This paper takes a critical look at the applicability of the Jungian view on individuation and imagination. While Jungian ideas can bring something fresh and necessary into educational practice, personal enthusiasm might blind us to a dissonance between educational goals and the therapeutic goal of analytical psychology. The case is made with particular attention to some work in the field of transformative learning in adult education.

In the pair of articles of which this is the first, I shall present a set of problems and philosophical proposals that have in recent years been associated with the term “relativism”. All these problems and proposals concern the question of how we should represent thought and speech about certain topics. The main issue here is whether we should model such mental states or linguistic acts as involving representational contents that are absolutely correct or incorrect, or whether, alternatively, their correctness (...) should be thought of as varying with some (more or less surprising) factor. In this, first, article, I shall discuss the general issue of relativism about representational content. I shall claim that there are legitimate ways of attributing contents that are absolute truth-bearers, and there are also equally legitimate ways of attributing relativistic representational contents. In the companion piece “Relativism 2: Semantic Content”, I look in more detail at the more specific question whether semantic contents (i.e. the contents assigned to linguistic utterances in the semantics of natural language) should be construed in an absolutist or a relativist way. (shrink)

It has been suggested that a rational being stands in what is called a “second-personal relation” to herself. According to philosophers like S. Darwall and Ch. Korsgaard, being a rational agent is to interact with oneself, to make demands on oneself. The thesis of the paper is that this view rests on a logical confusion. Transitive verbs like “asking”, “making a demand” or “obligating” can occur with the reflexive pronoun, but it is a mistake to assume that the reflexive and (...) the non-reflexive use exhibit the same logical grammar. The thesis that they do is in part motivated by the assumption that to show that my relation to you bears the same form as my practical self-relation is to show that, fundamentally, you are not an object for me to think about and act on, but a subject with whom to think and act together. I argue, to the contrary, that if my addressing you exhibited the same form as a relation I could literally be said to stand in to myself, then the nexus between us would be such that I am irretr.. (shrink)

The epistemic poverty objection is commonly levelled by externalists against deontological conceptions of epistemic justification. This is that an “oughts” based account of epistemic justification together with “ought” implies “can” must lead us to hold to be justified, epistemic agents who are objectively not truth-conducive cognizers. The epistemic poverty objection has led to a common response from deontologists, namely to embrace accounts of bounded rationality—subjective, practical or regulative accounts rather than objective, absolute or theoretical accounts. But the bounds deontological epistemologists (...) and their opponents entertain rarely include cultural limitations. This paper considers neo-Vygotskian arguments that we must consider such cultural limits in defending deontologism, and thus that any deontologically motivated perspectivism must be in part a cultural perspectivism. The dangers of strong relativism are flagged and an attempt is made to steer a.. (shrink)

In this paper a dialogical account of begging the question is applied to various contexts which are not obviously dialogues: - reading prose, working through a deductive system, presenting a legal case, and thinking to oneself. The account is then compared with that in chapter eight of D. Walton'sBegging the Question (New York; Greenwood, 1991).

Qualia Epiphenomenalism is the view that qualitative events lack causal efficacy. A common objection to qualia epiphenomenalism is the so-called Self-Stultifying Objection, which suggests that justified, true belief about qualitative events requires, among other things, the belief to be caused by the qualitative event—the very premise that qualia epiphenomenalism denies. William Robinson provides the most sustained response to the self-stultification objection that is available. In this paper I argue that Robinson's reply does not sufficiently overcome the self-stultification objection.

The proverb “chalepa ta kala” (“fine things are difficult”) is invoked in three dialogues in the Platonic corpus: Hippias Major, Cratylus and Republic. In this paper, I argue that the context in which the proverb arises reveals Socrates’ considerable pedagogical dexterity as he uses the proverb to rebuke his interlocutor in one dialogue but to encourage his interlocutors in another. In the third, he gauges his interlocutors’ mention of the proverb to be indicative of their preparedness for a more difficult (...) philosophical trial. What emerges in the study of these three Platonic dialogues is that Socrates believes that how he and others describe learning makes a tangible difference in philosophical investigation. (shrink)

What makes it true when we say that something is not the case? Truthmaker maximalists think that every truth has a truthmaker—some fact in the world—that makes it true. No such facts can be found for the socalled negative truths. If a proposition is true when it has a truthmaker, then it would be false when it has no truthmaker. I therefore argue that negative truths, such as t<p>, are best understood as falsehoods, f<p>.

Reflection represents an important form of human thought; from ancient to modern times, the human capacity for reflective thinking has held the imagination of various philosophers and educational theorists. Despite this interest, researchers define reflection in different ways. One of the purposes of this article is to explore the activity of reflection by examining characteristics and contextual factors associated with it. For this purpose, various philosophical and theoretical sources are considered including Socrates, Rousseau, and Bruner, among others. Following this, empirical (...) research is examined to determine whether elements associated with reflection are consistently integrated within regular classroom instruction. Next, practical and theoretical obstacles to reflection are proposed. One of these obstacles is an over-emphasis on the technical interest, a concept described by Jürgen Habermas. Last, some implications are suggested with regard to the use of reflection as a construct for infusing new points of discussion in teacher education and practice. (shrink)

This essay undertakes a reexamination of the notion of the receptacle/chōra in Plato's Timaeus, asking what its value may be to feminists seeking to understand the topology of the feminine in Western philosophy. As the source of cosmic motion as well as a restless figurality, labile and polyvocal, the receptacle/chōra offers a fecund zone of destabilization that allows for an immanent critique of ancient metaphysics. Engaging with Derridean, Irigarayan, and Kristevan analyses, Bianchi explores whether receptacle/chōra can exceed its reduction to (...) the maternal-feminine, and remain answerable to contemporary theoretical concerns. (shrink)

Fallibilism is ubiquitous in contemporary epistemology. I argue that a paradox about knowledge, generated by considerations of truth, shows that fallibilism can only deliver knowledge in lucky circumstances. Specifically, since it is possible that we are brains‐in‐vats (BIVs), it is possible that all our beliefs are wrong. Thus, the fallibilist can know neither whether or not we have much knowledge about the world nor whether or not we know any specific proposition, and so the warrant of our knowledge‐claims is much (...) reduced and second‐order skepticism is generated. Since this is the case in both skeptical and everyday contexts, contextualism cannot resolve the paradox. (shrink)

This article initially provides a brief overview of virtue epistemology; it thereafter considers some possible ramifications of this branch of the theory of knowledge for the philosophy of education. The main features of three different manifestations of virtue epistemology are first explained. Importantly, it is then maintained that developments in virtue epistemology may offer the resources to critique aspects of the debate between Hirst and Carr about how the philosophy of education ought to be carried out and by whom. Wilfred (...) Carr's position—that educational practitioners have privileged access to philosophical knowledge about teaching practice—will in particular be questioned. It will be argued that Carr's view rests on a form of epistemology, internalism, which places unreasonably narrow restrictions upon the range of actors and ways, in which philosophical knowledge of and/or for education might be achieved. In declaring that practical wisdom regarding teaching is ‘entirely dependent’ on practitioner reflection, Carr not only radically deviates from Aristotle's notion of practical wisdom, he also, in effect, renders redundant all philosophical research about education that is not initiated by teachers in this manner. It is concluded that Aristotle's general approach to acquiring information and knowledge about the world might yet still offer a foundation for a more comprehensive philosophy of education; one that makes clear that the professional testimony and reflection of teachers, observation of teaching practice, and already existing educational philosophy, theory and policy can all be perceived as potentially valuable sources of philosophical knowledge of and for education. (shrink)

This paper examines the ways in which Luce Irigaray and Jean-François Lyotard critique western metaphysics by drawing on notions of birth and infancy. It shows how both thinkers position birth as an event of beginning that can be reaffirmed in every act of initiation and recommencement. Irigaray's reading of Diotima's speech from Plato's Symposium is positioned as a key text for this project alongside a number of essays by Lyotard in which he explores the potency of infancy as the condition (...) of philosophy itself. Despite this potency, however, Lyotard suggests that metaphysics is haunted by a melancholia that is inseparable from the limits of thought. I argue that Irigaray is able both to explain why western metaphysics is constitutively melancholic and to offer a shift in perspective that means we are not inevitably condemned to melancholia. The paper concludes that while Lyotard's account of infancy challenges the terms of western metaphysics from within, Irigaray's reassessment of our beginnings in birth offers the possibility of an alternative metaphysical horizon. (shrink)

What is the difference between doing philosophy and doing the history of philosophy? Where should the line be drawn between ?using? previous philosophers to make one's point and discussing what past philosophers claimed? In trying to confront these questions, this essay starts with a reflection on the difference between doing philosophy and doing the history of philosophy as proposed by the French philosopher Gilles Deleuze, and confronts it with a different one derived from the German philosopher Martin Heidegger. The ideas (...) developed by Heidegger will then lead to a definition of ?philosophy? and to some etymology-based reflections on what a ?philosopher? is that Plato proposes in his ?Symposium?. The essay continues by arguing that, when doing philosophy, it is necessary to return to philosophy's past in order to recoup philosophical momentum. The essay concludes with some reflection on the possible similarities between Plato's characterization of Eros as the first philosopher and the difference between doing philosophy and doing the history of philosophy. (shrink)

The argument of this paper is that texts in the history of political thought are rather more loquacious on the question of women than has often been supposed. The argument is developed using examples from Plato's Republic, notably the sections on injustice and tyranny. The paper concludes by suggesting the general implications of its approach for the concerns and style of political theory, particularly as to the importance of understanding symbolic and mythic elements in works of political thought.

In order to make reliable predictions in any region of human activity, it is necessary to distinguish clearly what is based on experience and what is a construction of intellect. The theory of knowledge developed in the present paper is an attempt to devise a set of axioms that demarcate experience, as the only source of our knowledge of the external world, from the ideas, scientific models, and theories by means of which the scientific predictions are made. After a discussion (...) of the causality in relation to the laws of nature, the axioms of the expounded theory are formulated in the formalism of set theory. The theory is then applied to some problems in physics to demonstrate its usefulness. (shrink)

This article explores the significance of the work of Emmanuel Levinas for the philosophy of religion. Levinas is well‐known as the philosopher of the face of the other which provokes infinite responsibility. In his account of ethical responsibility to the other he regularly employs religious references, though rarely with extended explanations. This article considers a variety of interpretations of these religious references. Given the importance of Judaism for Levinas, we first examine whether Levinas should be understood as a philosopher or (...) Jewish thinker, presenting arguments on both sides of this debate. We then investigate the relationship between ethics and religion in Levinas’s work, including consideration of the Akedah and the problem of evil. We conclude with explorations of the relationship between reason and revelation and the question of how we ought to think about God. These reflections elucidate the contribution Levinas makes to the philosophy of religion. (shrink)