'Reason, Causation and Compatibility with the Phenomena' strives to give answers to the philosophical problem of the interplay between realism, explanation and experience. This book is a compilation of essays that recollect significant conceptions of rival terms such as determinism and freedom, reason and appearance, power and knowledge. This title discusses the progress made in epistemology and natural philosophy, especially the steps that led from the ancient theory of atomism to the modern quantum theory, and from mathematization to analytic philosophy. (...) Moreover, it provides possible gateways from modern deadlocks of theory either through approaches to consciousness or through historical critique of intellectual authorities. This work will be of interest to those either researching or studying in colleges and universities, especially in the departments of philosophy, history of science, philosophy of science, philosophy of physics and quantum mechanics, history of ideas and culture. Greek and Latin Literature students and instructors may also find this book to be both a fascinating and valuable point of reference. (shrink)

This article explores the philosopher Alice Crary’s ideas about ethics, literature, and nonhuman animals. Through studying certain works of literature, Crary writes, readers can see aspects of animals’ moral characteristics that are difficult to perceive outside of literary study. To illustrate and extend Crary’s argument, the article presents a reading of John Steinbeck’s (1937/1993) Of Mice and Men, a novella that is taught frequently in secondary schools and that has been re-evaluated by critics as offering insights into social inequality and (...) animal welfare. Drawing upon and adapting Crary’s work, which does not address questions of pedagogy, the article describes forms of instruction that enable students reading Of Mice and Men and other works of literature to explore the moral lives of animals. Thus, a key contribution of this project is its explanation of how educators can use philosophy to open pedagogy to new ways of seeing and assessing animals’ moral characteristics. (shrink)

J.M. Coetzee's Elizabeth Costello is an overtly philosophical novel, at the heart of which are questions concerning the relation of human beings to animals and the discussion of animal rights. The nature of its subject matter and the prominence it gives to dialogue, sometimes of an almost Platonic kind, make it a rich potential resource for moral education. This article begins by imagining a course based on extracts from the novel, intended for teenage students or older people. It goes on (...) to make suggestions for further reading. There is now a rich secondary literature that has developed in response to central elements in Coetzee's text, involving the work of Peter Singer, Tom Regan, Cora Diamond, Stanley Cavell, John McDowell, Cary Wolfe, and Ian Hacking, amongst others. This literature raises questions about the nature of moral philosophy, and it has implications for moral education. (shrink)

This paper begins with the ‘ancient quarrel’ between philosophy and literature, which, with the subsequent splitting of logos into word and reason, comes to mark philosophy's self-conception and much other thinking besides—compartmentalising, in the process, what is understood by ‘literature’. Philosophy, thus separated becomes atemporal and abstract, preoccupied with propositions rather than statements or sentences, and, in some of its incarnations, aligning itself with science. Language, thus separated, becomes ‘literary’—that is, it comes to be epitomised by self-consciousness about literary form (...) and style; and a casualty of this is the ‘poetic’, a term whose origins in poiesis (production of meaning) are forgotten. But the relationship has never been as settled as it may have seemed, and a series of examples from classical and contemporary philosophy and literature helps to demonstrate this. At stake in these examples are the ways in which reason requires that one means what one says. A classic expression of commitment to this view is provided in Hamlet, by the much-quoted words of Polonius to his son, who is about to travel to Germany to study philosophy: ‘This above all, to thine own self be true’. The implications of this in relation to the claims of reason are developed with reference to moral education and the development of judgement for learners and teachers. (shrink)

I draw on the work of Ludwig Wittgenstein and Cora Diamond to argue that imagination plays a key role in moral consideration. By broadening our concepts and drawing similarities, our imagination can help us see nonhuman beings as fellow beings, namely as beings with whom we share a life. I address two related issues: First, how can we ensure that the exercise of imagination does not merely lead to nonsense? Second, can the imagination remedy the supposed incommensurability between beings with (...) linguistic capacity and those without? An examination of these issues can allow for a conceptual refinement of imagination. (shrink)