An e-book devoted to 13 critical discussions of Thaddeus Metz's book "Meaning in Life: An Analytic Study", with a lengthy reply from the author. -/- Preface Masahiro Morioka i -/- Précis of Meaning in Life: An Analytic Study Thaddeus Metz ii-vi -/- Source and Bearer: Metz on the Pure Part-Life View of Meaning Hasko von Kriegstein 1-18 -/- Fundamentality and Extradimensional Final Value David Matheson 19-32 -/- Meaningful and More Meaningful: A Modest Measure Peter Baumann 33-49 -/- Is Meaning in (...) Life Comparable?: From the Viewpoint of ‘The Heart of Meaning in Life’ Masahiro Morioka 50-65 -/- Agreement and Sympathy: On Metz’s Meaning in Life Sho Yamaguchi 66-89 -/- Metz’s Quest for the Holy Grail James Tartaglia 90-111 -/- Meaning without Ego Christopher Ketcham 112-133 -/- Death and the Meaning of Life: A Critical Study of Metz’s Meaning in Life Fumitake Yoshizawa 134-149 -/- Metz’ Incoherence Objection: Some Epistemological Considerations Nicholas Waghorn 150-168 -/- Meaning in Consequences Mark Wells 169-179 -/- Defending the Purpose Theory of Meaning in Life Jason Poettcker 180-207 -/- Review of Thaddeus Metz’s Meaning in Life Minao Kukita 208-214 -/- A Psychological Model to Determine Meaning in Life and Meaning of Life Yu Urata 215-227 -/- Assessing Lives, Giving Supernaturalism Its Due, and Capturing Naturalism: Reply to 13 Critics of Meaning in Life Thaddeus Metz 228-278 . (shrink)

A lengthy reply to 13 critical discussions of _Meaning in Life: An Analytic Study_ collected in an e-book and reprinted from the _Journal of Philosophy of Life_. The contributors are from a variety of philosophical traditions, including the Anglo-American, Continental and East Asian (especially Buddhist and Japanese) ones.

There are deep connections between education and the question of life's meaning, which derive, ultimately, from the fact that, for human beings, how to live—and therefore, how to raise one's children—is not a given but a question. One might see the meaning of life as constitutive of the meaning of education, and answers to the question of life's meaning might be seen as justifying education. Our focus, however, lies on the contributory relation: our primary purpose is to investigate whether and (...) how education might contribute to children's ability to find meaning in life or at least deal with the question. This issue is not only theoretically interesting —it also has practical urgency. For people have a need for meaning that, if unfulfilled, leads to personal and potentially social crises—a need that often expresses itself first and strongly in adolescence; and there are reasons to have doubts about the contribution of today's traditional formal education system to the meaningfulness of children's lives. We argue for the importance of frameworks of values, as well as for a greater emphasis on the affective dimension of meaning, though we reject pure subjectivism. The underlying purpose of this article, however, is not to argue for a particular comprehensive position, but to persuade philosophers of education of the importance of the issue of life's meaning in thinking about education today. (shrink)

In recent discussions of whether our lives are or can be meaningful, appeals are often made to such things as “a view from nowhere,” or “the viewpoint of the universe.” In this paper I attempt to make sense of what it might mean for a being to possess such a perspective, and argue that common appeals to such perspectives are inadequately developed; crucially, they do not adequately account for the character of the beings taken to possess these viewpoints. In the (...) second half of the paper I turn to an alternative proposal, one that focuses on the attitudes of virtuous ideal observers in determining the normative statuses of our lives and activities, and argue that it provides a plausible account of meaningfulness. (shrink)

Persian translation by Mohsen Javadi of 'Recent Work on the Meaning of Life' (first published in Ethics 2002).

In her recent book, A Different Order of Difficulty, Karen Zumhagen-Yekplé uses a resolute reading of Wittgenstein’s Tractatus Logico-Philosophicus to highlight similarities between Wittgenstein’s work and his contemporaries Virginia Woolf, James Joyce and Franz Kafka. On the basis of this reading, she claims that Wittgenstein’s early masterpiece is a modernist work. -/- This article argues that there are profound problems with the resolute reading that she offers, and it suggests that ‘traditional’ readings of the Tractatus survive the criticisms she makes (...) of them. Nonetheless, a case can still be made that Wittgenstein’s work is a modernist one, and it is a useful exercise to compare the Tractatus with modernist works from the 1920s. -/- Philosophical Investigations, Volume 45, Issue 3, Page 274-296, July 2022. (NOTE: This article was mistakenly given the title 'Theologico-Philological Investigations: Is Wittgenstein's Tractatus a Modernist Work?' in the print edition of Philosophical Investigations. The online version has been corrected. (shrink)

The time-honored questions concerning the meaning and significance of life should be discussed not only in the light of various philosophical and literary considerations but also from the natural scientific perspectives as human beings are conditioned parts of nature as a whole. Hence, in this paper, I discuss these questions from the perspectives of two major and universal scientific fields, namely, generalized crystallography and quantum mechanics. On the philosophical grounds, the question of the meaning and, especially, the significance of life (...) should be focused on the assumption that each human being is a singular individual whose significance is universal. Such a philosophical approach is compatible with the two above-mentioned natural scientific aspects. (shrink)