The Faces of Reason traces the history of philosophy in English Canada from 1850 to 1950, examining the major English-Canadian philosophers in detail adn setting them in the context of the main currents of Canadian thought. The book concludes with a brief survey of the period after 1950. What is distinctive in Canadian philosophy, say the authors, is the concept of reason and the uses to which it is put. Reason has interacted with experience in a new world and a (...) cold climate to create a distinctive Canadian community. The diversity of political, geographic, social, and religious factors has fostered a particular kind of thinking, particular ways of reasoning and communicating. Rather than one grand, overarching Canadian way of thinking, there are “many faces of reason,” “a kind of philosophic federalism”. The book has two dimensions: “ it is a continuos story which makes a point about the development of philosophical reason in the Canadian context....it is a reference work which may be consulted by readers interested in particular figures, ideas, movements, or periods.”. (shrink)

John Watson arrived at Queens University Kingston, Ontario, in 1872. In the Preface to the first volume of The Gifford Lectures, The Interpretation of Religious Experience, John Watson expresses his indebtedness to his former teacher, Dr. Edward Caird, and to Dr. F.H. Bradley: “…to those [works of Dr. Bradley and the late Dr. Edward Caird] I owe more than I can well estimate”. But he had previously qualified this debt as one of inspired doubt, not considered apprenticeship. “With the Absolutism (...) of Dr. Bradley, as I need hardly say, I have the greatest sympathy; but I do not think that it successfully avoids in all cases the vice of Spinozism — though, in insisting upon the idea of ‘degrees of reality’, it seems to me to come very clear to an abandonment of the abstract Absolutism elsewhere apparently contended for”. (shrink)

This paper provides an account of the paradoxes of teaching democracy, the paradoxes of being a citizen in a liberal democracy, and the insights that can be gained from the model of citizenship that T.H. Green promoted. Green thought citizenship was predicated on the twin foundations of the community and the common good. Freedom for Green means individual self-determination coupled with recognition of the dependency relations between individuals and the community. Green is noteworthy not only as a theorist but also (...) as an active contributor to the development of public schools in England. A consideration of his arguments provides a model for educating citizens, addresses the paradoxes of democracy in education, and reveals elements of his philosophy that are relevant to educational issues today. (shrink)