Summary Dugald Stewart was the first metaphysician of any significance in Britain who attempted to take account of Kantian philosophy, although his analysis appears generally dismissive. Traditionally this has been imputed to Stewart's poor understanding of Kant and to his efforts to defend the orthodoxy of common sense. This paper argues that, notwithstanding Stewart's reading, Kant's philosophy helped him in a reconsideration and reassessment of common sense philosophy. In his mature works—the Philosophical Essays (1810), the second volume of the Elements (...) of the Philosophy of the Human Mind (1814), and the second part of his historical ‘Dissertation› (1815–1821)—Stewart's analysis of Kantian philosophy is far from being uniform. In the first two works, he takes a cautious approach to transcendentalism, showing some interest in the challenge it might represent for common sense; in the last, he turns to rash criticism. This change may appear confusing and inconsistent unless considered in the light of a precise ‘nationalistic’ strategy. In fact, once Stewart had taken from Kantian philosophy what he deemed useful for his own aims, he eventually dismissed it in order to show that his reworked version of common sense was the most original and most consistent outcome of the whole Anglo-Scottish philosophical tradition. (shrink)

This paper presents a rationale for doing philosophy with children. It suggests a rationale that differs from more usual arguments supporting philosophy with children—for such reasons as that it will enhance problem solving-skills or will help pupils' thinking to be more logical. These worthy objectives are not denied but only considered somewhat subordinate to the rationale proposed. This is presented in three steps. In the first step the issue of whether philosophy should be done with children is considered in the (...) context of claims that children may be too young to do philosophy or too inexperienced in the ways of academic discipline to be able to discern proper philosophy. These objections are weighty enough, especially in view of general teacher reluctance to engage with philosophy itself in any form. In the second part, I invoke the common sense philosophy of Thomas Reid as a method of philosophy particularly significant for, and appropriate to, philosophy for children. Finally, I show how these aspects arising out of my understanding of Reid's philosophy can help resolve at least some of the misgivings people have about doing philosophy with children. It is hoped that these discussions will illuminate the question of how it may be appropriate for children to do philosophy in classrooms today. (shrink)

Is there, or should there be, any place in contemporary philosophy of mind for the concept of an intentional object? Many philosophers would make short work of this question. In a discussion of what intentional objects are supposed to be, John Searle...

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In a focused assessment of one of the founding members of the liberal tradition in philosophy and a self-proclaimed “Under-Labourer” working to support the scientific revolution of the seventeenth century, the author maps the full range of John Locke’s highly influential ideas, which even today remain at the heart of debates about the nature of reality and our knowledge of it, as well as our moral and political rights and duties. Comprehensive introduction to the full range of Locke’s ideas, providing (...) an up-to-date account that acknowledges issues raised by recent scholarship over the past decade A well-rounded perspective on one of the intellectual giants of the western philosophical tradition Provides detailed coverage of Locke’s two key works, _An Essay Concerning Human Understanding_ and _The Two Treatises of Government_. A sophisticated analysis by a highly respected academic A vital addition to the _Blackwell_ _Great Minds_ series. (shrink)