In a suggestive reading of Descartes’ The Passions of the Soul, Luce Irigaray explores the possibility that the passion of wonder, the first of all the passions, can provide the basis for an ethics of sexual difference. Wonder is the first of all passions because it has no opposite, is prior to judgment and comparison, and because it is united to most other passions. Wonder is surprise at the extraordinary, and Irigaray believes it is the ideal way for women and (...) men to regard each other, as it is prior to judgement, and thus free of hierarchical relations, contrary to traditional ethics. In this sense, it leaves us open to new experiences and the distinctiveness of the other. For Descartes, a different passion, the passion of generosity, gives the key to ethics. Generosity is a species of wonder combined with love, which he understands as proper self-esteem. This proper self-esteem ensures that we have appropriate esteem for others by recognising them as like ourselves in the most important respects – the capacity to exercise free will and the resolve to use it well. He believes that if we value ourselves appropriately, then we will respond to others appropriately. This passion must be cultivated as a habit and virtue. In this paper, I examine how wonder and generosity can be linked to ethics, the relationship between these two passions, and Iris Marion Young’s view that Irigaray’s understanding of wonder can easily be extended to any structured social difference, such as race, class and religion by adopting a stance of ‘moral humility’ and accepting that our relations with others are asymmetrically reciprocal. (shrink)

One of the most significant figures in the history of Japanese philosophy is the Zen master Hakuin. Yet, in the West, little attempt has been made to present and evaluate his thought in a way that would make it accessible to Western philosophers. This article attempts to redress this neglect. Here, it is shown how Hakuin uses kōan meditation to create ‘the great doubt’ or scepticism concerning the self. Hakuin’s method shares elements in common with both ancient Greek scepticism and (...) Descartes. Kōan-induced scepticism leads to ‘the great death’ or a rejection of the self as a delusion. Hume’s similar rejection of the self helps to explain the basis of this delusion. The rejection of this delusion carries with it the realization that one is not separate from the rest of reality. This is the instant of seeing into one’s own nature and, for Hakuin, is the experience of nirvana. (shrink)

The paper focuses on Nominalism in history, its application, and its historiographical implications. By engaging with recent scholarship as well as classic works, a survey of Nominalism’s role in the discipline of history is made; such examination is timely, since it has been done but scantily in a purely historical context. In the light of recent theoretical works, which often display aporias over the nature and method of historical enquiry, the paper offers new considerations on historical theory, which in the (...) author’s view may solve some of the contradictions that have surfaced in recent times. The Nominalistic stance is argued against by disputing theorists such as Paul Veyne, who has made a case for Nominalism in history. A brief philosophical section introduces Nominalism in its metaphysical dimension and the discussion is speedily brought to its significance for history. The paper also proposes a solution to the misconstrued yet too often vague application of scientism in history, and offers theoretical grounds that might solve some of the ‘stormy grounds’ historiography finds itself today. Articles by Marcel Gauchet and History and Theory’s Anton Froeyman and Bert Leuridan are engaged with, as well as Murray Murphy’s books on the philosophy of history. Works by Georg Gadamer, Marc Bloch, Benedetto Croce, Hyppolite Taine, and Anthony Grafton crucially inform the discussion and brace the consequential conclusion. (shrink)

The English Neoplatonic philosopher Ralph Cudworth introduced the term ‘consciousness’ into the English philosophical lexicon. Cudworth uses the term to define the form and structure of cognitive acts, including acts of freewill. In this article I highlight the important role of theological disputes over the place and extent of human freewill within an overarching system of providence. Cudworth’s intellectual development can be understood in the main as an increasingly detailed and nuanced reaction to the strict voluntarist Calvinism that is typified (...) in the thought of his near contemporary William Perkins. At the heart of Cudworth’s rejection of Calvinism is the dilemma over whether God is understood primarily in terms of will or justice. In this fleshing-out of the power of consciousness Cudworth moves from an instrumental account of the working of the human mind towards an account of human consciousness that is intrinsic to his definition of human agency. (shrink)

For the past two decades, the issue of the body and essentialism has dominated feminist theory. In general, it is assumed that the body has been devalued and repressed by the Western metaphysical tradition. In this article, I make two claims to the contrary. First, as poststructuralist theory has tirelessly demonstrated, Western thought has continually tried to ground thought in some foundational substance, such as the body. Second, the most provocative, fruitful and radical aspects of recent feminism and poststructuralism concern (...) the event of incorporeality. What makes incorporeality such an urgent issue is its tie with anti-foundationalism. If there is not a direct or proper passage between what is and what is thought, then thinking can be considered as a force or event in its own right. By disrupting the traditional philosophical series that ties thought to some grounding body, thinkers as diverse as Deleuze, Derrida, Irigaray and Foucault have opened the possibility of a theory of the incorporeal. (shrink)

This essay attempts to examine the difficult question of sex scandals both in public school settings and in the academy. It raises issues over the way authority in the classroom is unequally exercised by both male and female teachers in terms of power and seduction. However, the Law remains explicit when it comes to judging who is at fault within a-student relationship that collapses into the bedroom. The ethics that surround such sexual affairs is raised through the psychoanalytic and philosophical (...) writings of Jacques Lacan. The essay ends by offering a surprised perspective over the question whether an ethics of diabolical evil is possible, given that such affairs are differentiated as post-Oedipal relationships where age differentiations have become blurred. (shrink)

In this paper I refute the chief arguments for cultural relativism, meaning the moral (not the descriptive) theory that goes by that name. In doing this I walk some oft-trodden paths, but I also break new ones. For instance, I take unusual pains to produce an adequate formulation of cultural relativism, and I distinguish that thesis from the relativism of present-day anthropologists, with which it is often conflated. In addition, I address not one or two, but eleven arguments for cultural (...) relativism, many of which contribute to its popularity but receive scant attention from its critics. To elicit the failings of these arguments I deploy a host of pertinent but often neglected distinctions. (shrink)

On many standard readings, shame is an emotion that in an accentuated manner targets and involves the self in its totality. In shame, the self is affected by a global devaluation: it feels defective, objectionable, condemned. The basic question I wish to raise and discuss is the following: What does the fact that we feel shame tell us about the nature of self? What kind of self is it that is affected in shame?

There are several strategies for exposing the defects of established moral discourse, one of which is critical argumentation. However, under certain specific historical circumstances, the apparent self-evidence of established moral discourse has gained such dominance, such a capacity of resistance or incorporation, such an ability to conceal its basic vulnerability that its validity simply seems beyond contestation. Notwithstanding the moral subject’s basic discontent, he or she remains unable to challenge the dominant discourse effectively by means of critical argument. Or, to (...) borrow a phrase from Michel Foucault, individuals find themselves faced with a certain rationality, a moral regime that dominates moral discourse to such an extent that they cannot offer any resistance without raising the suspicion of being unreasonable. They (that is, we) find ourselves confronted with a discourse quite unable to recognize its own deficiencies. Although we are forced to accept its basic claims, our chronic discontent nevertheless persists. That is, although we are forced to participate in this discourse, we remain basically ambivalent, and our attitude towards established morality contains both a Yes and a No. Then, all of a sudden, the basic vulnerability of the dominant regime dawns on us or is revealed to us – and this is the experience of laughter. (shrink)

My primary aim in this chapter is to explain in what the traditional mind–body problem consists, what its possible solutions are, and what obstacles lie in the way of a resolution. The discussion will develop in two phases. The first phase, sections 1.2–1.4, will be concerned to get clearer about the import of our initial question as a precondition of developing an account of possible responses to it. The second phase, sections 1.5–1.6, explains how a problem arises in our attempts (...) to answer the question we have characterized, and surveys the various solutions that can be and have been offered. More specifically, sections 1.2–1.4 are concerned with how to understand the basic elements of our initial question – how we should identify the mental, on the one hand, and the physical, on the other – and with what sorts of relations between them we are concerned. Section 1.2 identifies and explains the two traditional marks of the mental, consciousness and intentionality, and discusses how they are related. Section 1.3 gives an account of how we should understand ‘physical’ in our initial question so as not to foreclose any of the traditional positions on the mind–body problem. Section 1.4 then addresses the third element in our initial question, mapping out the basic sorts of relations that may hold between mental and physical phenomena, and identifying some for special attention. Sections 1.5–1.6 are concerned with explaining the source of the difficulty in answering our initial question, and the kinds of solutions that have been offered to it. Section 1.5 explains why our initial question gives rise to a problem, and gives a precise form to the mind–body problem, which is presented as a set of four propositions, each of which, when presented independently, seems compelling, but which are jointly inconsistent. Section 1.6 classifies responses to the mind–body problem on the basis of which of the propositions in our inconsistent set they reject, and provides a brief overview of the main varieties in each category, together with some of the difficulties that arise for each. Section 1.7 is a brief conclusion about the source of our difficulties in understanding the place of mind in the natural world. (shrink)

David Miller has demonstrated to the satisfaction of a variety of philosophers that the accuracy of false quantitative theories is language dependent (cf. Miller 1975). This demonstration renders the accuracy-based mode of comparison for such theories obsolete. The purpose of this essay is to supply an alternate basis for theory comparison which in this paper is deemed the knowledge-based mode of quantitative theory comparison. It is argued that the status of a quantitative theory as knowledge depends primarily on the soundness (...) of the measurement procedure which produced the theory; such soundness is invariant, on my view, under Milleresque translations. This point is the basis for the linguistic invariance of knowledgelikeness. When the aim of science is not construed simply in terms of the truthlikeness or accuracy of theories, but in terms of the knowledge such theories embody, Miller's language dependence problem is overcome. One result of this analysis is that the possibility of objective scientific progress is restored, a possibility that Miller's analysis has prima facie defeated. (shrink)

: Drawing on Adriana Cavarero's account of natality, Guenther argues that Martin Heidegger overlooks the distinct ontological and ethical significance of birth as a limit that orients one toward an other who resists appropriation, even while handing down a heritage of possibilities that one can—and must—make one's own. Guenther calls this structure of natality Being-from-others, modifying Heidegger's language of inheritance to suggest an ethical understanding of existence as the gift of the other.

The teaching of ethics in school is considered important and necessary. But can ethics be taught? And should its teaching consist in conveying knowledge about ethical concepts, possibly a discussion around them, or rather in shaping students’ moral attitudes and appropriate behaviour? The article engages in reflection on these problems with reference to various traditions of ethical thought and moral theory. It proposes to take the contemporary renewed Aristotelian virtue ethics as the main point of reference and basis for educational (...) practice. The concept of phronesis as practical rationality, allowing the formation of moral judgements that are both context-sensitive and take into account the complexity of interests and goods that are difficult to agree upon, seems to be a still valid model for moral education. Teaching and discussion oriented towards the consideration of concrete cases and stories, i.e. training the skills of this type of judgement, avoids the dangers of learning focused on theoretical issues: becoming entangled in definitional ambiguities in defining moral values, or thinking detached from emotion and experience. Learning that consists of analysing a philosophical tradition runs the risk that the knowledge imparted will prove inadequate to the age and level of personal development of the student, generating moral subjectivism and relativistic scepticism. However, this argument is not directed against theorising and the introduction of abstract considerations in the educational process, even at the earliest stages: theorising and the construction of rational justifications are necessary but should result from the inspiration and development of intellectual predispositions, not from the transmission of ready-made knowledge. (shrink)

Till We Have Faces is profitably read at three levels: for its surface story, as a crime drama, and as an exploration of the theological mystery of grace. By transposing the myth of Psyche into the mystery genre, Lewis prepares the reader for Orual’s unreliability as a narrator and lures the reader into the novel’s theological depths. Part Two of the novel contains a series of visionary labors which Lewis borrows from Lucius Apuleius but recasts as feats achieved jointly by (...) Orual and Psyche. The theological reading in this article finds textual support for rereading Part One of the novel as depicting Orual, by grace, unknowingly performing Psyche’s labors. Read thusly, the novel is a working out of Lewis’s belief that God can change the past—that grace can reach back into our histories and retell our story. By ascribing to the mutability of the past, Lewis sidesteps the dispute among various branches of Christianity over whether prevenient grace is both irresistible and salvific. An examination of four sources of grace in Orual’s life reveals that what would have been common grace in her life becomes salvific as it leads to her redemption. This exposition also shows the novel’s indebtedness to the many classical Greek sources to which Lewis alludes within it, as well as its affinity with some of the ideas of Simone Weil. (shrink)

Amongst the Arendtian scholars, there is almost a consensus on Arendt’s supposedly reluctance to the question of the body. The Arendtian body is said to belong to the unpolitical realm of necessity, in other words, the body is a private matter that should not appear in public. It is antipolitical. However, in this paper, I want to suggest that there is a possibility to outline a phenomenology of embodied political action in what I think to be Arendt’s hidden phenomenology of (...) the body. To make my point, I will first show that what the scholars call the Arendtian body is in fact an Arendtian Body. Secondly, in the German version of The Human Condition, Arendt surprisingly used the Heideggerian term Befindlichkeit that, I will argue, outline the basis of a political phenomenology of the body in Arendt’s work. More precisely, I will try to show that political action is embodied, that there is a hexis, a pathos and an ethos of action. (shrink)

This essay contrasts Nietzsche’s remarks on elite education with W.E.B. Du Bois’ demand for democratized education. The essay takes their remarks as springboards for a twenty-first century philosophy of education rather than an historical account of their philosophies. Both thinkers cultivated Kant and Hegel’s dream that the spirit of freedom guided by reason would unite all the world’s peoples. Both held that education was key to realizing the dream. Their judgments about qualifying for education separated them. Nietzsche insisted that only (...) the elite should receive the fullest measure of education. Du Bois believed that in the future virtually every human being would receive a university-level education. The essay’s principal point is to show how contemporary technology can make Du Bois’ dream a reality. An African philosopher’s working model demonstrates a path to universal university education. (shrink)

The first part of this article makes the case that human cognition is an intergenerational project enabled by the inheritance and bequeathal of cognitive technology (Sects. 2–4). The final two sections of the article (Sects. 5 and 6) explore the normative significance of this claim. My case for the intergenerational claim draws results from multiple disciplines: philosophy (Sect. 2), cultural evolutionary approaches in cognitive science (Sect. 3), and developmental psychology and neuroscience (Sect. 4). In Sect. 5, I propose that cognitive (...) technology should be given to future generations in accordance with principles of pluralism and transparency. In the final main section of the article, Sect. 6, I apply these principles to topics such as the preservation of information, environmental offloading of cognition, and thinking itself. (shrink)

Philosophers of education often view the role of religion in education with suspicion, claiming it to be impossible, indoctrinatory or controversial unless reduced to secular premises and aims. The ‘post-secular’ and ‘decolonial’ turns of the new millennium have, however, afforded opportunities to revaluate this predilection. In a social and intellectual context where the arguments of previous generations of philosophers may be challenged on account of positivist assumptions, there may be an opening for the reconsideration of alternative but traditional religious epistemologies. (...) In this article, we pursue one such line of thought by revisiting a classic question in the philosophy of education, Meno’s Paradox of inquiry. We do this to revitalise understanding and justification for religious education. Our argument is not altogether new, but in our view, is in need of restatement: liturgy is at the heart of education and it is so because it is a locus of knowledge. We make this argument by exploring St Augustine’s response to Meno’s Paradox, and his radical claim that only Christ can be called ‘teacher’. Though ancient, this view of the relationship of the teacher and student to knowledge may seem surprisingly contemporary because of its emphasis on the independence of the learner. Although our argument is grounded in classic texts of the Western tradition, we suggest that arguments could be made by drawing on similar resources in other religious traditions, such as Islam, that also draw upon the Platonic tradition and similarly emphasise the importance of communal and personal acts of worship. (shrink)

This article articulates the Hippocratic medical ethic found in the Oath and the Christian medical ethic as exemplified in the parable of the Good Samaritan. It proposes that the Oath has a natural-law-based deontological character (as understood by Aquinas) that governs friendships of utility (as understood by Aristotle) between student and teacher and physician and patient. The article elaborates on the Samaritan’s conduct as exemplifying Christian agapeic-love. It contrasts agapeic-love with friendship-love, while noting that the Samaritan relies on friendship-love (as (...) found between the Samaritan and the innkeeper) to realize agapeic-love towards the robbers’ victim. It concludes with noting that the grace-based Christian medical ethic perfects the nature-based Hippocratic ethic not by destroying it, but, rather, by employing it. (shrink)

Ṣadrā presents the usefulness of the faculties of perception governed by the intellect as a fitting paradigm for understanding man’s being in the world in relation to the divine purpose and source of this being. Perception raises challenging questions which, while peripheral to philosophy proper, have contributed to the debate on knowing and being. Dating back to the Presocratics, this debate came to a head in Islamicate civilization, where perception played a paradigmatic role that also put civilization, on a human (...) scale, at the forefront of the philosophical enterprise. Contemporary historians of thought obscure this role when their interpretations of past traditions are too heavily colored by the positivist conception of perception. (shrink)

Since the 80s, educators have supported instruction in critical thinking as “an Educational Ideal.” This should not be a surprise given some of the more common conceptions, e.g., Ennis’s “reasonable reflective thinking on what to believe or do,” or Siegel’s “being appropriately moved by reasons,” as opposed to bias, emotion or wishful thinking. Who would want a doctor, lawyer, or mechanic who could not skillfully evaluate arguments, causes, and cures? So, educators endorsed the dream that, through proper CT instruction, students’ (...) critical skills and “rational passions” could be greatly improved. In spite of the dream’s appeal, the reality is, after 30+ years, there is little reason to think the dream resembles reality. After describing what I take to be an adequate definition of CT, such a depressing conclusion will be supported by CT assessment scores from across academe, the continued widespread disagreement among experts in nearly all fields, including CT, and the abundant psychological research on rationality and decision making. And finally, while the ideal extols the value of objectivity, I shall argue that bias may be unavoidable because personal values play a vital role in the evaluation of many arguments. (shrink)

In this volume, leading scholars in Asian and comparative philosophy take the work of Joel J. Kupperman as a point of departure to consider new perspectives on Confucian ethics. Kupperman is one of the few eminent Western philosophers to have integrated Asian philosophical traditions into his thought, developing a character-based ethics synthesizing Western, Chinese, and Indian philosophies. With their focus on Confucian ethics, contributors respond, expand, and engage in critical dialogue with Kupperman’s views. Kupperman joins the conversation with responses and (...) comments that conclude the volume. (shrink)

In a reading of René Descartes's The Passions of the Soul, Luce Irigaray explores the possibility that wonder, first of all passions, can provide the basis for an ethics of sexual difference because it is prior to judgment, and thus nonhierarchical. For Descartes, the passion of generosity gives the key to ethics. I argue that wonder should be extended to other differences and should be combined with generosity to form the basis of an ethics.

Growth in human happiness seems to do in part with insights gained through attentive emotional engagement with fictional characters and their identities. For this reason it is important to pay attention to the critique that founding ethics on what we cannot but affirm of ourselves, our identity (rationality and sociability, in Nussbaum’s reading of Aristotle), amounts to a moral elitism, excluding those who fail to meet these marks of human identity. This objection throws light on the importance of the shift (...) towards thematizing ‘subjectivity’ in modern and contemporary philosophy. Ethics takes place at the level of the deliberating subject, intending the good. The foundational element is grasped through moral commitment and not at all ‘neutrally’, in a disengaged attitude alien to human aspirations – something disturbingly overlooked in much normative ethics today. The criteria picked out as essential to our humanity are clarifications of this commitment, and involve an attitude of inclusivity. In our own non-classical philosophical framework this needs spelling out, in a manner not made clear in Nussbaum’s ‘self-validating’ arguments, in terms of the exigencies of self-enactment and personal identity. This also answers critics who would disallow the conflation of identity and judgments of value. (shrink)

An analysis of the concepts of subjectivity and objectivity at work in standard introductions to philosophy reveals an oversight of self-knowledge and tracing the move from a common-sense culture to a scientific one throws up the idea of self-appropriation as the hidden heart of modern thought. The aftermath of the rise of modern physics has been a picture of reality as alienated from our commonly experienced sense of purposes, aims, and intentions as defining our everyday lives, what we may call (...) our “subjectivity”. The existentialist reaction to this has been stifled by this Cartesian dichotomy but the non-sceptical neo-Thomist approach of Bernard Lonergan uncovers the element of self-reflective judgment in knowledge and grounds an act of self-affirmation, thematizing responsibility and agency. I present, with critique, influential moments in the genesis of the received notions of objectivity and of subjectivity, and argue for the inadequacy of Nagel’s problematization of these categories of contemporary thought. With the aim of suggesting a rethink of how philosophy questions are framed in our syllabus I argue two recent papers by colleagues exhibit this very oversight of self-knowledge. (shrink)

The Human A Priori is a collection of essays by A. W. Moore, one of them previously unpublished and the rest all revised. These essays are all concerned, more or less directly, with something ineliminably anthropocentric in our systematic pursuit of a priori sense-making. Part I deals with the nature, scope, and limits of a priori sense-making in general. Parts II, III, and IV deal with what are often thought to be the three great exemplars of the systematic pursuit of (...) such sense-making: philosophy in the case of Part II, ethics in the case of Part III, and mathematics in the case of Part IV. Much of the attention throughout is devoted to the work of other philosophers: Kant and Wittgenstein feature prominently, and five of the essays take the form of reviews or critical notices of recent work in philosophy. But the interest in never purely exegetical. One of the lessons that emerges from the essays, either in opposition to the views of these other philosophers or by invocation of their views, is that we humans achieve nothing of real significance in philosophy, ethics, or mathematics except from a human point of view, and hence that all three of these pursuits can be said to betoken what may reasonably be called 'the human a priori'. (shrink)

The view that music can have a positive or negative effect on a person’s character has been defended throughout the history of philosophy. This paper traces some of the history of the ethos theory and identifies a version of the theory that could be true. This version of the theory can be traced to Plato and Aristotle and was given a clear statement by Herbert Spencer in the nineteenth century. The paper then examines some of the empirical literature on how (...) music can affect dispositions to behave and moral judgement. None of this evidence provides much support for the ethos theory. The paper then proposes a programme of research that has the potential to confirm the ethos theory. (shrink)

Divine freedom is reviewed with respect to three important themes: fate, revisions in divine decisions, and divine obligations. A study of the first theme yields the conclusion that God is free because He has absolute power and authority. In addition, God is free in relation to human beings in the sense that He can do what they do not expect. This theme is found under the heading of decree and measure, qaḍāʾ and qadar. Theologians have also grappled with the problem (...) that the divine decrees appear to change, and on the tablet containing the divine decrees, there can be changes and erasures. This leads to the second topic, badāʾ, the apparent revision of divine decisions, which the theologians treat as abrogations of commands. God can be understood to foster a relationship with us in which He will appear to us as free to respond to our changing conditions, especially prayer and repentance. Finally, the obligations God sets for Himself and reveals to us through scripture are considered. This indicates a kind of divine freedom that only has meaning in the loving relationship between God and His servants that is cultivated through divine revelation. It is then suggested that these various dimensions of divine freedom can best be understood through complementing philosophical and scriptural approaches to the issues and that the understanding of this kind of synthetic hermeneutics can be deepened through comparative theology. (shrink)

There are several features of law which rightly draw the interest of philosophers, especially those whose expertise lies in ethics and social and political philosophy. But the law also has features which haven’t stirred much in the way of philosophical investigation. I must say that I find this surprising. For the fact is that a well-run criminal trial is a master-class in logic and epistemology. Below I examine the logical and epistemological properties of greatest operational involvement in a criminal proceedings, (...) concepts such as evidence, proof, argument, inference, relevance, probability, and more. My principal objective is to expose the deep cleavage between establishment norms in epistemology and logic and standard practice in criminal proceedings. This gives us two options to reflect upon. In one, the establishment norms for the correct management of the concepts in question are basically sound. In that case, as I will show, common law criminal practice would be basically unsound; its convictions would be basically false and unjust. Seen from the other perspective, the criminal justice system would be basically sound, and its criminal convictions basically true and just. It turns out to matter that option one meets with widely spread common disbelief and is generally taken as contrary to common knowledge. What is needed here is an epistemology which gives these sentiments some air to breathe. I will argue that on balance it is the logico-epistemic establishment which requires some serious rethinking. (shrink)

Review of Philosophy and Psychology has lately published a number of papers that in various ways take issue with and criticize my work on the link between consciousness, self-consciousness and selfhood. In the following contribution, I reply directly to this new set of objections and argue that while some of them highlight ambiguities in my work that ought to be clarified, others can only be characterized as misreadings.

The paper concerns two familiar lines of inquiry. One, stemming from a neo-Aristotelian naturalism associated with Foot and others, asks whether we can derive human excellences from what humans need in order to be some way. The second asks whether virtue is a kind of health, and vice a kind of illness. The first is often seen as a failure to the extent that the list of characteristics derived by this approach does not include familiar moral virtues. However, it is (...) argued that the concept of human excellence is many-layered, so the fact that the approach may not succeed for moral virtues does not show that it is no good for anything. Moreover, the kinds of psychological characteristic derived by a liberalized version of Foot’s approach may also help to give non-trivial answers to the second, Platonic, line of inquiry. (shrink)

This article examines Leon Kass's contention that a choice for physician-assisted suicide is “undignified.” Although Kass is Jewish rather than Christian, he argues for positions that most Christians share, and he argues for these positions without presupposing the truth of specific religious claims. I argue that although Kass has some important intuitions, he too readily assumes that these intuitions will be shared by his audience, and that this assumption diminishes the force of his argument. An examination of the limitations of (...) Kass's argument is helpful insofar as it illustrates the real challenge faced by religious believers who wish to defend their beliefs in the “public forum.” For it illustrates that what needs to be made “accessible” is the Judeo-Christian understanding of man and his place in the world. While I do not wish to claim that this task is impossible, I do think that it is far more difficult than most realize. Like all important tasks, however, unless we wrestle with the difficulties it raises, our arguments will strike many as unconvincing. (shrink)

This article defends a conception of philosophy popular outside the discipline but unpopular within it: that philosophy is unified by a concern with the meaning of life. First, it argues against exceptionalist theses according to which philosophy is unique among academic disciplines in not being united by a distinctive subject matter. It then presents a positive account, showing that the issue of the meaning of life is uniquely able to reveal unity between the practical and theoretical concerns of philosophy, while (...) meeting a range of desiderata for a typical specification of subject matter. After showing how recent analytic work on “the meaning of life” has conflated the traditional question with issues of social meaningfulness, it offers an explanation of why the traditional question has become marginalised in philosophy. The reasons are not good, however, so it concludes that philosophy should embrace its popular image. (shrink)

This article explores the notion of ‘perfect’ money that Simmel introduces in The Philosophy of Money. Its aim is twofold: first, to connect this idea to his more general arguments about the nature of society and the ambivalence of modernity, and, second, to assess its relevance for contemporary debates about the future of money, especially following the global financial crisis. I argue that Simmel’s concept of perfect money can be understood as utopian in two senses, conceptual and ethical, that correspond (...) to the two interpretations he develops, in Soziologie, of the idea of a perfect society. This sheds light on an aspect of Simmel’s writings that has attracted relatively little attention, namely his views on the relationship between money and socialism. Characterizing this relationship as a ‘formal affinity’, his remarks resonate with a long tradition of thought on monetary utopias that aim not for the abolition of money but its radical transformation as a means of improving society. This tradition is coming to the fore once again today, as the financial crisis has given new impetus to constructing forms of money – for example, LETS, Time Dollars, mutual credit, peer-to-peer lending and digital currencies such as Bitcoin – that provide viable alternatives to big banks. Understood in conjunction with his account of the ‘tragedy’ of individualism in modernity, such resonances demonstrate the enduring relevance of Simmel’s work to the empirical and theoretical investigation of money. (shrink)

Over the past thirty years or so, theoretical work in such fields as legal semiotics and law and literature has argued that the legal process is profoundly rhetorical. At the same time, a number of communication-based disciplines such as semiotics, sociolinguistics and linguistic anthropology have provided, particularly in interdisciplinary combination with law, a wealth of empirical evidence on, and insight into, the micro-contexts of language and communication in the legal process. However, while these invaluable nitty-gritty analyses provide empirical support for (...) a rhetorical thesis, work in these areas has tended to ignore rhetoric as an explanatory principle. This article introduces an overarching rhetorical framework for the discursive construction and management of cases in contemporary Anglo-American legal processes. Taking ‘forensic’ as relating to the conduct of cases and ‘discourse’ as semiosis-in-practice, I argue that the practices within which forensic discourse is embedded are not, as the received legal view would have it, aimed at revealing an impartial truth but are deeply rhetorical practices aimed at persuading decision-makers to provide a remedy for a claimed wrong. By looking across forensic texts and contexts, I identify common elements of forensic discourse that can be found both in classical forensic orations and throughout the modern legal process and consider how these intersect with critical forces of agency and structure and the particularities of semiosis in situated context. An awareness of commonalities across forensic discourse can help sharpen our focus on the critical causes and consequences of individual and structural difference and point to consequential suggestions for reform. (shrink)

Although the term “narrative” has been subject to very loose usage, it should be clear that scientific theories cannot be considered as such in the same sense as literary and artistic works. But this clearly calls the latter into serious epistemic question. On the one hand, we are often drawn to saying that agents have learned or come to know (morally or otherwise) something from literary or other artistic fictions; on the other hand, their fictional status seems to preclude regarding (...) this as knowledge. Drawing on insights from Plato’s Socratic and other dialogues, this paper argues that such learning from art and literature should be deemed genuine knowledge of an epistemically uncontroversial kind. (shrink)

The place of physical education has been contested in recent times and it has been argued that its justification as part of school curricula seems to be marginal at best. Such justifications as have been offered, propose that physical education is justified because of its contribution to moral development or because it is capable of being studied as a theoretical subject. Other justifications have centred on the embodied nature of the human being. In this article we draw on some classical (...) thinkers, Plato, Aristotle, Aquinas, Augustine and Benedict, to argue for a strong, integrated view of the human person. From this it is concluded that physical education is a necessary component of education and that a complete education therefore involves physical education. Physical education is understood in a broad sense as a family resemblance concept which incorporates a wide variety of physical activities. Disciplined physical activity which enables individuals to gain those physical skills required for learning, it is proposed, is essential for intellectual development. Benedictine education, which involves hard physical work, reading, prayer and reflection, illustrates how the physical and mental aspects of a person are to be integrated in order to attain the ends of the committed Benedictine monk. (shrink)

Following Deleuze’s analysis of expressivity, this article approaches the two opening aphorisms of the Dao De Jing 道德經 as two movements of a triadic differentiation of expressive elements. These aphorisms are further presented within four Deleuzean paradoxes which necessarily accompany linguistic expression. Simultaneously, the opening lines are also analyzed as philosophical problems which constitute the core of the Daoist project itself within which the unthinkable or ineffable must be conceived of not as conditioned by privation or negation, but as being (...) located within the movement of differentiation which is by nature positive and creative. As the paper shows, the linguistic involvement here is not one of discrimination but of a fundamentally dynamic immersion in problematic thought which underlies the mechanism of sense-making. This dynamism is presupposed by the disequilibrium between what expresses itself and its expressions, which is the birthplace of sense as the expressed. Our analysis of the latter is unfolded through an analogy drawn between Daoist and Spinozian expressionism supported by Deleuze’s study on Spinoza. (shrink)

Terrance Malick's film _The Thin Red Line is notable for its inexorable tendency to undermine the ontological status of the very times, places, and people it portrays. The film consists in an unrelenting questioning of cinematic reality. Such questioning does not lead to definitive truth or thematic resolution but only to more questions, more incredulousness at the continual disclosure and withdrawal of difference and multiplicity in their own accord. The film thus adopts what one might call a Heideggerian posture of (...) questionableness without the expectation of answer. Far from striving to depict a truth, meaning, or moral that allows it to achieve a verisimilitude with some reassuring dimension of reality, _The Thin Red Line labors to intricately destructure the ontological ground of every such unifying principle, and thus every correspondence with an external reality. In doing so, it meticulously questions the material status of every filmic pretense to coherent and natural representation, thereby striving to affirm in cinematic space the irreducible difference and multiplicity that conventional cinematic productions typically negate. (shrink)

In this article I compare and contrast Hannah Arendt’s and Stanley Cavell’s understandings of critique, focusing in each case upon the role played in it by skepticism. Both writers are decisively influenced by the later Heidegger’s thought that thinking as such is, first, the necessary turn to a practice adequate to our situation and, second, something that we shun. They also share the desire to take up this Heideggerian thought in Kantian terms: what is at stake is critical thinking. It (...) is here, however, that they part ways, with Arendt insisting that critique is as incompatible with skepticism as it is with dogmatism, and Cavell insisting that skepticism is the central moment within critique. Arendt’s attempt to ban skepticism from critique forces her into the contradictory position of at once denying and affirming the role of dogma in critical thinking. Cavell, in contrast, is able to shed light consistently upon the question of how citizens might best respond to the new – a task, ironically, that is a... (shrink)

This is a brief response to David Wright’s commentary on my paper, “Critical Thinking Instruction: A Realistic Evaluation: The Dream vs. Reality.” Wright claims that if one looks more closely at the literature on critical thinking assessment that the reported effect sizes for CT instruction are quite respectable and my standards are too high. My comments will focus is on whether effect size is both problematic and an adequate measure for assessment.