This paper proposes an alternative perspective on the question of the relationship between German Idealism and American Pragmatism through attention to the philosophy of Josiah Royce. Despite being seen as a Hegelian, Royce declared himself a pragmatist. However, he also called his position Absolute Voluntarism. This paper suggests that the real issue between Idealism and Pragmatism is Intellectualism vs. Voluntarism. This distinction both parallels and cuts across the traditions of German Idealism and American Pragmatism, and promises to open up a (...) view broader than the traditional accounts of the qualified appreciation of Hegel seen in Peirce and Dewey, or the outright antipathy of James. With Peirce, we see that his continual call for Royce to study logic includes, or complements, his criticisms that Royce neglects Secondness. Regarding James, we see his influence on Royce is mediated also in their mutual study of Wundt’s voluntaristic psychology, which has its own roots in the pre-Kantian German Idealism of Leibniz. As for Dewey, he acknowledges Royce’s voluntarism, but rejects Royce’s claim that his Absolute Pragmatism/Voluntarism is pragmatism at all. Nonetheless, even if Royce failed to fuse his idealism and pragmatism, the very effort suggests he saw them as distinct enough to need fusion. (shrink)

Critical thinking is currently much celebrated in the contemporary West and beyond, not least in higher education. Tertiary education students are generally expected to adopt a critical attitude in order to become responsible and constructive participants in the development of modern democratic society. Currently, the perceived desirability of critical thinking has even made it into a seemingly successful marketable commodity. A brief online search yields a vast number of books that are mostly presented as self-help manuals to enable readers to (...) enhance their critical abilities. But how should critical thinking be taught? Is it at all possible? Instead of attempting to provide a direct answer to this pressing question, this paper seeks inspiration in a culturally rather remote philosophy of education that hitherto has not been regarded as a stimulant for critical thinking, namely the ancient philosophy of Confucianism. The paper argues that not only are most if not all types of thinking regarded in the West as ‘critical’ also present in Confucianism, but also that the Confucian philosophy presides over a particular type which increasingly tends to be neglected in the contemporary West; a type that I call ‘transformative self-critical attitude’. Through a comparison with the well-known Teaching Perspectives Inventory in higher education, the transformative self-critical attitude is used to elucidate some further aspects of the Confucian philosophy of education that may offer valuable insights to contemporary educators. (shrink)

This paper asks how we find our way in the hitherto unknown. In search of an answer, the author returns to the three Critiques of Immanuel Kant, noting especially their grounding in the geometric mode of presentation and the thingification processes connected therewith. It is argued that Kant's choice of metaphors in effect makes him more of a geographer than of a philosopher. To understand the taken-for-granted of thought-and-action, the time has therefore come for the writing of a fourth volume (...) entitled A Critique of Cartographical Reason. The focus must there be on the relations between personal pronouns and prepositions, on the one hand, and the powers of tautology, on the other. (shrink)