In his own lifetime Confucius never attained real power and he died feeling that his life had been a failure; yet his teaching came to dominate the political and ritual life of China for thousands of years and to inspire many thinkers in the outside world. Howard Smith describes China in the sixth century B.C. and shows how its history of internal conflict, together with the cult of ancestor worship, gave rise to Confucius' central doctrines of order and 'piety'. (...) He relates how a few disciples kept this teaching alive after Confucius' death and how it came finally to be accepted throughout the huge Chinese empire as the basis for political, educational and ceremonial life. He describes also how Confucianism was slowly changed by the rival philosophies and religions with which it had to compete. This book is therefore not only a history of one of the world's greatest systems of belief but also a study of how such a system both creates and is created by the society in which it exists. -- From publisher's description. (shrink)

Recent theorists have suggested that human altruism toward non-family members evolved because of the tremendous benefits of reciprocity. Developing further the notion that evolutionary theory can help to explain moral sentiments, Howard Kahane proposes that a sense of fair play is essential to ethics and argues that moral obligation, too narrowly construed, prevents us from living rationally. He brings his account of fair play to bear on the ethics of various domains of social life including friendship, taxes, civil rights, (...) and nation states. (shrink)

Darwin himself suggested the idea of generalizing the core Darwinian principles to cover the evolution of social entities. Also in the nineteenth century, influential social scientists proposed their extension to political society and economic institutions. Nevertheless, misunderstanding and misrepresentation have hindered the realization of the powerful potential in this longstanding idea. Some critics confuse generalization with analogy. Others mistakenly presume that generalizing Darwinism necessarily involves biological reductionism. This essay outlines the types of phenomena to which a generalized Darwinism applies, and (...) upholds that there is no reason to exclude social or economic entities. (shrink)

Technology corporations and the emerging digital health market are exerting increasing influence over the public healthcare agendas forming around the application of mobile medical devices. By promising quick and cost-effective technological solutions to complex healthcare problems, they are attracting the interest of funders, researchers, and policymakers. They are also shaping the public facing discourse, advancing an overwhelmingly positive narrative predicting the benefits of wearable medical devices to include personalised medicine, improved efficiency and quality of care, the empowering of under-resourced communities, (...) and delivery of health services previously unavailable to the citizens of developing countries. Typically techno-optimist in their description, the key barriers to this impending inflection point in healthcare are identified as technical issues such as short battery life and a lack of data protection. However, this tech innovation narrative is consistent with problematic ethical, social, and political assumptions that have practical and normative effects, and risk, one, undermining the real clinical potential of wearable devices and, two, designing social inequality and injustice into our mobile health interventions in global healthcare. I argue that the foundational assumptions dealing with the just distribution of healthcare ‘goods’, the individual as part of society, and the political framing of future healthcare policy devalue equity and despite what they promise cannot meet the distinctive needs of individuals and groups that do not conform to a standardised concept of care-receiver. (shrink)

What is a philosophy class like? What roles do teachers and students play? Questions like these have been answered time and again by philosophers using images and metaphors. As philosophers continue to develop pedagogical approaches in a more conscious way, it is worth evaluating traditional metaphors used to understand and structure philosophy classes. In this article, we examine two common metaphors—the sage on the stage, and philosophy as combat—and show why they fail pedagogically. Then we propose five metaphors—teaching philosophy as (...) world-traveling, wondering, conducting an orchestra, storytelling, and coaching—that can better respond to the needs of increasingly diverse student bodies. Further, these metaphors find their ground in long-standing beliefs about what philosophy is, how it is done, and what it can do for those willing to engage in it. While no single one of them is comprehensive, we think that these models can help us enliven our own thinking about our teaching and the roles we and our students play in our classrooms. (shrink)

Reading, a micro-level and subjective activity, is a mechanism through which gender is constructed and reinforced. Drawing on insights from cultural studies and feminist literary critics, and applying sociological perspectives and methodologies, we explored how 53 women and men read and interpreted two short stories, William Faulkner's “A Rose for Emily” and Jayne Anne Phillip's “Home.” We found that the gender of the readers had relatively few effects on their interpretations, but that indicators of life experience were influential. In general, (...) more substantial life experience as reflected in greater age, being married, and having children was associated with more sympathetic, empathic reactions to the major characters. Ideological positions also influenced readers' interpretations, when those positions were relevant to the themes of the text; these individual values and attitudes were associated with more particularistic patterns of empathy. Rather than dismissing gender as an influence on reading, however, we suggest that gender influences reading and interpretation partially through the pervasive gender-markings of social context. (shrink)

This book tries to bring together the work of Marx, Freud and Lacan. It does this not by enumerating what might stereotypically be considered to be the central theses of these authors and then proceeding to combine them – a method that is inevitably doomed to failure – but instead by confronting each one of their oeuvres with what might best be described as its extimate core. The work of Marx is confronted with a problematic that implicitly, and at times (...) even explicitly, runs throughout it: that of the splitting, dividing and doubling (or, perhaps better, knotting) of the (proletarian) subject. The work of Freud is confronted – following on from this analysis of Marx – with the hidden social and historical determination of its own most revolutionary insight, that »the nucleus of the ego is unconscious«; and this social and historical determination itself in turn allows for a reinscription of the three fundamental categories of Lacanian psychoanalysis: the symbolic, the imaginary and the real. (shrink)

Howard Kainz addresses several areas of Hegel's Phenomenology that are often overlooked in the interest of ensuring that readers do not "miss the trees for the forest." He argues that these "trees" are of interest in their own right, and keys to the ongoing appreciation of Hegel's work.

Education and Its Discontents: Teaching, the Humanities, and the Importance of a Liberal Education in the Age of Mass Information, by Mark Moss, is an exploration of how the traditional educational environment, particularly in the post-secondary world, is changing as a consequence of the influx of new technology. Students now have access to myriad of technologies that instead of supplementing the educational process, have actually taken it over. Faculty who do not adapt face enormous obstacles, and those who do adapt (...) run the risk of eroding the integrity of what they have been trained to teach. Moss discusses that it is now not only how we learn, but what we continue to teach, and how that enormously important legacy is protected. (shrink)

This volume presents a colourful and entertaining overview of German intellectual history by a central figure in its development. Heinrich Heine, famous poet, journalist, and political exile, studied with Hegel and was personally acquainted with the leading figures of the most important generation of German writers and philosophers. In his groundbreaking History he discusses the history of religion, philosophy, and literature in Germany up to his time, seen through his own highly opinionated, politically aware, philosophically astute, and always ironic perspective. (...) This work, and other writings focussing especially on Heine's rethinking of Hegel's philosophy, are presented here in a new translation by Howard Pollack-Milgate. The volume also includes an introduction by Terry Pinkard which examines Heine both in relation to Hegel and Nietzsche and as a thinker in his own right. (shrink)

Georg Wilhelm Friedrich Hegel, perhaps the most influential of all German philosophers, made one of the last great attempts to develop philosophy as an all-embracing scientific system. This system places Hegel among the “classical” philosophers—Aristotle, Aquinas, Spinoza—who also attempted to build grand conceptual edifices. In this study, available for the first time in paperback, Howard P. Kainz emphasizes the uniqueness of Hegel's system by focusing on his methodology, terminology, metaphorical and paradoxical language, and his special contributions to metaphysics, the (...) philosophy of nature, philosophical anthropology, and other areas. Kainz focuses on Hegel's system as a whole and its seminal ideas, making generous use of representative texts. He gives special attention to the interrelationship between dialectical methodology and paradoxical propositions; the prevalence of metaphor in the philosophy of nature; and the close interrelationship between Christian doctrine and Hegelian speculation. A rich array of diagrams and tables further elucidates Kainz's analyses. An ideal text for the student of philosophy coming to Hegel for the first time, G. W. F. Hegel provides the reader with useful insights into Hegel's work and illuminates Hegel's enduring significance in the late twentieth century. (shrink)

Hegel's _Phenomenology of Spirit_, his first major work, is one of the classics of Western philosophy. Although previous translations, in whole or in part, have made the text available in English, they are for various reasons not fully adequate, especially for use in teaching undergraduates. Howard Kainz has therefore undertaken to provide his own translation of major selections from the work, which are tied together by summaries of the parts not translated so as to provide the reader with a (...) sense of the whole. The translated selections include the Introduction, Chapter I on Sensory-Certainty, the sections from Chapter IV on Self-Consciousness, the Master-Slave dialectic, and the Unhappy Consciousness, the introductory section to Chapter V on Reason, the sections in Chapter VI on Ethical Action, Absolute Liberty, and Shiftiness and the central argument of Chapter VIII on Absolute Knowledge. The translation is based on the 1980 "Akademie" edition of the _Phänomenologie des Geistes_, edited by Wolfgang Bonsiepen and Reinhard Heede, and the German original is printed alongside the English translation in parallel columns. This edition includes some of the editorial devices used by De Negri in his Italian translation and Hippolyte in his French translation—namely, the use of editorial subdivisions and subtitles to indicate major transitions in the text, plus commentary and cross-references by way of footnotes. (shrink)

The final volume of Princeton's Kierkegaard's Writings series, the Cumulative Index provides wide-ranging navigation to the preceding twenty-five volumes. Composed of over 90,000 entries, the Cumulative Index offers access to Kierkegaard's complex authorship and the extraordinary range of subjects he addressed in his writing. Covering the series' historical introductions, primary works, supplementary material, and footnotes, the Cumulative Index provides a comprehensive entryway to more than 11,000 pages of text. Readers are able to survey via extended entries Kierkegaard's dual authorship, pseudonymous (...) and signed; his numerous biblical allusions; his references to Christianity, God, and love; and his frequent use of analogies. A cumulative collation of the extensive supplementary material is also included, giving researchers and avid readers the opportunity to cross-reference Kierkegaard's Writings with his journals and papers published elsewhere in both English and Danish. (shrink)

Why, exactly, should we punish children who commit crimes more leniently than adults who commit the same offenses? Gideon Yaffe thinks it is because they cannot vote, and so the strength of their reasons to obey the law is weaker than if they could. They are thus less culpable when they disobey. This argument invites an obvious objection: why not simply enfranchise children, thereby granting them legal reasons that are the same strength as enfranchised adults, and so permitting similarly severe (...) punishment? Yaffe answers this question by arguing that child enfranchisement would objectionably undermine the values of political equality and self-government. This article explores some serious doubts about these arguments. It closes by questioning Yaffe’s reliance on a retributivist theory of punishment, contending that, once we reject retributivism in favor of more humane and productive alternatives, the thesis that child criminals deserve a break—which Yaffe assumes to be undeniably correct—becomes less plausible. (shrink)