On the Definition of Religion in Hobbes’ Leviathan It has long been a controversial topic whether Hobbes was an atheistic philosopher or a sincere Christian. A clear understanding of the issue requires an investigation into Hobbes’ view of religion. This paper tends to provide such an examination. First, it analyses the legal point of view by which Hobbes distinguishes religion from superstition. Secondly, it examines the two elements by which Hobbes defines religion: fear and power. Thirdly, it explores what true (...) religion is for Hobbes. Fourthly, after dealing with Hobbes’ rational theology, it raises certain questions about difficulties and contradictions in Hobbes’ definition of religion and true religion. Fifthly and finally, drawing on the double teaching theory and taking the purpose of Hobbes’ political theory into account, it concludes that there is a double doctrine in Hobbes on the one hand and, on the other hand, Hobbes desires to publicize the esoteric philosophic teaching in accordance with the purpose of his political philosophy, i.e. with the pursuit of a rational and free world state. (shrink)

Human beings’ moral life can be divided into two forms, one based on moral instincts and the other on moral judgments. The former is carried on without deliberation, while the latter relies upon valuations and judgments. The two can ultimately be viewed as man’s innate moral nature and acquired moral conventions. Theoretically, preference for the former will lead to naturalism and for the latter to culturalism, but this is the reality of man’s moral life. Moreover, there may be a parallel (...) relation between the moral structure of human life and the grammatical structure of human language. (shrink)

ABSTRACTIn this essay I agree with Nicholas Burbules that ‘Phronesis’ is an ethical and political category that grounds the possibility of intercultural communication in translation from one particular context to another rather than in the presumption of one or another account of universalism. After a brief review of the development of this idea in key milestones of Western philosophy, I argue that it requires an education in dialogue across difference that can foster hope for peaceful coexistence among diverse traditions and (...) perspectives in diverse democratic societies. (shrink)

In this paper, I explore the problems of cultivating a critical attitude in pedagogy given problems with accounts grounded in critical social theory, rational liberalism and pragmatic esthetic theory. I offer instead an alternative account of criticism for education in open, pluralistic, liberal, democratic societies called 'pedagogy of difference' that is grounded in the diversity liberalism of Isaiah Berlin and the dialogical philosophy of Martin Buber. In our current condition in which there is no agreement as to the proper criteria (...) for assessing attitudes and actions, for a critical attitude to gain a foothold one must learn to evaluate proposed beliefs and behaviour-based standards within a particular tradition as well as those drawn from another viewpoint. To know oneself, one must engage others who are different. But to engage others in a meaningful way one must be immersed in a tradition to which one is heir or with which one chooses to affiliate. (shrink)

In this article, we articulate and defend a contextual approach to political theory. According to what we shall call ‘iterative contextualism’, context has two important roles to play in determining what is required by justice. First, it is through the exploration and evaluation of multiple contexts that general principles are devised, revised and refined. Second, significant weight should be given to the norms to be found in specific contexts because the people affected by those norms strongly identify with them. Having (...) said this, the application of general principles to particular contexts may still result in recommendations which deviate to some degree from the prevailing norms. In this case, we shall argue that although justice requires something other than what local norms say, what is required is likely to be intimated by the relevant context. Thus, whilst considerations of identification act as significant constraints on iterative contextualists’ thinking, the idea of intimations provides them with an important resource. (shrink)

Human beings' moral life can be divided into two forms, one based on moral instincts and the other on moral judgments. The former is carried on without deliberation, while the latter relies upon valuations and judgments. The two can ultimately be viewed as man's innate moral nature and acquired moral conventions. Theoretically, preference for the former will lead to naturalism and for the latter to culturalism, but this is the reality of man's moral life. Moreover, there may be a parallel (...) relation between the moral structure of human life and the grammatical structure of human language. /// 人类道德生活形式可以大致分为两种:一种是出自道德本能的，一种是出自 道德判断的。前者是不假思索的，后者是依据评价判断的。它们最终可以归结为人 类的先天道德本性和后天道德约定。在理论上，对前者的偏好会导向自然主义，对 后者的偏好会导向文化主义。但这是人类道德生活的现实。此外，在人类生活的道 德结构与人类语言的句法结构之间，很可能存在着一种平行的关系。. (shrink)

This article conducts a normative evaluation of Operation Iraqi Freedom undertaken in 2003 by employing principles of prudence to enquire whether the use of force could be described as an action by a responsible great power. Along with relating the principles of prudence to the concept of great power responsibility, it highlights two pillars of prudent decision-making: circumspection and awareness of one's limits. This normative framework is then utilised to evaluate the invasion of Iraq from the perspective of these specific (...) aspects of prudence. The conclusion shows that on the basis of this normative yardstick, it is not possible to classify Operation Iraqi Freedom as a prudent action by a responsible great power. (shrink)

What is the place of philosophy in the study of education? What is its significance for policy and practice? This paper begins by considering the policy and institutional context of the philosophy of education in the UK and by tracing its recent history. It examines both the place of philosophy in Education (as a field of study) and the status and character of the philosophy of education in relation to the 'parent' discipline of philosophy. Rival accounts of the nature of (...) the philosophy of education are outlined, in such a way as to acknowledge the importance of conceptual analytical approaches, but also to stress the value of a wider, more inclusive characterization. In the light of these, examples are offered to illustrate the role the subject must have in the understanding and improvement of educational policy and practice. Reference is primarily to the UK context, but the manner in which fundamental questions are addressed makes clear their much wider relevance and importance. (shrink)

This paper has been inspired by Jacques Derrida’s statement revealing that his philosophical writings were mostly devoted to paper. “I have the impression,” he said, “(the impression!—what a word, already) that I have never had any other subject basically, paper, paper, paper” (Derrida, 2005, p. 41). My paper addresses this thrice repeated noun as a name not so much of a material object on which we scribble, but as a space between the spirit and the letter, a space which turns (...) out to be ineradicable even at the time of paper’s alleged eradication in the e-textual age, which may be called a fin de livre culture. This end of the book, I argue, is a highly provisional declaration of the beginning of a paperless era of digitized media, which are not quite capable of eradicating various traces and spectres of paper haunting their own theorizations. (shrink)

Terry Nardin’s book on Oakeshott is an attempt to compare him to other 20th-century philosophers and to track the development of his philosophical thought. The project of comparison is made relevant by the fact that Oakeshott’s philosophy, like that of Heidegger and others, was the product of the dissolution of neo-Kantianism. Nardin stresses the idea of “modal confusion,” meaning responding to a question of one kind with an answer appropriate to another kind of inquiry, as a key to Oakeshott’s thought (...) from Experience and Its Modes through to On Human Conduct itself, where Oakeshott changes his terminology. But why does Oakeshott change? One reason might be the critique of Oakeshott by Peter Winch, as Oakeshott appears to have reformulated his views in response to it in On Human Conduct, in the course of constructing an alternative to ‘conceptual analysis’ as practiced in contemporary Oxbridge. (shrink)

For Frank Knight, the fact that we are free to engage in economic pursuits brings out what is both best and worst in human nature. The same competitive economy that liberates individuals to choose their own desired ends also provides them with socially undesirable wants and fosters habits potentially at odds with the demands of liberal democracy. Given Knight’s desire both to defend human liberty and his concession that liberty is likely to be abused, his version of liberalism must of (...) necessity be anticonsequentialist. Paradoxically, Knight’s philosophical pluralism?his insistence that there are any number of incommensurable perspectives on the good or just society?underlies both his criticism of the ?ethical? possibilities of the competitive order and his defense of human liberty against the dangers of social planning. (shrink)