Samuel Rickless presents a new account of Berkeley's controversial argument, and suggests it is the philosopher's greatest legacy: not only is it valid, but it may well be sound.

There is a mystery at the heart of Plato's Parmenides. In the first part, Parmenides criticizes what is widely regarded as Plato's mature theory of Forms, and in the second, he promises to explain how the Forms can be saved from these criticisms. Ever since the dialogue was written, scholars have struggled to determine how the two parts of the work fit together. Did Plato mean us to abandon, keep or modify the theory of Forms, on the strength of Parmenides' (...) criticisms? Samuel Rickless offers something that has never been done before: a careful reconstruction of every argument in the dialogue. He concludes that Plato's main aim was to argue that the theory of Forms should be modified by allowing that forms can have contrary properties. To grasp this is to solve the mystery of the Parmenides and understand its crucial role in Plato's philosophical development. (shrink)

Recently, growing numbers of interns, apprentices, and volunteers are being recruited to work seasonally on ecologically oriented and organic farms across the global north. To date, there has been very little research examining these emergent forms of non-waged work. In this paper, we analyze the relationships between non-waged agricultural work and the economic circumstances of small- to medium-size farms and the non-economic ambitions of farm operators. We do so through a quantitative and qualitative analysis of farmers’ responses to two surveys (...) we conducted of farmers using non-waged workers in Ontario, Canada. We situate our analysis within debates on the agrarian question, which we contend requires an account for both the economic and non-economic dimensions of new forms of non-waged work on farms. We suggest that many ecologically oriented farm operators are struggling financially and report low gross on-farm revenues and personal incomes. We argue that in addition to relying on off-farm incomes and self-exploitation, many farms are managing to persist in a challenging economic climate through their use of intern, apprentice, and volunteer labor. However, we also suggest that the growth of non-waged work on farms is not simply being driven by economic processes but also a series of non-economic relationships focused on non-institutional farmer training, the pursuit of sustainability, and social movement building. We suggest, the “economic” and “non-economic” dimensions of internships, apprenticeships, and forms of volunteerism sit uneasily alongside of one another, generating questions about the politics, ethics, and sustainability of non-waged work and ecological farming. (shrink)

Originally published in 1966. This book considers the perceived asymmetries between the self and others, or between self and things. An indepth analysis of scepticism, dualism, belief, knowledge and semantics. A topic which is central to both epistemology but also the whole of contemporary philosophy.

Originally published in 1966. This book considers the perceived asymmetries between the self and others, or between self and things. An in-depth analysis of scepticism, dualism, belief, knowledge and semantics. A topic which is central to both epistemology but also the whole of contemporary philosophy.

Originally published in 1966. This book considers the asymmetries between the self and others, or between self and things. An indepth analysis of scepticism, dualism, belief and knowledge.

Applied Christian Ethics addresses selected themes in Christian social ethics. Part one shows the roots of contributors in the realist school; part two focuses on different levels of the significance of economics for social justice; and part three deals with both existential experience and government policy in war and peace issues.

2. The equal status mentioned in Thesis 2 need not mean, "equally concrete" or "inclusive," but only, "equally real," where "real" means having a character of its own with reference to which opinions can be true or false. But becoming or process is alone fully concrete or inclusive, since if A is without becoming, and B becomes, then the togetherness of AB also becomes. A new constituent means a new totality. In this sense, becoming is the ultimate principle.

This volume explores the principles that govern moral responsibility and legal liability for omissions. Contributors defend different views about the ground of moral responsibility, the conditions of legal liability for an omission to rescue, and the basis for accepting a " for omissions in the criminal law.

"Let him, therefore, who would arrive at a knowledge of nature, train his moral sense; let him act and conceive in accordance with the noble essence of his ...

Biological evolution provides a creative fount of complex and subtle adaptations, often surprising the scientists who discover them. However, because evolution is an algorithmic process that transcends the substrate in which it occurs, evolution’s creativity is not limited to nature. Indeed, many researchers in the field of digital evolution have observed their evolving algorithms and organisms subverting their intentions, exposing unrecognized bugs in their code, producing unexpected adaptations, or exhibiting outcomes uncannily convergent with ones in nature. Such stories routinely reveal (...) creativity by evolution in these digital worlds, but they rarely fit into the standard scientific narrative. Instead they are often treated as mere obstacles to be overcome, rather than results that warrant study in their own right. The stories themselves are traded among researchers through oral tradition, but that mode of information transmission is inefficient and prone to error and outright loss. Moreover, the fact that these stories tend to be shared only among practitioners means that many natural scientists do not realize how interesting and lifelike digital organisms are and how natural their evolution can be. To our knowledge, no collection of such anecdotes has been published before. This paper is the crowd-sourced product of researchers in the fields of artificial life and evolutionary computation who have provided first-hand accounts of such cases. It thus serves as a written, fact-checked collection of scientifically important and even entertaining stories. In doing so we also present here substantial evidence that the existence and importance of evolutionary surprises extends beyond the natural world, and may indeed be a universal property of all complex evolving systems. (shrink)

In this paper I first sketch out the field of Christian theological responses to Nietzsche with special reference to Merold Westphal and Giles Fraser. This forms the backdrop for my analysis of Taylor. I argue Taylor characterizes Nietzsche as deeply insightful but peculiarly inhuman and employs Nietzsche in his apologetic strategy to highlight the need for strong moral sources for the demands of humanism. I claim that Taylor also makes theological responses to Nietzsche. Taylor holds out hope that a vision (...) of the divine affirmation of the world provides the best sustenance for life together in the 21st century. Yet he concedes the continuing strength of Nietzsche’s critique and insight for Christianity. In the concluding part of my essay I offer reflections on the contribution Taylor’s response to Nietzsche makes to Christian theology, with recourse to the parable of the prodigal son. (shrink)

In this article, I discuss how Samuel Stanhope Smith advanced Reidian themes in his moral philosophy and examine their reception by Presbyterian revivalists Ashbel Green, Samuel Miller, and Archibald Alexander. Smith, seventh president and moral philosophy professor of the College of New Jersey (1779–1812), has received marginal scholarly attention regarding his moral philosophy and rational theology, in comparison to his predecessor John Witherspoon. As an early American philosopher who drew on the ideals of the Scottish Enlightenment including Common (...) Sense philosophy, Smith faced heightened scrutiny from American revivalists regarding the danger his epistemology presented to the institution of religion. The Scottish School of Common Sense was widely praised and applied in nineteenth-century American moral philosophy, but before the more general American acceptance of Common Sense, Smith already appealed to Reidian themes in his methodology and treatment of external sensations, internal sensations, intellectual powers, and active powers of the human mind. In this paper, I argue that Smith's use of Reidian themes for grooming his student's morality conflicted with the educational expectations from revivalists on Princeton's board of trustees who demanded more attention on orthodox theology. I identify Smith's notions of causation, liberty, and the moral faculty as primary reasons for this tension over Princeton's educational purpose during the first decade of the nineteenth century. (shrink)

SummaryThe College of New Jersey (which later became Princeton University) provides an example of how Scottish philosophy influenced American higher education in an institutional context during the late eighteenth and nineteenth centuries. This article compares the administrations of John Witherspoon (served from 1768 to 1794), Samuel Stanhope Smith (served from 1795 to 1812) and James McCosh (served from 1868 to 1888) at Princeton and examines their use of Scottish philosophy in restructuring the curriculum and reforming its institutional purpose. While (...) presiding over Princeton during its most significant transitional moments, these philosophers of the Scottish School of Common Sense instituted different versions of moral education. Meanwhile, Witherspoon's legacy of balancing the interests of Evangelicalism and Scottish philosophy as Princeton's driving purpose influenced the creation and reception of nineteenth-century programmes of moral education. The broader question this article addresses is: how did the interconnecting points among Scottish philosophy, Calvinism and moral education inform notions of didactic Enlightenment at Princeton across a century? (shrink)

Charles Renouvier se bat contre les mystères et la métaphysique en utilisant la méthode scientifique. Il appuie son néocriticisme sur l'esprit de la science. Il n'omet pas d'étudier les premiers principes des sciences, les notions de phénomène et de loi, les catégories. Il articule son phénoménisme entre les catégories de relation, d'où découle l'absurdité de l'infini actuel, et de personne, toute chose étant par le biais de représentations. Il use des principes de relativité et de contradiction, propose un classement (...) des sciences, prenant en compte ses principes et posant la critique comme tronc commun des sciences. Il voit l'objet des mathématiques dans le rapport du multiple à l'un, et le nombre comme un tout d'unités. Sa loi du nombre lui permet de sortir des antinomies kantiennes, de penser les nombres négatifs et fractionnaires. Il analyse les concepts élémentaires de la géométrie, il présente les enjeux du calcul des probabilités et se positionne par rapport aux géométries imaginaires, tout cela en vue de débarrasser les mathématiques de toute métaphysique. Il fait valoir l'hypothèse scientifique dans les sciences expérimentales, s'interroge sur les notions de matière et de force. Considérant la place de la liberté et de la volonté en l'homme, il y voit une différence spécifique d'avec l'animal. Il montre le lien entre croyance et savoir, et il milite pour une religion raisonnée et un progrès moral."--P. [4] of cover. (shrink)

How do we know ourselves? When it comes to our states of mind, it might seem that self-knowledge enjoys a privilege: I know what I'm thinking because I have immediate access to my mind. Inspired by Sartre, two American philosophers, Richard Moran and Charles Larmore, have argued that this idea fails to account for our singular relationship with our own minds. In addition to knowing ourselves through theoretical reflection, we are also capable of practical reflection. We can answer the (...) question of what we think in a practical way: through a decision or a commitment, rather than a self-interpretation. But what is the relationship between these two types of self-reflection? What should we do when they conflict? This book seeks to answer these questions. In so doing, it shows the importance of another path to self-knowledge hitherto left aside by analytic authors: phenomenological reflection on our experience of the world. -/- Comment se connaît-on soi-même ? Concernant nos états d’esprit, il peut sembler que la connaissance de soi jouisse d’un privilège : je sais ce que je pense parce que j’ai un accès immédiat à mon esprit. S’inspirant de Sartre, deux philosophes américains, Richard Moran et Charles Larmore, ont soutenu que cette idée ne rend pas compte de notre rapport singulier à notre propre esprit. En plus de se connaître par une réflexion théorique, on est aussi capable d’une réflexion pratique. On peut répondre de façon pratique à la question de savoir ce qu’on pense : par une décision ou un engagement, plutôt qu’une interprétation de soi. Mais quel est le rapport entre ces deux types de réflexion sur soi ? Que faire lorsqu’elles entrent en conflit ? Ce livre cherche à répondre à ces questions. Ce faisant, il montre l’importance d’une autre voie vers la connaissance de soi jusqu’à présent laissée de côté par les auteurs analytiques : la réflexion phénoménologique sur notre expérience du monde. (shrink)