Is the notion of grounding arguably prevalent throughout moral philosophy the same as that found in metaphysics? Selim Berker has argued it is. This, he claims, has a ‘surprising’ consequence: many central claims in normative ethics become claims within both normative ethics and meta-ethics. I argue that whatever important consequences the unity of grounding may have for moral philosophy, it does not, pace Berker, entail anything significant regarding the relationship between normative ethics and meta-ethics.

The problem of phenomenal unity consists in providing a phenomenological characterization of the difference between phenomenally unified and disunified conscious experiences. Potential solutions to PPU are faced with an important challenge. I show that this challenge can be conceived as a phenomenological dual to what is known as Bradley’s regress. This perspective facilitates progress on PPU by finding duals to possible solutions to Bradley’s regress and makes it intelligible why many characterize phenomenal unity in terms of the existence (...) of a single global conscious state. I call this latter view the “single state conception”. SSC is superficially attractive, because it seems to provide a solution to the phenomenological dual to Bradley’s regress, but should still be rejected, because it does not solve PPU; instead, it creates more problems; these problems can be avoided by alternative conceptions of phenomenal unity. (shrink)

Scotus argues that the will of a rational agent has two basic inclinations: for benefit and for justice. Having examined in other articles why he picks these two, I ask here how the combination produces a unified thing. At one point, Scotus proposes an analogy for the two inclinations with the relations of genus and differentia which produce a unified definition. In arguing that the analogy does not succeed, I hope to have given a clearer understanding of the theory of (...) dual affections. (shrink)

It will be argued that a mode of consciousness which Jean Gebser introduced as 'acategoriality' in the 1950s was anticipated by Holderlin 150 years earlier. According to Gebser, acategoriality is an epistemic act oriented towards a primary experience of being, that is highly integrative and exceeds categorial knowledge. Holderlin shows in his novel 'Hyperion' how the individual subject can realize this experience. He proposes a comprehensive concept of integrative epistemic acts denoted as 'intellectual intuition' whose most differentiated form is acategorial. (...) The accurate de-scription of an acategorial state in 'Hyperion' will be related to an analytical framework formulated within the theory of complex dynamical systems. This framework provides a solution for an analytical problem that Holderlin's conception of acategoriality raises. Conversely, Holderlin's novel offers paradigmatic phenomenological examples for acategorial mental states that are useful for their detailed analytical understanding. (shrink)

This paper shows that a VP in English is only a VP at the outset of a derivation, and that VP-preposing in English is in fact preposing of the internal arguments of the verb, followed by remnant movement of the original VP. Therefore, English looks much more like German (Muller (1998)), than it appears at first glance The evidence for the non-constituency of the verb and its original arguments in preposed position comes from its solution to what has been termed (...) Pesetsky’s Paradox, in that an object of a preposed VP can bind into an adverbial at the end of a sentence. The paradox results from the incompatibility of the phenomenon with the conjunction of two assumptions: (i) binding requires c-command; (ii) only constituents move.. Assumption (i) requires the object to be higher than the adverbial, but the preposing of the verb and object to the exclusion of the adverbial would then require that a non-constituent (the verb and object) prepose. (shrink)

The deeper meaning of education, says Dewey in his Human Nature and Conduct (1922), which distinguishes the justly honored profession from that of mere trainer, is that a future new society of changed purposes and desires may be created by a deliberately humane treatment of the impulses of youth (p. 69). For Dewey, a truly humane education consists in an intelligent direction of native activities in the light of the possibilities and necessities of the social situation (p. 70). Student impulse (...) and interest are not to be suppressed nor continually vented in unrestrained expression. In view of the plasticity of youth, there is little danger that allowing the role of student interest will lead away from important objectives of the curriculum. Education which respects the integrity of the student is a prerequisite of the kind of educated public suited for fuller participation in the democratic processes which properly direct and reconstruct our social life. The citizen appropriate for a democratic society is neither the dull conformist nor the superficial, gushing, non-conformist or sensualist. Individual impulse and initiative is neither to be damned up nor frivolously expressed. Meaningful participation and fuller social reconstruction require that we respect the social conditions for the possibility of knowledge and its growth, and this is more easily achieved, and more broadly appealing, when we speak of plans for the school environment. Respect for the cognitive and developmental needs of our own children and young people is fundamental to the self-respect of any viable society. Education could be philosophical praxis for a better world. (shrink)

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