite party’s casemaking bona-fides.Provided that it is both presumptive and provisional, drawing such a conclusion is not a logical mistake, hence not a fallacy on the traditional conception of it. More remarkable is the role of the ad hominem retort in seeking the reassurance of one’s opponent when, on the face of it, reassurance is precisely what he (...) would seem to be ill-placed to give. Brief concluding remarks are given over to an examination of rival approaches to the ad hominem, especially those in which it is conceived of as a dialectical error. (shrink)

Is it true that all formative influence is unethical, and that we ought to avoid influencing children (and indeed anyone at all)? There are more or less defensible versions of this doctrine, and we shall follow some of the strands of argument that lead to this conclusion. It seems that in maintaining that all influence is immoral, one commits oneself to the idea that children have innate teleologies, that these may be frustrated, and that to frustrate a child’s innate teleology (...) would be to wrong them. First we consider a strong view of innate teleology exemplified in the writing of Plato. However, even those who favour such a view can approve of those formative influences which lead people to better realise their innate teleology. Next we consider a weaker version of the doctrine, one claiming that we ought to broaden the possibilities available to those that we influence, and never to narrow them. This seems too permissive a strategy, however. Finally Foss and Griffin’s worry about a desire for control and domination being embedded in persuasion is explored together with their proposed alternative strategy of ‘invitational rhetoric’. Ultimately, this paper argues that we often have good reason to encourage certain formative outcomes and discourage others. (shrink)

Thayer-Bacon uses this opportunity to further explore Rancière's ideas concerning equality as described in The Ignorant Schoolmaster and their connection to democracy, as he explains in Hatred of Democracy. For Rancière, intelligence and equality are synonymous terms, just as reason and will are synonymous terms. Rancière recommends the only way to really teach a student is by viewing the student as an equal. Thayer-Bacon learned to view students as equals through her experience as a Montessori teacher, and so she brings (...) Montessori into conversation with Rancière to further explore the idea of equality between teachers and students, as well as between citizens in a democracy. There are problems with both Rancière's perspective and Montessori's that feminist theory, in the form of a relational ontology and epistemology, can help us solve by finding our way out of the paradoxes of democracy and on to trusting our students, our future democratic citizens. (shrink)

In the paper I analyze two features of the genre of the pedagogical. First is a particular usage of “should” statements where one can identify an effect of erasing present normative behavior, while that which is postulated is turned into an unattainable ideal, or a value. Second, I analyze “presumptive tautologies” in the discourse of aims of education. I focus on negative dimensions of these two features and, using theoretical insights from Laclau and Rancière, I connect them to the work (...) of negativity in political ontology so that the relation between the pedagogical and the political can thus be re-articulated. (shrink)

“And don’t come telling that justiceis anything but justice, that it’s duty,expediency, advantage, profit,interest, and so on … ”(Badiou 2012, p. 14)I am delighted to present this special issue, wh...

Meno’s paradox raises serious challenges against most fundamental epistemological quest regarding the possibility of inquiry and discovery. In his response, Socrates proposes the theory of anamnesis and his ingenious distinction between doxa and episteme. But, he fails in his attempt to solve the paradox and some recent responses have also not succeeded in settling it, satisfactorily. We shall argue that epistemological issues approached in a Darwinian spirit offer a therapeutic resolution without rejecting the basic tenets of Plato’s epistemology. Drawing from (...) Popper’s evolutionary theory of knowledge, Darwinism is regarded as a metaphysical research program, rather than using it to collapse Plato’s metaphysics into biology. (shrink)

Recent accounts of the role of diagrams in mathematical reasoning take a Platonic line, according to which the proof depends on the similarity between the perceived shape of the diagram and the shape of the abstract object. This approach is unable to explain proofs which share the same diagram in spite of drawing conclusions about different figures. Saccheri’s use of the bi-rectangular isosceles quadrilateral in Euclides Vindicatus provides three such proofs. By forsaking abstract objects it is possible to give a (...) natural explanation of Saccheri’s proofs as well as standard geometric proofs and even number-theoretic proofs. (shrink)

La sensatez o moderación (sophrosyne/σωφροσύνη) es un tema central que atraviesa diversos diálogos de Platón, en los cuales esta virtud se presenta en relación con el amor (erôs), el conocimiento de sí y la política. Esta virtud es abordada por Walter T. Schmid en su artículo “Socratic Moderation and Self-Knowledge”, publicado en el volumen 21 del Journal of The History of Philosophy, como resultado del seminario The Philosophy of Sócrates, organizado en 1981 por Gregory Vlastos, explorando la exposición del término (...) sophrosyne no solo en el Cármides, sino a través de distintos diálogos (Apología, Laques, Sofista). (shrink)

The paper attempts to examine what is by all accounts a self-styled approach to contemporary existence, borrowing from Claire Colebrook’s 2017 essay on Bernard Stiegler’s so-called ‘curious problem of range’. Subsequently, we tackle Yuk Hui's interpretive reading of Stiegler's analysis of retentional digitality. Hui promotes the idea of archival metaphysics to overlay Stiegler’s concept of tertiary retention with tertiary protention. However, Stiegler's reformulation of Kant's aesthetics already addresses these concerns: the problem of range that his works continually provoke and the (...) self-inscriptive conditions of writing that limit the examination of this range to the paradox of différance. Stiegler assigns the task of unraveling this range in question to the amateur, vis-a-vis the critic's typical role in the conduct of critical reason. For Stiegler, the amateur is the full achievement of aesthetic judgment, essential to education and culture formation. (shrink)

The literary and critical discourse about characters and characterization in Anglophone drama and fiction since the Renaissance shows a persistent but underrecognized presence of three idioms and vocabularies, two highly developed and one nascent, that either derive from the rhetoric of mathematics in classical antiquity or participate in its modern afterlife. Those discourses—which this article studies in detail—are, first, an explicitly Theophrastan one, in which taxonomies of character are constructed; second, an explicitly Euclidean one, in which characterization is discussed and (...) accomplished in relatively conventional or commonsensical geometric terms; and third, a non- or post-Euclidean one, in which characterization is discussed and inchoately accomplished in the terms of the “new geometries” that emerged during the nineteenth century. What taxonomy in the Aristotelian mode and geometry in the Euclidean mode have in common is that when their vocabularies are applied to characterization, they delimit characters in terms of established categories—whether of ideal shapes or statistically probable types—while discounting whatever features may be unique to individuals. An obliviousness to these three discourses can limit seriously what can be said about, and what can be said on behalf of, the literary and critical texts framed in their terms and also, most importantly, what can be said about the nature of literary characters. (shrink)

“Hence it is necessary for a Prince wishing to hold his own to know how to do wrong and to make use of it according to necessity.”—Machiavelli“Every state is a community of some kind and every community is established with a view to some good…”—Aristotle.

Malebranche argues that ideas are representative beings existing in God. He defends this thesis by an inference to the best explanation of human perception. It is well known that Malebranche’s theory of vision in God was forcefully rejected by philosophers such as Arnauld, Locke, and Berkeley. However, the notion that ideas exist in God was not the only controversial aspect of Malebranche’s approach. Another controversy centered around Malebranche’s view that ideas are to be understood as posits in an explanatory theory. (...) Opponents of this approach, including Arnauld and Locke, held that our talk about ideas was not explanatory but instead merely descriptive: we use the word ‘idea’ to describe phenomena that we observe by reflecting on our own minds. This controversy has not received much attention from scholars, but in the present paper I will show that it was an explicit and important subject of concern for Malebranche, Arnauld, Locke, and Berkeley and that attention to this controversy can illuminate several aspects of these philosophers’ work. (shrink)

In his work on truth telling, avowal and juridical processes, Foucault alerts us to legal ‘apparatuses’ that demand certain ways of speaking the truth and the sorts of subjects these recursively produce. This paper explores the role of truth telling in a specific context; namely, ‘criminal’ accusation as instanced by the agora-like processes that enabled Socrates’ notorious accusation for impiety, his defence and the resultant death sentence. Through this analysis, I seek to highlight elements of truth telling required by accusatorial (...) apparatuses that prefigured criminal justice. By examining selected texts detailing Socrates’ trial, I will indicate several aspects of accusation and an exclusionary political logic to which it has long been attached. (shrink)

The conception of time that dominates in the educational world of today is that of measurable, invested and managed chronological time. It is the conception of time that corresponds to current priorities such as performativity, global synchronization of educational systems, raising standards and meeting the challenges of the market. The educational transformation of the self and the world, however, requires another conception of time, one that frames another kind of thought and another meaning of education. This article discusses these two (...) conceptions of time by employing the distinction between chronos and kairos. The aim is not to turn this distinction into a dichotomy; instead, the aim is to recuperate the conception of time as kairos and connect it with a desire of philosophy and with education as a lifelong effort towards transformation rather than success. In a complex relation with chronosophy as time management, kairosophy is thus introduced as a critical reflection on lived time. (shrink)

Traditionally, the debate between epistemological internalists and externalists has centered on the value of knowledge and its justification. A value pluralist, virtue-theoretic approach to epistemology allows us to accept what I shall call the insight of externalism while still acknowledging the importance of internalists’ insistence on the value of reflection. Intellectual virtue can function as the unifying consideration in a study of a host of epistemic values, including understanding, wisdom, and what I call articulate reflection. Each of these epistemic values (...) is a good internal to inquiry. Thus, an inquiry-based conception of virtue is particularly well suited to help us account for a wide variety of epistemic goods, without reducing the value of those many goods to their contribution to the value of knowledge. Moreover, an inquiry-based conception of virtue can function as the unifying consideration in a general study of value, the scope of which is not restricted to epistemic value. (shrink)

This paper explores the relationship between Toni Morrison’s 1987 novel, Beloved, and F. W. J. Schelling’s 1813 draft of Ages of the World (Die Weltalter). It shows that Die Weltalter, contrary to much recent scholarship, which often stresses the many ways Schelling anticipated the antimetaphysical trends of post-Hegelian thought, should be first approached as a genuine attempt tobe faithful to the event of first creation and time’s “indivisible remainders”. The paper will show that Schelling’s “indivisible remainders”, the forgotten and “disremembered” (...) of history, force his thought to the limits of Romantic and idealist reflection and toward the traumatic encounters of Beloved. Morrison’s depiction of the irrepressible longing for life and recognition amid the pain and ugliness of American slavery parallels Schelling’s efforts to understand the tremendous need for life and fellowship that first urged god toward creation, when primordial longing was overcome in a child and a god entered time. (shrink)

Plato’s Apology of Socrates contains a spirited account of Socrates’ relationship with the city of Athens and its citizens. As Socrates stands on trial for corrupting the youth, surprisingly, he does not defend the substance and the methods of his teaching. Instead, he simply denies that he is a teacher. Many scholars have contended that, in having Socrates deny he is a teacher, Plato is primarily interested in distinguishing him from the sophists. In this article, I argue that, given the (...) historic educational transformation in Socrates’ and Plato’s lifetimes, Socrates’ denial is far more complex and far reaching than the Socrates-versus-the-sophists distinction indicates. Socrates suggests that Athenians have failed to recognize that there were various types among the new educators of fifth century Athens: orators, sophists, natural philosophers and, perhaps, a philosopher like Socrates. Further, the traditional education, which the Athenians believed was threatened by the new educators, was itself fractured. Ultimately, rather than offering a straightforward distinction between philosophizing and teaching, Socrates and the sophists, Plato treats the question of teaching aporectically in Apology; that is, after pointing to various alternatives for understanding the nature of teaching, Plato concludes the work without offering a clear resolution to that question. (shrink)

In this essay, I propose that human development is the emergence of something significantly new out of a past situation that does not hold that novel achievement as a determinate potential except retrospectively. Development, in other words, might best be understood as a “realization” in the sense of a making-real of some new form of being that had no prior place in reality, that was not programmed in advance, but that once realized can have its roots traced back to determinate (...) conditions and potentials in its own past. This amounts to a rethinking of the nature of developmental potential as retrospectively determined. But it also involves a reconception of the locus of such potential: I argue that developmental potential must be understood as located in the human-organism-in-its-situation, rather than simply in the human organism. I take my bearings from phenomenologist Maurice Merleau-Ponty, and I make my case by elucidating three different forms of human development described by Merleau-Ponty: intellectual realizations of insight; the realization of a new perceptual-motor skill; and a child’s realization of a new lived way of making sense of the interpersonal world. (shrink)

Michael Bergmann seeks to motivate his externalist, proper function theory of epistemic justification by providing three objections to the mentalism and mentalist evidentialism characteristic of nonexternalists such as Richard Feldman and Earl Conee. Bergmann argues that (i) mentalism is committed to the false thesis that justification depends on mental states; (ii) mentalism is committed to the false thesis that the epistemic fittingness of an epistemic input to a belief-forming process must be due to an essential feature of that input, and, (...) relatedly, that mentalist evidentialism is committed to the false thesis that the epistemic fittingness of doxastic response B to evidence E is an essential property of B–E; and (iii) mentalist evidentialism is “unmotivated”. I object to each argument. The argument for (i) begs the question. The argument for (ii) suffers from the fact that mentalist evidentialists are not committed to the consequences claimed for them; nevertheless, I show that there is, in the neighborhood, a substantive dispute concerning the nature of doxastic epistemic fittingness. That dispute involves what I call “Necessary Fittingness”, the view that, necessarily, exactly one (at most) doxastic attitude ( belief , or disbelief , or suspension of judgment ) toward a proposition is epistemically fitting with respect to a person’s total evidence at any time. Reflection on my super-blooper epistemic design counterexamples to Bergmann’s proper function theory reveals both the plausibility of Necessary Fittingness and a good reason to deny (iii). Mentalist evidentialism is thus vindicated against the objections. (shrink)

This article seeks to elaborate the step of epistemological affirmation that exists within every movement of learning. My epistemological method is rooted in philosophical hermeneutics in contrast to empirical or rationalist traditions. I argue that any movement of learning is based upon an entry into a hermeneutical circle: one is thrown into, or leaps into, an interpretation which in some sense has to be temporarily affirmed or adopted in order to be either absorbed and integrated, or overcome and rejected. I (...) illustrate this process through a retrieval of the concept of submission in pedagogy, particularly with reference to submission in Eastern traditions, as well as pre-modern Christian thought. These other traditions are introduced to contrast with the modern liberal Western perspective in which the role of submission has been almost entirely lost. (shrink)

One of the most venerable and enduring intuitions in epistemology concerns the relationship between true belief and knowledge. Famously articulated by Socrates, it holds that true belief does not suffice for knowledge. I discuss a matching intuition about ignorance according to which true belief does not suffice for the absence of ignorance. I argue that the latter intuition undercuts the New View of Ignorance and supports the Standard View of Ignorance.

Throughout history, philosophers have reflected on educational questions. Some of their ideas emerged in defense of, or opposition to, skepticism about the possibility of formal teaching and learning. These philosophers include Plato, Augustine, St Thomas Aquinas, Søren Kierkegaard, Martin Heidegger, and Ludwig Wittgenstein. Together, they comprise a tradition that establishes the impossibility of instruction and the imperative to undertake it. The value of this tradition for contemporary education is that it redirects attention away from performance assessments and learning outcomes to (...) the ethical, aesthetic, and metaphysical dimensions of schooling. I argue that philosophers of education are uniquely responsible for teaching this tradition so that instruction might be undertaken in the right spirit. To this end, my essay is divided into three parts. In the first part, I explain why instructional skepticism has not been prominent in philosophy of education. I follow up, in the second part, by clarifying my choice of the term ‘instruction.’ In the third part, I sketch the instructional philosophies that ‘book-end’ this tradition: those of Plato and Wittgenstein. (shrink)

Choo and Pittard recently have presented new attractive incommensurability arguments for remaining steadfast in religious beliefs even when disagreeing with sophisticated disputants. This article responds to the latest iteration of this genre in the work of Choo, and does double duty evaluating more generally the merits of this genre, which is becoming increasingly more popular since originally championed by Alston. Both Choo and Alston argue that it is reasonable to stay steadfast in one’s religious beliefs when there are no commensurable (...) ways of evaluating the disputant’s claims. This paper first describes four views about disagreement that inform Choo’s conclusion, one of which is the incommensurability argument similarly championed by Alston. Incommensurability arguments are attractive, but, when deployed in the most challenging disagreements, ultimately complacent. (shrink)

Phenomenology informs a number of contemporary attempts to give more weight to the lived experience of patients and overcome the limitations of a one-sidedly biomedical understanding of illness. Susan Bredlau has recently presented a reading of Plato’s dialogue Charmides, which portrays Socrates as a pioneer of the phenomenological approach to illness. I use a critical discussion of Bredlau’s interpretation of the Charmides to show that the phenomenology of illness also has its shortcomings and needs to be complemented by still other (...) approaches. While Bredlau does make a number of highly apt and relevant suggestions as to how a narrow biomedical approach to illness may be corrected, some of which are related to phenomenology, the attribution to Plato’s Socrates of a phenomenological approach is mistaken. Characteristically, Socrates shows little interest in the personal experience of a patient. He is more concerned with the patient’s lifestyle and conduct and so suggests an alternative or complementary perspective, stressing the importance of education and prevention to health care. (shrink)

The concept of a dialogue is considered in general terms from the standpoint of its referential presuppositions. The semantics of dialogue implies that dialogue participants must generally have a collective intentionality of agreed-upon references that is minimally sufficient for them to be able to disagree about other things, and ideally for outstanding disagreements to become clearer at successive stages of the dialogue. These points are detailed and illustrated in a fictional dialogue, in which precisely these kinds of referential confusions impede (...) progress in shared understanding. It is only through a continuous exchange of question and answer in this dialogue case study that the meanings of key terms and anaphorical references are disambiguated, and a relevantly complete collective intentionality of shared meaning between dialogue participants is achieved. The importance of a minimally shared referential semantics for the terms entering into reasoning and argument in dialogue contexts broadly construed cannot be over-estimated. Where to draw the line between referential agreement and disagreement within any chosen dialogue, as participants work toward better mutual understanding in clearing up referential incongruities, is sometimes among the dialogue’s main points of dispute. (shrink)

Husserl claimed that reduction is the true starting point of phenomenological research, but to figure out how this deed should actually be accomplished has turned out to be a very challenging task. In this study, I explicate how Husserl accomplished reduction during his series of lectures entitled The Idea of Phenomenology. He does not state it explicitly, but what actually happened on the last day of the lectures can be seen as consistent with his descriptions of reduction as an act. (...) Understood in this way, reduction is the model of how to do philosophy. The result of Husserl’s reduction is the correlation between appearance and “that which appears” or, to use Husserl’s later terminology, between noēsis and noēma. When this correlation is understood as an outcome of reduction and not as a result of an analysis, we, as readers of Husserl, will be in a better position to avoid natural attitude in our interpretations. (shrink)

Many undergraduates, philosophy majors included, read philosophical texts similar to the way they read stories. One method for teaching students how to discern the argumentative structure of a philosophy text is through argument diagrams (text boxes used to represent claims with arrows and lines used to represent connections between these claims). This paper provides criteria for an ideal argument diagramming software and then reviews the strengths and weaknesses of such software currently available, e.g. Araucaria, Argutect, Athena Standard, Inspiration, and Reason!Able.

This article begins with a treatment of Friedrich Nietzsche’s early essay “On Truth and Lie in the Extra-Moral Sense.” The essay is often read, in the deconstructive tradition, as a showcase example of the impossibility of making a literal philosophical claim: is Nietzsche’s claim that all truth is merely metaphorical itself a true statement, or merely a metaphorical one? The present article claims that this supposed paradox relies on the groundless assumption that all philosophy must ultimately be grounded in some (...) unshakeable literal truth. From here, we turn to Edmund Gettier’s famous critique of the widespread notion of knowledge as “justified true belief.” Expanding on Gettier’s point, it is argued that there can only be “justified untrue belief” or “unjustified true belief,” never a belief that is both justified and true at once. (shrink)

The purpose of this article is to show that Piaget's use of the equilibrium principle cannot explain the possibility of correct understanding. That is, it cannot explain the possibility of knowledge, as opposed to simple change in belief. To make the argument, I begin by describing Piaget's explanatory model, which is known as the equilibrium principle. I then argue that correct understanding, or knowledge of any x as a case of y, requires a concept of correctness, i.e., the recognition that (...) words and concepts apply under some conditions but not others. I try to show that because he uses the equilibrium principle as a basis for his explanation, Piaget cannot explain how a concept of correctness is acquired. Finally, I argue that to explain the possibility of knowledge, one must show how the conditions for word and concept application are determined by a community of language users. Again, I claim that Piaget's use of the equilibrium model precludes such an account. (shrink)

Kant’s commitment to autonomy raises difficult questions about the very possibility of Kantian moral education, since appeal to external pedagogical guidance threatens to be in contradictio...

The terms nested sets, partitive frequencies, inside-outside view, and dual processes add little but confusion to our original analysis (Gigerenzer & Hoffrage 1995; 1999). The idea of nested set was introduced because of an oversight; it simply rephrases two of our equations. Representation in terms of chances, in contrast, is a novel contribution yet consistent with our computational analysis System 1.dual process theory” is: Unless the two processes are defined, this distinction can account post hoc for almost everything. In contrast, (...) an ecological view of cognition helps to explain how insight is elicited from the outside (the external representation of information) and, more generally, how cognitive strategies match with environmental structures. (shrink)

The reasons conception is the most prominent account of the nature of critical thinking. It consists in responding appropriately to reasons. Responding to reasons can be following a rule, it can be making an exception to a rule, it can be responding to a situation that is unique. It depends on the context each time what is the appropriate response. Critical thinking is the educational cognate of rationality and is a sine qua non for a reasonable life in a modern (...) democratic society. Reasons are generally normative. If this is true then it is to be expected that critical thinking is normative and also rationality. Critical thinking consists in being appropriately moved by reasons. The normative element of reasons moves us to beliefs or actions. It depends on our character how reasons move us. This indicates that our character must be well formed to enable us to be appropriately moved. (shrink)

The purpose of this paper is to give an account and a rational reconstruction of the heuristic advice provided by Aristotle in the Topics and Prior Analytics in regard to the difficulty or ease of strategic planning in the context of a dialectical dialogue. The general idea is that a Questioner can foresee what his refutational syllogism would have to look like given the character of the thesis defended by the Answerer, and therefore plan accordingly. A rational reconstruction of this (...) advice will be attempted from three perspectives: strategic planning based on the acceptability of Answerer’s thesis, strategic planning based on the predicational form of the thesis, strategic planning based on the logical form of the thesis. In addition, we will provide an illustration of the potential of this heuristic advice as we apply it to the interpretation of a fragment from Plato, presuming that, in a similar way, a reading of this kind might be more generally applicable in the interpretation of the Platonic dialogues. (shrink)

A variety of theories of management and organizational studies have failed to consider the human being in his or her integrity and, thus, fall short of being humanistic. This article seeks to contribute to the recovery of a more complete view of the human being in management, learning from classical humanism developed throughout Western Civilization, from the Greek and Roman Philosophers and the Judeo-Christian legacy to the Renaissance. More specifically, it discusses several relevant aspects of this Classical humanism, which can (...) aid in re-thinking management. These include a realistic epistemology and metaphysics, and the human being as a whole. Classical humanism also entails the consideration of the human action as a unity with both internal and external dimensions, ethics understood as a guide for good life, society viewed as a community of people, and being open to beauty and transcendence. (shrink)

The intuition that knowledge is more valuable than true belief generates the value problem in epistemology. The aim in this paper is to focus on the intuitive notion of knowledge itself, in the context of the value problem, and to attempt to bring out just what it is that we intuitively judge to be valuable. It seems to me that the value problem brings to the fore certain commitments we have to the intuitive notion of knowledge, which, if we take (...) seriously, reveal that we actually think of knowledge as an irreducible factive mental state. (shrink)

This paper applies emerging research on epistemic virtues to business ethics. Inspired by recent work on epistemic virtues in philosophy, I develop a view in which epistemic virtues contribute to the acquisition of knowledge that is instrumentally valuable in the realisation of particular ends, business ends in particular. I propose a conception of inquiry according to which epistemic actions involve investigation, belief adoption and justification, and relate this to the traditional ‘justified true belief’ analysis of knowledge. I defend the view (...) that epistemic virtues enable and/or motivate people to perform epistemic actions. An examination of the key epistemic virtues of love of knowledge, epistemic courage, temperance, justice, generosity and humility provides some initial evidence suggesting that the way epistemic virtues enable or motivate is by countering a number of biases that have been uncovered by behavioural economics, and also indicates ways in which the instrumental epistemic value view is superior to other approaches to epistemic virtue offered in the literature. (shrink)