The literary style of Henry James has attracted the attention of a number of leading analytic philosophers who are drawn to make claims for the philosophical significance of works of literature. Many of these philosophical commentators share a common approach: namely, they locate the philosophical center of gravity of James’s style in a philosophical view that his way of writing is understood to embody or corroborate. The aim of this essay is to argue that such an approach fails to capture (...) what is philosophically most significant about how James writes. By contrast, the essay works out a comparison between James’s literary forms of expression and the logically perspicuous modes of representing thought developed by Gottlob Frege. It highlights one use to which Frege sought to put his Begriffsschrift: namely, as a tool for the task of clarifying forms of philosophical confusion. This comparison helps to illuminate what is philosophically most distinctive and powerful about the modes of perspicuously representing human life that James develops. These literary forms inherit a time-honored aspiration of philosophical writing: seeking to represent a reader’s life to the reader herself in such a way as to allow her to recognize her own confusions in living. (shrink)

Essay Review: Cora Diamond on Ethics (ed. Maria Balaska).

This essay has several related goals. The first is to contribute to the philosophy of education literature on Cora Diamond while introducing the work of her sister, Julie Diamond, to the field. I introduce Julie Diamond’s work by connecting it to the work of John Dewey, and a secondary goal of the paper is to test lines of connection between Dewey and Cora Diamond. Finally, by developing Cora and Julie Diamond’s thinking on teaching and the moral life, I hope to (...) contribute to conversations in teacher education, especially ongoing conversations about the meaning of responsive teaching. The first half of the paper discusses and engages Cora Diamond’s thinking on the moral life drawing on a range of her published work, the middle of the paper builds a bridge from Cora Diamond to Dewey as a way of introducing Julie Diamond, and the final part of the paper offers an engagement with Julie Diamond’s work. I discuss teaching throughout the paper, and my hope is that a vision of responsive teaching, one grounded in the work of Julie and Cora Diamond, emerges that allows teachers to come alive to aspects of their work that can disappear in the rush and whirl of classroom life. The paper begins with a personal story as a way of connecting with the style of Cora and Julie Diamond’s approach to teaching and the moral life. (shrink)

Cora Diamond is a powerful witness to the originality of Iris Murdoch's writings on ethics, showing how Murdoch is at variance with contemporary orthodoxy not just in respect of particular doctrines, but in her questioning of mainstream assumptions as to what constitutes the subject-matter of moral philosophy. Diamond celebrates Murdoch as an ally in her campaign against the ‘departmental’ conception of morality – the idea that moral thought is just one branch of thought among others – and highlights Murdoch's enduring (...) belief in the ‘ubiquity of the moral quality inherent in consciousness’. In keeping with this belief, both philosophers affirm the value of general humanistic reflection on experience, an enterprise in which traditions of imaginative literature as well as of self-conscious theory can invite us to participate. While welcoming this vindication of the claims of ordinary moral intelligence, I will explore some difficulties flowing from the associated idea that ‘morality’ is all-pervasive, and from the ‘perpetually-moralist’ account of our incentive to engage with fictional worlds. (shrink)

MORAL COMMITMENT OF THE REALISTIC, MODERNIST AND POSTMODERN NOVEL S u m m a r y The present paper discusses moral ideas expressed in the contemporary novel of the realistic, modernist and postmodern conventions. More precisely, it tries to define how the poetics of a given convention determines the novel’s ethical thought. It is argued that both the modernist and postmodern fiction, which are often perceived as amoral or relativist, are morally committed, though perhaps not as much as the realistic (...) convention. The shape of this moral commitment is consistent with the dominant of each convention (epistemological in modernism and ontological in postmodernism). These theoretical considerations are subsequently illustrated with three case studies of Virginia Woolf’s novels (each of which represents a different convention). Throughout the whole essay the emphasis falls on the meaning of the novelistic form, i.e. on the way that the novel’s form conveys the novel’s interpretation of reality. (shrink)

Wittgenstein avait, pourrait-on dire, une « sensibilité religieuse ». Dans un essai vaste et perspicace sur Wittgenstein et la religion, Peter Winch a décrit l’attitude de Wittgenstein à l’égard de la vie ainsi que son regard sur sa propre vie d’une façon qui met en lumière leur caractère religieux [Winch 1994, p. 109-110]. Mais il n’est pas aisé de voir clairement quelles furent les opinions de Wittgenstein au sujet de la religion et de la croyance religieuse, opinions qui, de fait, (...) changère... (shrink)

This thesis comprises a study of the ethical thought of Iris Murdoch with special emphasis, as evidenced by the title, on how morality is intimately connected to self-improvement aiming at perfection and how the study of fiction has an important role to play in our strive towards bettering ourselves within the framework set by Murdoch’s moral philosophy.

This paper introduces the special section on Cora Diamond’s significance for education and educators. The introduction is meant to be the beginning of a conversation, and—to that end—the special section editors suggest lines of connections that philosophers of education might draw between their work and the work of Cora Diamond. Their list is not meant to be exhaustive, but it is meant to suggest Diamond’s far-reaching significance for education and educators.

The essay suggests that there is such a thing as a characteristically ‘aesthetic attitude’, and that this idea can indeed shed light on the production and reception of works of art, as well as on the appreciation of nature. It argues, further, that the response to individual ‘particularity’ implicit in the aesthetic attitude renders this attitude continuous with that of ethical attention to – and appreciation of – individual persons: we are concerned here with distinct, but related, aspects of the (...) valuable ‘in itself’ or ‘for its own sake’. (shrink)