The aim of this paper is to explain what is involved in the exercise of the Judaeo-Christian virtue of forgiveness, and in so doing to lay bare the structure of human (rather than Divine) forgiveness. It argues that it is not possible, through some act of will, to forgive a person for the wrongs that have been done to one, but shows nonetheless that forgiving is a task and that the disposition to undertake this task in the appropriate circumstances may (...) properly be regarded as a virtue. However, to be too willing to undertake this task, or to undertake it in inappropriate circumstances, is a vice since it is indicative of diminished self-respect. Success in the task of forgiving falls beyond our full rational control and depends very largely on a capacity to empathise and to feel an appropriate degree of compassion. Whether or not we are able to do so and sustain this itself depends on certain social contingencies. (shrink)
The aim of this paper is to explain what is involved in the exercise of the Judaeo-Christian virtue of forgiveness, and in so doing to lay bare the structure of human forgiveness. It argues that it is not possible, through some act of will, to forgive a person for the wrongs that have been done to one, but shows nonetheless that forgiving is a task and that the disposition to undertake this task in the appropriate circumstances may properly be regarded (...) as a virtue. However, to be too willing to undertake this task, or to undertake it in inappropriate circumstances, is a vice since it is indicative of diminished self-respect. Success in the task of forgiving falls beyond our full rational control and depends very largely on a capacity to empathise and to feel an appropriate degree of compassion. Whether or not we are able to do so and sustain this itself depends on certain social contingencies. (shrink)
CHAPTER ONE PICTURING What is it for one thing to be a picture of another? There are numerous theories which purport to clarify the picturing relation, ...
Even though philosophers in the Anglo-American tradition have often disagreed about the nature of their subject, they were, until quite recently, of one mind in regarding philosophy as utterly different from literature and the literary arts. Philosophy was the realm of argument and literal truth; literature, the realm of fancy, rhetoric, figurative embellishment and fiction. But the tide has changed. The guiding star of Logical Positivism no longer burns so brightly, the influence of the continent has begun to tell, and (...) we are now confronted by a very much more generous account of philosophy and its relation to literature. (shrink)
The aim of this article is to give an account of the distinction between primary and secondary qualities in a way which allows the distinction a useful place in an explanation of scientific enquiry. this is done by modifying certain of locke's criteria for primacy, and by showing that this procedure has certain advantages over keith campbell's account of the distinction. in particular, i argue that primary qualities cannot be specified in a theory-neutral way, and that this has important consequences (...) for an account of scientific observation and the relation between the scientific and everyday images of the world. (shrink)
Philosophers currently speak of the growth of knowledge only in the context of scientific enquiry, and concentrate exclusively on the growth of prepositional knowledge. That this is mistaken can be seen from a consideration of the knowledge acquired from fictional literature. There are many different things that are learned from fiction. Certainly people acquire prepositional beliefs and knowledge about the actual world from fiction, but they also acquire strategic and cognitive skills, emphatic beliefs and knowledge, and values of one sort (...) or another. These are all acquired in interestingly different ways which are detailed in the body of the paper. (shrink)
Philosophers currently speak of the growth of knowledge only in the context of scientific enquiry, and concentrate exclusively on the growth of prepositional knowledge. That this is mistaken can be seen from a consideration of the knowledge acquired from fictional literature. There are many different things that are learned from fiction. Certainly people acquire prepositional beliefs and knowledge about the actual world from fiction, but they also acquire strategic and cognitive skills, emphatic beliefs and knowledge, and values of one sort (...) or another. These are all acquired in interestingly different ways which are detailed in the body of the paper. (shrink)
