Nature, according to Cavendish, has “an Infinite Natural power, that is, a power to produce infinite effects in her own self, by infinite changes of Motions.” While Cavendish mentions powers with respect to human beings, medicines, occasional causes, and other entities, these powers are really just the power of self-moving matter to cause changes in the world. This chapter examines why Cavendish attributes the power of self-motion to matter, what this power is, how it arose, how it is enacted, and (...) its limitations. In doing so, it discusses her views on causation, perception, and motion, and argues that motion is not reducible to change in mereological facts. (shrink)

This chapter discusses methodology in feminist history of philosophy and shows that women philosophers made interesting and original contributions to the debates concerning the cosmological argument. I set forth and examine the arguments of Mary Astell, Damaris Masham, Catherine Trotter Cockburn, Emilie Du Châtelet, and Mary Shepherd, and discuss their involvement with philosophical issues and debates surrounding the cosmological argument. I argue that their contributions are original, philosophically interesting, and result from participation in the ongoing debates and controversies about the (...) cosmological argument, causal principles, and necessary existence. (shrink)

Margaret Cavendish is a vitalist, materialist, and monist. She holds that human beings and other natural kinds are parts of the one material entity she calls “nature.” While she thinks that human beings may not be superior to other animals in many ways, she does argue that human beings have a type of knowledge and perception that is unique to their kind, that they strive for the continuance of their being, and that they join together into societies in order to (...) achieve a more peaceful existence. In what follows, we will give a brief overview of Cavendish’s metaphysics of nature, and then turn to her metaphysics of human beings. We will consider the formation of human beings, how their perception and knowledge differ from other nonhuman animals, how human beings are individuated, and in what sense they can be immortal. Finally, we will turn to her social and political views of human beings. In the end, we will argue, contra current scholarship, that Cavendish’s views about the social nature of the human beings mirror her views about the metaphysical structure of nature. In particular, we show that Cavendish embraces both natural and social hierarchy as well as a form of sexual equality that we dub “Platonic feminism.”. (shrink)

In this chapter, first we will provide a brief discussion of part of the larger debates concerning metaphysics and attempt to place Masham alongside her friend John Locke in holding that the subject matter of metaphysics is usually either strictly the providence of revelation or is beyond human understanding. Next, we will explore Masham’s criticisms of Norris, Malebranche, and Leibniz to see how these views inform her objections. Here, it will become clear that Masham eschews metaphysics as an a priori (...) investigation into supernatural causes and spirits. She argues that not only do we lack positive evidence for the truth of these metaphysical hypotheses, but we have good reason – from experience and revelation – to believe them false. Finally, we will turn briefly to some of Masham’s positive views concerning the existence and nature of God, the nature of substances, and human freedom. Here, we will see that while Masham does not approve of metaphysical theses that seemingly conflict with our experience of the world, we can know some things about the nature of God and ourselves through experience and reason. This leaves room for Masham to engage in a fair amount of what we would currently consider metaphysical discourse. (shrink)

Three-parent IVF is proceeding towards partial legalisation in the UK, but is this process too hasty?

Short overview of the From Small Beginnings Project and its relevance for resisting eugenics in contemporary society.

The intuitive mind is a sacred gift and the rational mind is a faithful servant. We have created a society that honors the servant and has forgotten the gift. – Albert Einstein -/- In my philosophical discussions with elementary school children, I use questions not just to uncover hidden assumptions the children may have, but to lead them to a place of aporia – puzzlement, a place of “not-knowing.” If some children assume that to be brave is to be fearless, (...) I not only ask why they assume this, but go on to ask how it is that we can be called brave, if we’re not even afraid? What’s there to be brave about? With this question, I try to bring the children to a place of “aporia,” a place of puzzlement. Aporia empowers thinking. -/- Philosophy is the pursuit of clear thinking; it is also the pursuit of wisdom, a deeper truth (see quote). -/- Wonder captivates us and connects us to the world around us. In “doing” philosophy with children, this sense of wonder is expanded upon. In their book, Journey of the Universe Swimme and Tucker state, “For or a young mammal, behavior is open-ended in a way that is rarer in adults… In a word, what often occupies their consciousness is play…. they enter into many kinds of relationships out of sheer curiosity.” -/- In doing philosophy with children, we play with ideas. Shobhan Lyons states in her article, “What makes a philosopher?”, in Philosophy Now, “Linking philosophy and truth is a common approach; but I believe that philosophy is less a search for truth and more an engagement with possibilities; …” For example, whereas fear may be a good thing in some instances, it may not be in others. Lying may be necessary in some instances and a good thing (although, it doesn’t imply that lying in itself is a good thing), and in other cases it may be harmful and hurtful. So how do you decide? This is where navigational skills come into play. What may work in some instances may in fact be the entirely wrong thing to do in other cases. So how can you tell? This is where you need to learn how to respond to complex situations. -/- I conclude with examples of aporia questions for 8 picture book stories. “Dragons and Giants,” in Frog and Toad Together, by Arnold Lobel: -/- The question is, are Frog and Toad brave? Children often conclude that to be brave you cannot be afraid. Since Frog and Toad are afraid, they cannot be brave. -/- An aporia question is, whether you can be brave without being afraid? If you are not in the least afraid, what makes you brave? Another aporia question is, whether Frog and Toad would be foolish rather than brave if they were not to jump out of the way of the snake, the avalanche or the hawk. A third aporia question has to do with the question how we know we are foolish or brave when dealing with that which is dangerous. -/- . (shrink)