A common theme of libertarians is that there is a conflict between the values of liberty and equality. Achieving equality, so libertarians often argue, would require frequent interference in individuals’ lives, creating constraints on freedom and obstacles to the development of individuality. Although not himself endorsing a libertarian conception of liberty, Oxford philosopher G.A. Cohen recently has advanced the surprising thesis that there is a tension in Marxist normative thought that in an interesting way parallels the often heard (...) libertarian challenge to egalitarianism. (shrink)

We all know what Kant means by autonomy: “the property of the will by which it is a law to itself ” , or, since any law must be universal, the condition of an agent who is “subject only to laws given by himself but still universal” . Or do we know what Kant means by autonomy? There are a number of questions here. First, Kant's initial definition of autonomy itself raises the question of why the property of the will (...) being a law to itself should be equivalent to its independence from any property of objects of volition. It is also natural to ask, how does autonomy as Kant conceives it relate to more familiar notions of freedom. For example, consider Locke's conception of freedom as the condition of a person “to think, or not to think; to move, or not to move, according to the preference or direction of his own mind,” rather than according to the preference or direction of any other person. What is the relation between autonomy and this traditional conception of freedom as the liberty of an agent? And what is the relation of autonomy to the traditional conception of freedom of the will; that is, the condition that obtains, as G. E. (shrink)

The first complete English translation of Spinoza's Tractatus theologico-politicus was published anonymously in London in 1689 under the title A treatise partly theological and partly political, though prior to it Charles Blount had incorporated a liberal translation of chapter 6 of the Tractatus in his Miracles no violations of the laws of nature. The language employed in the 1689 translation suggested a decidedly political intention for the work and thus certain liberties were taken with the text. Since that time there (...) have been translations of passages or chapters from the Tractatus into English. Most recently, A. G. Wernham has translated and edited selections from the Tractatus theologico-politicus and Tractatus politicus in The Political Works of Spinoza. Still, the standard source for English language readers of Spinoza has been R. H. M. Elwes's two-volume translation of The Works of Spinoza, published originally in 1883 and reprinted without emendations in 1951. His translation, however useful, is far from adequate and the appearance of Samuel Shirley's translation of Spinoza's Tractatus is most welcome. (shrink)

John Danford claims that Hume's philosophy must be understood within the framework of the 'problem of reason'. The problem of reason', according to this account, concerns the general relationship between philosophy and reason, on the one hand, and experience and 'common life' on the other. Danford maintains that the nature and development of Hume's thought, considered as a response to this problem, falls, essentially, into two parts. First, we must consider Hume's Treatise and his first Enquiry (ie., his 'epistemological works' (...) [61-cp.9]). The heart of Hume's Treatise, Danford suggests, lies with the epistemology of Book I and, in particular, with the discussions of causation and the external world. Hume's primary concern in these passages, it is argued, was to refute and discredit the rationalistic, 'scientific philosophies of Descartes and, especially, Hobbes (24-5, 40-5, 59, 74-5, 84-5, 190). These thinkers, Danford maintains, had driven a 'wedge' between philosophy and experienceor 'common life' (24-5). By emphasizing the limits and weakness of h u m a n understanding Hume exposes the vulnerability of Hobbes's and Descartes's scientific ambitions and, in this way, he seeks to return philosophy to the secure and appropriate foundations of 'common life and everyday experience.....Shortly after Hume published the Treatise there was, Danford claims, a 'shift' in his thinking on these matters (28). This shift is represented most clearly in his later works: the Essays, the History, and the Dialogues (10, 33, 7, 88, 108). Danford firmly rejects the suggestion that these works represent a turning away from philosophy. On the contrary, it is these later works, taken together, which constitute Hume's most mature philosophy. Indeed, they are, Danford says, the 'flower ofHume's philosophic career' (10). The mature philosophy of Hume, it is argued, must be interpreted as 'Political philosophy". It is political philosophy in the sense that it attempts to investigate human life in its full diversity and complexity and, on this basis, it seeks to provide us with some general guide as to how we should live (10, 7, 88-9, 183-6). From the 'teachings' of the History and the Essays Danford draws some lessons that are 'valid for all times' (112 and 114). The inspirational message concerns, roughly, the merits of capitalism (see, e.g., p. 131: The increase in personal liberty, then, was and is directly connected to the growth of commerce...' and p.137:'. the central lesson of British history [is] the superiority of liberal commercial society ...). (shrink)

This dual methods study explored one social studies teacher education program as it attempted to incorporate a cycle of practice-based teacher education into a methods course for the purpose of democratizing the teacher education experience. In addition to detailing the pedagogical decisions of the course instructor, researchers followed two social studies teacher candidates into their student teaching experience. Findings suggested that promoting social studies practice through a pedagogy of enactment is not enough. Rather, mentor teachers, course instructors, and teacher candidates (...) need to be aligned pedagogically as to the purposes and practices of social studies education. (shrink)

The classics appear conspicuously in the pamphlet wars of the American Revolution, though in the opinion of Bernard Bailyn , their presence is “window-dressing” and their influence “superficial.” They are “ everywhere illustrative, not determinative, of thought” . Up the scale in influence comes Enlightenment rationalism, also “superficial” but only “at times”—that removes the foreigners, ancient and modern. Then, further up the scale are English common-law writers, “powerfully influential” though still insufficiently “determinative”; above them, a “major source,” New England Puritan (...) thought and culture; and finally, at the top, seventeenth-century British “heroes of liberty” and the “early eighteenth-century transmitters of this tradition,” e.g. Commonwealth men, Bishop Hoadly. Who would have thought that the bishop of Winchester weighed in the balance more heavily than Plato and Aristotle? Only once in passing does Bailyn even mention Machiavelli, to whom J. G. A. Pocock, Quentin Skinner, and Harvey C. Mansfield would grant large prominence in the development of Revolutionary thought. (shrink)

Rates of deceased organ donation in the UK fall well short of those reported from other parts of the world, and result in unnecessary deaths and avoidable morbidity. A particular feature of the UK problem is that its total potential for donation is lower than the actual number of donors reported in the highest-donating countries. This implies that while the identification, referral and conversion of recognized potential deceased donors is an important component of any strategic effort to increase donation, more (...) fundamental is an understanding of why some countries have a greater potential for donation, particularly donation after brain death. While it is possible that these differences reflect a difference in the incidence catastrophic brain injury or the outcomes from it, it is also possible that it reflects different approaches to the care that such patients receive when they are dying. (shrink)

Since of much of modern discourse, extending from cognitivism to connectionism to deconstructivism, has been greatly inclined to look at reality in relation to processes where the personal factor plays little if any causal role, the pursuit of wisdom today has become primarily identified with the logos or the pursuit of a rational account of reality and the rule governing principles behind it. Although there is not space enough to traverse all that is involved here, it will be argued in (...) this paper that the secrets of wisdom will never be revealed if its nature is limited to a singular description of just one function of thought. What is needed if the love of wisdom is to be regained is a more dynamic and symmetrical account—one that considers the reconstructive e nature and generative e capabilities of the human mind as well as the flexibility and complexity of thought; one that realizes that the end stages of logos are only the by-product of insight obtained from more personal and emotionally charged meaning; and one that takes seriously the role of mythos in the thinking process. (shrink)

The present trend towards an atheoretical statistical method of psychiatric classification has prompted many psychiatrists to conceive of "mental disorder", or for that matter any other psychopathological designation, as an indexical cluster of properties and events more than a distinct psychological impairment. By employing different combinations of inclusion and exclusion criteria, the current American Psychiatric Association's scheme (called DSM-III) hopes to avoid the over-selectivity of more metaphysical systems and thereby provide the clinician with a flexible means of dealing with a (...) wide diversity of cases. In the hope of redirecting future inquiry, the paper will argue: (1) that this recent trend might appear to be clinically beneficial, but in point of fact it is riddled by unsound theoretical conclusions which leave the field without a deeply reaching base for understanding and treating mental disorder, and (2) that, a fortiori, "mental disorder" is best conceived as not a cluster of properties and events, nor a metaphorical reaction to a breakdown in social interpersonal relations, but as a deeply laid condition characterized by the absence of an imaginally integrated system. (shrink)

Karl Rahner’s “world church” turns out to be a church of significant theological and cultural pluralism in which doctrine can sometimes strain to unify disparate elements. This article examines this problem in light of Rahner’s theory of doctrinal development. First, it examines the notion of doctrine itself, suggesting a pliable model inspired by usages of “dogma” in the early church which reflect both teaching and confession of faith. Second, Rahner’s theory of doctrinal development is discussed in light of Newman’s theory. (...) Rahner’s theory shares Newman’s emphasis on “mind” or “faith consciousness.” Although both attend to the historical mediations of revelation, the truth of doctrine remains at an ideational level, an expression of abstract truth. William Lynch’s notion of the imagination of faith and dogma as a poetic embodiment of truth offers an alternative model that accommodates fundamental insights of both Rahner and Newman. Finally, this article discusses how we can find a foundation for coherence amidst a pluralism of interpretations. The ancient regula fidei is invoked. Here, Rahner’s suggestion of short creedal formulae provides a possible modern equivalent. It is also itself an example of doctrinal development appropriate for situations within the world church in which Catholics now find themselves. (shrink)

As I put down my copy of The Making of Men and take up Volumes III and IV of Philosophy in Process, the period of the diary when Weiss was writing the book, I wondered whether the longer work showed more awareness of human weakness and disability. The philosophic program calls for the overcoming of bias and achievement of neutrality. Has Weiss ever admitted that men are sometimes born tired, suffer weaknesses, yield to the temptation of aiming low rather than (...) high, fail to put out much effort in capturing "the free energy" that Weiss ascribes to us all? If Weiss doesn't correct his account of human life that is too much based on his own great strengths, then the philosophy must be criticized as one-sided. Even if he has swept aside laziness as subhuman, much as a good teacher encourages students by expecting the superhuman and ignoring the subhuman, this practical encouragement cannot fully excuse theoretical failure in adequacy. For surely we who know Weiss know that he is not merely a performing artist who sometimes takes the classroom as a stage, but rather is a coach who knows how to bring the best performance out of his team of intellectual athletes. Most coaches expect to win every game and have a philosophy that never anticipates or prepares for failure. Is that why Weiss found himself so much at home in the world of Sport? (shrink)

The role of acetylcholinesterase (AChE) in neurotransmission is well known. But long before synapses are formed in vertebrates, AChE is expressed in young postmitotic neuroblasts that are about to extend the first long tracts. AChE histochemistry can thus be used to map primary steps of brain differentiation. Preceding an possibly inducing AChE in avian brains, the closely related butyrylcholinesterase (BChE) spatially fore-shadows AChE-positive cell areas and the course of their axons. In particular, before spinal motor axons grow, their corresponding rostral (...) sclerotomes and myotomes express BChE, and both their neuronal source and myotomal target cells express AChE. Since axon growth has been found inhibited by acetylcholine, it is postulated that both cholinetsreases can attract neurite growth cones by neutralizing the inhibitor. Thus, the early expression of both cholinesterases that is at least partially independent from classical cholinergic synaptogenesis, sheds new light on the developmental and medical significance of these enzymes. (shrink)

For several terms at Cambridge in 1939, Ludwig Wittgenstein lectured on the philosophical foundations of mathematics. A lecture class taught by Wittgenstein, however, hardly resembled a lecture. He sat on a chair in the middle of the room, with some of the class sitting in chairs, some on the floor. He never used notes. He paused frequently, sometimes for several minutes, while he puzzled out a problem. He often asked his listeners questions and reacted to their replies. Many meetings were (...) largely conversation. These lectures were attended by, among others, D. A. T. Gasking, J. N. Findlay, Stephen Toulmin, Alan Turing, G. H. von Wright, R. G. Bosanquet, Norman Malcolm, Rush Rhees, and Yorick Smythies. Notes taken by these last four are the basis for the thirty-one lectures in this book. The lectures covered such topics as the nature of mathematics, the distinctions between mathematical and everyday languages, the truth of mathematical propositions, consistency and contradiction in formal systems, the logicism of Frege and Russell, Platonism, identity, negation, and necessary truth. The mathematical examples used are nearly always elementary. (shrink)

The world is in the early stages of what will be the greatest health crisis since the advent of modern medical technologies. Millions of people—particularly people in many of the world's poor countries—are infected with HIV. The vast majority of these people will go without modern medical intervention or substantial treatment, and will rapidly develop AIDS. The extent of this problem presents profound moral and ethical questions for the world's wealthy people and countries, for it is they who are most (...) able to assist the poor in managing and reversing this human tragedy. (shrink)

Philosophical Investigations, EarlyView.

One of the most common and frustrating experiences for philosophy instructors is teaching students who have not read the assigned text prior to coming to class. This chapter proposes three specific strategies, supported by the literature on student learning, that encourages and enables students to read and understand assigned texts. Each strategy activates students’ prior knowledge, sets a purpose to read and uses novelty to engage students’ attention. Evidence from experience with these strategies is provided to further support their effectiveness. (...) The chapter concludes with examples of how strategies can be presented to students and templates that instructors can use to create their own strategies for use in any class or assigned text. (shrink)

Rock art - paintings, and pecked or engraved images on rocks, whether in caves, shelters, or in the open-air - exists in all but a couple of countries of the world [Bahn, 1998], It spans a period from at least 35,000 years ago to historic times, comprises many millions of images from hundreds of thousands of sites, and thus constitutes the vast majority of the world's art, and art history. It is a phenomenon that has seen a huge upsurge of (...) interest in the last few decades, with not only numerous publications and conferences, but also a proliferation of calendars, T-shirts, mugs, jewellery, and garments bearing rock art images. Many people who are famous for other things have worked on or published rock art - for example, scholars such as Mary Leakey or authors like Joy Adamson or Erle Stanley Gardner. Rock art studies have always been the domain of the “amateur” as well as the “professional”, and amateurs remain of huge importance in this field. Indeed, most of the principal rock art organisations, along with their journals, were created by, are run by, and consist largely of amateur enthusiasts who include some of the world's foremost specialists. The growing popularity of the art brings an ever-increasing risk of pollution, damage, and vandalism, as well as outright thefts of wall or cave images. The rock art associations are dedicated to the discovery, recording, and conservation of rock art, and play a major role in striving to teach schoolchildren and adults alike about the incalculable importance of this irreplaceable, universal heritage and about the need to respect and protect it. (shrink)