The public intellectual has been the subject of a lively scholarly debate for over two decades, especially in the US. There, it is often said that intellectuals have increasingly lost interest in speaking to a broad public and engaging with important real-world issues. Advocates of this view condemn academics’ distance from reality and their propensity for abstract theorizing – something that it is said has been primarily inspired by Rawls’s normative political theory. Supporters of ‘engaged’ philosophy argue that this (...) abstract and ostensibly sophisticated framework is highly obscure to the public. In addition, its implicit moralism is at odds with the actual needs of the political realm towards which it is directed. This paper suggests that Rawls’s normative theory had a unique impact on Italian philosophy. Here, what I call the ‘public intellectual’ refers to a new approach to both political philosophy and intellectual activity, which was developed in Italy as a theoretical alternative to a more traditional ‘engaged’ model. (shrink)

This intellectual portrait of Romain Rolland --French novelist, musicologist, dramatist, and Nobel prizewinner in 1915--focuses on his experiments with political commitment against the backdrop of European history between the two world wars. Best known as a biographer of Beethoven and for his novel, Jean-Christophe, Rolland was one of those nonconforming writers who perceived a crisis of bourgeois society in Europe before the Great War, and who consciously worked to discredit and reshape that society in the interwar period. Analyzing Rolland's (...) itinerary of engaged stands, David James Fisher clarifies aspects of European cultural history and helps decipher the ambiguities at the heart of all forms of intellectual engagement. Moving from text to context, Fisher organizes the book around a series of debates--Rolland's public and private collisions over specific committed stands--introducing the reader to the polemical style of French intellectual discourse and offering insight into what it means to be a responsible intellectual. Fisher presents Rolland's private ruminations, extensive research, and reexamination of the function and style of the French man of letters. He observes that Rolland experimented with five styles of commitment: oceanic mysticism linked to progressive, democratic politics; free thinking linked to antiwar dissent; pacifism and, ultimately, Gandhism; antifacism linked to anti-imperialism, antiracism, and all-out political resistance to fascism; and, most controversially, fellow traveling as a form of socialist humanism and the positive side of antifascism. Fisher views Rolland's engagement historically and critically, showing that engaged intellectuals of that time were neither naive propagandists nor dupes of political parties. David James Fisher makes a case for the committed writer and hopes to re-ignite the debate about commitment. For him, Romain Rolland sums up engagement in a striking, dialectical formula: "Pessimism of the Intelligence, Optimism of the Will." His story presents a powerful challenge to modern intellectuals. (shrink)

When it comes to the body, the professional pedagogical field shows a paradoxical attitude: With regard to sense-oriented school subjects, educational policies tend to underline a close relatedness of body and mind. However, where learning is primarily connected with mental activities and intellectual engagement, the body is rarely assigned an integral role. Discussing the grounding ideologies of this paradox, I will consult phenomenological and enactivist perspectives in order to develop an approach to embodied learning which takes into account (...) both sense-oriented as well as intellectual domains. I will argue that considering the interdependence of body and mind including their situatedness does not only benefit the cultivation of the body and the senses, but also opens up further perspectives for intellectual engagement. (shrink)

This essay provides a general introduction to the special number on Jacob L. Talmon (1916–1980). The essay sketches the outlines of Talmon's intellectual biography, beginning with his study of the origins of totalitarian democracy, moving through his analysis of nationalism and political messianism, and ending with his study of the ideological clash of the 20th century. The essay raises the question of whether Talmon should be seen as a thinker wishing to defend existing traditions (i.e. a “priest”), or as (...) a radical anti-authoritarian skeptic (i.e. a “jester”). Moreover, being both an anti-nationalist liberal, and a zionist at the same time, Talmon, the essay shows, was aware of the fact his own stance was problematic and at times even paradoxical. The last section of the essay presents the seven essays, which are included in the special issue. (shrink)

Howard G. Schneiderman, Engagement and Disengagement: Class, Authority, Politics, and Intellectuals, New York, Routledge, 2018. Sanja Petkovska.

Realists and supporters of ‘democratic underlabouring’ have recently challenged the traditional separation between political theory and practice. Although both attack Jürgen Habermas for being an idealist whose philosophy is too removed from politics, I argue that this interpretation is inaccurate. While Habermas’s social and political theory is indeed oriented to truth and understanding, he has sought realize his communicative conception of democracy by increasing the quality of political debate as a public intellectual. Building on his approach, I argue that (...) giving the theorist a direct role in public policy undermines theory as an enterprise oriented towards truth while overlooking the contingency, participatory nature and complicated internal logics of social and political practice. My basic thesis is that Habermas’s understanding of the relationship between theory and practice overcomes these difficulties by providing an account of theory that is independent but simultaneously also allows philosophers to participate in politics as public intellectuals. (shrink)

This article explores the interrelationships and tensions between public engagement in higher education and media discourse. It tracks the mediated trajectory of an attempt by a group of academics to connect with audiences beyond academia, comparing a magazine article in which their opinions first became public, to its recontextualisation across various UK newspapers and their Internet spin-offs. A mediated stylistic analysis reveals the discursive, rhetorical and performative techniques via which a sociologically imaginative attempt to transform a seemingly-personal-trouble into a (...) definitively-public-issue got recontextualised as if merely the public projection of personal angst. The article concludes by noting that in an era where public engagement increasingly means mediated public engagement, to take seriously the interactive, intertextual and rhetorical affordances of media discourse is to understand that and how sociologically imaginative work can – but does not always – end up circulating within public debate. (shrink)

Although primary source work is a major component of undergraduate history degrees in many countries, the topic of how best to support this work has been relatively unexplored. This article addresses the pedagogical support of primary source work by reviewing relevant literature to identify the challenges undergraduates face in interpreting sources, and examining how in two courses carefully articulated course design and supportive teaching activities assisted students to meet these challenges. This fine-grained examination of the courses is framed within a (...) socio-cultural account of learning. The findings show how a skilful drawing of students into the interpretive/discursive practices of source analysis was associated with an epistemological reframing of historical knowledge and dialogical forms of teaching that helped the students to take forward a dialectical engagement with sources. The benefits of an ‘integrated’ approach to source work that fosters students’ affective and intellectual engagement with historical interpretive practices are highlighted. (shrink)

Engaged scholarship is an intellectual movement sweeping across higher education, not only in the social and behavioral sciences but also in fields of natural science and engineering. It is predicated on the idea that major advances in knowledge will transpire when scholars, while pursuing their research interests, also consider addressing the core problems confronting society. For a workable engaged agenda in science and technology studies, one that informs scholarship as well as shapes practice and policy, the traditional terms of (...) engagement must be renegotiated to be more open and mutual than has historically characterized the nature of inquiry in this field. At the same time, it is essential to protect individual privacy and preserve government confidentiality. Yet there is a scientific possibility for and benefit to introducing more collaborative and deliberative research approaches between scholar and subject in ways that will not violate these first-order ethics. To make the case, this article discusses the possibilities and perils of engaged science and technology scholarship by drawing on our own recent experiences to conduct and apply STS research while embedded in the National Science Foundation. Brief accounts of these experiences reveal the opportunities as well as the challenges of engaged scholarship. They also provide lessons for those fellow travelers who might follow the authors to this or other like host organizations with ambitions of increasing fundamental knowledge about and applying research to the policies, programs, and decisions of the scientific enterprise. (shrink)

Edward Said was a versatile intellectual, anchored in a solid humanistic culture, who, in his career as a public figure as a university Professor at Columbia, placed at the center of his reflections the sense of commitment of the man of culture. His multifaceted education and his interests are the summit of an attention to the generative issues of pedagogical and educational culture, aimed at redefining a new “radical humanism.” For Said, however, the commitment and careful examination of texts (...) and reality can only pass through an effort of critical thinking, capable of acquiring its own autonomy of judgment and, for this reason, point out and highlight the differences of all forms of power and coercion. (shrink)

The aim of this article is to revisit the work of the French philosopher Julia Kristeva and ask what place we might give her conceptual framework today. I will focus on one key aspect of Kristeva’s work, sexual difference, as that which ties most, if not all, aspects of Kristeva’s work. I am hoping to present a concise, yet wide-ranging view on Kristeva’s critical contribution to the fields of politics and ethics. My objective will be threefold. First, I will present (...) the main lines of Kristeva’s theory on sexual difference; this presentation will also outline her political critique of equality and diversity in the domains of gender and sexuality. Kristeva believes that contemporary politics invested in suppressing inequality through the promotion of diversity will in the long term not only prove unsuccessful, but also create more exclusion. Secondly, I will point out the main objections raised against her theories and show how her critics come to their conclusions. Objectors to Kristeva’s sexual difference theory are mostly concerned with the manner in which she associates marginality and unintelligibility. They see little value in her theory, because, on the one hand, it relegates marginal groups to a world beyond social viability, and, on the other, because it effectively disables advancements in equality politics. Finally, I hope to provide the reader with a useful counter-critique to Kristeva’s detractors that will show why their views are partly founded on a misreading of her ethical framework and a desire to translate her work into a more pragmatic and user-friendly tool. I will argue that Kristeva’s work is best apprehended as a variant of psychoanalytic ethics and that to engage with its rhetoric is to capture the full weight of Kristeva’s contribution to politics and intellectual engagement. (shrink)

"The tragedy of the left is that, having achieved an unprecedented victory in helping stop an appalling war, it then proceeded to commit suicide." So writes Todd Gitlin about the aftermath of the Vietnam War in this collection of writings that calls upon intellectuals on the left to once again engage American public life and resist the trappings of knee-jerk negativism, intellectual fads, and political orthodoxy. Gitlin argues for a renewed sense of patriotism based on the ideals of sacrifice, (...) tough-minded criticism, and a willingness to look anew at the global role of the United States in the aftermath of 9/11. Merely criticizing and resisting the Bush administration will not do--the left must also imagine and propose an America reformed. Where then can the left turn? Gitlin celebrates the work of three prominent postwar intellectuals: David Riesman, C. Wright Mills, and Irving Howe. Their ambitious, assertive, and clearly written works serve as models for an intellectual engagement that forcefully addresses social issues and remains affirmative and comprehensive. Sharing many of the qualities of these thinkers' works, Todd Gitlin's blunt, frank analysis of the current state of the left and his willingness to challenge orthodoxies pave the way for a revival in leftist thought and a new liberal patriotism. (shrink)

In Philosophy Without Intuitions Herman Cappelen argues that unlike what is commonly thought, contemporary analytic philosophers do not typically rely on intuitions as evidence. If they do indeed rely on intuitions, that should be evident from their written works, either explicitly in the form of ‘intuition’ talk or by means of other indicators. However, Cappelen argues, while philosophers do engage in ‘intuition’ talk, that is not a good indicator that they rely on intuitions, as ‘intuition’ and its cognates have many (...) meanings that are irrelevant to this particular question. He identifies three other indicators and argues by appeal to case studies that these indicators are not present. I argue here that an account of intuitions as intellectual seemings draws attention to intuition features that Cappelen does not consider. These intuition features appear to be regularly present in the works of contemporary analytic philosophers. (shrink)

This article revisits the intellectual history of inequality in the thinking of Dr Bhimrao Ramji Ambedkar (1891–1956) and Dr Ram Manohar Lohia (1910–1967). Both were pivotal figures in the intellectual history of inequality in colonial and postcolonial India. Yet little work has been done to systematically juxtapose the two and their thinking on inequality. This article offers a first comparison, arguing that their ideas on inequality can be seen as the emergence of a unique, Indian version of what, (...) in this article, we term “organic intersectionality.” We build this argument on four claims. First, both were organic intellectuals whose thinking was molded in the marginalized groups from which they arose, but whose ideas developed in unique and organic ways. Second, both had a unique eye to the intersectional and holistic character of Indian inequality, cutting across caste, class, race, and gender. Third, their thinking grew from a deep engagement with religion, which they saw as both legitimizing and delegitimizing inequality. Fourth, both these figures exemplify postcolonial hybridity and thus stand in contrast both to a diffusionist approach whereby ideas are simply diffused from the West to the East, and to a nationalized, self-contained, or decolonial history of ideas. (shrink)

We are constantly called upon to evaluate the evidential weight of testimony, and to balance its deliverances against our own independent thinking. ‘Intellectual autonomy’ is the virtue that is supposed to be displayed by those who engage in cognition in this domain well. I argue that this is at best a misleading label for the virtue, because virtuous cognition in this domain consists in thinking with others, and intelligently responding to testimony. I argue that the existing label supports an (...) excessively individualistic conception of good thinking, both within and outside philosophy. I propose replacing ‘intellectual autonomy’ with ‘intellectual interdependence’, which properly emphasises the depth of our reliance on one another, without suggesting we ought ever to be epistemically servile. (shrink)

In this essay, I reflect on the implications of intellectual virtues in scientific endeavor. To this end, I first offer a depiction of scientific endeavor by resorting to the notion of academic attitude, which involves aspects concerning the generation and possession of knowledge. Although there are differences between these activities, they have in common the engagement of diverse intellectual agents (scientists). In this sense, I analyze how intellectual virtues are linked to 1) scientific research tasks, such (...) as theory appraisal, and 2) those tasks of vigilance and intervention in the uses of scientific knowledge. I conclude that intellectual virtues play a leading role in achieving higher quality scientific research and adequate foresight on the uses and impacts of scientific findings. In this order of ideas, I propose an agenda for further inquiries on these matters, highlighting the relevance of reflecting and empirically researching the relationship between intellectual virtues and science, as well as cultivating intellectual virtues in various stages of scientific training. (shrink)

Jean-Jacques Rousseau has been cast as a champion of Enlightenment and a beacon of Romanticism, a father figure of radical revolutionaries and totalitarian dictators alike, an inventor of the modern notion of the self, and an advocate of stern ancient republicanism. Engaging with Rousseau treats his writings as an enduring topic of debate, examining the diverse responses they have attracted from the Enlightenment to the present. Such notions as the general will were, for example, refracted through very different prisms during (...) the struggle for independence in Latin America and in social conflicts in Eastern Europe, or modified by thinkers from Kant to contemporary political theorists. Beyond Rousseau's ideas, his public image too travelled around the world. This book examines engagement with Rousseau's works as well as with his self-fashioning; especially in turbulent times, his defiant public identity and his call for regeneration were admired or despised by intellectuals and political agents. (shrink)

How should we respond to extremist views that we know are false? This paper proposes that we should be intellectually humble, but not open-minded. We should own our intellectual limitations, but be unwilling to revise our beliefs in the falsity of the extremist views. The opening section makes a case for distinguishing the concept of intellectual humility from the concept of open-mindedness, arguing that open-mindedness requires both a willingness to revise extant beliefs and other-oriented engagement, whereas (...) class='Hi'>intellectual humility requires neither. Building on virtue-consequentialism, the second section makes a start on arguing that intellectually virtuous people of a particular sort—people with ‘effects-virtues’—would be intellectually humble, but not open-minded, in responding to extremist views they knew were false. We suggest that while intellectual humility and open-mindedness often travel together, this is a place where they come apart. (shrink)

Engaging a listener’s trust imposes moral demands upon a presenter in respect of truthtelling and completeness. An agent lies by an utterance that satisfies what are herein defined as signal and mendacity conditions; an agent deceives when, in satisfaction of those conditions, the agent’s utterances contribute to a false belief or thwart a true one. I advert to how we may fool ourselves in observation and in the perception of our originality. Communication with others depends upon a convention or practice (...) of presumed nonuniversal truthfulness. In support of an asserted duty of nondeceptiveness, I offer a reconciliation of pertinent Kantian passages, a sketch of arguments within utilitarianism, contractarianism, and other views, and an account arguing for application of that duty to assertions, implicatures, omissions, equivocation, prevarication, and sophistry insofar as they affect listeners’ doxastic states. For scholarship, this duty is exceptionless. I describe the kernel of intellectual honesty as a virtuous disposition such that when presented with an incentive to deceive, the agent will not deceive. Intellectual honesty delivers candor when it counts. I contrast this with complementary virtues and the surpassing virtue of ingenuousness. An account is given of the connection between intellectual honesty and an influential physical model of integrity. (shrink)

New research suggests that a healthy democracy requires intellectual humility. When citizens are intellectually humble, they are less polarized, more tolerant and respectful of others, and display greater empathy for political opponents. But a flourishing democracy also requires people with political convictions. If the electorate were apathetic, they would not participate in democratic decision-making. Do these two democratic ideals conflict? The standard view in philosophy and psychology is that intellectual humility and political conviction are compatible. In this paper, (...) we challenge the standard view. We appeal to empirical and theoretical work indicating that intellectual humility can result in political apathy or lack of conviction. We conclude by suggesting that there are different varieties of intellectual humility, some aligned with conviction and engagement, and others of a more quietist character. To illustrate this, we sketch a kind of ‘political quietism’ modelled by philosophical thinkers such as Burke and Oakeshott. (shrink)

_Black Intellectual Thought in Education_ celebrates the exceptional academic contributions of African-American education scholars Anna Julia Cooper, Carter G. Woodson, and Alain Leroy Locke to the causes of social science, education, and democracy in America. By focusing on the lives and projects of these three figures specifically, it offers a powerful counter-narrative to the dominant, established discourse in education and critical social theory--helping to better serve the population that critical theory seeks to advocate. Rather than attempting to "rescue" a (...) few African American scholars from obscurity or marginalization, this powerful volume instead highlights ideas that must be probed and critically examined in order to deal with prevailing contemporary educational issues. Cooper, Woodson, and Locke’s history of engagement with race, democracy, education, gender and life is a dynamic, demanding, and authentic narrative for those engaged with these important issues. (shrink)

Engaging with Global Justice through InternshipsGlobal justice, on its face, seems like an impossible task. As individuals, even citizens of wealthy and powerful countries, the task of economic, social and political justice seems to outstrip our intellectual, practical and emotional abilities. Considering the scope of 'global' justice, it would appear that a massive coordinated effort would be necessary to overcome the problems of global injustice, yet it would seem such coordination may be impossible. The difficulties of seeking justice between (...) nations led John Rawls to suggest that we can only hope for a kind of humanitarian goodwill between states, which in his view was less than a robust requirement for international justice. Amartya Sen, in the Idea of Justice, recently argued that it is not justice that we seek, since seeking justice in a global sense is impossible. Given the capitulation of such philosophical luminaries, it is no wonder that philosophy students often find the problems of global justice and injustice to be intractable and indeed, overwhelming. However, when students engage with those whose everyday work involves chipping away at one or another specific problem of global justice, they learn not despair, but hope, and more importantly, they learn how issues of global justice are addressed in practical terms. Those who work on these local issues not only have an understanding of the connection between local, national and global aspects of these issues, they solve these problems, and can show students how everyday decisions on a local level affect issues of justice on a larger scale. Working with such individuals and organizations helps students understand the work of justice, and its local, national and global faces. In my course 'Global Justice', I use internships with social justice organizations to give students a look at the everyday, often difficult, but essentially manageable work that goes into solving issues of injustice at the local, national and global levels. I call this work 'engaged learning'. Engaged learning is a variety of experiential learning that seeks to integrate theory and practice through project-based internships that foster strong university-community partnerships. In my philosophy course 'Global Justice', each of my students is assigned a semester-long internship with a local organization working on issues of global justice. Through these internships, students work through larger theoretical questions while engaging in the everyday work of global justice practitioners. In what follows, I describe how I organized this class and what elements of the course work to both create good experiences for my students and community relationships that persist beyond the semester. (shrink)

This paper will investigate patterns of historical periodisation with regard to public intellectual work. It will begin with a focus on educational studies and with a specific case study of the Centre for Applied Research in Education (CARE) at the University of East Anglia. The case study will highlight the roles of leading public intellectuals such as Lawrence Stenhouse and explore the genre of applied research. The notion of applied research in education explicitly sought to connect the project of (...) public education and social justice with research which was applied to these projects In this way, in an idealised form, the public intellectual and applied researcher would offer aid and sustenance, which would enhance and energise the overall project of public education for all By exploring a case study of an institution and the associated research genre I hope to elucidate the relationship between educational studies and the public intellectual and also to examine the changing prospects for such work over different historical periods. Part of the task is to delineate the changing ‘windows of opportunity’ for public intellectual work. And as we shall see, Brief Encounters are a reasonable characterisation of such patterns of possibility Using the case study as an entry point the paper goes on to discuss broader questions about public intellectuals’ prospects. These questions are embedded in the discussion of some of the work of Sandel on market societies, and Applebaum on changing patterns of democratic engagement. The paper concludes with a commentary on contemporary and future prospects for public intellectual engagement. (shrink)

Suzanne Lacy introduced the term ‘New Genre Public Art’ (NGPA) to refer to art practices that depart from those traditional of public art (such as installing works in parks and plazas) and focus instead on the direct engagement of artists with audiences to deal with pressing socio-political issues. In this paper, I argue that some works of NGPA should be valued for the intellectual value grounded in their artistic features, not dissimilarly to works of conceptual art. In developing (...) my argument, I take distance from Vid Simoniti’s recent account of ‘Socially Engaged Art’, offer a thorough analysis of Thomas Hirschhorn’s Bataille Monument (2002) and Kathrin Bohm’s and Stefan Saffer’s Mobile Porch (1999), and submit that both such works qualify as good works of NGPA. (shrink)

Arguments for the extended mind suggest the possibility of extended knowers, individuals whose epistemic standing is tied to the operation of cognitive circuits that extend beyond the bounds of skin and skull. When applied to the Internet, this idea yields the possibility of Internet-extended knowledge, a form of extended knowledge that derives from our interactions and engagements with the online environment. This, however, yields a tension: proponents of the extended mind have suggested that cognitive extension requires the automatic endorsement of (...) bio-external content, but such a commitment appears to conflict with the need to carefully evaluate the veracity of online information. Lukas Schwengerer proposes a solution to this problem. He suggests that proponents of the extended mind ought to accept an alternative conception of the extended mind, one that allows for the evaluation of online content via the exercise of intellectual virtue. We highlight a number of problems with this proposal and suggest that further research is required before a virtue-theoretic approach to Internet-extended knowledge can be adopted. On a more positive note, we suggest that the exercise of intellectual virtue may play an important role in the developmental emergence of Internet-extended knowers. (shrink)

In this paper, I explore the relationship of virtue, argumentation, and philosophical conduct by considering the role of the specific virtue of intellectual humility in the practice of philosophical argumentation. I have three aims: first, to sketch an account of this virtue; second, to argue that it can be cultivated by engaging in argumentation with others; and third, to problematize this claim by drawing upon recent data from social psychology. My claim is that philosophical argumentation can be conducive to (...) the cultivation of virtues, including humility, but only if it is conceived and practiced in appropriately ‘edifying’ ways. (shrink)

Gilbert Meilaender argues that universities should eschew efforts to improve students’ moral character. I show that Meilaender’s arguments fail to offer any cogent reason for shunning university-based moral education. I then look to Thomas Aquinas in order to explain the connection between moral virtue and the practices common in university life. Using Aquinas as a guide, I argue that exemplary intellectual practice requires virtues that are subsidiary habits of the cardinal moral virtues themselves. The implication of this argument is (...) as follows: students require scrupulous moral training if they are to engage in exemplary intellectual practice. (shrink)

_Argues that academics’ intellectual engagement with a public beyond the walls of their own specialties, and even beyond the walls of the academy, was long a commonplace and significant part of the work of professors and writers in the humanities._.

Intellectual leadership indicates the informal leadership of professors based on aspects such as knowledge production and dissemination, institutional services, and public engagement. Academic freedom is considered as the overarching condition for individual academics to develop intellectual leadership. Against the backdrop of internationalisation and globalisation of higher education, academics face enormous pressures to produce measurable research outputs, deliver high-quality teaching and meet all kinds of institutional requirements. In modern universities, women scholars, as the non-traditional participants in academia, must (...) tackle with multiple obstacles and bias brought by gender intertwined with academic discipline features, higher education institutions, and sociocultural characteristics. How do women professors protect, negotiate, or strive for academic freedom? Situated in higher education in Hong Kong, this article aims to explore how epistemological norms, institutional management, and gender influence women scholars’ academic freedom. The author has analysed how sixteen established women professors in humanities and social sciences (HSS) augmented freedom using the cumulative advantage theory. The study finds that women scholars in different sub-groups within HSS had mixed views about freedom and developed diverse patterns to seek freedom for intellectual leadership. (shrink)

SummaryInternationally renowned as a novelist, Ignazio Silone also played an important role in the political history of the twentieth century, including the rise and fall of international communism, the struggle against fascism in Europe, the consolidation of the post-World War II order, and the Cold War. Through a series of remarkable biographical twists, Silone became a model for generations of intellectuals—a rare synthesis of engagement and independence, politics and morality. The first Silone ‘case’ followed a series of stunning revelations (...) concerning his services to the fascist police as a leading figure of international communism. This article examines a second Silone ‘case’, dealing with a later period when his international reputation as an intellectual was formed. While cultivating a public image of genuine and hard-won independence after his break with communism, Silone secretly collaborated with the Office of Strategic Services during World War II. My examination of this less well-known episode contributes to a more complete understanding of this significant figure, while also addressing a series of broader questions. These include the ethical responsibilities of public intellectuals, the relationship between political principle and action, and the historical record of certain forms of nominally democratic opposition to totalitarianism. (shrink)

Material Engagement Theory, which forms the focus of this special issue, is a relatively new development within cognitive archaeology and anthropology, but one that has important implications for many adjacent fields of research in phenomenology and the cognitive sciences. In How Things Shape the Mind I offered a detail exposition of the major working hypotheses and the vision of mind that it embodies. Here, introducing this special issue, more than just presenting a broad overview of MET, I seek to (...) enrich and extend that vision and discuss its application to the study of mind and matter. I begin by laying out the philosophical roots, theoretical context and intellectual kinship of MET. Then I offer a basic outline of this theoretical framework focusing on the notions of thinging and metaplasticity. In the last part I am using the example of pottery making to illustrate how MET can be used to inform empirical research and how it might complement new research in phenomenology and embodied cognitive science. (shrink)

The aim of this article is to offer a contrast between two competing styles of intellectual engagement around AIDS in France during the final decades of the twentieth century, and to attempt to understand the reasons why such apparently divergent approaches to the epidemic appear. Focusing on two very different exemplar sets of texts, by Jean Baudrillard and Rommel Mendès-Leite, it attempts to evaluate the forms of knowledge produced by each of these writers in terms of communicative acts (...) with use value, in order to determine the implications of each kind of intellectual production. Equally importantly, the paper recontextualizes and reassesses what a concept such as intellectual engagement means, when undertaken in an area of human suffering such as that of AIDS. (shrink)

Because of the extent and evidence of political participation of intellectuals in France of the thirties, the latter may be considered as full actors of the political life and debates of these years. The historical circumstances are however not sufficient to explain the political role they then assumed. More precisely, the article is intended to show that in order to explain the peculiarity of the phenomenon, one must necessarily turn to the cultural data, i.e. the set of values and representations (...) that found the social recognition of intellectuals in France and that account for the believe according to which those who, because of their intellectual activity, arenotorious, have an authorized opinion on political matters. In this perspective, one may conclude that the commitment of intellectuals in France of the thirties may not be reduced to a political fact. It also constitutes a cultural fact, resulting from the combination of a value crisis and the system of political attitudes attached, in this country, to the status of intellectuals. (shrink)

In a recent book and journal article, I have developed an account of intellectual transparency as an other-regarding intellectual virtue, and have explored its conceptual relationship to the virtue of honesty. This paper aims to further advance understanding of intellectual transparency by examining some of the ways in which the trait is instrumentally valuable. Specifically, I argue that intellectual transparency tends to enhance its possessor’s close personal relationships, work performance, and civic engagement. On account of (...) their intellectual transparency, the intellectually transparent person is likely to enjoy better quality, more satisfied personal relationships such as romantic relationships and friendships. They are likely to contribute to better work outcomes, especially when working in a team context. And, they are likely to be more civically active and to promote epistemic values of democratic deliberation. (shrink)

This is a superbly crafted and exhaustively researched account of the development of Leibniz’s thought, his ambitious plans and undertakings, his myriad intellectual engagements, and his ceaseless comings and goings across Europe. It captures, accurately and in great detail, the remarkably expansive mind of a singularly creative thinker. It is an extraordinary achievement, for the task of writing an intellectual biography of Leibniz is huge. To read even a portion of what he wrote and read, in the languages (...) in which he wrote and read it, to come to grips with the nuances of religion, politics, and intellectual practice that define his world, and to identify the hundreds of individuals, illustrious and forgotten, with whom he interacted would challenge even the most skilled and dedicated scholar. There is no doubt that Antognazza has met this challenge with a biography that surpasses any available account of Leibniz’s life.The book is divided into three parts. A brief introduction surveys past attempts at capturing the breadth of Leibniz’s thought and articulates “four basic, underlying theses” that unify the chapters to follow . They are: first, that Leibniz’s life and work need to be assessed as a whole as opposed to focusing narrowly on his contributions to one or another field; second, that Leibniz’s life and thought are integrated to a remarkable degree and that it is a mistake to. (shrink)

In the first part of this chapter, I will focus on two main questions: (1) how Maimonides departs from Aristotle in maintaining a difference of kind rather than degree in identifying prophecy rather than wisdom as the ultimate human perfection; and (2) why Maimonides does not explicitly identify a virtue of practical reasoning that corresponds to Aristotle’s understanding of phronêsis. In the second part of the chapter, I will discuss why Dante, contrary to Maimonides, emphasises the significance of practical judgement (...) in his redeployment of Aristotelian ethical theory. I will also discuss how the didactic and protreptic purposes of his poetic discourse are shaped by the same underlying psychological theory that grounds his emphasis on this intellectual virtue. The modest aim of this chapter is to treat these two engagements with Peripatetic philosophy as case studies that reward attention to the inextricable links between politics/religion and philosophical enquiry, even against the grain of seemingly common lineages sharing similar concerns. Connected with this modest aim, this chapter will also discuss how Maimonides’s and Dante’s attention to didactic and protreptic concerns impacts their treatment of philosophical questions and therefore indicates how attention to the kairos of their writings exposes and helps appreciate their philosophical rigour. (shrink)

In this article, I examine what selected Muslim women in Finland and Egypt do with the Qur’an in their daily lives. I shed light on their modes of engagement with the Qur’an (spiritual, emotional, intellectual, communal). I analyse how their relationship with the Qur’an is shaped and changes over the course of their life. I pay attention to the interplay between the women’s daily lives and the ways in which they experience, learn from, grapple with, and interpret the (...) text. My overall aim is twofold: to contribute to research-based understanding of the Qur’an as daily religious practice that in many ways involves learning both about God and about the complex circumstances of personal life, and to unpack the layered and shifting meanings of this practice in the context of the women’s lives. My analysis is informed by life-story interviews with six women in Helsinki and Cairo (three in each country). (shrink)

This paper engages in what might be called anticipatory virtue epistemology, as it anticipates some virtue epistemological risks related to a near-future version of brain-computer interface technology that Michael Lynch (2014) calls 'neuromedia.' I analyze how neuromedia is poised to negatively affect the intellectual character of agents, focusing specifically on the virtue of intellectual perseverance, which involves a disposition to mentally persist in the face of challenges towards the realization of one’s intellectual goals. First, I present and (...) motivate what I call ‘the cognitive offloading argument’, which holds that excessive cognitive offloading of the sort incentivized by a device like neuromedia threatens to undermine intellectual virtue development from the standpoint of the theory of virtue responsibilism. Then, I examine the cognitive offloading argument as it applies to the virtue of intellectual perseverance, arguing that neuromedia may increase cognitive efficiency at the cost of intellectual perseverance. If used in an epistemically responsible manner, however, cognitive offloading devices may not undermine intellectual perseverance but instead allow us to persevere with respect to intellectual goals that we find more valuable by freeing us from different kinds of menial intellectual labor. (shrink)

Penser le réel dans sa globalité afin de mieux le transformer, tel est le projet humaniste d’Edgar Morin. Chez celui-ci, cet engagement est multiple : académique, comme la plupart des scientifiques ; politique, comme nombre de sociologues, mais aussi médiatique, comme certains grands intellectuels et civique, comme trop peu de chercheurs. Un exemple de ce lien intime entre ce qu’il appelle le « bien penser » et le « bien agir » nous est donné par son analyse de la (...) construction européenne et sa présidence de l’association Europe 99, projet de civilisation.Think the real in its entirety in order to better transform, is the humanist project of Edgar Morin. In it, this commitment is multiple academic, like most scientific policy, as many sociologists, but also the media, as some leading intellectuals and civic too few researchers. An example of this intimate connection between what he calls the "think" and "do good" is given by the analysis of European and president of the association Europe 99 , a project of civilization. (shrink)

Although therapists often work with clients with whom they share a great many beliefs, there remain many cases where the therapist and client have very little in common. Spirituality is, especially in the latter kind of case, one specific area in which clashes and similarities may be important. However, recent evidence suggests spirituality is to a surprising extent ignored in therapy when exploring it would be therapeutically relevant and, even more, that counsellors often struggle when training to more effectively engage (...) with client spirituality. These results are problematic, especially when taken together. In this paper, I attempt to address this vexing issue in a way that brings together work on counselling and spirituality with recent discussions of intellectual virtue in contemporary epistemology. In particular, I show why it is important for the therapist to cultivate and maintain the virtue of intellectual humility with respect to spirituality in a counselling context. To this end, I explore, with reference to a particularly promising model of intellectual humility, how the therapist can be attentive to—and own—their limitations in a productive way when dealing with a wide range of spiritual backgrounds. (shrink)

This article is concerned with the devaluation of the work of public intellectuals within the academic community. The principal reason given for this devaluation is that the work of the public intellectual does not have intellectual integrity as independent thought and original scholarship. I develop three models of public intellectual work: the permanent–critic model, the popularizer model, and the public–theorist model. I then consider each model in relation to the concern with intellectual integrity and conclude that (...) both independent thought and original scholarship are possible within work that is engaged with nonacademic publics. (shrink)

Is religious faith consistent with being an intellectually virtuous thinker? In seeking to answer this question, one quickly finds others, each of which has been the focus of recent renewed attention by epistemologists: What is it to be an intellectually virtuous thinker? Must all reasonable belief be grounded in public evidence? Under what circumstances is a person rationally justified in believing something on trust, on the testimony of another, or because of the conclusions drawn by an intellectual authority? Can (...) it be reasonable to hold a belief on a topic over which there is significant, entrenched disagreement among informed inquirers, or should such disagreement lead all parties to modify or suspend their own judgments? Is there anything about faith that exempts it from measurement against such epistemic norms? And if we would so evaluate it, how exactly should we understand the intellectual commitments faith requires? The volume's introduction provides a roadmap of the central issues and controversies as currently discussed by philosophers. In fourteen new essays written to engage nonspecialists as well as philosophers working in religion and epistemology, a diverse and distinguished group of thinkers then consider the place of intellectual virtue in religious faith, exploring one or more of the specific issues noted above. (shrink)

This article explores how the intellectual and spiritual sensibilities of the French Catholic literary critic, Charles Du Bos (1882-1939), provide an insight into the construction of a particular "third-way" Catholic intellectual form of engagement during the interwar period. It is argued that the intellectual disposition underpinning Du Bos's third way rests fundamentally upon an accommodation of the "tragic." The evolving concept of tragedy in Du Bos's life and thought, before his conversion to Catholicism and beyond, facilitates (...) his embrace of an "ethic of responsibility," which is deployed in his third-way politico-ethical position on the Munich crisis of 1938. (shrink)

This article engages with debates concerning the moral worth of human beings with profound intellectual and multiple disabilities (PIMDs). Some argue that those with such disabilities are morally less valuable than so-called normal human beings, whereas others argue that all human beings have equal moral value and so each group of humans ought to be treated with equal concern. We will argue in favor of a reconciliatory view that takes points from opposing camps in the debates about the moral (...) worth of humans with PIMDs. The view in question, roughly, is this: most humans with PIMDs are persons in the morally significant sense and so deserve equal moral consideration to so-called normal human beings. Some humans with PIMD may not, however, be persons, but nevertheless deserve equal moral consideration to persons because they stand in a special relation to persons. (shrink)

This book explains China's intellectual property perspective in the context of European theories, through a critical examination of intellectual property theory and practice focused on China's compliance with the Agreement on Trade-Related Aspects of Intellectual Property Rights (TRIPS). The author's critical review of contemporary intellectual property philosophy suggests that justifying intellectual property protection through Locke or Hegel's property theories internalizes a theoretical paradox. "Professor Wenwei Guan's treatment of intellectual property law and practice in the (...) PRC offers new perspectives that enrich an already active field of study. This book will be a useful contribution to academic and policy discourses examining conceptual and operational dimensions of China's intellectual property protection system and the broader process of China's international engagement." - Dr. Pitman B. Potter, Professor of Law, University of British Columbia, Canada "Dr. Guan reminds us of the daunting challenge of the public-private divide in forming and reforming TRIPS regime; how this regime has failed to address development needs and public concerns in developing countries like China; and how TRIPS's 'birth defect' can be overcome and its evolution can be put back on the right track." - Dr. Yahong Li, Associate Professor at Faculty of Law, Hong Kong University. (shrink)