It is well known that saturation of ideals is closely related to the “antichain-catching” phenomenon from Foreman–Magidor–Shelah [10]. We consider several antichain-catching properties that are weaker than saturation, and prove:If${\cal I}$is a normal ideal on$\omega _2 $which satisfiesstationary antichain catching, then there is an inner model with a Woodin cardinal;For any$n \in \omega $, it is consistent relative to large cardinals that there is a normal ideal${\cal I}$on$\omega _n $which satisfiesprojective antichain catching, yet${\cal I}$is not saturated. This provides a negative (...) answer to Open Question number 13 from Foreman’s chapter in the Handbook of Set Theory. (shrink)

Prior research has demonstrated a strong relationship between team performance and team members’ team efficacy beliefs and perceptions of social integration. Performing well increases the feelings of collective ability that comprise team efficacy and the feelings of psychological connectedness that make up social integration, while performing poorly erodes them. In this article, we draw from the social cognitive base of ethical leadership theory to argue that ethical leadership moderates the relationship between team performance and team efficacy beliefs, and between team (...) performance and social integration, such that these important team attitudes are buffered against the negative effects of poor performance when leaders act ethically. Alternatively, when leaders act less ethically, team efficacy and social integration break down following poor performance. We test our hypotheses in a field study of U.S. military teams actively engaged in competition. The data support our arguments. We find that ethical leadership weakens the relationships among team performance and team efficacy and social integration, respectively, such that ethical leaders preserve team efficacy and social integration when their teams do not perform well. (shrink)

Aside from making a few weak, and hopefully widely shared claims about the value of privacy, transparency, and accountability, we will offer an argument for the protection of privacy based on individual self-interest and prudence. In large part, this argument will parallel considerations that arise in a prisoner’s dilemma game. After briefly sketching an account of the value of privacy, transparency, and accountability, along with the salient features of a prisoner’s dilemma games, a game-theory analysis will be offered. In a (...) game where both players want privacy and to avoid transparency and the associated accountability, the dominant action will be to foist accountability and transparency on the other player while attempting to retain one’s own privacy. Simply put, if both players have the ability or power to make the other more accountable and transparent, they will do so for the same reasons that player’s defect in a prisoner’s dilemma game. Ultimately this will lead to a sub-optimal outcome of too much accountability and transparency. While there are several plausible solutions to prisoner dilemma games, we will offer both technical, as well as, law and policy solutions. We need to change the payoffs of the game so that is it in everyone’s interest to balance privacy and accountability rather than foisting transparency on others. (shrink)

Revision of author's thesis (Ph. D.)--University of Oxford, 2012 under title Moral theological method in the theological ethics of Martin Luther and Arthur Rich, with particular reference to their economic ethics.

This paper proposes that contained within Martin Buber's works one can find useful support for, and insights into, an educational philosophy that stretches across, and incorporates, both the human and non-human worlds. Through a re-examination of his seminal essay Education2, and with reference to specific incidents in his autobiography (e.g. the horse, his family, the theatre and the tree) and to central tenets of his theology (e.g. the shekina, the Eternal Thou and teshuvah) we shall present a more coherent (...) understanding of Buber's notion of relationship which is developmental in nature and posits intrinsic, necessary and unavoidable relational ties to both the human and non-human worlds. This understanding of Buber's view of relationship as a developmental process will add new meaning to his central ideas of 'bursting asunder' the educational relationship and the educator who is cast 'in imitatio Dei absconditi sed non ignoti'.3 Ultimately this paper wants to suggest that, for Buber, the infant is unable to become fully adult without being immersed in relationship and then coming to full awareness of it, and it is the educator who can play a pivotal role in supporting the development of this adult relationality through encounters with both individual humans and the larger non-human world. (shrink)

This essay is written in two sections. The first, following a short introduction, is made up of three scenarios drawn from the life and work of Martin Buber. As well as demonstrating his obvious interest in human relationships with the other-than-human, each scenario describes an encounter between either Buber himself or a stand-in character and a member of the other-than-human world. Together, these scenes not only suggest that I/Thou encounters are possible with the other-than-human, and that they are important (...) for the development of the human I, but also outline characteristics that make such encounters possible. The second section focuses on Buber's description of the “great actor” in order to offer a way teachers might engage their own students with the other-than-human world. Just as the actor embodies both the character and his or her own person in a dramatic role, so the teacher might embody the I/Thou relationship with the natural world, becoming Teacher/Tree, and exemplifying that relationship with the students. (shrink)

Most historical accounts of "the West" take it for granted that the guiding principles of the Western tradition—reason, progress, and freedom—have been passed down directly from ancient Greece to modern Europe, evolving in isolation from all non-Western cultures. Today, many political analysts and cultural critics maintain that the Western tradition is fast approaching its end, for better or worse, as it becomes more and more integrated with non-Western cultures in an increasingly globalized world. But what if we are witnessing something (...) else entirely—not the "end" of the West but rather another historical mutation of the idea of the West itself? This groundbreaking work shows that whether the West is hailed as the source of all historical progress or scorned as the root of all cultural imperialism, it remains a deeply problematic concept that is intrinsically connected to an ethnocentric view of the world. In a critical reading of the continental philosophers Husserl, Heidegger, Levinas, and Derrida as well as the postcolonial thinkers Said, Mohanty, Bhabha, and Trinh, Sean Meighoo strikes at the intellectual foundations of Western exceptionalism until its ideological supports show through. Deconstructing the concept of the West in his provocative interpretations of Martin Bernal's controversial publication Black Athena and the Beatles' second film Help!, Meighoo poses a formidable question to philosophers, writers, political analysts, and cultural critics alike: Can we mount an effective critique of Western ethnocentrism without reinforcing the very idea of the West? (shrink)

The passage above comes from the opening pages of Merleau-Ponty’s essay on Edmund Husserl. It proposes a risky interpretive principle. The main feature of this principle is that the seminal aspects of a thinker’s work are so close to him that he is incapable of articulating them himself. Nevertheless, these aspects pervade the work, give it its style, its sense and its direction, and therefore belong to it essentially. As Martin Heidegger writes, in a passage quoted by Merleau-Ponty: " (...) The greater the work of a thinker – which in no way coincides with the breadth and number of writings – the richer is what is un-thought in this work, which means, that which emerges in and through this work as having not yet been thought. 2 " The goal of Merleau-Ponty’s essay, he says, is “to evoke this un-thought-of element in Husserl’s thought”. 3. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Nietzsche’s Voices by John SallisSean KirklandSALLIS, John. Nietzsche’s Voices. Edited by Richard Rojcewicz. Bloomington: Indiana University Press, 2023. 202 pp. Cloth, $75.00; paper and eBook, $35.00George Bataille, perhaps the twentieth century’s most fundamentally Nietzschean thinker, suggests that a book should not be viewed as an independently existing entity to be assessed on its own terms. Rather, a book is, according to Bataille, always one brick placed by the (...) author in an already standing wall, resting upon and constituted partly by its relationship to its predecessors. John Sallis has placed an extremely rich new brick into the already extensive wall of Nietzsche scholarship, situated on the one hand between many important continentally-inflected book-length studies, by the likes of Heidegger, Klossowski, Deleuze, Kofman, Derrida, Irigaray, and Krell, and on the other those influential monographs from more traditional or analytic readers, such as Kaufmann, Danto, Hollingdale, Schacht, and Nehamas. Indeed, Sallis’s closest interlocutor is perhaps David B. Allison, whose indispensable Reading the New Nietzsche finds its way into this intermediate space as well. Sallis’s work wins its originality neither by imposing on Nietzsche’s works any fashionable theoretical frameworks or methods nor by insisting that those works conform to any purportedly established philosophical requirements or forms, mining them for comfortingly recognizable positions or claims. Rather, he engages the text utterly on its own terms with extreme sensitivity and insists on placing every line, every claim, every concept, and every argument within the encompassing textual whole, which is to say within the essay or book in which it appears and further within the context of the whole Nietzschean corpus—and for Sallis, Nietzsche’s many “voices” sing in harmony with one another over the course of his largely consistent seventeen-year philosophical career.Nietzsche’s Voices is the eleventh volume in Indiana University Press’s ongoing series The Collected Writings of John Sallis. Sallis being one of the world’s foremost interpreters of Martin Heidegger, his Collected Writings seem to be conceived somewhat on the model of that thinker’s Gesamtausgabe, gathering together not only all of Sallis’s published books but also a number of unpublished manuscripts and shorter texts, complete transcriptions of his lecture courses and seminars over the years, and indeed even some informal addresses and interviews. Richard Rojcewicz reports in his editor’s afterword that these are lecture notes for a course that took place over two semesters at Duquesne University during the 1971–72 academic year.After a brief introductory discussion of the challenge of reading Nietzsche’s unorthodox texts rigorously as philosophical works, the second chapter is devoted to a philosophical consideration of the importance of biography, especially as concerns a thinker who insists generally on the necessity of a close relationship between life and thought. The third chapter presents an extensive reading of The Birth of Tragedy and some of the contemporary unpublished materials. The early essays “On Truth and Lies in an Extra-Moral Sense” and “On the Utility and Liability of History for Life” are treated in chapters 4 and 5. The sixth and seventh chapters turn to Nietzsche’s “free spirit” works, first addressing [End Page 726] the critique of all received moral values and the call to invent wholly new kinds of values, in Human, All Too Human and Daybreak, and then turning to The Gay Science for Nietzsche’s analysis of the loss of any ultimate foundation for morality, knowledge, and even being itself in our late-modern historical moment. The eighth and final chapter comprises over half the book’s total length, offering a very detailed reading of Thus Spoke Zarathustra, the work Nietzsche himself saw as central to his entire corpus, indeed even central to the “history of humanity” insofar as it “splits it into two halves.”The book is full of penetrating insights into the Nietzschean text, and often Sallis’s close attentiveness and holistic approach succeed in resolving previously vexing interpretive problems. In the interest of brevity, I limit myself here to two examples.(1) In the Birth, Nietzsche famously traces the emergence of tragedy back to an almost miraculous marriage of two opposing... (shrink)

William Dembski claims to have established a decision process to determine when highly unlikely events observed in the natural world are due to Intelligent Design. This article argues that, as no implementable randomness test is superior to a universal Martin-Löf test, this test should be used to replace Dembski's decision process. Furthermore, Dembski's decision process is flawed, as natural explanations are eliminated before chance. Dembski also introduces a fourth law of thermodynamics, his “law of conservation of information,” to argue (...) that information cannot increase by natural processes. However, this article, using algorithmic information theory, shows that this law is no more than the second law of thermodynamics. The article concludes that any discussions on the possibilities of design interventions in nature should be articulated in terms of the algorithmic information theory approach to randomness and its robust decision process. (shrink)

Whether one’s attention lies with the big wilderness outside or the wild people and places that survive amidst our ecologically impoverished cities and towns, a thorough and rigorous reflection on wildness remains as a task for environmental philosophy. The political and literary movements concerned with the wilderness have sparked passion, insight, and moments of brilliance, but by and large leave us today at best confused, and at worst naïve, with respect to our thinking of wildness. The attempts at philosophical rigor (...) from the ‘fields’ of so-called ‘environmental philosophy’ or ‘environmental ethics’ certainly bring one nofurther toward understanding the experiences of, say, 500 miles of tundra, or the power and push of a river, or the density of a rainforest, or a kiss. Keeping the illumination of direct experience in mind, this paper will attempt a phenomenology of wildness, using the work of 20th century French philosopher Maurice Merleau-Ponty. Merleau-Ponty’s philosophy of chiasm describes a perceptual relationship of intertwining, of intimacy and opacity, between Self and Other, in which the Other’s presence guides one’s own perceptions. Reflection around this chiasmic exchange may help us to understand the peculiar perceptual experience with what we call the wild, and perhaps to understand it as a sort of chiasmic wildness. This chiasmic wildness would not be incarcerated in wilderness areas or wild animals, but would exist in our embodied relationships with other people, animals, plants, and places. This paper is offered as an attempt at reflection, as what Martin Heidegger called a Holzweg: wandering down a path that may lead nowhere, but that must be followed beyond where one stands today. (shrink)

The central focus of this article is to share several experiential activities we have designed in our teaching careers that we use to help education students, primarily undergraduates and teacher candidates, access philosophical ideas and enter philosophical discussions. The examples shared below come from our attempts to help students reach key concepts and abstract ideas in some well-known educational philosophical discussions, through engaging in experiences relating to them. They are based on Plato’s Allegory of the Cave, John Dewey’s scientific method, (...) and Martin Buber’s philosophy of dialogue. The focus for this article is not so much on the specific content or philosophical interpretation of these works but instead on the activities themselves as a means towards better understanding the concept of experiential learning itself. The three examples we present serve to show ways in which well-designed and thoroughly-considered experiences can serve as a bridge to difficult and abstract material while also honoring a more expansive range of learning styles. (shrink)

The title of Andy Clark's book is, among other things, a reference to one of the central terms in Martin Heidegger's early work: "Dasein" (being there) is the word that Heidegger uses to refer to beings like ourselves. Clark is no Heidegger scholar, but the reference is deliberate; among the predecessors to his book he lists not only Heidegger himself, but also the American Heidegger scholar Hubert Dreyfus and the French Heideggerean phenomenologist Maurice Merleau-Ponty. This triumvirate has played an (...) increasingly important role in recent years among the "alternative" cognitive science set, owing largely to the influence of Dreyfus's 1979 book What Computers Can't Do (Cambridge, Mass.: MIT Press, 1979), which enlisted Heideggerian and Merleau-Pontean arguments in the fight against classical symbolic processing approaches to artificial intelligence. Clark's book fits squarely in this "alternative" tradition, and it is an important contribution to the existing literature. It surveys a large array of results in cognitive scientifically oriented fields ranging from robotics to developmental psychology, and it argues convincingly that these results should encourage us to embrace a radical new research paradigm in the cognitive sciences. The central claim is that mainstream cognitive scientists should, like their more revolutionary colleagues, learn to substitute for "the disembodied, atemporal intellectualist vision of mind ... the image of mind as a controller of embodied action" (p. 7). As a clear and brightly written account of this alternative movement in cognitive science, and perhaps even as a kind of mission statement for the new paradigm, Clark's book is one of the finest I have read. It is limited, however, by the fact that the interesting and well-described empirical work that forms the center of his presentation does not always provide sufficient resources for addressing the equally important philosophical problems lurking. (shrink)

A complete English translation of the correspondence between the philosopher Martin Heidegger and the novelist and essayist Ernst Jünger, together with a translation of Jünger’s essay Across the Line.

In the 1930s, Martin Heidegger began what would become a lifelong engagement with the work of Ernst Jünger. Part of Heidegger’s interest in Jünger was a result of Jünger’s Nietzsche-inspired cultural diagnosis; in Heidegger’s words, Jünger “makes all previous writings about Nietzsche inessential.” On the other hand, Heidegger was critical of what he deemed Jünger’s “bedazzlement” before the thought of Nietzsche. In this essay, I explore the sources of Heidegger’s interest and his criticism of Jünger’s work. To do this, (...) I focus on elements of their correspondence, but mainly on Jünger’s essay “Über die Linie” of 1950 and Heidegger’s response, “Über ‘die Linie’” of 1955. In so doing, I hope to uncover their shared concern for the fate of Europe at the hands of a nihilism of which World War II was, to them, but an expression. (shrink)

Achieving the global benefits of artificial intelligence (AI) will require international cooperation on many areas of governance and ethical standards, while allowing for diverse cultural perspectives and priorities. There are many barriers to achieving this at present, including mistrust between cultures, and more practical challenges of coordinating across different locations. This paper focuses particularly on barriers to cooperation between Europe and North America on the one hand and East Asia on the other, as regions which currently have an outsized impact (...) on the development of AI ethics and governance. We suggest that there is reason to be optimistic about achieving greater cross-cultural cooperation on AI ethics and governance. We argue that misunderstandings between cultures and regions play a more important role in undermining cross-cultural trust, relative to fundamental disagreements, than is often supposed. Even where fundamental differences exist, these may not necessarily prevent productive cross-cultural cooperation, for two reasons: (1) cooperation does not require achieving agreement on principles and standards for all areas of AI; and (2) it is sometimes possible to reach agreement on practical issues despite disagreement on more abstract values or principles. We believe that academia has a key role to play in promoting cross-cultural cooperation on AI ethics and governance, by building greater mutual understanding, and clarifying where different forms of agreement will be both necessary and possible. We make a number of recommendations for practical steps and initiatives, including translation and multilingual publication of key documents, researcher exchange programmes, and development of research agendas on cross-cultural topics. (shrink)

This article seeks to introduce the topics of green schools and sustainability education to the reader as the first article in a series of pieces on such subject matters. With respect to the first essay, the modern historical development of sustainability related education is assessed through the lens of its roots in both the U.S. educational system and the environmental movement. Furthermore, many of the purported benefits of green school construction practices are examined subsequently given their relative importance and popularity (...) with respect to the topic. Finally, a brief but important examination is proffered per several of the philosophical ramifications of these efforts in an effort to further develop the understanding and discussion of such topics and the related series of articles. (shrink)

Academia-intelligence agency collaborations are on the rise for a variety of reasons. These can take many forms, one of which is in the classroom, using students to stand in for intelligence analysts. Classrooms, however, are ethically complex spaces, with students considered vulnerable populations, and become even more complex when layering multiple goals, activities, tools, and stakeholders over those traditionally present. This does not necessarily mean one must shy away from academia-intelligence agency partnerships in classrooms, but that these must be conducted (...) carefully and reflexively. This paper hopes to contribute to this conversation by describing one purposeful classroom encounter that occurred between a professor, students, and intelligence practitioners in the fall of 2015 at North Carolina State University: an experiment conducted as part of a graduate-level political science class that involved students working with a prototype analytic technology, a type of participatory sensing/self-tracking device, developed by the National Security Agency. This experiment opened up the following questions that this paper will explore: What social, ethical, and pedagogical considerations arise with the deployment of a prototype intelligence technology in the college classroom, and how can they be addressed? How can academia-intelligence agency collaboration in the classroom be conducted in ways that provide benefits to all parties, while minimizing disruptions and negative consequences? This paper will discuss the experimental findings in the context of ethical perspectives involved in values in design and participatory/self-tracking data practices, and discuss lessons learned for the ethics of future academia-intelligence agency partnerships in the classroom. (shrink)

In recent years consciousness has become a significant area of study in the cognitive sciences. The Frontiers of Consciousness is a major interdisciplinary exploration of consciousness. The book stems from the Chichele lectures held at All Souls College in Oxford, and features contributions from a 'who's who' of authorities from both philosophy and psychology. The result is a truly interdisciplinary volume, which tackles some of the biggest and most impenetrable problems in consciousness. The book includes chapters considering the apparent explanatory (...) gap between science and consciousness, our conscious experience of emotions such as fear, and of willed actions by ourselves and others. It looks at subjective differences between two ways in which visual information guides behaviour, and scientific investigation of consciousness in non-human animals. It looks at the challenges that the mind-brain relation presents for clinical practice as well as for theories of consciousness. The book draws on leading research from philosophy, experimental psychology, functional imaging of the brain, neuropsychology, neuroscience, and clinical neurology. Distinctive in its accessibility, authority, and its depth of coverage, Frontiers of Consciousness will be a groundbreaking and influential addition to the consciousness literature. (shrink)

Philosophical writing on gratitude displays a pronounced preference for targeted gratitude (A’s being grateful to B for x) over propositional gratitude (A’s being grateful that p), treating the latter as a poor, less interesting cousin of the former, when it treats it at all. This paper challenges and attempts to rectify the relegation of propositional gratitude to second-class status. It argues that propositional gratitude is not only not reducible to targeted gratitude but indeed is more basic than it and that (...) propositional gratitude is morally important because of its conceptual connections to the virtue of humility. (shrink)

This paper introduces an axiomatisation for equational hybrid logic based on previous axiomatizations and natural deduction systems for propositional and first-order hybrid logic. Its soundness and completeness is discussed. This work is part of a broader research project on the development a general proof calculus for hybrid logics.

An equivalence between the category of MV-algebras and the category \ is given in Castiglioni et al. :67–92, 2014). An integral residuated lattice with bottom is an MV-algebra if and only if it satisfies the equations \ \vee = 1}\) and \ = a \wedge b}\). An object of \ is a residuated lattice which in particular satisfies some equations which correspond to the previous equations. In this paper we extend the equivalence to the category whose objects are pairs, where (...) A is an MV-algebra and I is an ideal of A. (shrink)

This volume reconstructs Martin Heidegger's lecture course at the University of Marburg in the winter semester of 1924-25, which was devoted to an interpretation of Plato and Aristotle.

There is widespread agreement in neuroscience and psychology that the visual system identifies objects and faces based on a pattern of activation over many neurons, each neuron being involved in representing many different categories. The hypothesis that the visual system includes finely tuned neurons for specific objects or faces for the sake of identification, so‐called “grandmother cells”, is widely rejected. Here it is argued that the rejection of grandmother cells is premature. Grandmother cells constitute a hypothesis of how familiar visual (...) categories are identified, but the primary evidence against this hypothesis comes from studies that have failed to observe neurons that selectively respond to unfamiliar stimuli. These findings are reviewed and it is shown that they are irrelevant. Neuroscientists need to better understand existing models of face and object identification that include grandmother cells and then compare the selectivity of these units with single neurons responding to stimuli that can be identified. (shrink)

This volume is an act of talking back, of talking heresy. To reclaim the term “realism,” to maintain the epistemic significance of identity, to defend any version of identity politics today is to swim upstream of strong academic currents in feminist theory, literary theory, and cultural studies. It is to risk, even to invite, a dismissal as naive, uninformed, theoretically unsophisticated. And it is a risk taken here by people already at risk in the academy, already assumed more often than (...) not to be uninformed and undereducated precisely because of their real identities. Of course, identity is today a growth industry in the academy, across the humanities and social sciences, influencing even law and communication studies. The constitutive power of gender, race, ethnicity, sexuality and other forms of identity has, finally, suddenly, been recognized as a relevant aspect of almost all projects of inquiry. However, as I shall discuss in this essay, simultaneous to this academic commodification of identity is an increasing tendency to view identity as politically and metaphysically problematic, some have even said pathological. So on the one hand the theoretical relevance of identities has become visible, while on the other hand many theorists are troubled by the implications of the claim that identity makes a difference. Increasingly, then, the attachment to identity has become suspect. If identity has become suspect, identity politics has been prosecuted, tried, and sentenced to death. To espouse identity politics in the academy today risks being viewed as a member of the Flat-Earth Society. Like “essentialism,” identity politics has become the shibboleth of cultural studies and social theory, and denouncing it has become the litmus test of academic respectability, political acceptability, and even a necessity for the very right to be heard. In contrast, there has been a noticeable thaw regarding the term essentialism. What was once perfunctorily denounced at the start of every paper in feminist theory has recently been tentatively examined by a few theorists for possible signs of validity.. (shrink)

The text of Martin Heidegger's 1930-1931 lecture course on Hegel's Phenomenology of Spirit contains some of Heidegger's most crucial statements about temporality, ontological difference and dialectic, and being and time in Hegel.

Particularism takes an extremely ecumenical view of what considerations might count as reasons and thereby threatens to ‘flatten the moral landscape’ by making it seem that there is no deep difference between, for example, pain, and shoelace color. After all, particularists have claimed, either could provide a reason provided a suitable moral context. To avoid this result, some particularists draw a distinction between default and non-default reasons. The present paper argues that all but the most deflationary ways of drawing this (...) distinction are either implausible or else insufficient to help the particularist avoid flattening the moral landscape. The difficulty can be avoided, however, if we reject particularism's extremely ecumenical view of reasons. (shrink)

I argue that a virtue ethics takes virtue to be more basic than rightness and at least as basic as goodness. My account is Aristotelian because it avoids the excessive inclusivity of Martha Nussbaum's account and the deficient inclusivity of Gary Watson's account. I defend the account against the objection that Aristotle does not have a virtue ethics by its lights, and conclude with some remarks on moral taxonomy.

This commentary shall focus on the central claim made in Lynch et al.’s paper “Promoting Ethical Payment in Human Infection Challenge Studies.” According to their paper, there is a threefold...

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Philosophy and the Modern African American Freedom Struggle: A Freedom Gaze by Anthony Sean NealKordell DixonPhilosophy and the Modern African American Freedom Struggle: A Freedom Gaze Anthony Sean Neal. Rowman & Littlefield, 2022.Philosophy and the Modern African American Freedom Struggle begins with a clear and concise establishment of its aim: to analyze and expand upon those figures mentioned when discussing the academic project of studying black (...) people. Neal broadens the account of black scholars examining racialized existence by centering his work on the modern era and its initiator W. E. B Du Bois. Neal develops an ethnic reflective canon that documents the long history of black thinkers attempting to define their blackness and advance the conception of freedom. This book does an excellent job of capturing the genealogical structure of the struggle for freedom. Within the work, Neal denotes that all relevant figures in this tradition are freedom gazers. These gazers are spectators of a radically imagined future liberated from the oppressive systems that encumber the persecuted. Du Bois's approach to freedom gazing uses academic training to examine his blackness and inevitably to solve the "race problem." What Neal provides the reader is a road map of the intellectual work of black scholars. This road map details the common themes among black thinkers and how these themes relate to Du Bois. Neal's intricate network of philosophers uses their experience and their expertise to write about what is necessary for black people to obtain freedom. Neal composes a complex and remarkable catalog of black scholars that demonstrates the interconnectedness and progression of black thought on oppression and liberation.In the second chapter, Neal elucidates why Du Bois is chosen as the inaugurator of the modern era. As a formally educated black man, Du Bois questions his experience and what tethers him to oppression. Neal uses Du Bois as a focal point, not because Du Bois is the first black person to document their struggle with their racialized existence, but because he believes that Du Bois is the first scholar to analyze the black experience completely. The holistic nature of Du Bois's study of the existential conflict that race can manifest within its subjects allows Du Bois's analysis to be used as a tool to unify other works that discuss race and the struggle for freedom. Neal expresses how other scholars such as Frederick Douglass, Martin Delany, and Anna Julia Cooper all had work that takes up a similar task as Du Bois's but lacks the fullness of Du Bois's study. Here, Neal does not articulate clearly [End Page 87] how these figures are inadequate with respect to their work. It could be argued that each scholar named could be said to have accomplished a task similar to that of Du Bois. However, how these figures are studied throughout different disciplines gives the impression that their examination of race and freedom is much more focused on one specific field. This point speaks to how we interpret the work of these scholars and not to these scholars' work itself. Neal proceeds to describe Du Bois as a freedom gazer and explains how Du Bois's imagining of black persons as freed would allot a perceptual framework that motivates them to proclaim their right to mental and physical freedom. Further, Neal establishes that Du Bois's position as a freedom gazer allows him to expand the ethnic reflective canon. This canon includes Ida B. Wells, whose journalism on the lynching of black people during the Reconstruction era made headway on what social sciences could contribute to the struggle against injustice. Anna Julia Cooper is included in this canon; her radically imagined future was thought to be achieved through education. Wells and Cooper proceeded and directly influenced the work of Du Bois, creating a lineage of radical social thought. Neal maps his transition through the intellectual work of black scholars by using conceptions of peace, rebellion, revolution, and freedom as relational markers. The reader can identify the relationships among the varied work of freedom gazers despite the vast range of their spatiotemporal placement.In the third chapter, Neal examines the subjects Hubert Harrison, William H... (shrink)