In his essay “The Crisis in the Teaching of Philosophy” Derrida writes “Philosophy would repeat itself and would reproduce its own tradition as the teaching of its own crisis and as the paideia of self-critique in general. This paideia goes hand in hand, and there is nothing fortuitous about this, with what I will call without taking it lightly, an imperialist self-confidence of philosophy.” In a properly Derridean fashion these lines are haunting for me. (...) What is “imperialist” about philosophy; the self-confidence? Is the confidence imperialist or is it the entire content of the philosophical tradition? Is there something colonial about not only dominating other disciplines and assigning them their regional ontologies, but also about the very discourse of philosophy itself? Of course, this very question presupposes there is such a thing as a “philosophical discourse” that has an identity which is itself a philosophical question. Is there such a thing as identity? If philosophy does not have this discursive identity, is it the crisis that is imperialist, crisis in the sense of constantly being separated from itself, always not having an identity or “never having an identity”? Perhaps in a different yet admittedly still problematic way, does philosophy dominate, colonize, thinking itself, both culturally and conceptually. Derrida continues his essay by forging an alliance between decolonization and deconstruction. It is a curious alliance because it both endorses and rejects philosophy (in a properly philosophical fashion): “If, like philosophy and the deconstruction of the philosophical, decolonization is interminable, it is because it cannot be effective either as simple mode of reappropriation or as a simple mode of opposition or overturning.” (Derrida 2002, 103). (shrink)

Socialism grew up in opposition to capitalism, just as liberalism developed in reaction to feudalism. Both liberalism and socialism combined potent critiques of the existing socio‐economic order with blueprints for a desirable future society. However, liberalism provides a rather more coherent body of thought than does socialism, and its theories are linked with the emergence of a dominant system combining capitalism and liberal democracy. By contrast, no widespread socio‐economic order has as yet emerged which can be confidently or closely associated (...) with the ideas of socialism. In both cases the relationship between theories and actual systems is a contestable one, but it has been particularly problematic in the history of socialism. (shrink)

This paper takes a sideways look at the controversial topic of educational assessment, raising the question: what place should the success/failure distinction have in an effective and humane educational system? Though the experience of failure may undermine the self-esteem that is conducive to learning, its possibility is clearly important educationally. Instead of asking whether teachers should be truthful about children’s achievements or dishonestly promote their self-esteem, we need to recognise a certain logical indeterminacy about what young children can (...) do. Given this, it is reasonable to presume in favour of many of their capacities rather than against them, for this is how children develop the confidence to act. This includes the confidence to fail as well as the confidence to succeed. It is argued that both are crucial for learning. (shrink)

This paper takes a sideways look at the controversial topic of educational assessment, raising the question: what place should the success/failure distinction have in an effective and humane educational system? Though the experience of failure may undermine the self-esteem that is conducive to learning, its possibility is clearly important educationally. Instead of asking whether teachers should be truthful about children’s achievements or dishonestly promote their self-esteem, we need to recognise a certain logical indeterminacy about what young children can (...) do. Given this, it is reasonable to presume in favour of many of their capacities rather than against them, for this is how children develop the confidence to act. This includes the confidence to fail as well as the confidence to succeed. It is argued that both are crucial for learning. (shrink)

If there is one value that seems beyond reproach in modernity, it is that of the self and the terms that cluster around it, such as self-esteem, self-confidence and self-respect. It is not clear, however, that all those who invoke the self really know what they are talking about, or that they are all talking about the same thing. What is this thing called 'self', then, and what is its psychological, philosophical and educational (...) salience? More specifically, what role do emotions play in the creation and constitution of the self? This book proposes a realist, emotion-grounded conception of selfhood. In arguing for a closer link between selfhood and emotion than has been previously suggested, the author critically explores and integrates self research from diverse academic fields. This is a provocative book that should excite anyone interested in cutting-edge research on self-issues and emotions that lies at the intersection of psychology, philosophy of mind, moral philosophy and moral education. (shrink)

Introduction -- What selves are -- Exploring selves -- The emotional self -- Self-concept : self-esteem and self-confidence -- The self as moral character -- Self-respect -- Multicultural selves -- Self-pathologies -- Self-change and self-education.

In this paper, I propose a Husserlian account of perceptual confidence, and argue for perceptual confidence by appeal to the self-justification of perceptual experiences. Perceptual confidence is the intriguing view, recently developed by John Morrison, that there are not just doxastic confidences but also perceptual confidences, i.e., confidences as aspect of perceptual experience, enabling us to account, e.g., for the increasing confidence with which we experience an approaching human figure, while telling ourselves, as the viewing (...) distance diminishes, “It looks like this just could be Isaac”, “It looks like this is probably Isaac”, “It looks like this is almost certainly Isaac”. I first present my Husserlian account with a focus on the notion of fulfillment, and the idea that the contents of perceptual experience are fulfillment conditions. I then show that this account can be complemented by PC. Finally, I develop a focus on the idea of perceptual self-justification, diverting the perceptual confidence debate from its pre-eminent concern with the relations between perceptual and doxastic confidences, and present an argument to the effect that there are perceptual confidences. (shrink)

Confidence or trust is obviously a sort of reliance or dependence. Confidence is related to fiducia , which in turn is related to fido and to the Greek peitho . The latter term implies persuasion or persuasiveness. If we follow, as we should, the nuances hidden in these terms, we may assume that confidence is a reliance stemming from persuasion or accompanied by it. Confidence may be related to a person, including oneself, and in this sense (...) we speak of self-confidence; or it may be related to another person, either in the singular or in the plural, or even perhaps to the course of events at large, to history, to the cosmos, to God etc. It is in this sense that confidence is the opposite of or contradictory to fear. And Aristotle indeed placed the brave man between the two poles of fear and confidence. The man who exceeds in confidence is rash, and he who exceeds in fear and falls short in confidence is a coward. (shrink)

Living in a culture of violence against women leads women to employ any number of avoidance and defensive strategies on a daily basis. Such strategies may be self protective but do little to counter women’s fear of violence. A pervasive fear of violence comes with a cost to integrity not addressed in moral philosophy. Restricting choice and action to avoid possibility of harm compromises the ability to stand for one’s commitments before others. If Calhoun is right that integrity (...) is a matter of standing for one’s commitments then fear for safety undermines integrity. This paper extends Calhoun’s view through arguing that integrity further requires resiliency to protect one’s commitments. My account shows that self-defense training is a key source of this resiliency because it cultivates self-confidence. The practical point is that self-defense training directly counters fear and other passive responses to violence that undermine integrity. The theoretical significance is that violence against women is a social condition threatening integrity. Hence, integrity requires self-protection for more socially minded reasons than moral theorists have previously recognized. (shrink)

Real engagement (instead of compliance) -- Clarity -- Context -- Challenge -- Culture -- Conclusion -- Encore.

Richard Rorty’s idealization of public dialogue pits literature and narrative against objectivity and ethics, thus leaving non-intellectual practitioners in the lurch. The evolutionary arc of Rorty’s oeuvre merits an assessment of the historiography he uses to prevent figures like Michel Foucault and Cornel West from being full participants in public dialogue. Miranda Fricker’s account of the collective explains confidence and transparency in an ironized ethical tradition that mediates irony and objectivity. Fricker’s mediation positions West’s use of Foucault’s to re-narrate (...) pragmatism as a way to embrace the process of rendering ethical experience universalizable. Ironized post-philosophical cultures can be explained responsibly by ironists within critically reflective ethical traditions. Confidence in pragmatism occurs when publics admit critical self-reflective inquiry from non-intellectuals. (shrink)

This paper develops a thread of argument from previous contributions to this journal by Richard Smith and Ruth Cigman about the educational salience of self-esteem. It is argued—contra Smith and Cigman—that the social science conception of self-esteem does serve a useful educational function, most importantly in undermining the inflated self-help conception of self-esteem that has commonly been transposed to the educational arena. Recent findings about a lack of significant correlation between low global self-esteem and relevant (...) educational variables help us to focus on the type of self-esteem that does matter in the classroom: justified domain-specific self-esteem, in which the chief domains in question are the school subjects and students’ self-respect. Moreover, this paper suggests that low self-confidence—which is a real problem for many students—may often be mistaken for low self-esteem. (shrink)

This paper develops a thread of argument from previous contributions to this journal by Richard Smith and Ruth Cigman about the educational salience of self-esteem. It is argued—contra Smith and Cigman—that the social science conception of self-esteem does serve a useful educational function, most importantly in undermining the inflated self-help conception of self-esteem that has commonly been transposed to the educational arena. Recent findings about a lack of significant correlation between low global self-esteem and relevant (...) educational variables help us to focus on the type of self-esteem that does matter in the classroom: justified domain-specific self-esteem, in which the chief domains in question are the school subjects and students’ self-respect. Moreover, this paper suggests that low self-confidence—which is a real problem for many students—may often be mistaken for low self-esteem. (shrink)

Nikolaus von Kues ist eine der faszinierendsten Persönlichkeiten im Übergang vom Mittelalter zur Neuzeit. Während seine theologischen und neuplatonischen Vorstellungen viel beachtet werden, gilt das weniger für seine naturphilosophischen Ideen: Wie Gott die Welt in Wirklichkeit, so schafft der Mensch sie in Gedanken. Beobachtung, Experiment und Mathematik sind zum Verständnis der Natur notwendig. Die biblische Überlieferung ist nicht wörtlich zu nehmen. Er propagierte ein fast unendliches Universum ohne Mittelpunkt und Begrenzung mit einer sich bewegenden Erde. Besonders bedeutsam im Hinblick auf (...) Reichweite und Grenzen moderner Naturwissenschaft ist seine Theorie des "Wissens vom Nichtwissen": Wissenschaft selbst ist geeignet, ihre eigenen Grenzen zu erkennen. Die Schrift würdigt auch die Persönlichkeit des Cusanus und schließt mit einem Essay über die Beziehung von Naturwissenschaft und Religion in unserer Zeit. The booklet is a re-edition of sections on Nicolas de Cusa in my book "Die gedachte Natur" (1991), also in philpapers. Cusanus was of one of the most original philosophers of the early Renaissance. He gave reasons for human self-confidence: as God created the world order in reality, man creates it in his mind. Not only mathematics, but also quantitative experiments, are essential for understanding nature. Human rationality is superior to verbal interpretations of the Bible: the universe is almost infinite, with no limits and no centre, and with a moving earth. And he insisted on what he considered to be the highest form of knowledge: the knowledge of the limits of knowledge, with far-reaching implications for the philosophy of nature and human cognition. (shrink)

In this paper we present an empirical case study into the effects of attending a philosophy conference on social skill development in 15- to 18-year-old students. We focus on the impact that the conference had on their communication skills, sociability, cooperation and teamwork skills, self-confidence, determination, social responsibility, and empathy. These are social skills previously studied in 2017 by Siddiqui et al. who found student development in these areas as a result of Philosophy for Children (P4C) (...) sessions in primary schools. In this paper, we ask whether our conference—Pursuit of Knowledge—brought about comparable results. Overall, attendees reported that they felt that the conference had improved their communication skills, sociability, cooperation and teamwork, self-confidence, determination, social responsibility and empathy. We conclude that further research into the potential of models of philosophy akin to the model employed by the conference should be conducted. We discuss the potential of this model as a means of educating for social skills. (shrink)

When someone presents an argument on a charged topic and it is (credibly) alleged that the arguer has a strong personal interest and investment in the conclusion, the allegation, directed to the reception or evaluation of the argument, typically gives rise to two seemingly conflicting reactions:I. The allegation is an unwarranted diversion (a species ofargumentum ad hominemorgenetie fallacy).The prejudices or biases of the arguer are irrelevant to thecogencyof the argument. ('Cogency’ is used broadly to refer both to correct support relations, (...) validity, in the case of deductive arguments, and to the soundness, warrant, and relevance of the premises.) In particular, it is a distraction from the crucial judgment of whether the argument is cogent to press the question of whether the arguer truly holds his conclusion on the grounds that he offers, or whether he believes it on some illicit or suspect basis (prejudice, ideology, self-interest, wishful thinking, bias). (shrink)

This study examines the effects of teaching philosophy for children (P4C) on the development of non-cognitive skills among students. Although the main focus of modern schooling is on attainment, non-cognitive skills and attitudes are still within the scope of modern education. The Ministry of Education in Saudi Arabia introduced a new policy to teach critical thinking and philosophy in its public schools in 2017. Although the effects of teaching philosophy on cognitive skills have been well-researched, fewer studies (...) have studied the effects the teaching philosophy has on non-cognitive skills. The current study is the first to explore this issue in the Saudi educational context. This paper presents findings from a quasi-experiential design using 28 students in a Saudi elementary public school. An experimental group of sixth-graders participated in Philosophy for Children (P4C) sessions for 3 months, while the other group of sixth-graders did not receive any philosophy-related training. To collect data, the researchers used a survey designed for non-cognitive outcomes. The results show that the P4C group ranked higher in measures of communication, sociability, self-confidence, determination, willingness to try new things, happiness, and solving problems. On the other hand, the results show that the P4C group lagged behind in terms of empathy, democracy, and diversity compared to the experimental group. However, the differences are minor, and the sample is small. Nonetheless, the results are promising in indicating that P4C can improve students’ non-cognitive skills. (shrink)

This paper provides a detailed account of the normal importance of self-knowledge. I critique two previous accounts, one developed by Bilgrami and the other inspired by Putnam. It is argued that the former conflates self-beliefs with the intentional states that these higher-order beliefs are about, whereas the latter shows only that true beliefs of certain kinds—as opposed to true self-beliefs simpliciter—improve our chances of survival. Self-knowledge is valuable for four reasons. First, it improves our chances of (...) survival because it enables us to assess our intentional states and adjust our behavior. Second, it plays a critical role in effecting cooperation because the efficient pursuit of common goals requires that one communicate to others information about one’s beliefs and desires. Third, it provides protection against psychopathologies such as anxiety and narcissism because it enables the agent to assume responsibility for his thoughts and actions. Fourth, it enhances the agent’s self-confidence and happiness because the less he doubts that his successes are the result of his acting on his attitudes and abilities, the more self-confident and happier he is. I conclude with a discussion of the disadvantages of self-knowledge and the advantages of self-ignorance and self-error. (shrink)

In a recent article, Bernáth and Tőzsér (2021) defend what they call the Bias Argument, a new skeptical argument from expert peer disagreement. They argue that the best contrastive causal explanation for disagreement among leading experts in philosophy is that they adopt their positions in a biased way. But if the leading experts are biased, non-experts either are also biased or only avoid bias through epistemic inferiority. Recognizing this is expected to prompt one to decrease one‘s confidence in (...) one‘s philosophical beliefs. This paper argues that some beliefs are immune to a key premise of the Bias Argument. To show this, the paper develops the concepts of self-favoring theories, decisive support, and standing-incommensurable disagreements. A plausible example of a self-favoring theory, dubbed Mere Reformed Protestantism, is sketched. Many disagreements over self-favoring theories and over beliefs decisively supported by self-favoring theories are shown to be standing-incommensurable. It is then argued that when non-experts are in standing-incommensurable disagreements with experts, the standards of assessing expertise are themselves controverted. This result undercuts the move in the Bias Argument from expert bias to non-expert bias. Finally, a couple reservations about the role of self-favoring theories in philosophy are addressed. (shrink)

An accessible introduction to the profound experience of enlightenment—with instructions on how to wake up to, and feel confident about, our true nature We can realize the highest truth in each moment when we learn to see through the illusion of the self. Anam Thubten, in remarkably easy-to-understand language, provides teachings for doing exactly that, based on the wisdom of the Buddhist traditions. He illuminates the path of going beyond the misconceptions of the ego to experience the reality of (...) our true nature, which is already enlightened. He communicates with clarity, humor, and refreshing honesty, lighting the way to a life full of love, compassion, and true satisfaction. (shrink)

The recent accounting scandals at Enron, WorldCom, and other corporations have helped to fuel a massive loss of confidence in the integrity of American business and have contributed to a very sharp decline in the U.S. stock market. Inasmuch as these events have brought ethical questions about business to the forefront in the media and public consciousness as never before, they are of signal importance for the field of business ethics. I offer some observations and conjectures about the bearing (...) of the recent scandals on the literature on business ethics. I defend the following contentions: 1. Recent events reveal serious weaknesses of the stakeholder theory about the social responsibilities of business which lacks prohibitions against fraud and deception. This is a glaring deficiency of standard versions of the stakeholder theory, but it is easily remedied by adding explicit prohibitions against fraud and deception. In addition, recent events highlight the stakeholder theory's very naive and unrealistic hopes and expectations for business executives as moral arbiters and agents of social improvement. 2. Recent events do not constitute an objection to the shareholder theory about the social responsibilities of business, however, these events make evident the implausibility of strong versions of the invisible hand theory. 3. Schemes of payment and reward often create perverse incentives for individuals to engage in unethical conduct. 4. Both the shareholder theory and the stakeholder theory need to add a constraint that requires executives to respect the professional obligations of employees. (shrink)

This paper represents a philosophical reflection on the nature and value of philosophy itself. Georges Canguilhem somewhat scandalously argued that the fundamental value of philosophy does not lie in truth. He suggests that truth is a typical value of science because truth is what science says and what is said scientifically. Why would a philosopher depreciate his own discipline? And does he really do so? Or is there a different motivation: to help philosophy to become a much (...) more self‐confident voice? And if truth is no longer a value of philosophy, what value fits it better? The article follows Canguilhem in his conception of truth, science, and philosophy. It is against the background of these considerations that the specific revised anthropology of the scientist or philosopher is formed. The main question is what this means for current philosophy and why it could be inspiring for philosophers today. (shrink)

Why does female under- representation emerge during undergraduate education? At the University of Sydney, we surveyed students before and after their first philosophy course. We failed to find any evidence that this course disproportionately discouraged female students from continuing in philosophy relative to male students. Instead, we found evidence of an interaction effect between gender and existing attitudes about philosophy coming into tertiary education that appears at least partially responsible for this poor retention. At the first lecture, (...) disproportionately few female students intended to major. Further, at the first lecture, female students were less interested in philosophy, were less self-confident about philosophy, and were less able to imagine themselves as philosophers. Similarly, female students predicted they would feel more uncomfortable in philosophy classes than male students did. Further study with a control is warranted to determine whether this interaction effect is peculiar to philosophy, or whether it is indicative of a more general gendered trend amongst first year undergraduate students. (shrink)

The philosophy of science has lost its self-confidence, witness the lack of advanced textbooks in contrast to the abundance of elementary textbooks. Structures in Science is an advanced textbook that explicates, updates, accommodates, and integrates the best insights of logical-empiricism and its main critics. This `neo-classical approach' aims at providing heuristic patterns for research. The book introduces four ideal types of research programs and reanimates the distinction between observational laws and proper theories. It explicates various patterns of (...) explanation by subsumption and specification as well as structures in reductive and other types of interlevel research. Its analysis of theory evaluation leads to new characterizations of confirmation, empirical progress, and pseudoscience. Partial analogies between progress in nomological research and progress in explicative and design research emerge. Finally, special chapters are devoted to design research programs, computational philosophy of science, the structuralist approach to theories, and research ethics. (shrink)

Shoemaker's book can be divided into two main sections; the first five chapters, which consist of somewhat tedious criticisms of some classical and semi-classical positions, and Chapter Six, "How is Self-Knowledge Possible?" Of particular interest in the latter are his claims that we have non-criterial knowledge of personal identity and that "sincere and confident perceptual and memory statements" are necessarily generally true. The book is an outgrowth of Shoemaker's doctoral dissertation and retains a dissertorial style. The influence of Malcolm (...) is evident throughout.—A. E. J. (shrink)

This paper offers a defense of ‘publishing without belief’ (PWB) – the view that authors are not required to believe what they publish. I address objections to the view ranging from outright denial and advocacy of a belief norm for publication, to a modified version that allows for some cases of PWB but not others. I reject these modifications. In doing so, I offer both an alternative story about the motivations for PWB and a diagnosis of the disagreement over its (...) permissibility. The original defense focused on consequentialist reasons for allowing PWB, offering mostly defensive arguments against potential criticisms. But I argue that once we shift our focus to the reasons why authors might be prone to PWB, we see a difference in two types of motivation: whereas I imagine PWB as arising from underconfident agents, critics point to cagey or nefarious authorial practices, or authors’ failure to clarify their own degrees of belief. Underlying the debate over norms of philosophical publishing, we find two different conceptions of philosophy itself. (shrink)

In his magnum opus, David Hume asserts that a person is “nothing but a bundle or collection of different perceptions, which succeed each other with an inconceivable rapidity, and are in a perpetual flux and movement.” (Treatise 252) Hume is clearly proud of his bold thesis, as is borne out by his categorical arguments and analyses on the self. Contributions like this will, in his opinion, help establish a new science of human nature, “which will not be inferior in (...) certainty, and will be much superior in utility to any other of human comprehension.” (Treatise xix) Unfortunately for Hume, the bundle theory of the self subsequently elicits substantial criticism and hostility from numerous critics, both philosophical and non-philosophical. As confident as the young Scot is about the merits of his theory when he first proposes it, the sharp critical responses to his thought on the self ultimately compel him to withdraw his controversial views from public scrutiny. The irony is that the author of the bundle theory of the self himself acknowledges that his account of the self is seriously defective. In his appendix to the Treatise, Hume decries the labyrinth that his views on the self have driven him into. Five years in the making, Hume's Labyrinth: A Search for the Self explores in detail both Hume's views on the self and his critical reservations on an account of the self that would subsequently become highly influential in the philosophy of mind. -/- Central to Hume's Labyrinth is the suggestion that a careful analysis of the appendix to the Treatise throws an invaluable light on a number of elements fundamental to Hume's views on the self, not least of which is the role of Berkeley s views on language. While Hume often acknowledges the significance of Berkeley's philosophy in the Treatise, the argument here is that Berkeley's account of terms is the foundation of Hume's philosophy of the mind, with its contentious bundle theory of the self. And when this influence is assayed a new dimension of Hume's views on the self emerges. For now it appears that the bundle theory of the self is nothing but a heuristic device adopted by Hume to help further philosophical investigations into the mind. In short, it turns out that Hume is a pragmatist, intent on presenting an account of the self that researchers interested in the problems of human nature will find useful. (shrink)

When behaviours or character traits match sociocultural expectation, heteronomy is a natural suspicion. A further natural suspicion is that the behaviours or character traits are unhealthy for the agent or for objectives of social justice and liberation. Second Wave feminism therefore includes a robust narrative of unease about female self-sexualisation. Third Wave feminism has more upbeat narratives of the latter, in terms of confidence and empowerment. The preceding tension is refracted through cases such as Ronda Rousey and ‘derby (...) girls’, as well as those of many less ostentatious women. It is argued that such self-sexualisation can be autonomous as opposed to heteronomous. It is argued, furthermore, that it is not a priori unhealthy for the agent and that autonomous female self-sexualisation admits of degrees of self-consciousness and articulacy. At the same time, such self-sexualisation takes place within gendered social structures, with consequences that legitimate the reinvocation of Second Wave motifs such as the commodification of female sexuality and the privileging of precise images of female sexuality. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Recovering One's Self from PsychosisA Philosophical AnalysisThe author reports no conflicts of interest.Rosanna Wannberg (2024) has given us a dense but helpful introduction to certain philosophical questions raised by the fact that many patients recovering from psychotic illnesses describe their recovery in terms of gaining or regaining a 'sense of self' and a 'sense of agency,' which often involves acceptance of the 'fact' of being mentally ill, (...) for example, of 'having schizophrenia.' She raises two important questions: How should we understand what is going on in these accounts? and What are the implications of these reports for our understanding of what it is to have a 'sense of self' or a 'sense of agency'—of 'subjectivity' generally—which might have, both, clinical and nonclinical implications?What does it mean to have a self or a sense of having one, agency or a sense of having it? One might think these are the possession or experience of something 'inner' such as feelings of confidence or assurance, perhaps having a kind of inner structure or a set of deeply held ideas which give us coherence, motivate us and justify our actions, and which we can know by 'looking inward,' in an introspective act which provides direct, privileged acquaintance.Yet Wittgenstein called this a dangerously misleading 'picture' which 'held us captive,' and needed always to be 'gotten rid of' (Wittgenstein, 1958). One way of seeing the problem is to consider that no inner 'object,' no thing inside us, can be, or give us a sense of having, a self or agency, because no mere thing (whether an experience of confidence, or having an inner structure) can have any meaning or provide any explanation. A thing (like a word on a page) is just a thing—inert, dead— and must be interpreted, that is used, before it can play a role in our 'forms of life' (Wittgenstein, 1958) including explaining our sense of self or agency.Semantic externalists (Burge, 1979; Putnam, 1975), have argued that even what is internal to our minds—like thoughts—have contents which are determined by experiences in the 'outside' world in which we have lived and learned: if our experiences in the world, they have shown, were different, then so, also, would be the contents of our thoughts. It has even been argued that internal mental experiences which appear to be purely phenomenological (such as an image or a thought-token, so-called narrow content) can only [End Page 67] be identified and thought about using concepts having references in the external world: there is, so it is claimed, no narrow content (Yli-Vakkuri and Hawthorne, 2018); or, if there is, it is of no explanatory use in psychology (Fodor, 1994).If this is the philosophical background from which Wannberg confronts first-person accounts of recovery from psychosis which include (re)gaining a sense of self or agency, and if this philosophy is right, what becomes of the accounts? How are they to be understood?To meet this challenge, Wannberg invokes an alternative account of self-possession and firstperson authority provided by Richard Moran (2001). Moran's position is that we find or possess ourselves when we find or hold beliefs about the world which we do not merely believe but endorse or avow, where to endorse or avow a belief about the world is to find and endorse reasons in the world, which support that belief. Thus, I can avow that it's raining if I can look outside and see that it is raining. This Moran calls the transparency condition. Endorsing or avowing both a belief and the external reasons for it gives the self what Moran refers to as authenticity and which also might be said to provide cohesion, consistency and intelligibility—plausibly, a 'sense of self.'The transparency condition also applies to beliefs that justify actions. We act intentionally when we can give good reasons for what we do (Anscombe, 1957; Moran, 2001) and we can give good reasons for what we do when we can identify facts in the world that support those reasons. Thus, the transparency condition can explain both a sense of self and a sense... (shrink)

The publication of Frank Furedi's Paranoid Parenting in 2001 was trend-setting in the sense that it addresses parents directly in a way that is intended to be both critical and supportive, by helping parents to look through a sociological lens at their alleged predicament. Furedi's hope is that this will lead to the restoration of parental self-confidence, which he claims to be sorely lacking in contemporary (Western?) society. I argue that such a project would be more likely to (...) succeed if one were to hold a less dim view of the way both parents and other individuals are connected with their own society. By introducing a cultural-hermeneutical perspective on human agency, based on a specific reading of Heidegger and Taylor, I suggest a more constructive way to reconnect parents with the ongoing conversations in their communities and to conceptualise parenting support. (shrink)

In The Tragedy of the Self, Gary F. Greif attributes social violence and individual isolation to a contemporary neglect of a fundamental human need for support that only human culture and interaction can promote and reinforce. Greif bases this interpretation on the works of Heinz Kohut, a psychoanalyst who by degrees transformed Freud's theory of the instincts into a theory of the self. Kohut maintains that every individual fundamentally requires continual human support in order to live with (...) class='Hi'>confidence and hope. Greif introduces Kohut's understanding of the nature, development, and disintegration of the self, analyzes modern and contemporary assumptions regarding the individualistic, anti-social nature of humans, and concludes that contemporary societal assumptions regarding the acceptance of individualism reflect and perpetuate a tragic human condition. Greif argues that the inability of the self to experience a human, fulfilling life is a tragedy intensified by a century of economic and cultural forces promoting social antagonism. A unique and stimulating book, The Tragedy of the Self will appeal to professionals in psychoanalytic psychology, self-psychology, and philosophy as well as academics and students in the Humanities and Social Sciences. (shrink)

When behaviours or character traits match sociocultural expectation, heteronomy is a natural suspicion. A further natural suspicion is that the behaviours or character traits are unhealthy for the agent or for objectives of social justice and liberation. Second Wave feminism therefore includes a robust narrative of unease about female self-sexualisation. Third Wave feminism has more upbeat narratives of the latter, in terms of confidence and empowerment. The preceding tension is refracted through cases such as Ronda Rousey and ‘derby (...) girls’, as well as those of many less ostentatious women. It is argued that such self-sexualisation can be autonomous as opposed to heteronomous. It is argued, furthermore, that it is not a priori unhealthy for the agent and that autonomous female self-sexualisation admits of degrees of self-consciousness and articulacy. At the same time, such self-sexualisation takes place within gendered social structures, with consequences that legitimate the reinvocation of Second Wave motifs such as the commodification of female sexuality and the privileging of precise images of female sexuality. (shrink)

The author analyzes the conceptions of ontological nihilism in the works of S. Kierkegaard, F. Nietzsche, M. Heidegger, E. Jünger. On the basis of this analysis, violence is defined as a manifestation of nihilism, of the “will to nothingness” and hypertrophy of the self-will of man. The article demonstrates the importance of the problem of nihilism. The nihilistic thinking of modern man is expressed in the attitude toward a radical transformation of the world from the position of his “absolute” (...) righteousness. The paradox of the current situation is that there is the reverse side of this transformative activity, when there is only the appearance of action and the dilution of responsibility. Confidence in the rightness of own views and beliefs increases the risk of the violent imposition of own vision of reality. Historical and philosophical reconstruction of the conceptions of nihilism allowed to reveal the following projects of its comprehension and resolution: the project of “positing of values,” which consists in the transformation of the evaluation, which is understood as another perspective of positing values, leading to the affirmation of being; the project of overcoming nihilism from the space of temporality, carried out through the resoluteness to accept the historicity of own existence; the project of overcoming nihilism as the oblivion of being from the spatial perspective of the “line,” allowing to realize the “glimpse” of being. The author concludes that it is impossible to solve the problem of violence and its various forms of its manifestation without overcoming “ontological nihilism.” Significant role in solving the problem of ontological violence is assigned to philosophy as a critical and responsible form of thinking, which is capable to help a person to bear the burden of the world, to provide meanings and affirm being, as well as to unite people and resist the fundamentalist claims of exclusivity and rightness. (shrink)

The philosophy of science has lost its self-confidence. Structures in Science (2001) is an advanced textbook that explicates, updates and integrates the best insights of logical empiricism and its main critics. This "neo-classical approach" aims at providing heuristic patterns for research.The book introduces four ideal types of research programs (descriptive, explanatory, design and explicative) and reanimates the distinction between observational laws and proper theories without assuming a theory-free language. It explicates various patterns of explanation by subsumption and (...) specification as well as structures in reductive and other types of interlevel research. Its threefold analysis of theory evaluation leads to new characterizations of confirmation, empirical progress, and truth approximation. What emerges are partial analogies between progress in nomological research, presented in detail in From Instrumentalism to Constructive Realism (2000) and progress in explicative and design research. Finally, special chapters are devoted to design research programs, computational philosophy of science, the structuralist approach to theories, and research ethics.The present synopsis of Structures in Science highlights the main topics, the final emphasis being on design research and research ethics. (shrink)

Some philosophers of education have recently argued that educators can more or less ignore children's global self-esteem without failing them educationally in any important way. This paper draws on an attachment theoretic account of self-esteem to argue that this view is mistaken. I argue that understanding self-esteem's origins in attachment supports two controversial claims. First, self-esteem is a crucial element of the confidence and motivation children need in order to engage in and achieve educational pursuits, (...) especially in certain domains of instruction such as physical education. Second, self-esteem can be facilitated socially, through an appropriate arrangement of school institutions, thus without hindering the pursuit of other high priority aims such as a challenging academic curriculum. Consequently I maintain that educators who ignore self-esteem overlook something educationally important. (shrink)

Some philosophers of education have recently argued that educators can more or less ignore children’s global self-esteem without failing them educationally in any important way. This paper draws on an attachment theoretic account of self-esteem to argue that this view is mistaken. I argue that understanding self-esteem’s origins in attachment supports two controversial claims. First, self-esteem is a crucial element of the confidence and motivation children need in order to engage in and achieve educational pursuits, (...) especially in certain domains of instruction such as physical education. Second, self-esteem can be facilitated socially, through an appropriate arrangement of school institutions, thus without hindering the pursuit of other high priority aims such as a challenging academic curriculum. Consequently I maintain that educators who ignore self-esteem overlook something educationally important. (shrink)

This paper examines the connection between lies, deception, and self-deception. Understanding this connection is important because the consensus is that you cannot deceive yourself by lying since you cannot make yourself believe as true a proposition you already believe is false – and, as a liar, you must assert a proposition you believe is false. My solution involves refining our analysis of lying: people can lie by asserting what they confidently believe is true. Thus, self-deceivers need not replace (...) one belief with another; rather, they may just increase existing credence in a proposition they already believe is true. (shrink)

The Power of Belonging unpacks the universal longing to belong and the shame that keeps leaders from leading with authenticity, confidence, and hope.

Understanding Asian Philosophy introduces the four major Asian traditions through their key texts and thinkers: the Analects of Confucius, the Daoist text Zhuangzi, the early Buddhist Suttas, and the Bhagavad Gita. Approached through the central issue of ethical development, this engaging introduction reveals the importance of moral self-cultivation and provides a firm grounding in the origins of Asian thought. -/- Leading students confidently through complex texts, Understanding Asian Philosophy includes a range of valuable features: • brief biographies (...) of main thinkers such as Confucius and Zhuangzi • primary source material and translations • maps and timelines • comprehensive lists of recommended reading and links to further study resources • relevant philosophical questions at the end of each chapter -/- As well as sections on other texts and thinkers in the tradition, there are frequent references to contemporary examples and issues. Each chapter also discusses other thinkers in different traditions in the West, presenting various comparative approaches. With its clear focus on thinkers and texts, Understanding Asian Philosophy is an ideal undergraduate introduction to Chinese, Indian, Buddhist and Daoist though - See more at: http://www.bloomsbury.com/us/understanding-asian-philosophy-9781780935737/#sthash.ShMPcDYh.dpuf. (shrink)

Whatever the circumstances and states of our happiness might be, we all can benefit from clarifying our understanding of happiness and from solidifying our conduct in favor of happiness on the basis of such an understanding. In trying to develop such a basis, I ended up pursuing the philosophy of happiness as a subject of deep, original inquiry. I found there had been no adequate investigation of happiness throughout human existence up to this point although happiness had formed and (...) continued to be the subject of many philosophical and other efforts. It seemed that the collective human conscious kept searching for answers because it kept realizing that the essence of happiness and how to achieve it continued to be insufficiently illuminated or distorted in mirages. -/- My Philosophy of Happiness book is dedicated to lifting individual humans and humanity out of this confusion and resulting unnecessary unhappiness. My handling of the subject is comprehensive and thorough. My work focuses on equipping us to find clarity about happiness in general and our happiness in particular and to identify and apply appropriate means to overcome problems that can be overcome. It also endeavors to have us find peace with circumstances we cannot change. Its goal is to enable us to develop our own philosophy of happiness to maturity and to apply that philosophy successfully. -/- My book investigates in a thorough manner what happiness is and how we might create happiness. It is written as a theoretical and practical guide. It is intended as a self-help book for personal development. Its comprehensive inquiry also makes it a philosophy book that does not require prior philosophical training. It does not dwell on the rudimentary and often failed attempts of other philosophers regarding happiness but constitutes a new beginning. Striving to cover all facets of human pursuits of happiness, the book's considerations in­clude topics of law, economics, political science, sociology, history, anthropology, psychology, biology, and physics. It approaches the pursuit of happiness not as an art but from the standpoint of science. Its examination reveals happiness as an intensely individual phenomenon as well as a systematic force that shapes the human condition, human destiny, and matters beyond up to a cosmic scale. -/- The book illuminates these subjective and objective functions of happiness. Its insights about the nature of happiness may help us to understand the general subject matters of our search as well as the general terrain and rules by which we must abide in our pursuit of happiness. However, it does not presume to know what specific objectives and pursuits will make us happy. Rather, it develops, describes, and encourages us to discover tools to find, understand, and define our personal happiness and to pursue the implementation of this vision with optimized preparedness. Its objective is not to indoctrinate but to empower us. -/- The book proposes that humans are generally endowed with all internal constituents and mechanisms to develop their happiness to its fullest possible extent. Unless our faculties are pathologically impeded, we might only have to become aware of these inherent forces to actuate them. Still, we have to do some work before we can systematically increase our happiness. This seems to be a function of comprehensively revealing our concept of happiness and permitting it to take its natural place. The mission of the book is to assist in this process. Finding what makes us happy requires that we attain knowledge of who we are and of what we want. It requires us to be mindful of our wishes, our needs, our personality. Once we understand our motivations, we must arrange and implement them to their best effect in relation to one another, our capacities, other humans, and our nonhuman environment. The book supports us in gaining these insights and in the resulting choices and tasks on our path toward a happier, if not a happy, life and a better world. -/- The book further examines how much happiness we can expect to obtain even under the best circumstances when we maximize our happiness. It describes external and internal constraints that threaten our achievements. But it also shows perspectives that may enable us to conquer limitations. Thus, we may not only gain clarity about our happiness but also confidence in its pursuit. -/- This seminal treatise arrives at a time when there are promising signs that humanity may become receptive to the idea that happiness is the core objective motivating our being and that we ought to dedicate more attention to it not only on a personal but also on higher levels. Individuals around the world give increased consideration to their happiness and how their treatment of surroundings affects it. This is reflected in a growing interest in self-improvement literature that beyond purely individual concerns includes social and environmental connections. In addition, happiness has transcended the scientific domain of philosophers and is becoming an acknowledged subject of empirical research. Countries have been turning toward happiness as indication for the success of societal undertakings. International organizations are advancing this idea as well. Beyond efforts expressly focusing on happiness, there are many undertakings and movements that impliedly pursue it by trying to advance some of its components or by attempting to abate ills that stand in its way. -/- However, without solid philosophical foundation and counsel, personal, societal, and supra-national efforts regarding happiness may not reach far, may become misguided, or may not be sustainable. My Philosophy of Happiness book provides the necessary philosophical foundation and counsel on all three levels. The book is currently available in hardcover, a two-volume paperback edition, as well as in Kindle, EPUB, and PDF e-book versions. (shrink)

The professionalization of the study of history in the Nineteenth Century made possible a new way of thinking about the history of philosophy: the thought emerged that philosophy itself might be relative to time, historical culture, and nationality. The simultaneous demise of speculative metaphysics scattered philosophers’ confidence that the historical variance of philosophical systems could be viewed in terms of the teleological self-realization of reason. Towards the late Nineteenth Century, philosophers began to explicitly address the worry (...) that all philosophical systems might have only relative validity. This paper compares two key figures in late-nineteenth-century debates concerning historical relativism: Wilhelm Windelband and Wilhelm Dilthey. Beneath the deep disagreements between these two authors, it reveals their common concern to immunize philosophy from the threat of historical relativism. The paper traces how both philosophers sought to fend off relativism by defending the idea of an ahistorical and permanent stratum of philosophical thinking. And it argues that although they succeeded in blocking historical versions of relativism, they did so at the cost of incurring a relativism vis-à-vis philosophical systems. This relativism turned out to be rooted not in the historicity of philosophy but in the timeless essence of philosophical reasoning itself. (shrink)

This paper explores the notion that children have a knowledge of the world of their own – an intuitive knowledge. Being fully immersed in the world as adults are, they too have a knowledge of the world. In contrast to adults, who have developed a cognitive knowledge of the world, children still depend on their intuitive knowledge. Children certainly have a strong grasp of the world they live in; it’s just not dependent on cognitive knowledge. In my paper I compare (...) and contrast Kohlberg and Lipman’s views on children’s ability to be natural philosophers. To be immersed in the world, brings to mind Martin Buber’s idea that we are born in relation, the a priori of relation, which only later develops into the essential relation as we develop the consciousness of our individual separateness. This a priori relation, then, forms the basis for children’s intuitive knowledge, and which is expressed through the language of imagination. And certainly, imagination is not devoid of any kind of reason. In focusing strictly on children’s cognitive development and ignoring their inborn relation with the world, we essentially rob them of their foothold in the world, their inner authority needed for self-regulated thinking. We create a world where children grow up dependent on authority, status, trends and fads. This can lead to what we’ve observed in the famous Milgram study. Philosophy with children encourages children to speak from their own place, in a form of parrhesia, if you will, and to discuss together with others the complexities of ideas. It honors their inborn relation with the world, their statements and aids in the process of developing their cognitive knowledge out of their intuitive grasp of the world. In respecting their inborn relation, philosophy with children allows children to grow up as full human beings, not just as smart and educated “disembodied creatures.” Children speak from the logic of experience (Foucault). Through the process of putting thinking itself into question, children become aware of themselves as thinking beings. It is what Bohm refers to as the “proprioception of thought,” the ability to “observe thought.” Philosophers, I argue, are experts in not knowing. In practicing the art of philosophy, the art of not knowing, we need each other to think together to explore deeper concepts. This binds us and allows us to explore the unknown with joy, curiosity and confidence. In an example from my own experience, I show that children not only intuitively touch on complex philosophical ideas; students are wrestling with ideas about how to understand the world, which is where philosophy began as well. How can we be surprised when children decide computer games are more interesting than life itself, if we have essentially robbed them of the desire to “get dirty,” and engage this world filled with wonder. We have created a world too boring and act surprised when children are bored. The world isn’t boring and in “doing” philosophy with children we keep the fascination with this place we call earth alive. (shrink)

In this article an analysis of ‘trust’ is given and two basic forms of trust are distinguished, viz., trust in powers and trust in inclinations. These forms of trust allow us to gain a better understanding in the pivotal role trust plays in the relationship between caretakers, parents and children. It is argued that it makes no sense to speak about basic mistrust of infants, and that having unlimited trust in the inclinations of adults is only a virtue in children. (...) By having trust in both the powers and inclinations of children, parents stimulate the development of their self-confidence and moral identity. (shrink)

BackgroundDementia care is essential to promote the well-being of patients but remains a difficult task prone to ethical issues. These issues include questions like whether manipulating a person with dementia is ethically permissible if it promotes her best interest or how to engage with a person who is unwilling to recognize that she has dementia. To help people living with dementia and their carers manage ethical issues in dementia care, we developed the CARE intervention. This is an intervention focused on (...) promoting the ethical self-efficacy of people living with dementia and carers, i.e., their confidence that they can manage ethical issues when they occur. The purpose of this paper is to explain and discuss how we have developed the CARE intervention to promote the ethical self-efficacy of people living with dementia, their family, and professional carers through a specific and, we believe, new use of literary texts.MethodsThe CARE intervention has been developed in two phases: First, we conducted a needs assessment of the occurrence of ethical issues in dementia care and the need for an intervention to support people living with dementia and their carers in managing such issues. Second, in a design phase, we developed the CARE intervention to meet identified needs.ResultsTo address identified ethical issues in dementia care we designed the CARE intervention as a workshop format where people living with dementia and carers can meet, discuss literary texts, and deliberate on how to solve such issues. The workshop is structured by the following elements: An agenda of ethical issues, a collection of literary cases exemplifying ethical issues, a moderator with an understanding of dementia care, and an overview of the ethical principles relevant to the discussion of ethical issues. >This workshop concept is operationalized in three applications tailored to meet the specific ethical issues of each of the study´s three target groups: people living with dementia and family carers, professional and family carers, and professional carers.ConclusionWe conclude the paper by stating that it is possible to develop an intervention that promotes the ethical self-efficacy of people living with dementia and family and professional carers. (shrink)

Hallucinations are among the most impressive of psychopathological symptoms and may appear in all the sensory modalities. They are the most common symptom in schizophrenia, where patients usually experience auditory hallucinations, often hearing voices which speak to them in direct communication or in the form of running commentary. One of the major research strategies in psychopathology during the last years has become the neuropsychological reconstruction of psychopathological symptoms in order to detect basic “core” deficits of the different symptoms. Given the (...) successful identification of such core deficits, they may then serve as heuristic tools to identify candidate brain regions of putative pathology. These brain sites in turn can be explored with respect to their impact for the pathogenesis of schizophrenia. Among these neuropsychological approaches, one of the most prominent concepts reconstructing schizophrenic symptomatology is the concept of a self-monitoring disturbance, based on the conceptual and empirical work of the group around Christopher Frith. Although this conceptualization is evidence-based and appears plausible, it does not fully explain the high degree of certainty or confidence with which schizophrenic patients usually judge the reality status of their hallucinations and the frequency with which the latter might occur. The concept of self-monitoring disturbance thus provides a necessary but not a sufficient theoretical account of how hallucinations are generated. (shrink)

I firmly believed there was a world outside of our own minds... But all around me were challenges.... How could we be so sure there were such things existing apart from us? Philosopher Benedict Chilwell faces a crisis of confidence and hopes to resolve it in a self-imposed exile, far away in the north of Norway. From his cabin, he begins his meditations, pondering the mysteries of philosophy in the dark Arctic winter. Pride, a whale, love and (...) lust, the Huldra, God and a chain of causes all interrupt Benedict's solitude. Could they prove his salvation? In six days approaching the return of the light, Benedict discovers a basis for certainty and tries his best to convince his hosts. Through doubts, questions and reasoning, Chilwell inadvertently follows in Descartes' footsteps. Will he be killed by the cold too; or will the warmth of Plato's sun save him in time? (shrink)