The Tanner Lectures on Human Values, founded July 1, 1978, at Clare Hall, Cambridge University, was established by the American scholar, industrialist, and philanthropist Obert Clark Tanner. Lectureships are awarded to outstanding scholars or leaders in broadly defined fields of human values, and transcend ethnic, national, religious, or ideological distinctions. Volume 25 features lectures given by Frans B.M. de Waal, Richard Dawkins, Christine M. Korsgaard, Seyla Benhabib, and Harry Frankfurt.

The Tanner Lectures on Human Values, founded July 1, 1978, at Clare Hall, Cambridge University, was established by the American scholar, industrialist, and philanthropist Obert Clark Tanner. Lectureships are awarded to outstanding scholars or leaders in broadly defined fields of human values, and transcend ethnic, national, religious, or ideological distinctions. Volume 26 features lectures given by Stephen Breyer, Carl Bildt, Axel Honneth, Paul Farmer, and Avishai Margalit.

Placide Tempels’ Bantu Philosophy has largely been met with hostility from African philosophers. Whilst Tempels intended to show that the Bantu were not only capable of thinking, but also that they had a distinct and coherent philosophy of their own, his project seems to have achieved exactly the opposite. Temples’ project sought to expose the racism of thinkers such as Lucien Levy-Bruhl, thereby raising the African to the same status as the Westerner. However, his efforts have been rejected for a (...) number of reasons ranging from the view that it is a theory of magic, freely generalized to the Bantu, to the accusation that his project fails to speak on behalf of the oppressed Bantu and furthermore, that he is overly obsessed with finding the African difference at the cost of reason. In this paper, I seek to argue that a neglected critique of Tempels is one that has to do with the basis of his philosophical racialism. I seek to show that at the root of Bantu Philosophy is racialism grounded in the same assumptions as those made by Levy-Bruhl. I seek to argue that the categories that Tempels creates for Bantu thought do not simply seek to articulate a genuine difference from Western categories. The Bantu categories are coined as inferior, incoherent, inarticulate, illogical, and mystified. I argue that it is for reasons of philosophical racialism that Tempels urges his Western audience to overthrow their logical and articulable systems if they ever want to understand the Bantu system of thought. (shrink)

We interpret the concept of determinism for a classical system as the requirement that the solution to the Cauchy problem for the equations of motion governing this system be unique. This requirement is generally believed to hold for all autonomous classical systems. Our analysis of classical electrodynamics in a world with one temporal and one spatial dimension provides counterexamples of this belief. Given the initial conditions of a particular type, the Cauchy problem may have an infinite set of solutions. Therefore, (...) random behavior of closed classical systems is indeed possible. With this finding, we give a qualitative explanation of how classical strings can split. We propose a modified path integral formulation of classical mechanics to include indeterministic systems. (shrink)

Storrs McCall claims to have a novel solution to the age-old problem of the incompatibility of free will and God's omniscience. His solution is based on the thesis of the supervenience of truth on being. I argue that this thesis plays no role in solving the ancient conundrum.

Selon la pensée théologique d’Oscar Cullmann, la victoire de Dieu est déjà complète et se manifeste de bien des manières fragmentaires durant le temps historique qui suit la première venue de Jésus et se poursuit jusqu’à la fin des temps. A propos de cette conception, nous nous posons cependant la question suivante : quelle est la signification théologique de l’aliénation humaine et de la négativité ? La théologie du « kairos » de Paul Tillich donne à la foi eschatologique une (...) meilleure signification existentielle et sociale. Dans cette perspective, l’accomplissement de la vie éternelle n’est pas incompatible avec les éléments de négation, de situation-frontière et d’interrogation sans lesquels notre époque est proprement impensable. (shrink)

I shall best approach my subject by explaining how it was that I, a non-professional, began to take an interest in Kafka. The fi rst thing of his which I happened to read was The Trial. It is diffi cult to describe my reaction. Certainly I didn’t understand the book. At fi rst sight it seemed to be a confused mass, a nightmare, something abstruse, incomprehensible to the utmost degree. One fi ne morning Joseph K., the junior manager of a (...) bank, is arrested. No grounds are given. He has, we are assured, done nothing wrong. A charge against him is never specifi ed. Though he is under arrest, he can walk about freely and go to his offi ce. In the course of the story we are led on to catch a glimpse of a very strange ‘Court’, a ridiculous, corrupt, despicable Court that sits in a suburb, in the attics of a building where the povertystricken tenants have fl ung their useless lumber. The Examining Magistrate sits on a kitchen chair, with an old horse-rug doubled under him. The Judges are obsessed with vanity, and run after every woman they see. (shrink)

According to Russell, the aim of education is three-fold: acquisition of the skills necessary for making life comfortable, to provide for the wise use of leisure by proper cultural growth and to cultivate the sense of citizenship. Russell argues that utility should not be the only aim of education. In addition to that, the humanistic elements of education are to be cultivated. He prefers to distinguish between ‘education of character’ and education in knowledge’. What he means is that the education (...) system must aim at eliciting in every boy and girl, the intrinsic quality that exists. Russell rejects the view that classics are ornamental and science is useful. The study of classics, he feels, will enable a man to become a full-fledged human being because they touch upon the aesthetic and spiritual dimensions of man. According to Russell, education should aim at broad cultivation of the mind leading to an awareness of man’s place and destiny in the society and the universe. (shrink)