Als Plato de hedendaagse academie zou aanschouwen, zou hij niet alleen stomverbaasd zijn over de massificatie en de byzantijnse bureaucratie, maar gezien het ethische doel van de universiteit zou hij ook reden hebben om bezorgd te zijn.

Whataboutism is een strategie waarbij op een beschuldiging wordt gereageerd met een wedervraag die eveneens een beschuldiging impliceert, waardoor de oorspronkelijke vraag eerder wordt ontweken dan beantwoord. Het is een effectieve methode om de aandacht te verplaatsen naar een andere situatie door een vergelijkbaar, dan wel onvergelijkbaar, contrast te bieden, waardoor de beschuldigde het eigen gedrag probeert te rechtvaardigen en verantwoordelijkheid probeert te ontlopen. Maar niet alle vormen van whataboutism impliceren echter een drogredenering, noch worden ze altijd verkeerd toegepast. Het (...) contrast dat voortkomt uit de vraag ‘what about’ kan dan een cruciale bijdrage leveren aan een situatie die een verdere kritische analyse vereist, en daarmee de geloofwaardigheid van de argumentatie versterken. (shrink)

Whataboutism, eine weit verbreitete Argumentationsstrategie in Debatten über den Israel-Gaza-Krieg, lenkt oft durch Gegenfragen von der eigentlichen Kritik ab. Doch trotz seines schlechten Rufs kann Whataboutism auch positive Auswirkungen haben.

I defend the principle of Phenomenal Conservatism, on which appearances of all kinds generate at least some justification for belief. I argue that there is no reason for privileging introspection or intuition over perceptual experience as a source of justified belief; that those who deny Phenomenal Conservatism are in a self-defeating position, in that their view cannot be both true and justified; and that thedemand for a metajustification for Phenomenal Conservatism either is an easily met demand, or is an unfair (...) or question-begging one. (shrink)

Traditionally, species have been treated as classes. In fact they may be considered individuals. The logical term “individual” has been confused with a biological synonym for “organism.” If species are individuals, then: 1) their names are proper, 2) there cannot be instances of them, 3) they do not have defining properties, 4) their constituent organisms are parts, not members. “ Species " may be defined as the most extensive units in the natural economy such that reproductive competition occurs among their (...) parts. Species are to evolutionary theory as firms are to economic theory: this analogy resolves many issues, such as the problems of “reality” and the ontological status of nomenclatorial types. (shrink)

In this article I investigate the extent to which Bhikhu Parekh believes that a person's cultural/religious background must be preserved and whether, by implication, religious schooling is justified by his theory. My discussion will explore—by inference and implication—whether Parekh's carefully crafted multiculturalism, enriched and illuminated by numerous practical insights, is socially tenable. I will also consider whether, by extension, it is justifiable, on his line of reasoning, to cultivate cultural and religious understandings among one's own children. Finally, I will contend (...) that Parekh, notwithstanding his cautious, even‐handed approach, commits several important errors, including conflating the culture of the parents with that of the children and insisting that cultural and religious persons ought to be allowed to defend their views in the public square on religious grounds. (shrink)

Het zal geen van de aanwezigen verbazen dat we het volgende allemaal tegenkomen in empirisch onderzoek: verborgen aannames, ongegronde conclusies, vreemde analyse-eenheden, een ontbrekende uitsplitsing van gegevens, een ‘post hoc ergo propter hoc’-redenering (een simpele correlatie die leidt tot ongerechtvaardigde gevolgtrekkingen over oorzaak en gevolg), ontbrekende contextuele verklaringen, onjuiste en misleidende vergelijkingen, onthutsend onbetrouwbare steekproeven die leiden tot uiterst dubieuze extrapolaties, en hypotheses die voorspellen of proberen te achterhalen en bevestigen wat de gemiddelde persoon al weet. We beschikken natuurlijk over (...) een overvloed aan gegevens uit pedagogisch en onderwijskundig onderzoek en een haast onbegrensde hoeveelheid grafieken en tabellen met cijfers die pretenderen iets te meten. Deze gegevens komen echter maar al te vaak tot stand op basis van concepten van twijfelachtige waarde. Er ontbreekt vaak een ondersteunend theoretisch kader waarmee bevindingen kunnen worden geïnterpreteerd, verklaard of vertaald naar andere contexten, en waarmee bovendien de betekenis van de resultaten aan niet-specialisten kan worden duidelijk gemaakt. (shrink)

Het idee dat burgerschapsonderwijs noodzakelijkerwijs democratisch is omdat ze door een democratische staat wordt georganiseerd, is een bedenkelijke assumptie. Veronderstellen dat goed burgerschap overigens beperkt kan blijven tot een reeks van ‘meetbare’ kenniscomponenten (bv. kennis van presidenten, koningen), overtuigingen (bv., ‘er zijn mensenrechten’) en ‘competenties’ (bv. ‘kunnen omgaan met meningsverschillen’) is niet enkel een karikatuur maken van de democratie zelf, maar getuigt evenzeer van een democratisch paternalisme.

Dion is a full-bodied man. Theon is that part of him which consists of all of him except his left foot. What becomes of Dion and Theon when Dion’s left foot is amputated? Employing the doctrine of sortal essentialism, I defend a surprising answer last defended by Chrysippus: that Dion survives while the seemingly unscathed Theon perishes. For replies to critics, see my publications of 1997 and (especially) 2003.

We seem to be able to acquire evaluative knowledge by mere reflection, or “from the armchair.” But how? This question is especially pressing for proponents of sentimental perceptualism, which is the view that our evaluative knowledge is rooted in affective experiences in much the way that everyday empirical knowledge is rooted in perception. While such empirical knowledge seems partially explained by causal relations between perceptions and properties in the world, in armchair evaluative inquiry, the relevant evaluative properties are typically not (...) even present. The paper shows how sentimental perceptualists can ultimately provide a broadly causal explanation of our reflective evaluative knowledge. (shrink)

The manner in which individuals hold various nonevidentiary beliefs is critical to making any evaluative claim regarding an individual's autonomy. In this essay, I argue that one may be both justified in holding nonrational beliefs of a nonevidentiary sort while also being capable of leading an autonomous life. I defend the idea that moral instruction, including that which concerns explicitly religious content, may justifiably constitute a set of commitments upon which rationality and autonomy are dependent. I situate this discussion against (...) the backdrop of a minimalist notion of autonomy. I then consider the case for nonrational beliefs, examining the difference between those whose content is objectionable on evidentiary grounds and those that are immune to verification. Next, I consider the indoctrination/moral instruction distinction through examining the various ways in which indoctrination is defined. I also consider the role that value coherence plays in shaping our identities, paying particular attention to fundamental commitments as defined by our respective families, cultures, and communities. Finally, I argue that individual psychology is central to our ability to assess the outcome of an upbringing purported to be indoctrinatory, and I emphasize the important role that experience and agency play in enabling us to evaluate our beliefs. (shrink)

Disjunctivists (Hinton 1973, Snowdon 1990, Martin 2002, 2006) often motivate their approach to perceptual experience by appealing in part to the claim that in cases of veridical perception, the subject is directly in contact with the perceived object. When I perceive a table, for example, there is no table-like sense-impression that stands as an intermediary between the table and me. Nor am I related to the table as I am to a deer when I see its footprint in the snow. (...) I do not experience the table by experiencing some- thing else over and above the table and its facing surface. I see the facing surface of the table directly. (shrink)

We propose that all actual causes are simultaneous with their direct effects, as illustrated by both everyday examples and the laws of physics. We contrast this view with the sequential conception of causation, according to which causes must occur prior to their effects. The key difference between the two views of causation lies in differing assumptions about the mathematical structure of time.

From the exponential function of Euler’s equation to the geometry of a fundamental form, a calculation of the fine-structure constant and its relationship to the proton-electron mass ratio is given. Equations are found for the fundamental constants of the four forces of nature: electromagnetism, the weak force, the strong force and the force of gravitation. Symmetry principles are then associated with traditional physical measures.

In this paper I propose and develop a social account of global autonomy. On this view, a person is autonomous simply to the extent to which it is difficult for others to subject her to their wills. I argue that many properties commonly thought necessary for autonomy are in fact properties that tend to increase an agent’s immunity to such interpersonal subjection, and that the proposed account is therefore capable of providing theoretical unity to many of the otherwise heterogeneous requirements (...) of autonomy familiar from recent discussions. Specifically, I discuss three such requirements: (i) possession of legally protected status, (ii) a sense of one’s own self-worth, and (iii) a capacity for critical reflection. I argue that the proposed account is not only theoretically satisfying but also yields a rich and attractive conception of autonomy. (shrink)

In this article, I examine a case involving an equity-minded parent caught in a quandary about which school to select for her child, knowing that her decision may have consequences for others. To do so, I heuristically construct a fictional portrait and explore the deliberative process a parent might have through a dialogue taking place among ‘friends’, where each friend personifies a different set of ethical considerations. I then briefly consider two competing philosophical assessments but argue that neither position helpfully (...) assists in resolving the quandary. To conclude, I ask the provocative question whether parental motives – but also their school choices – actually matter if the inequitable outcomes seem to remain unchanged. (shrink)

This paper explores the relationships between perception, representation and appetition in Leibniz's later metaphysics, and defends four theses. First, for Leibniz perceptions are not the carriers of content, but they are identical to representational content. Second, Leibniz's appetitions are the carriers of content and he should be taken at his word when he declares, "Thought consists in conatus". Third, while it is true that for Leibniz representational content is determined by a species of mapping or function from representation to what (...) is represented, this is not the only component that determines representational content for Leibniz. The correspondence in terms of which Leibniz characterizes representation includes an ontological component, namely a lineage or trace from representation to represented object via God's creation, and appetitions constitute this trace. Finally, Leibniz's account of how ideas represent and how perceptions represent are distinct, and derivation plays a key role in how ideas represent. (shrink)

We often claim to know about what is good or bad, right or wrong. But how do we know such things? Both historically and today, answers to this question have most commonly been rationalist or sentimentalist in nature. Rationalists and sentimentalists clash over whether intellect or affect is the foundation of our evaluative knowledge. This paper is about the form that this dispute takes among those who agree that evaluative knowledge depends on perceptual-like evaluative experiences. Rationalist proponents of perceptualism invoke (...) intellectual experiences, while sentimentalist proponents invoke affective experiences. The goal of this paper is to offer a fresh strategy for adjudicating between intellectual and sentimental perceptualism. I argue that the perceptualist’s hand will be forced either in the direction of intellectual or sentimental perceptualism once she decides between two views about the modal status of our basic evaluative knowledge. I close with an argument that the more plausible of the two options is the one which fits best with sentimental perceptualism. The argument, then, is that perceptualists ought to be sentimentalists. (shrink)

Rawlsian justice as fairness is neither fundamentally luck egalitarian nor relational egalitarian. Rather, the most fundamental idea is that of society as a fair system of cooperation. Collective pensions provide a case study which illustrates the fruitfulness of conceiving justice in these latter terms. Those who have recently reached the age of majority do not now know how long they will live in retirement or how well any investments they try to save up for their retirement would fare. From the (...) perspective of the beginning of their working lives, it is therefore rational for each to enter into an agreement with others, who also do not yet know their fates, that, if one turns out to be among the unfortunate whose private pension pots would not have yielded enough for one’s retirement, one will receive much more in retirement, whereas those whose pension pots would have overflowed their retirements will receive somewhat less. These terms are to each person’s expected advantage, which is made possible by a fair sharing of the fruits of social cooperation which arise through the efficiencies reaped by the pooling of the risk of outliving what one could save for one’s retirement on one’s own. It is rational for each to agree to share one another’s fates by pooling risks across both space and time, on fair terms of social cooperation for mutual advantage. Even when collective pensions arise from, and are proportional to, a baseline of unequal income, they can be defended on grounds of reciprocity involving regard for one another as equals. (shrink)

Defends Kantian paternalism: Interference with an individual’s liberty for her own sake is justified absent her actual consent only to the extent that such interference stands a reasonable chance of preventing her from exercising her liberty irrationally in light of the rationally chosen ends that constitute her conception of the good. More specifically, interference with an individual’s liberty is permissible only if, by interfering, we stand a reasonable chance of preventing that agent from performing actions she chose due to distorted (...) reasoning and which would result in that agent’s rationally chosen ends not being as fully realized as they would have been had she so acted. -/- Applied to suicide intervention Kantian paternalism implies that such intervention is justified to the extent that it prevents a person from ending her life when, due to distorted reasoning, she engages in suicidal behavior that is at odds with her rationally chosen ends. (shrink)

In a recent paper, William Hasker has responded to a paper of mine criticizing his argument for theological incompatibilism. In his response, Hasker makes a small but important amendment to his account of freedom. Here I argue that Hasker’s amended account of freedom is false, that there is a plausible alternative account of freedom, and that the plausibility of this alternative account shows that Hasker’s argument for theological incompatibilism relies on a dubious premise.

Contemporary philosophers and scientists have done much to expand our understanding of the structure and neural mechanisms of joint action. But the phenomenology of joint action has only recently become a live topic for research. One method of clarifying what is unique about the phenomenology of joint action is by considering the alternative perspective of agents subsumed in group action. By group action we mean instances of individual agents acting while embedded within a group agent, instead of with individual coordination. (...) Paradigm examples are educational bureaucracies, corporations, and nation states. There is a phenomenological difference between agents whose actions are subsumed within a group action (“the university did X”) as compared to agents who act jointly (“we did x”). Attending to this difference clarifies what is phenomenologically distinctive about joint action. Appealing to an Aristotelian account of agency and to the metaphysical concept of weak emergence, we argue that what makes paradigmatic group action distinctive is the relative inaccessibility, un-revisability, and evaluative simplicity of the group agent’s goal(s) from the perspective of individual agents. This suggests that a distinctive feature of joint agency is the maintenance of a greater sense of individual agency. Put simply, joint agency is often experienced as an enhancement of the individuals’ agency precisely because our paradigmatic agential powers are extended intersubjectively as we act together. In contrast, group agency often involves a loss of the sense of agency, precisely because it is the emergent group agent that maintains the agential powers. (shrink)

This article reviews an epochal change in international thinking about physical punishment of children from being a reasonable method of chastisement to one that is harmful to children and troubling to families. In addition, the article suggests shifts in thinking about physical punishment were originally pioneered as part and parcel of the dismantling of national laws granting fathers’ specific rights to admonish children under conventions of patria potestas. A comparative historical framework of analysis involving two case studies of Ireland and (...) Ghana illustrates non-unilinear pathways of international convergence towards the prohibition of physical punishment. The comparative historical analysis highlights the 1930s and 1940s as an era when Ireland began to reject patria potestas and religious or judicial rulings which allowed for children to be given ‘a good beating’ in family and school settings. However, from the same period, Ghana is seen to experience Christian remonstrations not to ‘spare the rod’ leading to the ‘conventional’ tradition of ‘this is how we do it here’. Two case studies serve to illustrate that banning physical punishment was less controversial in Ireland where allied traditions of patria potestas and disciplinarian Christian beliefs had lost their moral hegemony than in Ghana where such beliefs still held influence. The article concludes overall that normative campaigns against physical punishment of children emanate from a coherent paradigm of family policy where childcare, education, and well-being of children are embedded as everyday societal responsibilities rather than privatised or patriarchal familial obligations. The coherent model offers an alternative moral hegemony to neo-liberal and Janus-faced conceptualisations of good or ‘intact’ families versus ‘broken’ or ‘troubled’ families. (shrink)

This paper contends that under a Sartrean framework, any moral judgment we make regarding our own action is never final; the meaning and moral value of our past actions always remains reinterpretable in light of what unfolds in the future. Our interactions with other people reveal that we are responsible for far more than we had initially supposed ourselves to be choosing when we began our project , such that it is in fact impossible to ever finish taking responsibility completely.

For many, it is far from clear where the prerogatives of parents to educate as they deem appropriate end and the interests of their children, immediate or future, begin. In this article I consider the educational interests of children and argue that children have an interest in their own well-being. Following this, I will examine the interests of parents and consider where the limits of paternalism lie. Finally, I will consider the state's interest in the education of children and discuss (...) a familiar view that argues that we have a central obligation to cultivate good citizens. The article will focus on the tensions which inevitably arise from the sometimes conflicting interests between them. (shrink)

-- Immanuel Kant (Kant 1990, p. 46/429) The idea that our most basic duty is to treat each other with respect is one of the Enlightenment’s greatest legacies and Kant is often thought to be one of its most powerful defenders. If Kant’s project were successful then the lofty notion that humanity is always worthy of respect would be vindicated by pure practical reason. Further, this way of defending the ideal is supposed to reflect our autonomy, insofar as it is (...) always one’s own reason that demands that one treat humanity with respect. In this article, I consider what I take to be one of the most important and compelling attempts to defend the Kantian project. I draw the disappointing conclusion that this attempt does not succeed. The reasons this attempt fails shed some light on the difficulties facing any attempt to defend the Kantian project. (shrink)

In the future, human destiny may depend on our ethics. In particular, biotechnology and expansion in space can transform life, raising profound questions. Guidance may be found in Life-centered ethics, as biotic ethics that value the basic patterns of organic gene/protein life, and as panbiotic ethics that always seek to expand life. These life-centered principles can be based on scientific insights into the unique place of life in nature, and the biological unity of all life. Belonging to life then implies (...) a human purpose: to safeguard and propagate life. Expansion in space will advance this purpose but will also raise basic questions. Should we expand all life or only intelligent life? Should we aim to create populations of trillions? Should we seed other solar systems? How far can we change but still preserve the human species, and life itself? The future of all life may be in our hands, and it can depend on our guiding ethics whether life will fulfil its full potentials. Given such profound powers, life-centered ethics can best secure future generations. Our descendants may then understand nature more deeply, and seek to extend life indefinitely. In that future, our human existence can find a cosmic purpose. (shrink)

In this paper Timothy Williamson’s argument that the knowledge norm of assertion is the best explanation of the unassertability of Morrean sentences is challenged and an alternative account of the norm of assertion is defended.

Paradoxes have played an important role both in philosophy and in mathematics and paradox resolution is an important topic in both fields. Paradox resolution is deeply important because if such resolution cannot be achieved, we are threatened with the charge of debilitating irrationality. This is supposed to be the case for the following reason. Paradoxes consist of jointly contradictory sets of statements that are individually plausible or believable. These facts about paradoxes then give rise to a deeply troubling epistemic problem. (...) Specifically, if one believes all of the constitutive propositions that make up a paradox, then one is apparently committed to belief in every proposition. This is the result of the principle of classical logical known as ex contradictione (sequitur) quodlibetthat anything and everything follows from a contradiction, and the plausible idea that belief is closed under logical or material implication (i.e. the epistemic closure principle). But, it is manifestly and profoundly irrational to believe every proposition and so the presence of even one contradiction in one’s doxa appears to result in what seems to be total irrationality. This problem is the problem of paradox-induced explosion. In this paper it will be argued that in many cases this problem can plausibly be avoided in a purely epistemic manner, without having either to resort to non-classical logics for belief (e.g. paraconsistent logics) or to the denial of the standard closure principle for beliefs. The manner in which this result can be achieved depends on drawing an important distinction between the propositional attitude of belief and the weaker attitude of acceptance such that paradox constituting propositions are accepted but not believed. Paradox-induced explosion is then avoided by noting that while belief may well be closed under material implication or even under logical implication, these sorts of weaker commitments are not subject to closure principles of those sorts. So, this possibility provides us with a less radical way to deal with the existence of paradoxes and it preserves the idea that intelligent agents can actually entertain paradoxes. (shrink)

In this article, I make a philosophical case for the state to fund religious schools. Ultimately, I shall argue that the state has an obligation to fund and provide oversight of all schools irrespective of their religious or non-religious character. The education of children is in the public interest and therefore the state must assume its responsibility to its future citizens to ensure that they receive a quality education. Still, while both religious schools and the polity have much to be (...) gained from direct funding, I will show that parents and administrators of these schools may have reasons to be diffident toward the state and its hypothetical interference. While the focus of the paper is primarily on the American educational context, the philosophical questions related to state funding and oversight of religious schools transcend any one national context . (shrink)

When it comes to understanding the genesis and development of Heidegger’s thought, it would be rather difficult to overestimate the importance of the “Aristotle-Introduction” of 1922, Heidegger’s “Phenomenological Interpretations with Respect to Aristotle.” This text is both a manifesto which describes the young Heidegger’s philosophical commitments, as well as a promissory note which outlines his projected future work. This Aristotle-Introduction not only enunciates Heidegger’s broad project of a philosophy which is both systematic and historical; it also indicates, in particular, why (...) a principal (or fundamental) ontology can be actualized only through a destruction of the history of ontology. This text anticipates several central themes of Being and Time (e.g., facticity, death, falling), and also foreshadows some of the issues which were to occupy the later Heidegger (e.g., “truth” as a heterogenous process of unconcealment). There is no doubt that much can – and will – be written on the meaning and implications of this important text. But instead of making my own, early contribution to such a secondary literature, I have decided to limit myself in this “Preface” to a few brief remarks concerning the historical background to Heidegger’s “Phenomenological Interpretations with Respect to Aristotle.”. (shrink)

This paper challenges Williamson's "E = K" thesis on the basis of evidential practice. The main point is that most evidence is only approximately true and so cannot be known if knowledge is factive.

According to a prevalent view among philosophers formal logic is the philosopher’s main tool to assess the validity of arguments, i.e. the philosopher’s ars iudicandi. By drawing on a famous dispute between Russell and Strawson over the validity of a certain kind of argument – of arguments whose premises feature definite descriptions – this paper casts doubt on the accuracy of the ars iudicandi conception. Rather than settling the question whether the contentious arguments are valid or not, Russell and Strawson, (...) upon discussing the proper logical analysis of definite descriptions, merely contrast converse informal validity assessments rendered explicit by nonequivalent logical for-malizations. (shrink)

In this paper I uncover and critically analyze a methodological assumption in the literature on conscientious refusals in health care. The assumption is what I call the “Priority of Conscience Principle,” which says the following: to determine the moral status of any act of conscientious refusal, it is first necessary to determine the nature and value of conscience. I argue that it is not always necessary to discuss conscience in the debate on conscientious refusals, and that discussing conscience is even (...) problematic, since it can lead authors to beg the question. (shrink)

The “staccato run,” in which a runner stops infinitely often while running from one point to another, is a prototypical “superfeat,” that is, a feat involving the completion in a finite time of an infinite sequence of distinct acts. There is no widely accepted demonstration that superfeats are impossible logically, but I argue here, contra Grunbaüm, that they are impossible dynamically. Specifically, I show that the staccato run is excluded by Newton’s three laws of motion, when those laws are supplemented (...) with a defensible philosophical judgment. (shrink)

One cannot adequately understand the persistence of the achievement gap, Darby and Rury argue, until one knows and understands the history that continues to inflict all varieties of dignitary harm on Black people. The authors deploy the phrase, ‘color of mind’, to describe the deeply embedded attitudinal and institutional norms that diminish the intellect, character, and conduct of Black students – norms with a long history that continue to poison the school system. There is, of course, no dearth of American (...) scholarship on these themes, and the reader may be forgiven for thinking she will encounter little that isn’t already known. Fortunately, however, the tack the authors take deviates in several important ways from most scholarship. (shrink)

Notwithstanding some merits of Anderson's celebrated book, in this review essay I challenge her belief in school integration as a proxy for justice. I offer a number of criticisms, not least of which Anderson's habit of cherry picking the empirical evidence to make her argument; the absence of social class in her analysis of racial inequality, and thus her unhelpful homogenizing of 'black America'; and finally her perhaps unintentional, yet nevertheless very real and problematic, denigration of black space.

It is rare to find a book in political philosophy whose arguments successfully utilize both ideal and non-ideal theory. Rarer still does one find a book in political philosophy that takes seriously the proposition that the oppressed are not merely passive victims to injustice, but rather rational and moral agents, capable of making meaningful and informed choices concerning those things they have reason to value. Dark Ghettos does both.

Love is a recurring theme in bell hooks' thought, where it is explicitly linked to her understanding of freedom and liberation. In this essay, I will bring together some of hooks' most important writings on love in order to clarify her account of the relationship between love and liberation. I will argue that, for hooks, the practice of love and the practice of freedom are inextricably connected, and any liberatory project must be undertaken within the context of an ethics of (...) love. (shrink)

On September 11, 2001, Americans were painfully reminded of a truth that for years had been easy to overlook, namely, that terrorism can affect every person in the world – regardless of location, nationality, political conviction, or occupation – and that, in principle, nobody is beyond terrorism’s reach. However, our renewed awareness of the ubiquity of the terrorist threat has been accompanied by wide disagreement and confusion about the moral status of terrorism and how terrorism ought to be confronted. Much (...) of the disagreement and confusion, I contend, is rooted in an inadequate understanding of just what it is that constitutes terrorism. In this paper, I offer the beginnings of a response to the challenge of terrorism by providing an account of what terrorism is and of some of the philosophical issues involved. My account is divided into two sections. In the first section I examine some of the difficulties involved in defining terrorism, and show that some of the most common “ordinary” understandings of terrorism are inadequate. In the second section I offer a working definition of terrorism that overcomes many of the difficulties outlined in the first section. I argue that terrorism consists in the use of “systematically unsystematic” violence (whether directed at combatants or noncombatants), and that the random or indiscriminate character of terroristic violence points us in the direction of seeing what is distinctively wrong with it. The fundamental problem is that terrorism is not committed to any rules of armed conflict or any principles that would facilitate the eventual containment or termination of the conflict. (shrink)

In World Without Design: The Ontological Consequences of Naturalism, I argued that there is an important sense in which naturalism’s current status as methodological orthodoxy is without rational foundation, and I argued that naturalists must give up two views that many of them are inclined to hold dear—realism about material objects and materialism. In a review recently published in Faith and Philosophy, Dale Jacquette alleges that my arguments in World Without Design are directed mainly against strawmen and that I have (...) neglected to discuss at least one formulation of naturalism that straightforwardly addresses my main objections. In this reply, I show that these and other objections raised by Jacquette are unsound and, in fact, rest on egregious misrepresentations of the book. (shrink)

This paper reports on an ongoing ARC Discovery Project that is conducting design research into learning in collaborative virtual worlds (CVW).The paper will describe three design components of the project: (a) pedagogical design, (b)technical and graphics design, and (c) learning research design. The perspectives of each design team will be discussed and how the three teams worked together to produce the CVW. The development of productive failure learning activities for the CVW will be discussed and there will be an interactive (...) demonstration of the project's CVW. (shrink)

This paper contends that Ananda Abeysekara’s notion of un-inheritance, developed via a Derridean analysis of contemporary Sri Lankan politics and society, can act as a helpful supplement to the concept of justice. What one finds in Abeysekara’s analysis is an interpretation of justice as ultimately aporetic: justice both opens up to the possibility of its ever greater concrete realization and continually defers its completion. This paper begins by examining the aporetic character of justice as articulated by Derrida. It then proceeds (...) to Abeysekara’s account, situated as it is within a largely political consideration of Sri Lanka’s multicultural heritage and the recent conflicts that have arisen there. Abeysekara offers the notion of un-heritance as a way of thinking the possibility of justice precisely when political—and also religious—traditions come to an impasse, thus recognizing the inescapably aporetic structure of justice itself. (shrink)

An excerpt of "The SignalGlyph Project and Prime Numbers" (a chapter of the book THE IMAGE OF LANGUAGE) that attempts to illustrate how dimensional limitations of mathematical language have obscured recognition of the system of patterning in the distribution of prime numbers.