This is the first of the four essays in Part II of the book on liberalism and traditionalist education; all four are by authors who would like to find ways for the liberal state to honour the self-definitions of traditional cultures and to find ways of avoiding a confrontation with differences. For example, Shelley Burtt argues that the liberal state has good reason to be far more accommodating of traditional groups than liberals commonly recognize. She contends that liberal (...) autonomy, properly understood, is not threatened in any special way by traditional religious or cultural groups, and that traditional cultures are as capable of fostering autonomy as their more cosmopolitan counterparts. Most strikingly, she maintains that it is a good thing, from the perspective of liberal autonomy, to be encumbered by unchosen attachments and loyalties such as those that we might expect to be most fully developed within religious communities. The essay is in two main parts: Part One takes up the challenge of the notion that liberal theorists have missed the chance to describe in detail the possibilities for autonomous thought from within a comprehensive education to a particular way of life or understanding of the good, offering several reasons why the central demand of autonomy – to think and know for oneself – is well within the reach of individuals who receive this sort of ‘grounded’ education; Part Two looks more closely at liberal theories of autonomy, particularly aspects of those accounts that encourage the idea that comprehensive educations are at odds with the development of autonomy, arguing that such characterizations overstate the difficulties that exist, and concluding by reaffirming the possibility of combining an education for autonomy with education toward a comprehensive vision of the good life. (shrink)

This book offers a detailed study of political argument in early eighteenth-century England, a time in which the politics of virtue were vigorously pursued - and just as vigorously challenged. In tracing the emergence of a privately orientated conception of civic virtue from the period’s public discourse, this book not only challenges the received notions of the fortunes of virtue in the early modern era but provides a promising critical perspective on the question of what sort of politics of virtue (...) is possible or desirable today. (shrink)

Shelley Burtt,Jérémie Duhamel | : Quelles sont les sources psychologiques de la vertu civique dans la tradition républicaine? Cet article en identifie trois : l’éducation des passions, la manipulation des intérêts et la contrainte du devoir. L’auteure explore chacune de ces sources et conclut qu’une meilleure appréciation de ce qui les distingue est porteuse de nouvelles possibilités pour raviver la vertu républicaine dans le monde moderne. | : What are the psychological sources of civic virtue in the republican (...) tradition? This article identifies three: the education of the passions, the manipulation of interests, and the compulsion to duty. The author explores each and concludes that an appreciation of their distinctions suggests possibilities for reviving republican virtue in the modern world. (shrink)

The ’new familists’ argue that sociological evidence on the relation between traditional two‐parent nuclear family and positive outcomes for their children justifies public‐policy measures aimed at promoting this type of family. But the success of such families is due to the fact that many other institutional arrangements advantage this type of family. Such a family typically involves a sexist division of domestic labour. A ’critical theory of family structure’ identifies the developmental needs of children and examines the ways in which (...) various family structures can function to meet these needs. (shrink)

The book roots corruption in the idea of a departure from conventional standards, and thus offers an account not only of its corrosiveness but also of its malleability and controversiality. In the course of a broadranging exploration, it examines various links between private and public corruption, connecting the latter with other social and political structures.

Effective teamwork in an initially leaderless group requires a high level of collective leadership emerging from dynamic interactions among group members. Leader emergence is a crucial topic in collective leadership, yet it is challenging to investigate as the problem context is typically highly complex and dynamic. Here, we explore leadership emergence and leadership perception by means of computational simulations whose assumptions and parameters were informed by empirical research and human-subject experiments. Our agent-based model describes the process of group planning. Each (...) agent is assigned with three key attributes: talkativeness, intelligence, and credibility. An agent can propose a suggestion to modify the group plan as a speaker or respond and evaluate others’ suggestions and leadership as a listener. Simulation results suggested that agents with high values of talkativeness, intelligence, and credibility tended to be perceived as leaders by their peers. Results also showed that talkativeness may be the most significant and instantaneous predictor for leader emergence of the three investigated attributes: talkativeness, intelligence, and credibility. In terms of group performance, smaller groups may outperform larger groups regarding their problem-solving ability in the beginning, but their performance tends to be of no significant difference in a long run. These results match the empirical literature and offer a mechanistic, operationalized description of the collective leadership processes. (shrink)

This paper argues that the behaviorist label yields a caricature of Ryle's position in The Concept of Mind that cannot be adequately fleshed out by reference to the larger corpus of Rylean texts. On the interpretation of Ryle that I offer here, he is best characterized as an "ontological agnostic." Ryle's aim, I believe, is to develop a nondenotational theory of meaning for mental-conduct terms--a theory of meaning which does not presuppose any metaphysical or ontological theory and, hence, does not (...) presuppose behaviorism. (shrink)

A substantial body of evidence suggests that autobiographical recollection and simulation of future happenings activate a shared neural network. Many of the neural regions implicated in this network are affected in patients with bipolar disorder , showing altered metabolic functioning and/or structural volume abnormalities. Studies of autobiographical recall in BD reveal overgeneralization, where autobiographical memory comprises primarily factual or repeated information as opposed to details specific in time and in place and definitive of re-experiencing. To date, no study has examined (...) whether these deficits extend to future event simulation. We examined the ability of patients with BD and controls to imagine positive, negative and neutral future events using a modified version of the Autobiographical Interview that allowed for separation of episodic and non-episodic details. Patients were selectively impaired in imagining future positive, negative, and neutral episodic details; simulation of non-episodic details was equivalent across groups. (shrink)

BackgroundHIV prevention research in resource-limited countries is associated with a variety of ethical dilemmas. Key amongst these is the question of what constitutes an appropriate standard of health care (SoC) for participants in HIV prevention trials. This paper describes a community-focused approach to develop a locally-appropriate SoC in the context of a phase III vaginal microbicide trial in Mwanza City, northwest Tanzania.MethodsA mobile community-based sexual and reproductive health service for women working as informal food vendors or in traditional and modern (...) bars, restaurants, hotels and guesthouses has been established in 10 city wards. Wards were divided into geographical clusters and community representatives elected at cluster and ward level. A city-level Community Advisory Committee (CAC) with representatives from each ward has been established. Workshops and community meetings at ward and city-level have explored project-related concerns using tools adapted from participatory learning and action techniques e.g. chapati diagrams, pair-wise ranking. Secondary stakeholders representing local public-sector and non-governmental health and social care providers have formed a trial Stakeholders' Advisory Group (SAG), which includes two CAC representatives.ResultsKey recommendations from participatory community workshops, CAC and SAG meetings conducted in the first year of the trial relate to the quality and range of clinic services provided at study clinics as well as broader standard of care issues. Recommendations have included streamlining clinic services to reduce waiting times, expanding services to include the children and spouses of participants and providing care for common local conditions such as malaria. Participants, community representatives and stakeholders felt there was an ethical obligation to ensure effective access to antiretroviral drugs and to provide supportive community-based care for women identified as HIV positive during the trial. This obligation includes ensuring sustainable, post-trial access to these services. Post-trial access to an effective vaginal microbicide was also felt to be a moral imperative.ConclusionParticipatory methodologies enabled effective partnerships between researchers, participant representatives and community stakeholders to be developed and facilitated local dialogue and consensus on what constitutes a locally-appropriate standard of care in the context of a vaginal microbicide trial in this setting.Trial registrationCurrent Controlled Trials ISRCTN64716212. (shrink)

This essay examines the logic of greatness attributions in general and the implications of aesthetic positions taken by Hume, Shelley, and T. M. Greene in order to show how the attitude of faith, i.e. a disposition for unbounded personal growth, can constitute greatness in experiences or in objects or occasions of experience. On this basis the role of great experiences in education is elucidated. It is argued that faith takes a distinctively free aesthetic form in the educational frame of (...) reference so that great experiences may abound. (shrink)

Christopher Hamel | : Dans cet article, je tente de montrer que la vertu civique repose sur le souci du bien commun, sans être exclusive des intérêts personnels. À cette fin, j’examine les travaux que Shelley Burtt a consacrés à l’élaboration d’une conception privée de la vertu civique. Burtt juge cette conception privée compatible avec les prémisses réalistes de la citoyenneté contemporaine, car contrairement à la conception publique de la vertu civique héritée des Anciens, la conception privée (...) fonde la vertu civique dans la poursuite des intérêts personnels. Je montre que les reproches que Burtt adresse à la conception publique sont équivoques et que leur clarification ne permet pas de défendre la conception privée de la vertu. Je soutiens ensuite qu’en voulant faire l’économie du souci du bien commun, la conception privée échoue à assurer ce pour quoi elle est conçue : la stabilité des institutions libres. Je montre enfin que dans son explicitation de la conception d’esprit privé, Burtt présuppose en fait l’esprit public qu’elle cherche à écarter. Je conclus que la vertu civique est nécessairement enracinée dans l’esprit public, et propose des éléments définitionnels de la vertu civique dans ses rapports au bien commun et à la satisfaction des intérêts personnels. | : I argue that while civic virtue relies on the concern for the common good, it is not exclusive from self-interests. To do so, I scrutinize Shelley Burtt’s works that elaborate a private conception of civic virtue. She takes it to be compatible with the premises of contemporary citizenship, because unlike the public conception of civic virtue, the private conception grounds civic virtue in the pursuit of self-interest. I show that Burtt’s criticisms to the public conception are equivocal and that their clarification does not stand up for the private conception of civic virtue. I then claim that by trying to do without the concern of the common good, the private conception fails to provide what it is conceived for: the stability of free institutions. Finally, I show that in her own exposition of the case for the private conception, Burtt presupposes indeed the public spirit that she wanted to dismiss. I conclude that civic virtue is necessarily grounded in public spirit and I propose some definitional elements of civic virtue in its connexion with the common good and the satisfaction of self-interests. (shrink)

This is the second of the four essays in Part II of the book on liberalism and traditionalist education; all four are by authors who would like to find ways for the liberal state to honour the self-definitions of traditional cultures and to find ways of avoiding a confrontation with differences. Melissa Williams examines citizenship as identity in relation to the project of nation-building, the shifting boundaries of citizenship in relation to globalization, citizenship as shared fate, and the role of (...) multicultural education within the view of citizenship-as-shared-fate. She argues the other side of the same coin to that presented by Shelley Burtt in the previous chapter: according to Williams, the liberal state often demands too much in the way of loyalty from traditional groups, and when it does, it runs a strong risk of becoming oppressive and illiberal. Moreover, she holds that there is no need for a single shared identity among citizens of the liberal state. Her conception of people tied together by a shared fate is to this extent compatible with Burtt’s attempt to make liberalism’s commitment to autonomy more hospitable to groups of individuals encumbered by unchosen attachments, but her notion of citizenship as shared fate also goes further than that, and possibly stands in some tension with, Burtt’s view, since it allows and even encourages people to develop primary affiliation to all kind of groups – traditional as well as global. (shrink)

If we are to posit, as do many liberal theorists, that autonomy is an educational goal that the state should endorse across cultural difference, key questions remain: What type of autonomy should we strive for, exactly, and how should this goal be achieved? Many liberal philosophers of education have argued that autonomy should enable cultural choice and that the development of autonomy requires students to be exposed to different beliefs and traditions. Shelley Burtt has challenged this dominant position, (...) however, insisting that autonomy (properly understood) can be developed within a “comprehensive education” that does not seek to sympathetically expose students to cultural difference. In this essay, Bryan Warnick responds that Burtt's arguments are inconsistent and lack cultural imagination, and that her underlying concept of autonomy is inadequate, primarily because it lacks a compelling picture of cultural self-criticism. There is a lack of appreciation, he argues, for how frameworks of cultural comparison are necessary in the development of this self-criticism. At the same time, Warnick argues that there is much to be learned from Burtt's analysis about the tough choices that need to be made as liberals seek to champion autonomy as an educational end across cultural difference. (shrink)

This collection provides a complete version of Shelley's masterpiece Frankenstein as well as her short fiction and letters.

An understanding of the relationship between metaphysics and natural philosophy - or, as we might now say, between philosophy and science - is fundamental to understanding the rise of the "new science" of the seventeenth century. Twentieth-century scholarship on this relationship has been dominated by the thoughbt of Ernst Cassirer, E. A. Burtt, A. N. Whitehead, and Alexandre Koyre. These authors found a common core in the mathematization of nature, which they ascribed to a common Platonic or Pythagorean metaphysical (...) presupposition, on the part of Copernicus, Kepler, Galileo, and Descartes, that the book of nature is written in mathematical characters. Taking Burtt as its primary stalking horse, this chapter challenges this view by finding significant differences in the relations to metaphysics of major actors such as those just named. It does this in part by recognizing that, in the seventeenth century, metaphysics was an intellectual practice that one engaged in wittingly. By contrast, Burtt adopted a historiographical approach in which metaphysics consists of the nonempirical presupposition of an age (a position advanced by R. G. Collingwood). That approach, although valid within its limits, distorts or omits from consideration the witting practice of metaphysics by figures such as Kepler and Descartes. And it makes metaphysicians of Copernicus and Galileo, who are better classified as a mathematical astronomer and a mathematical natural philosopher and writer on astronomy. The chapter ends with some reflections on purportedly aphilosophical history of science. (shrink)

Phonological Knowledge addresses central questions in the foundations of phonology and locates them within their larger linguistic and philosophical context. Phonology is a discipline grounded in observable facts, but like any discipline it rests on conceptual assumptions. This book investigates the nature, status, and acquisition of phonological knowledge: it enquires into the conceptual and empirical foundations of phonology, and considers the relation of phonology to the theory of language and other capacities of mind. The authors address a wide range of (...) interrelated questions, the most central of which is this: is phonological knowledge different from linguistic knowledge in general? They offer responses to this question from a variety of perspectives, each of which has consequences for how phonology and language are conceived. Each also involves a host of further questions concerning the modularity of mind and of language; whether phonology should be included in the language faculty; the nature-convention debate; the content of phonological elements and its relation to phonetic substance; the implications of sign languages for phonology; whether functional and variationist considerations are relevant in phonology; how phonological knowledge arises; and, not least, the data and methods appropriate for phonological inquiry. Phonological Knowledge is an important contribution to the most fundamental issues in phonology and the understanding of language. It will interest researchers in and advanced students of phonology, linguistic theory, and philosophy of language.In addition to the editors, the authors are Mary Beckman, Silvain Bromberger, Jennifer Fitzpatrick, Paul Foulkes, Mark Hale, Morris Hallé, John Harris, Harry van der Hulst, Robert Ladd, G. Lindsey, Scott Myers, Janet Pierrehumbert, Charles Reiss, Shelley Velleman, Marilyn Vihman, and Linda Wheeldon.By relating foundational questions of phonology to their larger linguistic, cognitive, and philosophical contexts this book will generate interest not only among phonologists and their advanced students, but also among all those concerned to understand the forms and functions of language. (shrink)

Cecilea discusses with Shelley Tremain her experience as a first-generation U.S. citizen and first-generation university graduate; why she was motivated to study philosophy and become a professional philosopher; the launching of the new, open access, online journal, the Journal of Philosophy of Emotions (JPE); the “mismatch” between what she seemed like “on paper” and what she is is capable of; how societal, institutional, professional, and philosophical practices and policies must be adjusted to enable others like her to flourish as (...) professional philosophers; and any resources—such as articles, books, and videos—that she would like to recommend on the topics and issues that she has addressed in this interview. (shrink)

Shelley Weinberg argues that the idea of consciousness as a form of non-evaluative self-awareness helps solve some of the thorniest issues in Locke's philosophy: in his philosophical psychology, and his theories of knowledge, personal identity, and moral agency. The model of consciousness set forth here binds these key issues with a common thread.

Science fiction has often been at the forefront of popular renderings and exploration of various “subaltern” groups, including that of nonhuman animals. I argue that science fiction’s freedom from the boundaries of what is currently possible allows writers such as Mary Shelley, H. G. Wells, Philip K. Dick, Olaf Stapledon, Daniel Keyes, Octavia Butler, Cordwainer Smith, and H. Beam Piper to explore ethical possibilities regarding animals that are diverse from those of the context in which they wrote. It is (...) also notable that the earlier science fiction writers only critique majority views regarding animals, whereas their antecessors go so far as to suggest the empowerment of the “Other,” in this case, nonhuman animals. (shrink)

CHAPTER I INTRODUCTION (A) Historical Problem Suggested by the Nature of Modern Thought How curious, after all, is the way in which we moderns think about ...

The artificial creation of life arises both strong fascination by scientists and strong concerns, if not abhorrence, by critics of science. What appears to be the crowning achievement of synthetic biology is at the same time considered a major evil. That conflict, which perhaps epitomizes many of the cultural conflicts about science in Western societies, calls for a deeper analysis. Standard ethical analyses, which would try to relate such conflicts to a difference in fundamental values, are difficult to apply here, (...) because it is unclear what the underlying values of such emotions as fascination and abhorrence are. These emotions or affects, rather than just referring to what is morally right or wrong, seem to be rooted in our cultural heritage of desires and taboos of transgression. My analysis in this paper is primarily of historical nature. By investigating ideas about the creation of life from the earliest times to the present, I aim to clarify the cultural origins of those emotions. I argue that both the fascination and the abhorrence regarding the creation of life have a common religious basis. Moreover, unlike many commentators of 19th-century mad-scientist classics, from Mary Shelley to H.G. Wells, I argue that this basis has no ancient model in religious or mythological traditions but emerged only in the 19th century from an exchange between science and religion. As long as these emotions dominate public debates, ethical deliberations about synthetic biology are likely to be neglected. (shrink)

The texts collected in this volume, which was originally published in 1969, contain Herder's most original and stimulating ideas on politics, history and language. They had for the most part not been previously available in English. In his introduction, Professor Barnard analyses the basic premises of Herder's political thought against the background of the Enlightenment. He examines Herder's concepts of language, community and culture, his theory of historical interaction, and his approach to the problem of change and progress. Finally, he (...) provides a brief comparative analysis of traditionalist thought following the French Revolution, showing how substantive writers like Burke differed from Herder despite the close similarity of political vocabulary. (shrink)

ABSTRACT In this article, I indicate how the naturalized and individualized conception of disability that prevails in philosophy informs the indifference of philosophers to the predictable COVID-19 tragedy that has unfolded in nursing homes, supported living centers, psychiatric institutions, and other institutions in which elders and younger disabled people are placed. I maintain that, insofar as feminist and other discourses represent these institutions as sites of care and love, they enact structural gaslighting. I argue, therefore, that philosophers must engage in (...) conceptual engineering with respect to how disability and these institutions are understood and represented. To substantiate my argument, I trace the sequence of catastrophic events that have occurred in nursing homes in Canada and in the Canadian province of Ontario in particular during the pandemic, tying these events to other past and current eugenic practices produced in the Canadian context. The crux of the article is that the COVID-19 pandemic has thrown into vivid relief the carceral character of nursing homes and other congregate settings in which elders and younger disabled people are confined. -/- KEYWORDS carceral, conceptual engineering, nursing home-industrial-complex, philosophy of disability, structural gaslighting. (shrink)

This book addresses the philosophy of Kant and the poetry of Shelley as historical starting points for a new way of thinking in the modern age. Fusing together critical philosophy and visionary poetry, Bassler develops the notion of visionary critique, or paraphysics, as a model for future philosophical endeavor. This philosophical practice is rooted in the concept of the indefinite power associated with the sublime in both Kant and Shelley’s work, to which the notion of the parafinite or (...) indefinitely large is extended in this book. (shrink)

A multiple analogy is a structured comparison in which several sources are likened to a target. In "Multiple analogies in science and philosophy," Shelley provides a thorough account of the cognitive representations and processes that participate in multiple analogy formation. Through analysis of real examples taken from the fields of evolutionary biology, archaeology, and Plato's "Republic," Shelley argues that multiple analogies are not simply concatenated single analogies but are instead the general form of analogical inference, of which single (...) analogies are a special case. The result is a truly general cognitive model of analogical inference.Shelley also shows how a cognitive account of multiple analogies addresses important philosophical issues such as the confidence that one may have in an analogical explanation, and the role of analogy in science and philosophy.This book lucidly demonstrates that important questions regarding analogical inference cannot be answered adequately by consideration of single analogies alone. (shrink)

This bibliography records the initial publication of each original work by C.G. Jung, each translation, and significant revisions and expansions of both, up to 1975. In nearly every case, the compilers have examined the publications in German, French and English. Translations are recorded in Danish, Dutch, English, Finnish, French, Greek Hebrew, Hungarian, Italian, Japanese, Norwegian, Portuguese, Russian, Serbo-Croatian, Slovenian, Spanish, Swedish and Turkish. It is arranged according to language, with German and English first, publications being listed chronologically in each language. (...) The _General Bibliography_ lists the contents of the respective volumes of the_ Collected Works_ and the _Gesammelte Werke_, published in Switzerland, and shows the interrelation of the two editions. It also lists Jung's seminars and provides, where possible, information about the origin of works that were first conceived as lectures. An index is provided of all the titles in English and German, and all original works in the other languages. Three specialist indexes, of personal names, organizations and societies and periodicals, complete the work. The publication of the _General Bibliography_, together with the _General Index_, complete the publication of the _Collected Works of C.G. Jung _in English. (shrink)

Locke defines knowledge as the perception of the agreement or disagreement of ideas. Nevertheless, he claims that we know particular things: the identity of our ideas, our own existence, and the existence of external objects. Although much has been done to reconcile the definition of knowledge with our knowledge of external objects, there is virtually nothing in the scholarship when it comes to knowing ideas or our own existence. I fill in this gap by arguing that perceptions of ideas are (...) complex mental states that convey propositional knowledge due to agreeing elements therein. (shrink)

This edition of G. E. Moore's notes taken at Wittgenstein's seminal Cambridge lectures in the early 1930s provides, for the first time, an almost verbatim record of those classes. The presentation of the notes is both accessible and faithful to their original manuscripts, and a comprehensive introduction and synoptic table of contents provide the reader with essential contextual information and summaries of the topics in each lecture. The lectures form an excellent introduction to Wittgenstein's middle-period thought, covering a broad range (...) of philosophical topics, ranging from core questions in the philosophy of language, mind, logic, and mathematics, to illuminating discussions of subjects on which Wittgenstein says very little elsewhere, including ethics, religion, aesthetics, psychoanalysis, and anthropology. The volume also includes a 1932 essay by Moore critiquing Wittgenstein's conception of grammar, together with Wittgenstein's response. A companion website offers access to images of the entire set of source manuscripts. (shrink)

To the medieval thinker, man was the center of creation and all of nature existed purely for his benefit. The shift from the philosophy of the Middle Ages to the modern view of humanity's less central place in the universe ranks as the greatest revolution in the history of Western thought, and this classic in the philosophy of science describes and analyzes how the profound change occurred. A fascinating analysis of the works of Copernicus, Kepler, Galileo, Descartes, Hobbes, Gilbert, Boyle, (...) and Newton, it not only establishes the reasons for the triumph of the modern perspective but also accounts for certain limitations that characterize contemporary scientific thought. (shrink)