John E. Smith has contributed to contemporary philosophy in primarily four distinct capacities; first, as a philosopher of religion and God; second, as an indefatigable defender of philosophical reflection in its classical sense ( a sense inclusive of, but not limited to, metaphysics); third, as a participant in the reconstruction of experience and reason so boldly inaugurated by Hegel then redically transformed by the classical American pragmatists, and significantly augmented by such thinkers as Josiah Royce, william Earnest Hocking, and (...) Alfred North Whitehead; fourth, as an interpreter of philosophical texts and traditions (Kant, Hegel, and Nietzsche no less than Charles Peirce, WIlliam James and John Dewey; German idealism as well as American; the Augustinian tradition no less than the pragmatic). Reason, Experience, and God provides an important and comprehensive look at the work of John E. Smith by collected essays which each address aspects of his life-long work. A response by John E. Smith himself draws a line of continuity between the pieces. (shrink)
Although The Origin of Species contained just a single visual illustration, Charles Darwin's other books, from his monograph on barnacles in the early 1850s to his volume on earthworms in 1881, were copiously illustrated by well-known artists and engravers. In this 2006 book, Jonathan Smith explains how Darwin managed to illustrate the unillustratable - his theories of natural selection - by manipulating and modifying the visual conventions of natural history, using images to support the claims made in his (...) texts. Moreover, Smith looks outward to analyse the relationships between Darwin's illustrations and Victorian visual culture, especially the late-Victorian debates about aesthetics, and shows how Darwin's evolutionary explanation of beauty, based on his observations of colour and the visual in nature, were a direct challenge to the aesthetics of John Ruskin. The many illustrations reproduced here enhance this fascinating study of a little known aspect of Darwin's lasting influence on literature, art and culture. (shrink)
The ongoing pursuit of tacit knowledge Content Type Journal Article Pages 1-5 DOI 10.1007/s11016-010-9500-6 Authors Charles W. Smith, Department of Sociology, Queens College, CUNY, 65-30 Kissena Boulevard, Flushing, NY 11367, USA Journal Metascience Online ISSN 1467-9981 Print ISSN 0815-0796.
The essays in this volume offer a range of new perspectives on Charles Taylor's philosophy. Part one addresses key metaphilosophical themes such as the role of transcendental arguments, the critique of representationalism, and the dialectics of Enlightenment. Part two critically examines Taylor's views on personhood, selfhood and interpersonal recognition. Part three discusses issues in Taylor's moral and political theory, including the nature of his moral realism, his theory of modernity, and his critical appropriation of the liberal tradition. The book (...) concludes with an interview with Taylor in which he summarizes his work and comments on some key contemporary issues. (shrink)
Joseph Conrad’s ‘The secret sharer’ has often been associated with what can be called initiation stories. However, in this article I argue that Conrad’s text is more than that. It can, I suggest, be read as an allegory of the inaccessibility to reveal the essence of being in command, being in education, and also the inaccessibility of the essence of the meaning of the text itself. It keeps its secret by allegorically staging alternative readings. This inaccessibility gives rise to a (...) feeling of strangeness, of the uncanny, that must be faced in order to pass through the initiation into the unknown that all the possible allegorical meanings of the text produce. In other words, ‘The secret sharer’ has an educational value that goes beyond the act of merely using it to exemplify a certain type of initiation. In this way I connect Conrad’s text to the themes of strangeness and the stranger and show how they mutually can involve a reading of education and literature as two distinct discourses of learning. (shrink)