Given that one of the major goals of the practice of Philosophy for Children (P4C) is the development of critical thinking skills (Sharp 1987/2018, pp. 4 6), an urgent question that emerged for one of the authors, who is of Chinese Heritage and a novice practitioner at a P4C summer camp was whether this emphasis on critical thinking might make this practice incompatible with the fabric of Chinese culture. Filial piety (孝), which requires respect for one’s parents, elders, and ancestors (...) is considered an important virtue in Asian culture, as is the preservation of harmony. But if one of the goals of P4C is to teach youngsters to courageously pursue reasoned dialogue, does this not set-up young Asians for serious conflict when they come face-to-face with positions that are articulated by elders, but which are ones to which they are diametrically opposed; a racist grandmother, for instance, or an uncle who insists that those at the Tiananmen Square uprising were nothing but hooligan’s. It is this question that we will explore in this presentation. In the process, we will come to the conclusion that, when positions seem irreconcilable, rather than continuing to pursue rigorous critical interchange that may do little other than escalate insult, the facilitator, rather, ought to move toward creating a deeper understanding of each position juxtaposed against its opposing view (a process that we refer to as ‘collaborative caring’), so as to produce side-by-side understanding, knowing that communal bonds have been maintained and, hence, that the opportunity for genuine reasoned collaborative inquiry on other issues and at future times remains open. (shrink)

If you cannot, then you ought not. Taking its own precepts seriously, philosophy, in the face of scientific deterministic success, has abandoned its original calling of inspiring munificence and, in doing so, has undercut much of its own relevance. But this need not be the case. If we adopt a more finely grained set of theoretical glasses, we will see that human freedom is simply the icing on a deterministic layer cake that launches entities, both phylogenetically and ontogenetically, from the (...) object base, through consciousness, and then through self-consciousness, and finally to the possibility of reasonably based self-legislation. Greasing the wheels of the last step is Philosophy’s calling and responsibility. We can—and we ought because we can—fall inline with the Socratic echo, and agitate for munificence. (shrink)

There is a long standing controversy in education as to whether education ought to be teacher- or student- centered. Interestingly, this controversy parallels the parent- vs. child-centered theoretical swings with regard to good parenting. One obvious difference between the two poles is the mode of communication. “Authoritarian” teaching and parenting strategies focus on the need of those who have much to learn to “do as they are told,” i.e. the authority talks, the child listens. “Non-authoritarian” strategies are anchored in the (...) assumption that youngsters ought to be encouraged to develop their natural interests and talents and hence that it is important to allow the children to do the talking and that adults listen. Both strategies seemed flawed due to the absence of the inherent wisdom of its opposing view. This chasm can be overcome. The Community of Inquiry, a pedagogical method used in Philosophy for Children, demands a method of communication which is able to bridge this gap. A Community of Inquiry is neither teacher-centered and controlled nor student-centered and controlled, but centered on and controlled by the demands of truth. Truth is absolutely essential to this method; it is only because of progress toward truth that participants are ultimately convinced of the fruitfulness of the process. Truth, however, is a hard taskmaster; it places severe restrictions on participants and puts exacting demands on the facilitator. These inherent restrictions and demands are too often underplayed, overlooked and sometimes seemingly overtly denied by those who, quite correctly emphasize that ultimately this method depends on maintenance and enhancement of student autonomy. This underrating of the role of the facilitator has led to a severe undervaluing of this otherwise brilliant pedagogical method, but worse, it has left novice teacher/facilitators ill prepared to utilize this method successfully. (shrink)

The tragedy of the commons is a primary contributing factor in ensuring that humanity makes no serious inroads in averting climate change. As a recent Canadian politician pointed out, we could shut down the Canadian economy tomorrow, and it would make no measurable difference in global greenhouse gas emissions. When coordinated effort is required, it would seem that doing the “right thing” alone is irrational: it will harm oneself with no positive consequences as a result. Such is the tragedy. And (...) that is the challenge that we take up here. Though Garrett Hardin suggests that the solution is a governmental process that rules over all contenders, since a world government seems unlikely before the planet hits the tippy point, we suggest an educational initiative instead: one that holds a mirror up to the behaviour of individuals, rather than to the behaviour of individuals in groups. Such an educational initiative would be focused on priming individuals to keep constant track of what they do as individuals as opposed to focusing on the behaviour of humanity in general. Such an educational initiative would focus on tackling the “problem solvers” rather than just “the problem”. (shrink)

There is a clear distinction between genuine and fraudulent reasoning. Being seduced by the latter can result in horrific consequences. This paper explores how we can arm ourselves, and others with the ability to recognize the difference between genuine and pseudo-reasoning, with the motivation to maintain an unbending commitment to follow the “impersonal” “norm-driven” rules of reason even in situations in which “non-reasonable” strategies appear to support short-term bests interests, and with the confidence that genuine reasoning is the best defense (...) against the pseudo-reasoning. It also provides a simple table of “markers” whereby genuine reasoning can be distinguished from the “fake stuff.”. (shrink)

Let us suppose that we accept that humans can be correctly characterized as agents. Let us further presume that this capacity contrasts with most non-human animals. Thus, since agency is what uniquely constitutes what it is to be human, it must be of supreme importance. If these claims have any merit, it would seem to follow that, if agency can be nurtured through education, then it is an overarching moral imperative that educational initiatives be undertaken to do that. In this (...) paper, it will be argued that agency can indeed be enhanced, and that the worldwide educational initiative called Philosophy for Children, and others like it, are in a unique position to do just that, and, therefore, that P4C deserves our praise and support; while denigrations of such efforts for not being “real philosophy” ought to be thoroughly renounced. (shrink)

There are kinds of dialogue that support social justice and others that do the reverse. The kinds of dialogue that support social justice require that anger be bracketed and that hiding in safe spaces be eschewed. All illegitimate ad hominem/ad feminem attacks are ruled out from the get-go. No dialogical contribution can be down-graded on account of the communicator’s gender, race, or religion. As well, this communicative approach unapologetically privileges reason in full view of theories and strategies that might seek (...) to undermine reasoning as just another illegitimate form of power. On the more positive side, it is argued in this paper that social justice dialogue will be enhanced by a kind of “communicative upgrading,” which amplifies “person perception,” foregrounds the impersonal forces within our common social spaces rather than the “baddies” within, and orients the dialogical trajectory toward the future rather than the past. Finally, it is argued in this paper that educators have a pressing responsibility to guide their students through social justice dialogue so that their speech contributes to the amelioration of injustice, rather than rendering the terrain more treacherous. (shrink)

In his 2004 article “Hannah Arendt and Jean Baudrillard: Pedagogy in the Consumer Society,” Trevor Norris bemoans the degree to which contemporary education’s focus can increasingly be described as primarily nurturing “consumers in training.” He goes on to add that the consequences of such “mindless” consumerism is that it “erodes democratic life, reduces education to the reproduction of private accumulation, prevents social resistance from expressing itself as anything other than political apathy, and transforms all human relations into commercial transactions of (...) calculated exchange.” This, then, is the challenge of the age: to articulate the sort of education that might prompt our youngsters to imagine a genuine alternative to this consumer madness—a challenge that the authors of this paper attempt to tackle. (shrink)

That the world is awash with resentment poses a genuine question for educators. Here, we will suggest that resentment can be better harnessed for good if we stop focusing on people and tribes and, instead, focus on systems: those invisible norms that often produce locked-in structures of social interaction. A “systems lens” is vast, so fixes will have to be an iterative process of reflection, and revision toward a more just system. Nonetheless, resentment toward the status quo may be an (...) important element in keeping that otherwise tedious process going, with the caveat that resentment is only productive when it is combined with reason, and that, therefore, educators, rather than privileging participant reactive attitudes, ought, instead, to promote participant reactive reasoning, as the latter can be a genuine force for both personal and interpersonal growth, while the former might very well do the reverse. (shrink)

Though Jana Mohr Lone refers to children’s striving to wonder, to question, to figure out how the world works and where they fit as the “philosophical self,” like its parent discipline, it could be argued that the philosophical self is actually the “parent self,”—the wellspring of all the other aspects of personhood that we traditionally parse out, e.g., the intellectual, moral, social, and emotional selves. If that is the case, then to be blind to “The Philosophical Child,” the latter being (...) the title of Jana Mohr Lone’s book, is, in a sense then, to be blind to the child. Thus, though Mohr Lone says that the subject of her book is to assist parents in supporting the development of children’s philosophical selves, that claim may mask the gift that this lovely book can bring to the parent-child relationship if it is interpreted as helping children to become “smarty pants” in the sense of acquiring esoteric skills to excel in the ivory-tower discipline of academic philosophy. This is not the focus of this book. This is not an invitation to learn about the history of philosophy— about what some wise, usually white, usually men said about the fundamental questions that intrigue all humans. This is not an invitation to memorize and thus to sit in awe of what others think —as is too often the case in university classrooms. This book, rather, is a guide to how to actually philosophize—how to use questions to energetically and courageously make progress toward finding answers that one, through reflection, comes to believe are the best, given the reasons and evidence available. And to the degree that we and our children are successful, we give ourselves and our children the gift of continuously learning to become ever wiser. (shrink)

Marshalling a mind-numbing array of data, Harvard political scientist Robert D. Putnam, in his book Bowling Alone, shows that on virtually every conceivable measure, civic participation, or what he refers to as “social capital,” is plummeting to levels not seen for almost 100 years. And we should care, Putnam argues, because connectivity is directly related to both individual and social wellbeing on a wide variety of measures. On the other hand, social capital of the “bonding kind” brings with it the (...) ugly side effect of animosity toward outsiders. Given the increasing heterogeneity of our world, the goal therefore must be to enhance connectivity of the “bridging sort,” i.e., connecting across differences. This, in turn, requires that we first clarify what bridging communicative styles looks like. Examining communication as it might transpire in Kant’s kingdom of ends, through the perspective of Habermas’ “communicative action,” and within the scientific community, offers a compelling suggestion that there is a way of communicating such that, if adopted, one would come to view others as if they were persons, i.e., that a bridging communicative style facilitates a kind of bonding that sees through differences toward the commonality of personhood. This paper will briefly explore how communicating toward personhood might be promoted. (shrink)

Dedication: I would like to dedicate this essay to Mort Morehouse, whose intelligence, warmth, and good humour sustains NAACI to this day. I would like, too, to dedicate this essay to Nadia Kennedy who, in her paper “Respecting the Complexity of CI,” suggests that respect for the rich non-reductive emergent memories and understandings that evolve out of participating in the sort of complex communicative interactions that we experienced at the 2012 NAACI conference requires “a turning around and looking back so (...) that we might understand it better.” Thus, though “we cannot grasp the essence of the system in some determinate way, since each description provides a limited view, and portrays some aspect of the system from a specific position inside or outside it, and at a specific point in time,” nonetheless respect requires that we try “to take different ‘snapshots’ of such systems and attempt to make sense of them.” It is as a result of this urging that the following snapshot was attempted. My thanks to Nadia for being such an inspiration, and to all the participants for making this conference such a memorable occasion. (shrink)

Philosophy has a dirty little secret and it is this: a whole lot of philosophers have swallowed the mechanistic billiard ball deterministic view of human action—presumably because philosophy assumes that science demands it, and/or because modern attempts to articulate in what free will consists seem incoherent. This below-the-surface-purely-academic commitment to mechanistic determinism is a dirty little secret because an honest public commitment would render virtually all that is taught in philosophy departments incomprehensible. Can “lovers of wisdom” really continue to tolerate (...) such a heavy burden of hypocrisy? For it is maximally hypocritical, is it not, to teach ethics, or existentialism, or political philosophy, or critical thinking, or indeed to teach anything at all if one views the bodies of humans as entities determined by forces that are describable entirely under the auspices of physical/chemical laws. The only option, it would seem, to avoid such hypocrisy is to go out of business. After all, either base metal can be turned into gold, or it cannot. We found out long ago that it cannot, and so alchemy was rightly banished into the dustbin of history. Likewise, either philosophy can enhance the wisdom quotient of its disciples as its name implies, and thus override billiard ball mechanics, or it cannot. And if it cannot, it deserves to follow alchemy to an ignominious end. (shrink)

When Mathew Lipman first introduced Philosophy for Children to the world, his goal was not to sneak a little academic philosophy into the typical school curriculum, as one might expect from the titles of his first books: Philosophy in the Classroom and Philosophy Goes to School. His goal, rather, was to create a paradigm shift in the field of education itself: namely, to transform the typical hierarchical model into one in which the teacher/facilitator solicits responses from students and hence, in (...) that sense, meets them where they “are at.” This non-hierarchical model, however, has stumbled in taking root, which is, perhaps, not surprising given that the hierarchical model, whether in school, in sport or in the home, appears to be so much easier and so much more efficient. If those of us who support a non-hierarchical model in all these arenas are serious about furthering this approach, it would appear that the onus lies with us to articulate precisely in what ways a hierarchical model falls short. In so doing, we will not only provide ourselves with a precise framework by which to make the case for the importance of adopting a non-hierarchical approach, we will also provide ourselves with a metric whereby we can measure whether our own non-hierarchal practice is true to its justification; and that the approach is not simply non-hierarchal for sake of being non-hierarchical, nor quasi-authoritarianism for the sake of more wide-spread acceptance. It is the articulation of the flaws of a hierarchical model that non-hierarchal model can correct that will be the focus of the analysis here. (shrink)

There is an unacknowledged disagreement on what kind of dialogue best supports democracy. Many view democracy as analogous to a law court and so view “democratic dialogue” as a contest between competing advocates who have acquired the kind of “steel trap” critical thinking skills that are ideal for winning in the external marketplace of ideas. Others assume that the propensity to seriously reflect on opposing viewpoints within the minds of individuals is ideal for democratic maintenance. It will be argued here (...) that our love affair with “critical thinking” that tends to support an external battle of ideas harms democracy. It will be argued that the complexity of our common humanity, the complexity of our form of governance, the complexity of the approaches needed to face wicked problems, and the complexity of the internal engine of personal development requires that we learn to readily engage in open truth-seeking dialogue with those who hold opposing viewpoints and in so doing, enhance the dimensionality through which we view the world. With regard to the educational implications, this suggests that, since engaging in dialogue across difference is the essence of the pedagogical framework that anchors Philosophy for Children, Philosophy for Children ought to be embraced as an essential component of any educational enterprise that views cultivating democratic citizenship as part of its mandate. (shrink)

Though central to metaphysics, and exciting for entertainment, the fact that selves are invisible, has received insufficient attention in the field of P4C, and virtually none in the field of education in general. This may not be surprising as the enthusiasm to enrich “minds” both with essential information as well as with critical, creative, and cooperative inquiry skills, may blind educators to the fact that their initiatives (even those that are dialogical) may not touch how children view themselves, nor how (...) they ought to function in the world as they find it. It will be argued here that, if ethical development, or democratic citizenship, or authenticity, or any other “self-education” initiative is on the educative menu, strategies (detailed here) must be undertaken to ensure that all parties are truly present, in body, mind and self. It will be further argued that since educating selves can be done at the same time as educating minds (e.g., nurturing reasoning skills), and since a Community of Philosophical Inquiry (unlike other educational strategies), in its dialogical structure, has the unique potential to solicit and hence educate selves, and since such “self-education” is an education for “making a life,” rather than the more common educative concern of educating for “making a living,” facilitators who do not activate the unique power of a CPI to enhance personhood are remiss in their responsibility to their charges. (shrink)

It is difficult to be a philosopher in this postmodern era. This is so because philosophers, who heretofore have been the archetype of persons eager to engage in reasoned discourse, regardless of their differences, suddenly seem unable to talk to each other, primarily due to claim by postmoderns that non-postmoderns are naïve in their blindness to the fact that truth the claims cannot be true in any objective sense, and that claims to objectivity have been used maliciously throughout the ages (...) to wield oppression. After exploring some of the seductive arguments of the post-modern position, and suggesting a re-working of the non-post-modern position, this paper will conclude that philosophical educators carry a heavy responsibility for limiting the real-life damage that has been produced by this philosophical truth-storm by siding firmly with its less contentious opposite by becoming guardians of the possibility that claims can be false. (shrink)

Should one read T.H. Irwin’s three volume history of Western ethics, or parts of it? Here one might turn to reviews. The journal The Philosophical Forum uses the sensible strategy of getting different specialists to review different parts of the book. There are two chapters on Rawls, each one reviewed by a Rawlsian. I wish to register discontent with Steven Ross’s review.

Is autonomy – governing yourself – compatible with letting yourself be governed by trust? This paper argues that autonomy is not only compatible with appropriate trust but actually requires it. Autonomy requires appropriate trust because it is undermined by inappropriate mistrust. An autonomous agent treats herself as answerable for her action-guiding commitments, where answerability requires openness to the rational influence of external, critical perspectives on those commitments. This openness to correction makes one vulnerable to manipulation and can be exploited in (...) ways that undermine autonomy instead of supporting it. We argue that autonomy is undermined by inappropriate trust, and that the inappropriateness lies in the agent’s failure to manifest appropriate responsiveness to evidence of untrustworthiness in the one trusted. The problem isn’t that autonomy requires dispensing with trust but that trust must itself be governed by appropriate responsiveness to evidence of untrustworthiness. Our view confronts two challenges. One challenge lies in explaining why you shouldn’t treat your vulnerability to manipulation as a general reason to let your trusting disposition lapse into an untrusting one. We argue that there is no such general reason to let your responsiveness to evidence of untrustworthiness be supplanted by a suspicious disposition to seek and require positive evidence of trustworthiness. A second, and deeper, challenge arises from the fact that in some especially sophisticated cases of manipulation there is no evidence of untrustworthiness to which you could respond. We argue that you cannot rationally cope with even this unresolvable risk of exploited trust by trusting only yourself. (shrink)

Can a reason to believe testimony derive from the addressee’s trust itself or only from reliability in the speaker that the trust perhaps causes? I aim to cast suspicion on the former view, defended by Faulkner, in favor of the latter – despite agreeing with Faulkner’s emphasis on the second-personal normativity of testimonial assurance. Beyond my narrow disagreement with Faulkner lie two broader issues. I argue that Faulkner misappropriates Bernard Williams’s genealogy of testimony when he makes use of Williams’s genealogical (...) argument in his own preferred assurance view of testimony. Though Williams doesn’t clearly articulate it, there is a deep reason why Williams’s genealogy cannot underwrite an argument for trust-based testimonial reasons. Can a genealogical argument underwrite any version of the assurance view? I sketch an assurance view of testimonial reasons that rejects Faulkner’s thesis that such reasons could be grounded in trust. Then I examine what it would take for that assurance view to receive genealogical vindication. (shrink)

Practical commitment is Janus-faced, looking outward toward the expectations it creates and inward toward their basis in the agent’s will. This paper criticizes Kantian attempts to link these facets and proposes an alternative. Contra David Velleman, the availability of a conspiratorial perspective (not yours, not your interlocutor’s) is what allows you to understand yourself as making a lying promise – as committing yourself ‘outwardly’ with the deceptive reasoning that Velleman argues cannot provide a basis for self-understanding. Moreover, the intrapersonal availability (...) of such a third perspective is what enables you to commit yourself ‘inwardly.’ Here I offer an alternative to Christine Korsgaard’s account of practical commitment, on which committing yourself requires identifying yourself with a principle. You needn’t identify yourself with a principle, I argue, because the unity at which you aim when you commit yourself is a unity not with your acting self but with a later perspective, where the relation is one of self-intelligibility, not self-justification, and therefore needn’t be mediated by principles. This ‘twice-future’ perspective – neither your present intending nor your (once-)future acting but a third perspective that looks back on that relation – plays the intrapersonal role played in interpersonal commitment by potential co-conspirators. Kantians are therefore right to link your ability to commit yourself with your ability credibly to express that commitment to others. But the linkage generates a strikingly unKantian result. The nature of agency cannot provide an apriori basis for honesty because what enables you to commit yourself is what also enables you to lie. (shrink)

This paper proposes (once again) that a controversy has been omitted from Robert Graves’s account of how the Greek myths became an established part of the British education system. I address a question from the secondary literature on Bruno Latour: why can’t we see this controversy? Two reasons are speculatively identified.

Diego Gambetta and Gloria Origgi describe Italy as a country in which there is a widespread preference for promising high quality goods and delivering low quality goods. Builders are presented as an example. Gambetta and Origgi make proposals regarding why there are these preferences. I was going to ask, why don’t they just try being builders for a while? But metaphorically speaking, they are builders, which makes explaining the problems they face easier.

This paper is a pastiche of the Lacanian philosopher Renata Salecl, my fourth attempt, combined with a note. In it I present a response I anticipate from analytic philosophy to the thesis that the signifier has priority over the signified: that this thesis is either trivially true or obviously false.

T.H. Irwin’s stimulating commentary on John Rawls anticipates but does not make “the subset objection to Rawls.” This term of mine is potentially misleading, but Irwin’s commentary is more so: I argue that relevant parts involve dubious commitments.

This is a conjecture about the conditions and operating structures that are required for the phenomenality of certain mental states. Specifically, full-blown phenomenality is assumed, as contrasted with constrained examples of phenomenal experience such as sensations of color and pain. Propositional attitudes and content, while not phenomenal per se, are standardly concurrent and may condition phenomenal states (e.g., when tied to false beliefs). It is conjectured that full phenomenality natively arises in coherent processes of situated sensory synthesis and representation (with (...) conceptual content) that are looped, mereologically whole and multi-dimensional. And that phenomenal states are typically phase-states within a parameterized conjoint structure of world and experiencer processes that are causally modulated across Markov blankets (which are conditionally independent and may be nested: cf. M. Kirchoff, et. al., 2017, 2018; and T. Burge, 2010, re: anti-individualism). Though they may, it is not accepted that phenomenally conscious states must be targets of higher-order representations (cf. A. Byrne, 2004). (shrink)

A researcher at the Yale Modernism Lab, Elyse Graham, raises the question of why the early twentieth century literary review The Egoist had such troubling selling, despite its stellar contributors. She puts the blame on regulars Dora Marsden and Richard Aldington. I offer an alternative hypothesis.

[This draft is dated November 2007. I wrote it while I was a fellow at the Center for 21st Century Studies at UW-Milwaukee, in 2005-06, and published it only on the Center's website as a working paper. Many of the core ideas in this paper wound up in "Receptivity and the Will," Nous 2009, "Assertion, Sincerity, and Knowledge," Nous 2013, and "Assurance and Warrant," Philosophers' Imprint 2014 -- though formulated rather differently. What follows is the original abstract.] This working paper (...) extends a project that I’ve been developing for several years on the role of trust, including self-trust, in rationality and personal autonomy. I’m interested equally in epistemic questions (what to believe) and in practical questions (how to act), though the present paper addresses only the former. In an earlier paper on the epistemic side of my project, “Telling as Inviting to Trust” (Philosophy and Phenomenological Research, May 2005), I offered an explanation of how you can get an entitlement to believe something simply by trusting someone when she tells you it’s so, the entitlement deriving not merely from the assurance but from the trustworthy character of the one who gives it. The present paper adapts my explanation of believing-on-another’s-word to belief as such, via the observation that you can’t form a belief without trusting someone’s judgment – if only your own. I view intrapersonal reasoning about what to believe as an internalization of the interpersonal cases I analyzed in that earlier paper. In each instance, belief-formation has a second-personal dynamic: an invitation to trust on one side, trusting acceptance of that invitation on the other. If I’m right, the dynamic at the heart of all belief manifests not autonomy but a trusting heteronomy, whereby you render yourself appropriately receptive to judgment – your own or another’s. (The idea that judging is inviting self-trust first occurred to me in 2002, but I didn’t get a chance to develop it properly till 2005-06, my fellowship year at the Center for 21st Century Studies. I appreciate the support.). (shrink)

In this paper, the authors show that there is a reading of St. Anselm's ontological argument in Proslogium II that is logically valid (the premises entail the conclusion). This reading takes Anselm's use of the definite description "that than which nothing greater can be conceived" seriously. Consider a first-order language and logic in which definite descriptions are genuine terms, and in which the quantified sentence "there is an x such that..." does not imply "x exists". Then, using an ordinary logic (...) of descriptions and a connected greater-than relation, God's existence logically follows from the claims: (a) there is a conceivable thing than which nothing greater is conceivable, and (b) if <em>x</em> doesn't exist, something greater than x can be conceived. To deny the conclusion, one must deny one of the premises. However, the argument involves no modal inferences and, interestingly, Descartes' ontological argument can be derived from it. (shrink)

Jonathan Quong classifies varieties of liberalism based on two yes-or-no questions. I show that there is a kind of perfectionist liberalism that cannot be located on his map. I call it backdoor liberal perfectionism.

This paper contains my attempt to pastiche the Lacanian philosopher and social theorist Renata Salecl. The pastiche focuses on the effects of coronavirus on liberal societies, the invasion of Ukraine, and offers a definition which I think is of interest to analytic philosophy.

How can we explain why certain historically discriminated groups are under-represented in English-speaking analytic philosophy? I present a hypothesis which appeals to rules, rather than relying upon the social theories of Pierre Bourdieu. I do by means of an attempted pastiche of Renata Salecl, my third attempt.

This paper contains my second attempt to pastiche the Lacanian philosopher and social theorist Renata Salecl. The pastiche responds to the theories of social inequality and education of Pierre Bourdieu.

In this paper, I present a problem for regarding the reflective equilibrium and original position methods as consistent. I do not prove that there is an inconsistency, but there is a puzzle of how the two methods can be made consistent. The concern about inconsistency is because the former method allows for a kind of historical bias, as noted by T.H. Irwin, whereas the latter method seeks to guard against historical bias.

This paper provides an exposition and defence of Lewis' theory of radical interpretation. The first part explains what Lewis' theory was; the second part explains what it wasn't, and in so doing addresses a number of common objections that arise as a result of widespread myths and misunderstandings about how Lewis' theory is supposed to work.

In lieu of an abstract, here is a brief excerpt of the content:Comments on “Moral Complicity in Induced Pluripotent Stem Cell Research”W. Malcolm Byrnes, Ph.D. and Edward J. FurtonIn his article titled “Moral Complicity in Induced Pluripotent Stem Cell Research,” Mark T. Brown (2009) unfortunately mischaracterizes my ethical analysis of the use of induced pluripotent stem (iPS) cells for replacement therapies, or treatments (Byrnes 2008). In my paper, which Brown cites, I argue that, just as it is ethically acceptable (...) for parents to allow their children and themselves to be immunized using vaccines produced by cell lines derived from human fetuses aborted in the past, it is also acceptable for persons in the future to benefit from treatments that use iPS cells validated using human embryonic stem (ES) cell lines [End Page 202] derived in the past. The assumption I make is that iPS cells would have to be shown to be functionally equivalent to human ES cells—i.e., validated—before they could be used for cell replacement treatments. (If it turns out that this assumption is incorrect, and primate or even mouse ES cells can be used for the validation, then all residual ethical problems will disappear and there will be no ethical problems whatsoever associated with iPS cells.) I wrote:... [I]n both cases, the origin of the treatment is in a one-time event: either the one-time use of aborted fetuses to obtain cell lines (e.g., MRC-5 and WI- 38) to grow weakened virus strains for vaccine production, or the one-time destruction of human embryos to validate iPS cells, which then effectively replace embryonic stem cells. In the latter case, if no additional embryonic stem cell lines are derived, then derivation of the existing lines could be considered a “one-time” event in the past, albeit an event that extended over a several-year period(Byrnes 2008, p. 287, emphasis added).Note the phrase “if no additional embryonic stem cell lines are derived.” The derivation of ES cell lines inherently involves destruction of embryos; indeed, that is why many people, including me, are opposed to human ES cell research. In my article, I am arguing that, if no additional ES cell lines are derived, then no additional human embryos will be destroyed, and the destruction of human embryos will lie in the past. In this case, embryo destruction could be considered a past event, just as the abortion of a human fetus from which vaccine-producing cell lines were derived is a past, albeit tragic, event.In the process of building his argument that proponents of iPS cell research are morally complicit in embryo destruction, Brown (2009, p. 15) casts me as being in favor of the “derivation of new embryonic stem [cell lines].” This is the exact opposite of my position. In fact, I am opposed to further destruction of human embryos. I believe that the hundreds of ES cell lines already in existence are more than sufficient to validate iPS cells and so no additional lines need to be derived. This means that no additional human embryos will need to be destroyed.Apparently based on the misperception that I support future destruction of human embryos, Brown concludes that “Byrnes’s endorsement of ongoing iPSC validation studies would seem to implicate him and those who follow his lead in formal and material complicity in what they perceive as moral evil” (p. 16). He writes that “explicit formal complicity would attach because he [Byrnes] knowingly and intentionally recommends that embryos be killed in order to facilitate a transition to a future in which no more embryos need be destroyed” (p. 16). Additionally, my “followers” and I would be guilty of “proximate material complicity” as well as “remote material complicity” (p. 16). Unfortunately, this broad condemnation is based on a misconception of my actual position.An additional problem involves Brown’s use of a quotation he attributes to me: [End Page 203]Once embryonic stem cells are used to successfully validate iPS cells, they will no longer be needed and their association with iPS cells will lie in the past. Is there not an element of sadness and resignation in accepting something (iPS cells) associated with an unjust act (destruction of an... (shrink)