This handbook by Allan Harkness will give you a variety of practical and creative ideas for making time with God a significant part of your life. You don't need any special qualifications. Are you ready to grow?

In the second half of the twentieth century, an influential strain of ethical thinking conceptualized itself as a revival of an ancient ethical tradition, as against modern moral philosophy, and in particular as a recovery of two central ethical concepts: virtue and eudaimonia. This revival paved the way for virtue ethics to be regarded as one of the “big three” approaches in ethics, alongside deontological and consequentialist approaches. Early developments of virtue ethics were eudaimonist, harking back to ancient Greek philosophers, (...) espe- cially Aristotle. Now, virtue ethics is understood as a genus, eudaimonist virtue ethics being only one species (Swanton 2003: 1), and virtue has become an important concept for other approaches in ethics, and in other areas of philosophy, such as epistemology. In this chapter, we provide a sketch of this revival, beginning with the features of modern moral philosophy, discontent with which provided the impetus for the revival, and concluding with some speculations about future developments of virtue ethics and the concept of virtue. (shrink)

Philosophers have long suspected that thought and discourse about what we ought to do differ in some fundamental way from statements about what is. But the difference has proved elusive, in part because the two kinds of statement look alike. Focusing on judgments that express decisions--judgments about what is to be done, all things considered--Allan Gibbard offers a compelling argument for reconsidering, and reconfiguring, the distinctions between normative and descriptive discourse--between questions of "ought" and "is." Gibbard considers how our (...) actions, and our realities, emerge from the thousands of questions and decisions we form for ourselves. The result is a book that investigates the very nature of the questions we ask ourselves when we ask how we should live, and that clarifies the concept of "ought" by understanding the patterns of normative concepts involved in beliefs and decisions. An original and elegant work of metaethics, this book brings a new clarity and rigor to the discussion of these tangled issues, and will significantly alter the long-standing debate over "objectivity" and "factuality" in ethics. Table of Contents: I. Preliminaries 1. Introduction: A Possibility Proof 2. Intuitionism as Template: Emending Moore II. The Thing to Do 3. Planning and Ruling Out: The "Frege-Geach" Problem 4. Judgment, Disagreement, Negation 5. Supervenience and Constitution 6. Character and Import III. Normative Concepts 7. Ordinary Oughts: Meaning and Motivation 8. Normative Kinds: Patterns of Engagement 9. What to Say about the Thing to Do: The Expressivistic Turn and What it Gains Us IV. Knowing What to Do 10. Explaining with Plans 11. Knowing What to Do 12. Ideal Response Concepts 13. Deep Vindication and Practical Confidence 14. Impasse and Dissent References Index This is a remarkable book. It takes up a central and much-discussed problem - the difference between normative thought and "descriptive" thought. It develops a compelling response to that problem with ramifications for much else in philosophy. But perhaps most importantly, it brings new clarity and rigor to the discussion of these tangled issues. It will take some time to come to terms with the details of Gibbard's discussion. It is absolutely clear, however, that the book will reconfigure the debate over objectivity and "factuality" in ethics. --Gideon Rosen, Professor of Philosophy, Princeton University Gibbard,/author> writes elegantly, and the theory he develops is innovative, philosophically sophisticated, and challenging. Gibbard defends his theory vigorously and with admirable intellectual honesty. --David Copp, Professor of Philosophy, Bowling Green State University. (shrink)

ArgumentNeuroscience research has created multiple versions of the human brain. The “social brain” is one version and it is the subject of this paper. Most image-based research in the field of social neuroscience is task-driven: the brain is asked to respond to a cognitive (perceptual) stimulus. The tasks are derived from theories, operational models, and back-stories now circulating in social neuroscience. The social brain comes with a distinctive back-story, an evolutionary history organized around three, interconnected themes: mind-reading, empathy, and the (...) emergence of self-consciousness. This paper focuses on how empathy has been incorporated into the social brain and redefined via parallel research streams, employing a shared, imaging technology. The concluding section describes how these developments can be understood as signaling the emergence of a new version of human nature and the unconscious. My argument is not that empathy in the social brain is a myth, but rather that it is served by a myth consonant with the canons of science. (shrink)

In this chapter, Ayn Rand's new concept of morality is contrasted with familiar concepts according to which morality is an imposition on an individual that demands that he forgo his own interests as a sacrifice, whether to other people or to God. This chapter explores Rand's view that man's life is the standard of value and looks at each value that John Galt describes as supreme and ruling and, then, at the range of other values that Rand thinks man's life. (...) In discussing the supreme and ruling values, the chapter considers the three virtues that correspond to them: rationality, productiveness, and pride. It also looks at the four remaining virtues Rand identifies such as independence, integrity, honesty, and justice. Rand's conception of justice and the facts it recognizes is powerfully illustrated in Atlas Shrugged. Finally, the chapter examines Rand's view of heroism, which is closely connected with her ethics. (shrink)

At 47e–53c of the Timaeus Plato presents his most detailed metaphysical analysis of particulars. We are told about the construction of the physical universe, the ways we can and cannot talk about the phenomena produced, and about the two causes – Necessity and Intelligence – which govern the processes and results of production. It seems to me that we are told too much and too little: too much, because we have two accounts of the generation of phenomenal particulars – one, (...) the ‘formal account’, which makes use of the receptacle, Forms and form-copies, and a second, the ‘geometrical account’, which appeals to geometrical shapes, the Demiurge and, apparently, matter; too little, because there is insufficient guidance as to how to relate the two accounts. (shrink)

ArgumentThroughout his career as a writer, Sigmund Freud maintained an interest in the evolutionary origins of the human mind and its neurotic and psychotic disorders. In common with many writers then and now, he believed that the evolutionary past is conserved in the mind and the brain. Today the “evolutionary Freud” is nearly forgotten. Even among Freudians, he is regarded to be a red herring, relevant only to the extent that he diverts attention from the enduring achievements of the authentic (...) Freud. There are three ways to explain these attitudes. First, the evolutionary Freud's key work is the “Overview of the Transference Neurosis”. But it was published at an inopportune moment, forty years after the author's death, during the so-called “Freud wars.” Second, Freud eventually lost interest in the “Overview” and the prospect of a comprehensive evolutionary theory of psychopathology. The publication of The Ego and the Id, introducing Freud's structural theory of the psyche, marked the point of no return. Finally, Freud's evolutionary theory is simply not credible. It is based on just-so stories and a thoroughly discredited evolutionary mechanism, Lamarckian use-inheritance. Explanations one and two are probably correct but also uninteresting. Explanation number three assumes that there is a fundamental difference between Freud's evolutionary narratives and the evolutionary accounts of psychopathology that currently circulate in psychiatry and mainstream journals. The assumption is mistaken but worth investigating. (shrink)

The philosopher and novelist Ayn Rand is a cultural phenomenon. Her books have sold more than twenty-eight million copies, and countless individuals speak of her writings as having significantly influenced their lives. Despite her popularity, Rand’s philosophy of Objectivism has received little serious attention from academic philosophers. _Concepts and Their Role in Knowledge_ offers scholarly analysis of key elements of Ayn Rand’s radically new approach to epistemology. The four essays, by contributors intimately familiar with this area of her work, discuss (...) Rand’s theory of concepts—including its new account of abstraction and essence—and its central role in her epistemology; how that view leads to a distinctive conception of the justification of knowledge; her realist account of perceptual awareness and its role in the acquisition of knowledge; and finally, the implications of that theory for understanding the growth of scientific knowledge. The volume concludes with critical commentary on the essays by distinguished philosophers with differing philosophical viewpoints and the author’s responses to those commentaries. This is the second book published in Ayn Rand Society Philosophical Studies, which was developed in conjunction with the Ayn Rand Society to offer a fuller scholarly understanding of this highly original and influential thinker. The Ayn Rand Society, an affiliated group of the American Philosophical Association, Eastern Division, seeks to foster scholarly study by philosophers of the philosophical thought and writings of Ayn Rand. (shrink)

In her study Anarchism and Education, Judith Suissa argues that anarchist learning entails a constant interplay of tensions arising from emergent desires to transform society and the challenges society poises for realizing them. This is inescapable because a critical attitude is integral to an anarchist process of learning, infusing it with creative license premised on the conviction that we need not accept things as they are, that learning is not only a space for understanding, but also enactment. My purpose is (...) to explore this dynamic in the work of graphic artist Kevin Pyle, an American-born artist with a substantive body of illustrated books and comics addressing a myriad of issues. I am interested... (shrink)

On the face of it, Plato's treatment of aisthesis is decidedly ambiguous. Sometimes he treats aisthesis as a faculty which, though distinct from all rational capacities, is nonetheless capable of forming judgments such as ‘This stick is bent’ or ‘The same thing is hard and soft’. In the Theaetetus, however, he appears to separate aisthesis from judgment, isolating the former from all prepositional, identificatory and recognitional capacities. The dilemma is easily expressed: Is perception a judgmental or cognitive capacity, or is (...) it a non-judgmental, non-cognitive capacity? If the former, how does perception differ from belief? If the latter, is perception a faculty of the rational or irrational soul? Not surprisingly, the topic has received much scrutiny over the years. And equally unsurprisingly, the debate has turned as much on what it means for a capacity to be judgmental, cognitive, non-judgmental or non-cognitive, as on whether Plato says that it is of either kind. (shrink)

Social work ethics provide practitioners with guidance on how to promote social work values such as respect, social justice, human relationships, service, competence, and integrity. Students entering the profession need to develop a real-world understanding of how to apply these values in practice while also managing the dilemmas that arise when social workers, clients, and others encounter conflicting values and ethical obligations. Ethics and Values in Social Work offers a comprehensive set of teaching and learning materials to help students develop (...) the knowledge, self-awareness, and critical thinking skills required to handle values and ethical issues in all levels of practice--individual, family, group, organization, community, and social policy. BSW and MSW students will particularly appreciate how complex ethical obligations and theories have been translated into plain language. Additionally, the comprehensive set of case examples and exercises provides realistic scenarios to develop critical thinking and problem solving skills across a range of practice situations. (shrink)

Arrow’s impossibility result stems chiefly from a combination of two requirements: independence and fixity. Independence says that the social choice is independent of individual preferences involving unavailable alternatives. Fixity says that the social choice is fixed by a social preference relation that is independent of what is available. Arrow found that requiring, further, that this relation be transitive yields impossibility. Here it is shown that allowing intransitive social indifference still permits only a vastly unsatisfactory system, a liberum veto oligarchy. Arrow’s (...) argument for independence, though, undermines any rationale for fixity. (shrink)

I can ask myself what to do, and I can ask myself what I ought to do. Are these the same question? We can imagine conjuring up a distinction, I’m sure. Suppose, though, I just told you this: “I have figured out what I ought to do, and I have figured out what to do.” Would you understand immediately what distinction I was making? To do so, you would have to exercise ingenuity. I have in mind here an “all things (...) considered” ought that I can use in my thinking, an ought that is not specifically moral, in that it doesn’t settle by sheer rules of language that I ought always to abide by morality. For this ought, the question of what I ought to do seems just to be the question of what to do. (shrink)

This article questions the aptness of ‘discourse analysis’ as a label for our field, and prefers the less reductionist concept of ‘Discourse Interpretation’. It does this through drawing on ideas from the field of philosophical hermeneutics – the theory and practice of interpreting texts. It operationalizes and adapts the construct of the Interpretive Arc from the philosophy of Paul Ricoeur in order to address issues that are central to discourse work, including that of how we warrant the validity of our (...) textual interpretations. The Interpretive Arc consists of six inter-linked phases, which the article presents and exemplifies through discussion of a single text – the story of Babel. Phase 1 of the arc defines readers as being in a state of Estrangement before the text because of the distancing created by its written or technological form. Phase 2 is that of Pre-view, the state of opinion or knowledge that readers bring to a text. At phase 3, a first reading forms readers’ Proto-understanding, their initial ‘guess’ at what the text means. Then processes of Analysis test and evidence the validity of alternative readings, limiting the interpretations which can plausibly be taken from a text. Three byways of interpretive analysis are challenged and discarded: the dominance of author intention, structuralist analysis and limitless polysemy. Analysis then leads into 5, the phase of informed Understanding of the matter or injunction of the text, of what is disclosed or unfolded before the text. The Interpretive Arc is completed in phase 6, Ownership. Here, through processes of critique of their own and the text’s ideologies and of fresh listening, readers are led to a new self formed by the matter of the text. There is a dialectic amongst Analysis, Understanding and Ownership, with each informing and modifying the other. The approach emphasizes interpretation as the heart of discourse work. The 3000-year-old narrative of Babel is a subject as well as an object here. It contributes to the matter of the article and its interpretation is interwoven with the theoretical substance. The story is shown to be an integrated narrative abounding in sophisticated linguistic techniques which show a delight in language. The traditional Christian and Western interpretation of Babel – as an affront to God which results in the curse of multilingualism – is challenged. A re-constructed interpretation informed by intertextual evidence reads the fault of Babel to be the people’s refusal to spread through the earth. Babel can be interpreted as a manifesto against the monolingual and monocultural impetus of empires ancient and contemporary. The multilingual outcome is a positive affirmation of sociocultural and linguistic diversity. (shrink)