This book's thirty essays explore philosophically the nature and morality of sexual perversion, cybersex, masturbation, homosexuality, contraception, same-sex marriage, promiscuity, pedophilia, date rape, sexual objectification, teacher-student relationships, pornography, and prostitution. Authors include Martha Nussbaum, Thomas Nagel, Alan Goldman, John Finnis, Sallie Tisdale, Robin West, Alan Wertheimer, John Corvino, Cheshire Calhoun, Jerome Neu, and Alan Soble, among others. A valuable resource for sex researchers as well as undergraduate courses in the philosophy of sex.

Recent EEG studies on the early postmortem interval that suggest the persistence of electrophysiological coherence and connectivity in the brain of animals and humans reinforce the need for further investigation of the relationship between the brain’s activity and the dying process. Neuroscience is now in a position to empirically evaluate the extended process of dying and, more specifically, to investigate the possibility of brain activity following the cessation of cardiac and respiratory function. Under the direction of the Center for Healthy (...) Minds at the University of Wisconsin-Madison, research was conducted in India on a postmortem meditative state cultivated by some Tibetan Buddhist practitioners in which decomposition is putatively delayed. For all healthy baseline and postmortem subjects presented here, we collected resting state electroencephalographic data, mismatch negativity, and auditory brainstem response. In this study, we present HB data to demonstrate the feasibility of a sparse electrode EEG configuration to capture well-defined ERP waveforms from living subjects under very challenging field conditions. While living subjects displayed well-defined MMN and ABR responses, no recognizable EEG waveforms were discernable in any of the tukdam cases. (shrink)

Working from Adorno’s notion of negative dialectics, this essay charts a dialectical course of resistance toward a horizon of universal freedom. Rather than propose relations between ideal types of resistance, it emphasizes the ineliminable historical dimensions of not only real-world resistance movements but also the philosophical and political theorizing that attempts to make sense of them. In doing so it brings out certain conceptual relations that emerge or recede as the context of resistance shifts. The first moment considers the dichotomy (...) between reform and revolution, the second moment delves into modes of reform, and the third looks to modes of revolution. Along the way the essay discusses the work of such varied figures and organizations as Rosa Luxemburg, John Rawls, Martin Luther King, Jr., Candice Delmas, Robin Celikates, Kimberlee Brownlee, Emma Goldman, Students for a Democratic Society and the Weather Underground, and the Black Panther Party and the Black Liberation Army. In the end, the essay is written in the service of understanding the stakes and presuppositions of resistance, in theory and practice. (shrink)

Offers a comprehensive historical overview of the field of aesthetics. Eighteen specially commissioned essays introduce and explore the contributions of those philosophers who have shaped the subject, from its origins in the work of the ancient Greeks to contemporary developments in the 21st Century. -/- The book reconstructs the history of aesthetics, clearly illustrating the most important attempts to address such crucial issues as the nature of aesthetic judgment, the status of art, and the place of the arts within society. (...) Ideal for undergraduate students, the book lays the necessary foundations for a complete and thorough understanding of this fascinating subject. -/- Table of Contents -/- Introduction \ 1. Plato, Robert Stecker \ 2. Aristotle, Angela Curran \ 3. Medieval Aesthetics, Gian Carlo Garfagnini \ 4. David Hume, Alan Goldman \ 5. Immanuel Kant, Elisabeth Schellekens \ 6. G.W.F. Hegel, Richard Eldridge \ 7. Arthur Schopenhauer and Friedrich Nietzsche, Scott Jenkins \ 8. Benedetto Croce and Robin Collingwood, Gary Kemp \ 9. Roger Fry and Clive Bell, Susan Feagin \ 10. John Dewey, Thomas Leddy \ 11. Martin Heidegger, Joseph Shieber \ 12. Walter Benjamin and T.W. Adorno, Gerhard Richter \ 13. Monroe Beardsley, Noël Carroll \14. Nelson Goodman, Alessandro Giovannelli \ 15. Richard A.Wollheim, Malcolm Budd \ 16. Arthur C. Danto, Sondra Bacharach \ 17. Kendall L. Walton, David Davies \ Some Contemporary Developments, Alessandro Giovannelli . (shrink)

This is the 8th edition of the book, with eight new essays to the volume. Table of contents: Are We Having Sex Now or What? (Greta Christina); Sexual Perversion (Thomas Nagel); Plain Sex (Alan Goldman); Sex and Sexual Perversion (Robert Gray); Masturbation and the Continuum of Sexual Activities (Alan Soble); Love: What’s Sex Got to Do with It? (Natasha McKeever); Is “Loving More” Better? The Values of Polyamory (Elizabeth Brake); What Is Sexual Orientation? (Robin Dembroff); Sexual Orientation: What (...) Is It? (Kathleen Stock); Asexuality (Luke Brunning and Natasha McKeever); LGBTQ ... Z? (Kathy Rudy); How to Be a Pluralist About Gender Categories (Katharine Jenkins); The Negotiative Theory of Gender Identity and the Limits of First-Person Authority (Burkay Ozturk); Racial Sexual Desires (Raja Halwani); Sex and Technology: The Ethics of Virtual Connection (Neil McArthur); A Realist Sexual Ethics (Micah Newman); Sexual Morality and the Concept of Using Another Person (Thomas Mappes); Sexual Use (Alan Soble); Dark Desires (Seiriol Morgan); The Harms of Consensual Sex (Robin West); Casual Sex, Promiscuity, and Objectification (Raja Halwani); Is Prostitution Harmful? (Ole Martin Moen); BDSM (Shaun Miller); Two Views of Sexual Ethics: Promiscuity, Pedophilia, and Rape (David Benatar); Sexual Gifts and Sexual Duties (Alan Soble); A Bibliography of the Philosophy of Sex . (shrink)

This book's thirty essays explore philosophically the nature and morality of sexual perversion, cybersex, masturbation, homosexuality, contraception, same-sex marriage, promiscuity, pedophilia, date rape, sexual objectification, teacher-student relationships, pornography, and prostitution. Authors include Martha Nussbaum, Thomas Nagel, Alan Goldman, John Finnis, Sallie Tisdale, Robin West, Alan Wertheimer, John Corvino, Cheshire Calhoun, Jerome Neu, and Alan Soble, among others. A valuable resource for sex researchers as well as undergraduate courses in the philosophy of sex.

The volume contains the written versions of all papers given at the workshop, divided into five chapters and followed by Alvin Goldman¿s replies in the sixth ...

Though John Stuart Mill's long employment by the East India Company did not limit him to drafting despatches on relations with the princely states, that activity must form the centrepiece of any satisfactory study of his Indian career. As yet the activity has scarcely been glimpsed. It produced, on average, about a draft a week, which he listed in his own hand. He subsequently struck out items that he sought to disown in consequence of substantial revisions made by the Company's (...) directors or the Board of Control. He also listed items that achieved publication as parliamentary papers and they amount to about ten per cent of his drafts. The two lists, published in the most recent volume of his Collected Works, reveal, at the least, the ‘political’ despatches from which he did not seek to dissociate himself. The despatches were not entirely his work and authorship in the conventional sense may not be assumed. They were the product of an elaborate process, in which many hands were engaged. At worst, they were his work in much the same way that an Act of Parliament is the work of the Crown Solicitor who drafts the bill. At best they were his as are the drafts of a civil servant who believes in policy statements that he prepares for his political masters. The greatest English philosopher and social scientist of the nineteenth century was, in his daily occupation, an employee. His Company was charged with initiating policies for the Indian states and they were subject to the control of a minister of the Crown. (shrink)

The purpose of this paper is to outline the developments in the thinking of Rudolf Otto, as far as possible through his theology, philosophy, psychology and phenomenology. The fact that Otto's interests took him into so many fields at once suggests serious breaks and inconsistencies in his work. This paper, however, will argue for a consistency in his thought and development. To achieve this requires an appreciation of the close connection he felt to exist between his philosophy and psychology, the (...) theoretical and the empirical. We know that Otto was strongly influenced by the philosophy of J. Fr. Fries. Yet it is by no means necessary to agree either with Fries or with what Otto made of Fries' system in order to trace continuity. We simply need to understand Otto's development in the context of the time. (shrink)

Robin Barrow has been one of the leading philosophers of education for more than forty years. This book is a critical but appreciative examination of his work by some of the leading philosophers of education at work today, with responses from Professor Barrow. It will focus on his work on curriculum, the analytic tradition in philosophy, education and schooling, and his use of Greek philosophy to enrich current debates in the subject. This work will be of interest to all (...) those who have been influenced by his contributions to educational and philosophical debate. (shrink)

Alan Carter's recent review in Mind of my Ethics of the Global Environment combines praise of biocentric consequentialism with criticisms that it could advocate both minimal satisfaction of human needs and the extinction of ‘inessential species’ for the sake of generating extra people; Carter also maintains that as a monistic theory it is predictably inadequate to cover the full range of ethical issues, since only a pluralistic theory has this capacity. In this reply, I explain how the counter-intuitive implications of (...) biocentric consequentialism suggested by Carter are not implications, and argue that since pluralistic theories either generate contradictions or collapse into monistic theories, the superiority of pluralistic theories is far from predictable. Thus Carter's criticisms fail to undermine biocentric consequentialism as a normative theory applicable to the generality of ethical issues. (shrink)

One way of understanding the reduplicative formula ‘Christ is, qua God, omniscient, but qua man, limited in knowledge’ is to take the occurrences of the ‘ qua ’ locution as picking out different parts of Christ: a divine part and a human part. But this view of Christ as a composite being runs into paradox when combined with the orthodox understanding of the Incarnation, according to which Christ is identical to the second person of the Trinity. In response, we have (...) to choose between modifying the orthodox understanding, adopting a philosophically and theologically contentious perdurantist account of persistence through time, or rejecting altogether the idea of the composite Christ. (shrink)

Nietzsche's thinking on justice and punishment explores the motives and forces which lie behind moral concepts and social institutions. His dialogue with several writers of his time is discussed here. Eugen Dühring had argued that a natural feeling of ressentiment against those who have harmed us is the source of the concept of injustice, so that punishment, even in its most impersonal form, is always a form of revenge. In attacking this theory, Nietzsche developed his own powerful critique of moral (...) concepts such as responsibility and guilt. He borrowed his ‘historical’ approach to moral concepts from Paul Ree, who suggested that the utilitarian function of punishment had been obscured by its practice, which appears to be directly linked with moral guilt. Nietzsche responds that punishment has quite different purposes and meanings at different times, so that any single explanation or justification is inadequate. In this way, he rejects the pre-suppositions common to the retributivists and utilitarians of his time. (shrink)

Why should a citizen vote? There are two ways to interpret this question: in a prudential sense, and in a moral sense. Under the first interpretation, the question asks why—or under what circumstances—it is in a citizen's self-interest to vote. Under the second interpretation, it asks what moral reasons citizens have for voting. I shall mainly try to answer the moral version of the question, but my answer may also, in some circumstances, bear on the prudential question. Before proceeding to (...) my own approach, let me briefly survey alternatives in the field. (shrink)

Philosophers have claimed that education aims at fostering disparate epistemic goals. In this paper we focus on an important segment of this debate involving conversation between Alvin Goldman and Harvey Siegel. Goldman claims that education is essentially aimed at producing true beliefs. Siegel contends that education is essentially aimed at fostering both true beliefs and, independently, critical thinking and rational belief. Although we find Siegel’s position intuitively more plausible than Goldman’s, we also find Siegel’s defence of it (...) wanting. We suggest novel argumentative strategies that draw on Siegel’s own arguments but look to us more promising. (shrink)

Photographs, paintings, rigid sculptures: all these provide examples of static images. It is true that they change—photographs fade, paintings darken and sculptures crumble—but what change they undergo is irrelevant to their representational content. A static image is one that represents by virtue of properties which remain largely unchanged throughout its existence. Because of this defining feature, according to a long tradition in aesthetics, a static image can only represent an instantaneous moment, or to be more exact the state of affairs (...) obtaining at that moment'. It cannot represent movement and the passage of time. This traditional view mirrors a much older one in metaphysics: that change is to be conceived of as a series of instantaneous states and hence that an interval of time is composed of extensionless moments. The metaphysical view has been involved in more controversy than its aesthetic counterpart. Aristotle identified it as one of the premises of Zeno's arrow paradox and Augustine employed it in his proof of the unreality of time. (shrink)

As I shall be taking issue with Michael Durrant for the bulk of this paper, it is appropriate, as well as a good way to start, to register my endorsement of his arguments in chapter 4 of The Logical Status of God l for the conclusion that sentences about God are typically used to express propositions, and that acts of thanksgiving and petition to God presuppose that some such propositions are true. The present paper is therefore a continuation of Mr (...) Durrant's attempt to locate the status of the term ‘God’ in propositions expressed by sentences of the form ‘God is F’. (shrink)

People are minded creatures; we have thoughts, feelings and emotions. More intriguingly, we grasp our own mental states, and conduct the business of ascribing them to ourselves and others without instruction in formal psychology. How do we do this? And what are the dimensions of our grasp of the mental realm? In this book, Alvin I. Goldman explores these questions with the tools of philosophy, developmental psychology, social psychology and cognitive neuroscience. He refines an approach called simulation theory, which (...) starts from the familiar idea that we understand others by putting ourselves in their mental shoes. Can this intuitive idea be rendered precise in a philosophically respectable manner, without allowing simulation to collapse into theorizing? Given a suitable definition, do empirical results support the notion that minds literally create surrogates of other peoples mental states in the process of mindreading? Goldman amasses a surprising array of evidence from psychology and neuroscience that supports this hypothesis. (shrink)

This article examines a thesis of interest to social epistemology and some articulations of First Amendment legal theory: that a free market in speech is an optimal institution for promoting true belief. Under our interpretation, the market-for-speech thesis claims that more total truth possession will be achieved if speech is regulated only by free market mechanisms; that is, both government regulation and private sector nonmarket regulation are held to have information-fostering properties that are inferior to the free market. After discussing (...) possible counterexamples to the thesis, the article explores the actual implications of economic theory for the emergence of truth in a free market for speech. When confusions are removed about what is maximized by perfectly competitive markets, and when adequate attention is paid to market imperfections, the failure of the market-for-speech thesis becomes clear. The article closes by comparing the properties of a free market in speech with an adversarial system of discourse. (shrink)

As a preliminary to the justification of equal opportunity, we require a few words on the concept. An opportunity is a chance to attain some goal or obtain some benefit. More precisely, it is the lack of some obstacle or obstacles to the attainment of some goal or benefit. Opportunities are equal in some specified or understood sense when persons face roughly the same obstacles or obstacles of roughly the same difficulty of some specified or understood sort. In different contexts (...) we might have different sorts of benefits or obstacles in mind. But in the current social context, and in the context of this discussion, we refer to educational and occupational opportunities, chances to attain the benefits of higher education and of socially and economically desirable positions, benefits assumed to be desired by many or most individuals, other things being equal. And we generally divide obstacles into two broad classes: those imposed by the social system or by other persons in the society, for example, the hardships of life in the lower economic classes or barriers from prejudices based on race, sex, or ethnic background; and those imposed by natural disabilities, for example, low intelligence or lack of talents. The initial question is whether a moral society is obligated to create equality in opportunities in the senses just defined. I shall assume here initially that there is some such obligation on the part of society or the state, although I shall specify its nature and limits more precisely below. With the exception of certain libertarians, almost everyone, liberal and conservative alike, agrees in this assumption. (shrink)

Characteristic of metaphysics are general questions of existence, such as ‘Are there numbers?’ This kind of question is the target of Carnap's argument for deflationism, to the effect that general existential questions, if taken at face value, are meaningless. This paper considers deflationism in a theological context, and argues that the question ‘Does God exist?’ can appropriately be grouped with the ‘metaphysical’ questions attacked by Carnap. Deflationism thus has the surprising consequence that the correct approach to theism is that of (...) radical theology. The paper attempts to show why Carnap's argument fails, and why, nevertheless, enough remains of it for us to conclude that God cannot be outside time and space. (shrink)

Let us take, as a starting assumption, the Benthamic understanding of the point of law: We should make laws that will increase the overall happiness of the people whose lives are affected by them. But how should we go about doing that? And more particularly, what role, if any, should our held desires play in the task of ascertaining the content of our happiness? And when, if ever, should we defer to the desires of the affected masses, and when should (...) we not, in determining what will or will not promote happiness? The classical, or “hedonic,” utilitarians of the eighteenth and nineteenth centuries suggested a number of answers to these related questions, of which I will mention two. (shrink)

Goldman, though still a reliabilist, has made some recent concessions to evidentialist epistemologies. I agree that reliabilism is most plausible when it incorporates certain evidentialist elements, but I try to minimize the evidentialist component. I argue that fewer beliefs require evidence than Goldman thinks, that Goldman should construe evidential fit in process reliabilist terms, rather than the way he does, and that this process reliabilist understanding of evidence illuminates such important epistemological concepts as propositional justification, ex ante (...) justification, and defeat. (shrink)

Alvin Goldman contends that, in addition to the familiar sense or use of the term “knowledge” according to which knowledge is at least true justified belief, there is a weaker yet strict sense or use of the term “knowledge” according to which knowledge amounts to nothing more than information-possession or mere true belief. In this paper, I argue that Goldman has failed to show that there is such a weaker sense, and that, even if he had shown this, (...) he has not shown that this putative weaker sense is a strict one by his own criterion for strictness. (shrink)

Alvin Goldman examines public and private methods or "pathways" to knowledge, arguing for the epistemic legitimacy of private and introspective methods of gaining knowledge, yet acknowledging the equal importance of social and public mechanisms in the quest for truth.

Goldman and His Critics presents a series of original essays contributed by influential philosophers who critically examine Alvin Goldman’s work, followed by Goldman’s responses to each essay. Critiques Alvin Goldman’s groundbreaking theories, writings, and ideas on a range of philosophical topics Features contributions from some of the most important and influential contemporary philosophers Covers Goldman’s views on epistemology—both individual and social—in addition to cognitive science and metaphysics Pays special attention to Goldman’s writings on philosophy (...) of mind, including the evolution of his thoughts on Simulation-Theory (ST). (shrink)

A new and penetrating assessment of the work of the twentieth century's best known public theologian.

This brief text assists students in understanding Goldman's philosophy and thinking so that they can more fully engage in useful, intelligent class dialogue and improve their understanding of course content. Part of the "Wadsworth Philosophers Series," (which will eventually consist of approximately 100 titles, each focusing on a single "thinker" from ancient times to the present), ON GOLDMAN is written by a philosopher deeply versed in the philosophy of this key thinker. Like other books in the series, this (...) concise book offers sufficient insight into the thinking of a notable philosopher better enabling students to engage the reading and to discuss the material in class and on paper. (shrink)

Robin Gill examines the issues that connect faith and moral leadership in an increasingly fragmented and relativistic world.

In his recent book, Knowledge in a Social World, Alvin Goldman claims to have established that if a reasoner starts with accurate estimates of the reliability of new evidence and conditionalizes on this evidence, then this reasoner is objectively likely to end up closer to the truth. In this paper, I argue that Goldman's result is not nearly as philosophically significant as he would have us believe. First, accurately estimating the reliability of evidence – in the sense that (...) Goldman requires – is not quite as easy as it might sound. Second, being objectively likely to end up closer to the truth – in the sense that Goldman establishes – is not quite as valuable as it might sound. (shrink)

Postmodernism and Education responds to the interest in postmodernism as a way of understanding social, cultural and economic trends. Robin Usher and Richard Edwards explore the impact which postmodernism has had upon the theory and practice of education, using a broad analysis of postmodernism and an in-depth introduction to key writers in the field, including Lacan, Derrida, Foucault and Lyotard. In examining the impact which this thinking has had upon contemporary theory and practice of education, Usher and Edwards concentrate (...) particularly upon how postmodernist ideas challenge existing concepts, structures and hierarchies. (shrink)

In his 1967 paper 'A Causal Theory of Knowing', Alvin Goldman sketched an account of empirical knowledge in terms of appropriate causal connections between the fact known and the knower's belief in that fact. This early causal account has been much criticized, even by Goldman himself in later years. We argue that the theory is much more defensible than either he or its other critics have recognized, that there are plausible internal and external resources available to it which (...) save it from many objections in the literature (in particular, objections raised by Harman, Pappas and Swain, Klein, Dretske, Goldman, Shope, Ackermann, Morawetz, and Collier). (shrink)

Boghossian's discrimination argument for the incompatibility of externalism and a priori self-knowledge presupposes the relevant-alternatives account of knowledge, more precisely, the claim that the ability to rule out relevant alternatives is a necessary condition for knowledge. In the first two sections of this essay, I object to Boghossian's argument by showing that the standard way of supporting the claim just mentioned, namely with recourse to Goldman's famous barn example, will not convince a rational externalist who knows the relevant facts. (...) In section three, a second challenge to the discrimination argument is developed. First, a descriptive variant of Goldman's barn example is distinguished from a demonstrative variant of this scenario. Then, it is argued that the fact that Goldman's protagonist does not have knowledge in the demonstrative variant cannot be explained by the claim that the ability to rule out relevant alternatives is necessary for knowledge. From this it is concluded that it is not possible to substantiate the claim just mentioned with recourse to Goldman's barn example. The upshot of the discussion in sections one through three is that one cannot argue for the incompatibility of externalism and a priori self-knowledge by drawing on the claim that the ability to rule out relevant alternatives is required for knowledge. In the final section of the article, it is shown that one can furthermore not argue for the incompatibility thesis by invoking the contention that so-called global reliability is necessary for knowledge. (shrink)

In his 1967 paper 'A Causal Theory of Knowing', Alvin Goldman sketched an account of empirical knowledge in terms of appropriate causal connections between the fact known and the knower's belief in that fact. This early causal account has been much criticized, even by Goldman himself in later years. We argue that the theory is much more defensible than either he or its other critics have recognized, that there are plausible internal and external resources available to it which (...) save it from many objections in the literature. (shrink)

This paper examines Alvin Goldman's discussion of acceptance and uncertainty in chapter 15 of his book, Epistemology and Cognition. Goldman discusses how acceptance and rejection of beliefs might be understood in terms of "winner-take-all" connectionist networks. The paper answers some of the questions he raises in his epistemic evaluation of connectionist programs. The major tool for doing this is a connectionist model of explanatory coherence judgments (Thagard, Behavioral and Brain Sciences, 1989). Finally, there is a discussion of problems (...) for Goldman's general epistemological project that arise if one adopts a different approach to connectionism based on distributed representations. (shrink)