Scholars of epistemology have identified two conceptions of epistemic injustice: discriminatory epistemic injustice and distributive epistemic injustice. The former refers to wrongs to one’s capacity as a knower that are the result of identity prejudice. The latter refers to violations of one’s right to know what one is entitled to know. This essay advances a third conception, formative epistemic injustice, which refers to wrongs to one’s capacity as a knower that are the result of or result in malformation—the undue restriction (...) of one’s formative capacities. The author argues that formative epistemic injustice is a distinctly educational wrong and that it brings to light important epistemic injustices that standard accounts of epistemic injustice either downplay or are unable to capture. This third conception of epistemic injustice is an important analytic tool for theorizing both epistemic injustice and educational justice. (shrink)

In her groundbreaking book, Epistemic Injustice, renowned moral philosopher and social epistemologist Miranda Fricker coined the term epistemic injustice to draw attention to the pervasive impact of epistemic oppression on marginalized social groups. Fricker’s account spurred a flurry of scholarship regarding the discriminatory impact of epistemic injustice and gave birth to a domain of philosophical inquiry that has extended far beyond the disciplinary boundaries of philosophy. In this interview, Fricker responds to questions posed by A. C. Nikolaidis and Winston (...) C. Thompson that address the ways in which epistemic injustice intersects with education as a human endeavour and social institution. In doing so, Fricker reflects on her motivations in writing her book more than fifteen years ago and explicitly addresses some of the most significant contributions of the concept of epistemic injustice as a tool for analysing issues in education. She also offers insights on the purpose of education, outlines educational manifestations of epistemic injustice, and discusses the virtues that educators must exhibit and inculcate in their students in order for epistemic justice to obtain. (shrink)

Klara and the Sun, the latest novel by Nobel-prize winner Kazuo Ishiguro, forces one to reckon with one's own anxieties about the future of emerging technologies and confront deep questions about the nature of dignity, existence, and humanity. The novel also provides one with complex characters and a speculative future through which to live new lives, experience novel worlds, and see through different eyes. At the same time, the novel’s world offers us an uncanny distance from our own, making us (...) prone to pass judgments on the characters’ moral faults that we later come to recognize are also our own. (shrink)

The 2007 publication of Miranda Fricker’s celebrated book Epistemic Injustice: Power and the Ethics of Knowing gave way to a burgeoning area of study in philosophy of education. The book’s arguments create a context for expanding the scope of work on epistemic issues in education by moving beyond direct explorations of the distribution of epistemic goods and the role of power in curriculum development. Since that time, the rich scholarship on epistemic injustice in philosophy of education examines a variety of (...) topics, including the impact of epistemic injustice on the experiences of teachers and learners more broadly (focussing mostly on students who are marginalized along lines of race, gender, class, and ability, amongst others) and the implications of epistemic injustice for educational research, policy, and practice. This special issue extends this line of work by compiling a set of articles that address a broad range of topics, some of which are well established in the literature and some of which open new lines of inquiry in the field. In doing so, the issue aims to establish the intersection of epistemic injustice and education as a distinct area of study that holds great significance and potential. In this paper, A. C. Nikolaidis and Winston C. Thompson introduce the issue by discussing these contributions, explaining why education is central to the study of epistemic injustice (and vice versa), and exploring the complex nature of epistemic injustice and education as revealed in the articles that comprise this collection—namely, education’s simultaneous complicity as a perpetrator and promise as a disruptor of epistemic injustice. (shrink)

Idealist philosopher Georg Hegel defied the traditional epistemological distinction of objective from subjective and developed his own dialectical alternative. Remarkable for its breadth and profundity, this work combines aspects of psychology, logic, moral philosophy, and history to form a comprehensive view that encompasses all forms of civilization. Its three divisions consist of the subjective mind (dealing with anthropology and psychology), the objective mind (concerning philosophical issues of law and morals), and the absolute mind (covering fine arts, religion, and philosophy). Wide-ranging (...) in its influence, this survey of the evolution of consciousness is essential reading for all students of philosophy and history. (shrink)

The topic of a priori knowledge is approached through the theory of evidence. A shortcoming in traditional formulations of moderate rationalism and moderate empiricism is that they fail to explain why rational intuition and phenomenal experience count as basic sources of evidence. This explanatory gap is filled by modal reliabilism -- the theory that there is a qualified modal tie between basic sources of evidence and the truth. This tie to the truth is then explained by the theory of concept (...) possession: this tie is a consequence of what, by definition, it is to possess (i.e., to understand) one’s concepts. A corollary of the overall account is that the a priori disciplines (logic, mathematics, philosophy) can be largely autonomous from the empirical sciences. (shrink)

Since the publication of Miranda Fricker’s seminal book Epistemic Injustice, philosophy of education scholarship has been mostly limited to analyses of culprit-based epistemic injustice in education. This has left structural manifestations relatively underexplored with great detriment to those who are most vulnerable to experience such injustice. This paper aims to address this oversight and open avenues for further research by exploring approaches to theorizing structural epistemic injustice in education and envisioning efficacious remedies. The author identifies three approaches: one that focusses (...) on educational institutions; one that focusses on institutional processes that impact educational outcomes; and one that focusses on epistemological processes that are internal to education. Whilst the approaches differ as to their explanatory power and ease of implementation, it is argued that all three demonstrate that epistemic injustice in education is often the result of structural factors which cannot be attributed to individual epistemic agents. The author concludes by suggesting that educational philosophers must examine each of these approaches in greater depth to make significant progress in disrupting the impact of epistemic injustice in education. (shrink)

This important new work surveys the source and ramifications of the famed Nuremburg Code -- recognized around the world as one of the cornerstones of modern bioethics.

TRANSLATORS PREFACE THE PRESENT TRANSLATION OF GEORG SIMMEL'S Schopen- hauer und Nietzsche: Ein Vortragszyklus (1907), ...

"This book is a sorely needed corrective. Animal Spirits is an important--maybe even a decisive--contribution at a difficult juncture in macroeconomic theory.

touch 27 Thirrdly, the straining of the eye 28 The occasions which suggest distance have in their own nature no relation to it 29 A difficult case proposed by Dr. Barrow as repugnant to all the known theories 30 This case contradicts a ...

Marketing Ethics addresses head-on the ethical questions, misunderstandings and challenges that marketing raises while defining marketing as a moral activity. A substantial introduction to the ethics of marketing, exploring the integral relations of marketing and morality Identifies and discusses a series of ethical tools and the marketing framework they constitute that are required for moral marketing Considers broader meanings and background assumptions of marketing infrequently included in other marketing literature Adds direction and meaning to problems in marketing ethics through reflection (...) on concepts such as individual choice, freedom and responsibility, desire satisfaction, noncoercive exchanges, and instrumental efficiency. (shrink)

Functionalism would be mistaken if there existed a system of deviant relations (an “anti-mind”) that had the same functional roles as the standard mental relations. In this paper such a system is constructed, using “Quinean transformations” of the sort associated with Quine’s thesis of the indeterminacy of translation. For example, a mapping m from particularistic propositions (e.g., that there exists a rabbit) to universalistic propositions (that rabbithood is manifested). Using m, a deviant relation thinking* is defined: x thinks* p iff (...) x thinks m(p). Such deviant relations satisfy the commonly discussed functionalist psychological principles. Finally, a more complicated system of deviant relations is constructed, one satisfying sophisticated principles dealing with the self-conscious rational mind. (shrink)

Given Plutarch’s fragmentary piece on Aristophanes and Menander, a piece of Table Talk on almost the same topic and various attacks on comic poets scattered through the Lives, one might believe that Plutarch is a staid, conservative and humourless author. But several other instances in his writings reveal a playful, facetious, witty and humorous Plutarch. This paper will focus on the Quaestiones Convivales, which bear ample witness to this aspect of Plutarch’s personality and authorial technique. It will examine the ways (...) in which he introduces and describes the various interlocutors, discuss certain comments with which he tries to ridicule his philosophical opponents, notably the Stoics and the Epicureans, try to distinguish the various manifestations of Plutarch’s humour and finally suggest that Plutarch’s stance and attitude towards playfulness, comic situations and laughter may ultimately be affected, at least in part, by his allegiance to Plato. (shrink)

The Rashomon effect – a phenomenon studied in the arts and social sciences – occurs when the same event is given contradictory interpretations by different individuals involved. The effect was named after Akira Kurosawa's 1950 film Rashomon, in which a murder is described in four contradictory ways by four witnesses. In the film, a samurai has been killed under mysterious circumstances. Four people give contradictory reports about the crime. In particular, the samurai's wife claims that she was sexually abused by (...) a bandit, fainted, and then awoke to find her husband dead; the bandit claims that he seduced the wife and challenged the samurai in a battle to victory or at least to an honorable death; the woodcutter (who may have been an onlooker) claims that he witnessed the rape and murder but was not involved; and the dead samurai's spirit claims that he committed suicide. The Rashomon effect is not only about constructing different versions of the world based on differences in perspective; it occurs when such differences appear together with the absence of evidence to assess any version of the truth, plus “the social pressure for closure on the question.” In this commentary, we describe the relevance of the Rashomon effect beyond the arts and social sciences, namely in the field of biology. We use examples from redox biology, which is full of contradictions, thus making it fertile ground on which to apply reasoning derived from the Rashomon effect. (shrink)

Educational Theory, Volume 71, Issue 6, Page 787-807, December 2021.

The description for this book, Desert, will be forthcoming.

The idea of nature in medical theory and practice -- Diseases -- Health: popular concept and philosophical question -- Is a pedagogy of healing possible? -- The problem of regulation in the organism and in society.

George Berkeley (1685-1753) is the superstar of Irish Philosophy. He entered Trinity College, Dublin, in 1700 and became a fellow in 1707. In 1724 he resigned his Fellowship to become Dean of Derry, and in 1734 he was made Bishop of Cloyne. He settled in Oxford in 1752 and died the following year. The work of George Berkeley is marked by its diversity and range. His writings take in such topics as mathematics, psychology, politics, health, economics, deism and (...) education, as well as that with which he is most associated - philosophy. Whatever topic he dealt with, his grasp of the subject matter was always impressive and his criticisms of his contemporaries often acute. Among the most noteable of the British Empiricists, he took his starting point from Locke's new 'way of ideas', but he rejected abstract ideas and the possibility of real existence outside perception. It is for this doctrine that he is most known - that there is no such thing as matter, and that things are collections of ideas which can exist only in our minds and only for so long as they are perceived. This philosophy, summed up in his phrase 'to be is to be perceived', he termed 'immaterialism'. A.C. Fraser's collection includes a series of what were previously unpublished notes by Berkeley on all the main topics of his philosophy. This, the 1901 edition, was the first complete edition of his works. (shrink)

Berkeley's Idealism both advances Berkeley scholarship and serves as a useful guide for teachers and students.

What drives much of the current philosophical interest in the idea of group cognition is its appeal to the manifestation of psychological properties—understood broadly to include states, processes, and dispositions—that are in some important yet elusive sense emergent with respect to the minds of individual group members. Our goal in this paper is to address a set of related, conditional questions: If human mentality is real yet emergent in a modest metaphysical sense only, then: (i) What would it mean for (...) a group to have emergent cognitive states? (ii) Is this even a metaphysically coherent view? (iii) Relative to which notion of emergence do we have reason to believe that certain groups in fact have emergent cognitive states? We shall argue that evidence from a wide variety of social science domains makes it plausible that there are group cognitive states and processes no less metaphysically emergent than human cognitive (and other special science) states and processes. (shrink)

Georges Sorel's Study on Vico is a revelatory document of the depths and stakes of French social thought at the end of the 19th century. What brought Sorel to the 18th century Neapolitan theorist of history? Acute awareness of the limitations of Marxist thought in his day, a profound concern with the material underpinnings of language, law, and culture, and the imperative to understand the possibilities of revolutionary change. We find here a different Sorel, one who speaks in surprising ways (...) to the 21st century. The translation is accompanied by an introduction and by a set of notes which situate the text both in Sorel's overall intellectual trajectory and in the fin de siècle debates from which it emerged. (shrink)

Darwin the writer -- Learning to see : Darwin's prophetic apprenticeship on the Beagle voyage -- The prose of On the origin of species -- Surprise and paradox : Darwin's artful legacy -- Darwinian mind and Wildean paradox -- Hardy's Woodlanders and the Darwinian grotesque -- Coda : the comic Darwin.

In the light of two unpublished letters from Carnap to Kuhn, this essay examines the relationship between Kuhn's The Structure of Scientific Revolutions and Carnap's philosophical views. Contrary to the common wisdom that Kuhn's book refuted logical empiricism, it argues that Carnap's views of revolutionary scientific change are rather similar to those detailed by Kuhn. This serves both to explain Carnap's appreciation of The Structure of Scientific Revolutions and to suggest that logical empiricism, insofar as that program rested on Carnap's (...) shoulders, was not substantially upstaged by Kuhn's book. (shrink)

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be (...) preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Stolen Legacy by George G.M. James refutes the Euro-centric myth that the origin of Western philosophy is Greek. First published in 1954, this book was seminal in leading to a radical reappraisal of a philosophical system long thought to be of European origin. It is an essential work in the syllabus for the study of Western philosophy.

This edited volume draws upon Lacanian psychoanalytic theory to examine the conscious and unconscious forces underlying race as a social formation, conceptualizing race, racial identity, and racism in ways that go beyond traditional modes of psychoanalytic thought Featuring contributions from Lacanian scholars from diverse geographical and disciplinary contexts, chapters span a wide breadth of topics including white nationalism and contemporary debates over confederate monuments; emergent theories of race rooted in Afropessimism and postcolonialism; Latinx and other racialized groups; apartheid and American (...) slavery; and applications of Lacan's concepts of the lamella, drive and sexuation to processes of racialization. The collection both reorients readers' understandings of race through its deployment of Lacanian theory and redefines the Lacanian subject through its theorizing of subjectivity in relation to race, racism and racial identification. Lacan and Race will be a definitive text for psychoanalytic theorists and contemporary scholars of race and appeal to readers across the fields of psychology, cultural studies, humanities, politics, and sociology. (shrink)

Many epistemologists have been interested in justification because of its presumed close relationship to knowledge. This relationship is intended to be ...

How do we evaluate the power and utility of language when it has been made to articulate falsehoods in certain totalitarian regimes or has been charged with vulgarity and imprecision in a mass-consumer democracy? How will language react to the increasingly urgent claims of more exact speech such as mathematics and symbolic notation? These are some of the questions Steiner addresses in this elegantly written book, first published in 1967 to international acclaim.

American healthcare -- Bioterror and bioart -- State of emergency -- Licensed to torture -- Hunger strikes -- War -- Cancer -- Drug dealing -- Toxic tinkering -- Abortion -- Culture of death -- Patient safety -- Global health -- Statue of security -- Pandemic fear -- Bioidentifiers -- Genetic genocide.