The Oxford Handbook of Philosophy and Race provides up-to-date explanation and analyses by leading scholars of contemporary issues in African American philosophy and philosophy of race. These original essays encompass the major topics and approaches in this emerging philosophical subfield that supports demographic inclusion and diversity while at the same time strengthening the conceptual arsenal of social and political philosophy. Over the course of the volume's ten topic-based sections, ideas about race held by Locke, Hume, Kant, Hegel, and Nietzsche are (...) supplemented by suppressed thought from the African diaspora, early twentieth-century African American perspectives and Native-, Asian-, and Latin-, American views. The contributors bring philosophical analysis to bear on the status of racial divisions as categories of humanity in the biological sciences, as well as within contemporary criticism and conceptual analysis. Essays present the special applications of American philosophy and continental philosophy to ideas of race as methodological alternatives to more analytic approaches. As a collection of analyses and assessments of 'race' in the real world, the volume pays trenchant and relevant attention to historical and contemporary racism and what it means to say that 'race' and racial identities are socially constructed. The essays analyze contemporary social issues including the importance of racial difference and identity in education, public health, medicine, IQ and other standardized tests, and sports. Additionally, the essays consider the societal limitations and structures provided by public policy and law. As a critical theory, the volume compares the study of race to feminism. Historical and contemporary, academic and popular, racisms pertaining to male and female gender receive special consideration throughout the volume. While this comprehensive collection may have the effect of a textbook, each of the original essays is a fresh and authentic development of important present thought. (shrink)

This article introduces several aspects of eighteenth-century discussions of slavery that may be unfamiliar or surprising to present-day readers. First, even eighteenth-century philosophers who were opponents of slavery often exhibited marked racism and helped develop racial concepts that would later serve pro-slavery theorists. Such thinkers include Hume, Voltaire, and Kant. Second, we must see slavery debates in the context of larger scientific and political debates, including those about climate and character, just political systems, the superiority or inferiority of the moderns (...) to the ancients, and the status of women. This section of the paper discusses the views of Montesquieu, Edmund Burke, Adam Smith, Sarah Chapone, and Mary Astell. Finally, many anti-slavery arguments of the time may seem too ‘soft’ to contemporary readers, as they appeal to negative effects or aspects of slavery rather than arguing for its absolute injustice. The last section of the paper compares Rousseau's arguments against slavery in The Social Contract with such arguments and concludes with a discussion of how Hume's understanding of humanity as a virtue may serve as a bridge between the two. (shrink)

Hume's works in Colonial and early Revolutionary America -- Historiographical context for Hume's reception in eighteenth-century America -- Hume's earliest reception in Colonial America -- Hume's impact on the prelude to American independence -- Humean origins of the American Revolution -- Hume and Madison on faction -- Was Hume a liability in late eighteenth-century America? -- Explaining "Publius's" silent use of Hume -- The reception of Hume's politics in late eighteenth-century America.

It is fairly well known that Hume added a footnote to his essay ‘Of National Characters’ in which he asserts that all non-white peoples are naturally inferior to white people. Subsequently, he revised the note to assert only that black people are naturally inferior to white people. But while the view expressed in this footnote has been described as ‘shockingly bigoted’, and even as his ‘racial law,’ it is still commonly thought that in Hume's voluminous writings it is apparently just (...) this single passage which is definitely racist in its import. My aim in this paper is to show how American Indians are thought to be naturally inferior to white people in An Enquiry Concerning the Principles of Morals. There are, therefore, passages in Hume's second Enquiry which are also definitely racist in their import. (shrink)

The purpose of this article is to explore Heidegger’s approach to how educa- tion and reflection endeavor, which have been experienced through a vast variety of both regional and universal approaches, should be experienced. Hence, I’ll start with explaining Heidegger’s problematics. “Why he takes all philosophical problems into one question?”, “What is the meaning of be- ing?”, and then I will explain what we should understand by education and reflection process. Heidegger links it to an exploration process, investigation of the (...) truth. He believes that the primary responsibility in this process lies on universities and rulers. The process should be centered on reflection and individuals should be reflecting by challenging their own and other individ- uals’ existence. This leads us to two concepts: Being-in-the-world (In-der-Welt- sein) and co-existence (being-with, Mitsein). The most remarkable ability of Dasein, as he calls, is the reflection, and it facilitates challenge. Through its capabilities, the individual (Dasein) will turn out to be self-conscious of its existence. Grounding on being-in-the-world and co-existence concepts, Das- ein can challenge the existence and starts exploring the being. This leads to reflection and questioning, which together form an educational and learning process. Education and learning are the two technical parts of exploring Da- sein’s existence. Due to scientific methods and methodological approaches of education, cultural, regional and local attributes are ignored. Heidegger believes that the individual coexists, which requires considering all the dif- ferences around it. Heidegger stresses the importance of reflection and says that the West has a flawed approach. Criticizing that flawed approach which is solely centered on the subject, Heidegger asserts an educational model which reckons many differences such as culture, challenge, etc. (shrink)