In workplace health interventions, engaging management and union decision makers is considered important for the success of the project, yet little research has described the process of making this happen. A case study of a knowledge-transfer process is presented to describe the practices and processes adopted by a knowledge broker who engaged workplace parties in discussions on research on physical and psychosocial factors important for employee health. The process included one-on-one interactions between the knowledge broker and individuals to explain the (...) research, to build trust and credibility, and to explore the applicability of the research to their work (sense making). It also included facilitated group sessions, where the groups explored how the research could solve problems within the workplace (social construction of knowledge). The workplace context offered multiple opportunities that helped and hindered the flow of research. Nevertheless, this intense, sustained, knowledge-transfer intervention noted conceptual, structural, and political knowledge use. (shrink)

It is commonly argued that the fact that our universe is fine-tuned for life favors both a design hypothesis as well as a non-teleological multiverse hypothesis. The claim that the fine-tuning of this universe supports a non-teleological multiverse hypothesis has been forcefully challenged however by Ian Hacking and Roger White. In this paper we take this challenge even further by arguing that if it succeeds, then not only does the fine-tuning of this universe fail to support a multiverse hypothesis, but (...) it tends to favor a single-universe hypothesis instead. (shrink)

This article proposes a role for aesthetic judgment in our practical thought. The role is related to those moments when practical reason seems to give out, when it fails to yield a judgment about what to do in the face of a choice we cannot avoid. I argue that these impasses require agents to create, but that not any creativity will do. For we cannot regard a response to one of these problems as arbitrary or capricious if we want to (...) act on it. We must instead regard that response as justified by the problem itself. I suggest that this combination of creativity and normativity is characteristic of aesthetic judgment and this makes it a promising candidate for making these very difficult choices. (shrink)

Michelman's Constitutional Essentials raises important questions about the idea of political liberalism and related idea of public reason. This essay offers a sympathetic commentary while also exploring the importance of the idea of reciprocity for both Rawls and Michelman.

If representation is resemblance, how we do we think of groups or classes of things? According to a tradition Berkeley opposed—a tradition represented by Locke—we do so by forming abstract or incomplete ideas. I show that Berkeley's opposition does not depend on his own personal failure to form abstract images, but on what he took to be the impersonal or objective impossibility of abstract objects. Berkeley himself accounts for general thinking not in terms of abstract or incomplete ideas, but in (...) terms of our selective attention to ideas both concrete and determinate. Contentful thought about the natural world is impossible without ideas as objects, Berkeley believes, but ideas do not, in his view, completely fix the content of our thought. (shrink)

After describing the corpuscularian background of Berkeley's work, I consider whether Berkeley can endorse the existence of immaterial atoms or corpuscles. I suggest that he hopes to avoid a definite commitment. He wants his position to ‘float’, its level to be determined by the kind of empirical evidence that would strike materialists and immaterialists with equal force. This chapter foregrounds the role played by the notion of intelligibility, both in the defence of modern corpuscularian science and in Berkeley's critical response (...) to it. (shrink)

This chapter reviews and assesses Berkeley's main arguments for immaterialism, his arguments against the existence of matter or material substance. I place particular emphasis on the themes of earlier chapters: intentionality, abstraction, necessity, and intelligibility. My aim is to show that Berkeley's thinking about these topics made a powerful contribution to his immaterialism, even if they seem, on the surface, to be distant from it. I provide an account of immediate perception as Berkeley understands it, and emphasize the phenomenalist elements (...) in Berkeley's development of immaterialism. (shrink)

I suggest that in his early, unpublished notebooks, Berkeley experimented with a radically formal conception of necessity, according to which necessity is nothing more than the inclusion of one idea within the definition of another. Berkeley's experiment was defeated by the same objective connections that rule out the existence of simple ideas. Although Berkeley was left without an understanding of the nature of necessity, he never wavered in his conviction that necessity is something objective—that ideas and the world have an (...) inherent, inescapable structure. (shrink)

I offer an interpretation and partial defence of Berkeley's belief that he is a mind or spirit—a spiritual substance—distinct from his ideas. I argue in particular that the arguments examined in earlier chapters, particularly the account of representation or intentionality developed in Ch. 1, and the immaterialist arguments reviewed in Ch. 6, do not force Berkeley to conclude that spiritual substance is no less impossible than matter.

Many empiricists, among them Locke and Hume, make a distinction between simple and complex ideas. Berkeley refuses to do so, because he finds connections—objective connections incompatible with simplicity—even among the ‘simplest’ of ideas. Simple ideas, in his view, are illegitimately abstract.

This is the first of three chapters examining the consequences of Berkeley's immaterialism and the problems to which it gives rise. In the present chapter, I defend a phenomenalist interpretation of Berkeley on unperceived objects. Appealing to his denial of blind agency, I show that a phenomenalist interpretation can be reconciled with texts that seem to go against it. I provide a modest interpretation of Berkeley's doctrine of archetypes, and argue briefly that even in Siris, Berkeley's doctrine of archetypes is (...) unambitious and not especially Platonic. (shrink)

This chapter explores the difference between two kinds of signs that Berkeley followed Locke in recognizing: words and ideas. I argue that Berkeley does not assume that ideas are images of things but concludes it, as part of a deliberate attempt to explain how at least some of our thoughts succeed in referring to the world. For Berkeley, representation—the intentionality or ‘aboutness’ of thought—is sometimes a matter of resemblance.

This paper examines the causal theory of knowledge put forth by Alvin Goldman in his 1967 paper “A Causal Theory of Knowing.” Goldman contends that a justified, true belief is knowledge if and only if it is causally connected to the fact that makes it true. This paper provides examples, however, of justified, true beliefs with such causal connections that are clearly not knowledge. The paper further shows that attempts to salvage the causal theory are unsatisfactory.

This lucid and wide-ranging volume constitutes a self-contained introduction to the elements and key issues of the philosophy of language.

Michel Foucault is often criticised in English-speaking circles for being interested only in power as domination, and of being uninterested in freedom and social reform. This paper shows, however, that Foucault's overarching concern was with the constitution of the self under conditions of modernity. It emphasises the significance of his interest in the Classical project of ‘Self-care’, and of his countermodernist educational programme in which the skills of self-governance and the ethical (non-dominating) governance of others, as well as the practice (...) of freedom through self-creation, are the key ingredients. (shrink)

This chapter argues that Hegel is a major (albeit unrecognized) epistemologist: Hegel’s Introduction provides the key to his phenomenological method by showing that the Pyrrhonian Dilemma of the Criterion refutes traditional coherentist and foundationalist theories of justification. Hegel then solves this Dilemma by analyzing the possibility of constructive self- and mutual criticism. ‘Sense Certainty’ provides a sound internal critique of ‘knowledge by acquaintance’, thus undermining a key tenet of Concept Empiricism, a view Hegel further undermines by showing that a series (...) of non-logical a priori concepts must be used to identify any particular object of experience. Most importantly, Hegel justifies a semantics of singular cognitive reference with important anti-skeptical implications. ‘Perception’ extends Hegel’s criticism Concept Empiricism by exposing the inadequacy of Modern theories of perception (and also sense data theories) which lack a tenable concept of the identity of perceptible things. Hegel demonstrates that this concept is a priori and integrates two counterposed sub-concepts, ‘unity’ and ‘plurality’. Hegel’s examination of this concept reveals his clear awareness of what is now called the ‘binding problem’ in neurophysiology of perception, a problem only very recently noticed by epistemologists. ‘Force and Understanding’ exposes a fatal equivocation in the traditional concept of substance which thwarts our understanding of force and causal interaction. Hegel’s disambiguation of that concept enables us to comprehend how relations can be essential to physical particulars. Hegel contends that Newtonian universal gravitation shows that gravitational relations are essential to physical particulars, and he criticizes a series of attempts—including the infamous ‘inverted world’—to avoid this conclusion. Hegel’s cognitive semantics supports Newton’s Fourth Rule of philosophizing, which rejects mere logical possibilities as counter-examples to empirical hypotheses. This is an important anti-Cartesian, also anti-empiricist, insight. Finally, Hegel’s cognitive semantics reveals a previously unnoticed link between Pyrrhonian and Cartesian skepticism and empiricist anti-realism about causality within philosophy of science: all three appeal to premises, hypotheses, or counter-examples which, as mere logical possibilities, lack in principle fully determinate, cognitively legitimate meaning. ‘Consciousness’ thus establishes basic principles and features of human cognition to which Hegel returns throughout the Phenomenology. The chapter concludes by summarizing Hegel’s over-arching epistemological analysis in the Phenomenology. (shrink)

This paper discusses the role of religious speech in the public square and the common school. It argues for more openness to political theology than many liberals are willing to grant and for an educational strategy of engagement over one of avoidance. The paper argues that the exclusion of religious debate from the public square has dysfunctional consequences. It discusses Rawls’s more recent views on public reason and claims that, while they are not altogether adequate, they are consistent with engagement. (...) The outcome of these arguments is applied to three ‘hot button’ issues in US education: creationism, an issue of gay rights, and teaching the Bible in schools. (shrink)

The social philosophy of Kenneth Boulding.

This paper argues that Hegel’s Philosophical Outlines of Justice develops an incisive natural law theory by providing a comprehensive moral theory of a modern republic. Hegel’s Outlines adopt and augment a neglected species of moral constructivism which is altogether neutral about moral realism, moral motivation, and whether reasons for action are linked ‘internally’ or ‘externally’ to motives. Hegel shows that, even if basic moral norms and institutions are our artefacts, they are strictly objectively valid because for our very finite form (...) of semi-rational embodied agency they are necessary and because sufficient justifying grounds for these norms and institutions can be addressed to all persons. Hegel’s moral constructivism identifies and justifies the core content of a natural law theory, without invoking metaphysical issues of moral realism, anti-realism, irrealism or ‘truth makers’, etc. I begin with Socrates’ question to Euthyphro to distinguish between moral realism and moral irrealism. I then summarise basic points of constructivist method and how Hume’s theory of justice inaugurates this distinctive species of natural law constructivism. How this approach addresses issues of political legitimacy is highlighted by Rousseau’s juridical innovation. How this approach is better articulated and justified by Kant’s specifically Critical method is briefly considered in connection with his justification of rights to possession, so that we can then recognise Hegel’s natural law constructivism in his Outlines. Hegel’s account of rights to possession corresponds closely to Kant’s, and his account of juridical relations as human interrelations accords with natural law constructivism. This finding is corroborated by some central features of Hegel’s account of Sittlichkeit, including how Hegel adopts, undergirds and augments Rousseau’s and Kant’s Independence Requirement for political legitimacy. (shrink)

Lifelong learning has become a key concern as the focus of educational policy has shifted from mass schooling toward the learning society. The shift started in the mid 1960s and early 1970s under the impetus of a group of writers and adult educators, gravitating around UNESCO, with a humanist philosophy and a leftist agenda. The vocabulary of that movement was appropriated in the 1990s by other interests with a very different performativist agenda emphasizing effectiveness and economic outcomes. This change of (...) interest, described in the book, has signified the death of education. The Learning Society in a Postmodern World explores different theoretical resources to respond to this situation, mainly those that propose some restoration of an educated public or, to the contrary, individual self-creation, and uses the works of a broad range of philosophers and thinkers - notably MacIntyre, Habermas, Foucault, Derrida, Rorty, and Baudrillard. In addition, it raises important questions about postmodern and poststructuralist responses to education in the postmodern world. Its comprehensiveness and historical background make it an essential textbook for theoretical courses in lifelong learning and in educational theory in general. A broad range of interests and subject matter make it important reading for educators, policy specialists, media specialists, researchers on the subject of lifelong learning and on the relation between education and the postmodern world, political theorists, philosophers, and philosophers of education. (shrink)

In this essay, I consider three different conceptions of ‘the people’ and what it means to ‘respect’ their collective will and wisdom: (a) the democratic conception of the people as a sprawling demos, (b) the populist conception of the people as an authentic folk (c) and, finally, the vanguardist conception of the people as the semi-mute masses who stand in need of revolutionary transformation. Although my ultimate aim is to defend the democratic conception of the people over both the populist (...) conception and the vanguardist conception, much of this essay is taken up simply spelling out each of these conceptions of the people and outlining their consequences for the conduct of politics. I begin by contrasting the democratic conception with the populist conception. I then turn briefly to the vanguardist conception. I close with a brief, and admittedly incomplete defence of a particular form of democracy – what I call transformative or ameliorative democracy – which conceives of the people as a self-transformative totality. (shrink)

_Grounds of Pragmatic Realism_ shows Hegel is a major epistemologist, who disentangled Kant’s critique of judgment, across the Critical corpus, from transcendental idealism, and augmented its enormous evaluative and justificatory significance for commonsense knowledge, the natural sciences and freedom of action.

If reason is a real causal force,operative in some, but not all ofour cognition and conation, then itought to be possible to tell anaturalistic story that distinguishes themind which is moved byreason from the mind which is movedby forces other than reason.This essay proposes some steps towardthat end. I proceed by showingthat it is possible to reconcile certainemerging psychological ideasabout the causal powers of themind/brain with a venerablephilosophical vision of reason as the facultyof norms. My accountof reason is psychologistic, social, (...) and consistent with anevolutionary approach to mind. The account preserves thenormativity by deflating it. But I argue that onlysuch deflated normativity has any chance of beingmade naturalistically respectable. (shrink)

Alasdair MacIntyre’s paper ‘The idea of an educated public’ followed on his frontal attack in After Virtue on the ‘failed’ intellectual project of the Enlightenment and on its liberal heritage. His argument, in the paper, was that the only way we can save ourselves from that failure is by restoring the idea of an educated public modelled on the type found in eighteenth century Scotland. This article takes up the issue of the ‘crisis’ of modernity, and argues that MacIntyre’s ‘public’ (...) is just one possible one and not necessarily the best. Other, competing conceptions of an educated public have been proposed, among others by Dewey and Habermas, that do not necessitate the conservative solution of going back to the past. (shrink)

despite the fact that pragmatism spawned a whole school of economics, namely, Institutionalism, relatively little work has been done by pragmatists in philosophy to apply pragmatism to contemporary economic issues or to the rethinking of economic theory, which seems to be unraveling in the current state of economic crisis. There are notable exceptions, of course, and I mention here especially the work of Judith Green, in applying pragmatism in the furtherance of economic democracy; Larry Hickman’s fine essays in deepening our (...) understanding of the pragmatist sources of Institutionalist thinkers such as Thorstein Veblen ; and Ron Nahser, a marketing executive who also wrote and published.. (shrink)