This investigation is a historical review of twentieth-century analytical philosophy in England. In seven chapters, the intellectual development of its most prominent representatives - Moore, Russell, Wittgenstein, Ryle, Austin, Strawson, Dummett - is traced. The book does not however aim to tell a story. Instead, it offers synopses of the main philosophical texts of these seven philosophers. The chief reason for adopting this approach was the wish to first of all cover as many of the problems discussed by them (...) as possible, and secondly to view these problems in juxtaposition. The study was thus conceived as a comprehensive and most objective review of the history of analytical philosophy as practised in England. The hope is that it will serve as a reference book covering all the central problems discussed by these seven authors. (shrink)
Investigating key issues in English philosophical, political, and religious thought in the second half of the seventeenth century, this book presents a set of new and intriguing essays on the topics. Particular emphasis is given to the interaction between philosophy and religion among leading political thinkers of the period; connections between philosophical debate on personhood, certainty, and the foundations of faith; and new conceptions of biblical exegesis.
G.H. von Wright, G.E. Moore's and Wittgenstein's successor, and John Wisdom's predecessor as a Professor of Philosophy in Cambridge, wrote in 1993: «The history of the "analytical" movement has not yet been written in full. With its increased diversification, it becomes pertinent to try to identify its most essential features and distinguish them from later additions which are alien to its origins.» In the same year A.J. Ayer's successor as a Wykeham Professor of Logic in Oxford, M. Dummett noted: (...) «I hope that such a history will be written: it would be fascinating.» The task of this book is to fulfill these hopes. (shrink)
Kathleen M. Squadrito - EnglishPhilosophy in the Age of Locke - Journal of the History of Philosophy 40:2 Journal of the History of Philosophy 40.2 264-265 Book Review EnglishPhilosophy in the Age of Locke M. A. Stewart, editor. EnglishPhilosophy in the Age of Locke. New York: Oxford University Press, 2000. Pp. x + 326. Cloth, $60.00. Volume 3 in the Oxford Studies in the History of Philosophy, Stewart's anthology (...) focuses on the philosophical, religious, and political thought of the seventeenth century. The text includes nine articles. This volume is essential reading to anyone interested in the relationship between metaphysics, religion, and politics. Some articles are new, some previously published and revised. In "The Political Problem of Religion: Hobbes's Reading of the Bible," Paul Dumouchel finds the key to Hobbes's political philosophy in his religious,.. (shrink)
In 1912 the Home University Library courageously offered to the amateur philosopher G. E. Moore’s Ethics and Bertrand Russell’s Problems of Philosophy. Now under the aegis of the Oxford University Press it offers a brief, selectively partisan retrospect over the half-century’s philosophy, which confines itself to these Cambridge reformers and their colleague, Wittgenstein and to their successors, the dominant Oxford school of analysis. Its donnish author issues a stern warning to the enthusiastic amateur, whether or not he be (...) a professional in another science anxious to plumb his own philosophical presuppositions, to allow English philosophers “to go their own way” without “public complaint or criticism”. English philosophers have just succeeded in achieving distinct professional status as “philosophers’ philosophers”, though they are still affected by nostalgia for “the old, kind days of amateurism”. He grants that “it seems to be true that the contemporary philosopher’s eye is characteristically cold and his pen, perhaps, apt to be employed as an instrument of deflation”. Nevertheless, without apprehension for the consequences of such narrow technique, he ironically underlines the ineffective state that “certain philosophers deplore the present aspect of their own subject, and that, more commonly, certain non-philosophers discuss philosophy with a plaintive and patronizing impertinence which they would not dream of displaying towards any other subject in which they were admittedly ill qualified”. This seems to deny the classic philosopher’s role of thinking for, and presenting his thoughts to the critical consideration of his fellow mortals. (shrink)
This article was first published in 1982 in Educational Analysis (4, 75?91) and republished in 1998 (Hirst, P. H., & White, P. (Eds.), Philosophy of education: Major themes in the analytic tradition, Vol. 1, Philosophy and education, Part 1, pp. 61?78. London: Routledge). I was then a lecturer in philosophy of education at Sheffield University teaching the subject to Master?s students on both full- and part-time programmes. My first degree was in philosophy, read under D. W. (...) Hamlyn and David Cooper and, given their interests, inevitably emphasized the philosophy of language, in particular the work of Wittgenstein in this field. When I subsequently turned my attention to the philosophy of education it seemed obvious to me that there were serious problems with Professor Peters? approach to language, and I had particular difficulties with his approach to criteria, meaning theory and what seemed an odd interpretation of a transcendental argument. This article thus set out to show that the then dominant form of philosophy of education seemed not to take account of developments in the philosophy of language that preceded Professor Peters? early work by at least a decade and which cast serious doubt on the enterprise as it was then understood. As the articles in the 1998 collection indicate, I was not alone in thinking there was something amiss, although at the time I seemed to be ploughing a somewhat lonely furrow. In revisiting this early article some 30 years after it was first published I have found to my surprise that there is little I would now change, although I have been forcibly reminded of the very lively discussions Professor Peters and I had over these issues. The fact that there is little I would now add to, or subtract from, my critique is in itself a telling comment on the enduring and influential legacy of the approach to the philosophy of education that Professor Peters championed so powerfully. (shrink)
This book publishes, for the first time in decades, and in many cases, for the first time in a readily accessible edition, English language philosophical literature written in India during the period of British rule.
In recent decades, English has become the uncontestable lingua franca of philosophy of science and of most other areas of philosophy and of the humanities. To have a lingua franca produces enormous benefits for the entire scientific community. The price for those benefits, however, is paid almost exclusively by non-native speakers of English. Section 1 identifies three asymmetries that individual NoNES researchers encounter: ‘publication asymmetry’, ‘resources asymmetry’, and ‘team asymmetry’. Section 2 deals with ‘globalized parochialism asymmetry’: (...) thanks to English being a lingua franca, a special perspective, mostly US and British, is being globalized and is replacing European topics and approaches. This has serious consequences for history of philosophy as well as for philosophical theory: thinkers of the past tend to be dealt with on the global level at best only if and insofar they are translated into English. Similarly, the theoretical agenda of globalized philosophy of scien... (shrink)
The present study intends to provide empirical evidence on the effect of Philosophy for Children integrated with English picture storybook instruction on adolescent learners of English as a foreign language. Previous studies have documented the instructional benefits of P4C in various fields; very little evidence, however, can be found in ESL or EFL contexts. The present study was therefore carried out to explore the beneficial effects of P4C applied in EFL instruction with picture storybooks as instructional materials. (...) A total of 62 students participated in the study, divided into one P4C group and one non-P4C group. Participants in the P4C group underwent 10 weeks of English storybook instruction with P4C in a school club, and the effects of instruction were measured by questionnaires and reading comprehension tests. Results of the study showed that students in the P4C group experienced a slightly higher level of English learning anxiety, retained higher English learning motivation after the instruction, and improved their English reading comprehension. Finally, pedagogical implications are presented. (shrink)
Engaging, accessible, and up-to-date, this work introduces the central debates of English language philosophy since 1945. It begins with a brief description of philosophical debate during the first half of the twentieth century, offering fascinating discussions of writings by Wittgenstein, Ryle, Austin, Quine, and Sellars. It then describes several ensuing philosophical debates that have shaped philosophical discussions since the 1960s, addressing the Davidson/Dummett debate on language; the Kripke/Lewis debate on possible worlds; the Popper/Kuhn debate on the justification in (...) epistemology; the debates on materialism, functionalism, and dual-aspect theories of mind; and recent work in moral psychology, metaethics, and normative ethics. It also includes a critical discussion of Rorty's metaphilosophical skepticism and pays extensive attention to writings of Strawson, Putnam, Evans, McDowell, Williams, Nagel, and many other contemporary philosophers. (shrink)