This paper replies to points Williams makes to his reply to Sayward’s criticism of Williams’s proposal of ‘for some p ___ states that p & p’ as an analysis of ‘___ is true’.

This paper gives an account of the debate between F.A. Hayek and J.M. Keynes in the 1930s written for the general public. The purpose of this is twofold. First, to provide the general reader with a narrative of what happened, … More ›.

This book provides the English-speaking world with a comprehensive account of the still largely unknown work of Schelling’s philosophy of mythology and revelation. Its achievement, however, is not archival but philosophical, elucidating the relation between Schelling and onto-theology. It explains how Schelling dealt with the problem of nihilism and onto-theology well before Nietzsche and Heidegger, arguing that Schelling surpasses onto-theology or the philosophy of presence a century prior to Heidegger. Overall, the author provocatively suggests that Heidegger is perhaps Schelling’s genuine (...) heir and by comprehensively interpreting Schelling’s multifaceted late lectures he analyzes issues as diverse as the Ancient relation between thinking and Being, the Medieval debate between voluntarism and intellectualism, the overcoming of modern subjectivism and German Idealism as well as many themes in contemporary philosophy. (shrink)

In his central educational work, The Science of Education (1806), J.F. Herbart did not explicitly develop a theory of listening, yet his concept of the teacher as a guide in the moral development of the learner gives valuable insight into the moral dimension of listening within teacher-student interaction. Herbart's theory radically calls into question the assumed linearity between listening and obedience to external authority, not only illuminating important distinctions between socialization and education, but also underscoring consequences for our understanding of (...) the role of listening in educational relations. In this inquiry, Andrea English argues that critical listening in teaching contributes to the moral education and development of the learner. To do this, she examines Herbart's view of the teacher's task as a moral guide in the realm of moral education. English contends that reexamining Herbart's theory of education (a theory that is, for the most part, no longer discussed in Anglo-American educational philosophy) can productively inform our understanding of moral education in democratic and pluralist societies. (shrink)

Christology seems to fall fairly clearly into two divisions. The first is concerned with the truth of the two propositions: ‘Christ is God’ and ‘Christ is a man’. The second is concerned with the mutual compatibility of these propositions. The first part of Christology tends to confine itself to what is sometimes called ‘positive theology’: that is to say, it is largely given over to examining the Jons revelationis —let us not prejudge currently burning issues by asking what this is—to (...) see what evidence can be found for the truth of these propositions. Clearly, the methods used will be above all those of New Testament exegesis. The second part of Christology will necessarily consist entirely of that speculative theology which is contrasted with positive theology. Even if the earliest speculation on this topic is to be found in the New Testament itself and thus becomes fair game for the exegetes, any attempt to relate the primary truths, ‘Christ is God’ and ‘Christ is a man’, to eachother is a work of reflection, and in the terminology I am using speculative. (shrink)

In reading Wittgenstein one can, and for the most part perhaps should, treat the expression ‘language-game’ as a term of art, a more or less arbitrarily chosen item of terminology meaning something like ‘an actual or possible way of using words’. It would then be a fairly routine task to work out answers to such questions as what features of the ways a word is used are emphasized by this term of art, what philosophical purposes are served by the description (...) of primitive language-games or of variations on actual language-games, or in exactly what way those purposes are supposed to be served. (shrink)

In a discussion-note in Mind, Father P. M. Farrell, O.P., gave an account, in what he admitted to be an embarrassingly brief compass, of the Thomist doctrine concerning evil. There is one sentence in this discussion which at first glance appears paradoxical. Father Farrell has been arguing that a universe containing ‘corruptible good’ as well as incorruptible is better than one containing ‘incorruptible good’ only. He continues: ‘If, however, they are to manifest this corruptible good, they must be corruptible and (...) they must sometimes corrupt.’ The final words, despite Father Farrell's italics, strike one as expressing, not a self-evident truth, but a non sequitur. The fact that I am capable of committing murder does not entail that I will at some time commit it. It is not immediately obvious that a similar entailment holds in the case of corruption and corruptibility. (shrink)

ἆρ' ∈ἰ kaì ⋯γ ∈´νητον … πρòς τò ɸθαρτόν, ⋯ϕ' ᾧΘ . Aristotle claims so far to have proved that the eternal is incorruptible and that it is ungenerated. He has still to prove the converse of each of these propositions, namely, that whatever is incorruptible is eternal and that whatever is ungenerated is eternal also. After putting the thesis in question form he gives a further definition of ⋯γ∈´νητος and ἄɸθαρτος in the parenthesis of 282 a 27–30. Unfortunately in (...) both cases he uses the assertoric form of the definiens , although in chapter 11 he had used a modal form in the relevant passages ; but this confusion does not seem to affect the immediate trend of the argument. He then shows that his thesis follows necessarily from the convertibility of ⋯γ∈´νητος and ἄɸθαρτος. The additional premiss that is necessary in order to secure this inference, namely, that that which is both ungenerated and incorruptible is eternal, is clear from the definition of the terms. It is also clear from the convertibility of ɸθαρτóς and γ∈ νητóς, which itself is entailed by the supposed convertibility of their contradictories. This last inference seems too trivial to deserve a mention, but Aristotle devotes 282 b 2–5 to proving it. Then, having demonstrated to his satisfaction that the convertibility of ἄɸθαρτος and ⋯γ∈´νητος necessarily implies the eternity of both the incorruptible and the ungenerated, he adds, for good measure, that if the terms are not convertible the implication is no longer necessary. (shrink)

Aristotelis Πολιτία 'Αθνναίων Ediderunt G. Kaibel et U. De Wilamowitz-Moellendorff. Berolini apud Weidmannos. Mk. 1.80.De Republica Atheniensium. Aristotelis qui fertur liber 'Αθνναίων Πολιτία. Post Kenyonem ediderunt H. Van Heeweeden et J. Van Leeuwen J. F. Lugduni Batavorum apud A. W. Sythoff. 6 Mk.Aristote, la République Athénienne, traduite en Français pour la première fois par Théodore Reinach. Fr. 1.50.

It is a curious thing about the philosophy of mind, that it includes surprisingly little about minds. In an average anthology on the subject, or a book like Ryle's, one finds discussions of thinking, imagining, believing, willing, remembering, and so on, but not of minds. It seems to be assumed that investigating these topics is investigating minds; but whether that is true is not itself made a topic for investigation.

The following are not among the least puzzling remarks in Wittgenstein's Philosophical Investigations : 572. Expectation is, grammatically, a state; like: being of an opinion, hoping for something, knowing something, being able to do something. But in order to understand the grammar of these states it is necessary to ask: ‘What counts as a criterion for anyone's being in such a state?’ 573.… What, in particular cases, do we regard as criteria for someone's being of such and such an opinion? (...) When do we say: he reached this opinion at that time? When he has altered his opinion? And so on. The picture which the answers to these questions give us shews what gets treated grammatically as a state here. (shrink)

In his concept of an anthropological physiology, F.J.J. Buytendijk has tried to lay down the theoretical and scientific foundations for an anthropologically-oriented medicine. The aim of anthropological physiology is to demonstrate, empirically, what being specifically human is in the most elementary physiological functions. This article contains a sketch of Buytendijk''s life and work, an overview of his philosophical-anthropological presuppositions, an outline of his idea of an anthropological physiology and medicine, and a discussion of some episternological and methodological problems. It is (...) demonstrated that Buytendijk''s design of an anthropological physiology is fragmentary and programmatic and that his methodology offers few points of contact for specific anthropological experimental research.Notwithstanding, it is argued that Buytendijk''s description of the subjective, animated body forms a pre-eminent point of reference for all research in physiology and psychology in which the specific human aspect is not ignored beforehand. (shrink)

Interest in philosophy of management continues to grow. Growth of the philosophy of management might result from the consideration of man's potential as viewed by two different men, an industrialist and a philosopher. James Finney Lincoln was president and board chairman of The Lincoln Electric Company for 37 years. During that time, and for 14 previous years when he was the firm's general manager, he developed a philosophy basic to a practice of business management that gained national and international attention. (...) Wilhelm von Humboldt was a very gifted person with many accomplishments including those as a Prussian statesman, a humanist, and a linguistics scholar. A comparison of both men's philosophies reveals the following: In each view man's potentiality was approached by the dynamic, on-going process of developing his latent abilities or powers. Both views stressed freedom as being critical to the development of man's latent abilities or powers. For Lincoln the individual must gain satisfaction from the recognition of developing his latent abilities. For Humboldt the individual must enjoy the 'freedom of developing himself.' Lincoln warned against custom as being a barrier to development since it places man in situations which are without variation, forcing him merely to follow precedent. Humboldt, in addition to freedom, stated that "a variety of situations" is essential for development. 2012 APA, all rights reserved). (shrink)