Bad philosophy is responsible for the climate and nature crises, and other global problems too that threaten our future. That sounds mad, but it is true. A philosophy of science, or of theatre or life is a view about what are, or ought to be, the aims and methods of science, theatre or life. It is in this entirely legitimate sense of “philosophy” that bad philosophy is responsible for the crises we face. First, and in a (...) blatantly obvious way, those institutions, organizations, corporations, businesses, endeavours, and activities of humanity that cause the crises and global problems we face, do so because of the aims they pursue (profit perhaps, or power, or heat and light for homes), and the methods adopted in pursuit of those aims – the philosophy in other words, built into the institution, organization, business, human activities, or whatever it may be. It is the philosophy of these institutions, organizations and activities that we need to change to put a stop to, or at least lessen the severity of, the crises we face, the global problems that confront us, above all the climate and nature crises. One institution has an especially crucial role in this respect: our universities. They are dominated in a multitude of ways by a particularly disastrous philosophy, a philosophy of inquiry which may be called knowledge-inquiry. This holds that the basic aim of the university is to acquire and apply knowledge. First, knowledge is to be acquired; once acquired, it can be applied to help solve social problems. But this philosophy of knowledge-inquiry is an intellectual disaster. As a result, universities are, in devastating and almost entirely unrecognized ways, humanitarian disasters too. Judged from the standpoint of helping to promote human welfare, the university shaped by the philosophy of knowledge-inquiry violates THREE of the four most elementary rules of rational problem solving conceivable in a wholesale, structural fashion, and it is this gross, wholesale, structural irrationality of the university, unnoticed by all but a few scientists and scholars, that is in part responsible for the creation of our grave global problems, and our current incapacity to learn how to solve them. The pursuit of knowledge, conducted in universities, within the framework of knowledge-inquiry over the decades and centuries, has produced much of great benefit to humanity. It has made the modern world possible. It has led to modern power production, modern industry and armaments, modern agriculture, modern hygiene and medicine, modern travel and communications, and the internet. But these very successes have also created many of our most serious current global problems: the climate crisis; the destruction of natural habitats, the catastrophic loss of wild life, and impending mass extinction of species (the nature crisis); the lethal character of modern war; the impact on the natural world of the rapid growth of the human population; the menace posed by nuclear weapons; pollution of earth, sea and air; threats to democracy caused in part by the internet and social media. All these grave global problems have been made possible by modern science and technology, pursued largely in universities within the framework of knowledge-inquiry. Nevertheless, it is not science and technology as such that are the problem, but science pursued in a way that is dissociated from a more fundamental task of the university to help humanity resolve conflicts and problems of living in increasingly cooperatively rational ways, so that progress may be made to a better world. Science and technology, pursued within the framework of knowledge-inquiry, create for some of us the power to act, but not the power to act wisely – not the power to learn how to resolve conflicts and problems of living in increasingly cooperatively rational ways. For that, we need our institutions of learning, above all our universities, to take as their primary task to help humanity learn how to do it. In order to do that, the philosophy of inquiry put into practice by universities needs to be dramatically transformed. We urgently need to bring about a revolution in the overall aims and methods of academic inquiry – a revolution in the philosophy of the university, all around the world, wherever possible, so that the basic aim becomes to seek and promote wisdom, construed to be the capacity, active endeavour, and perhaps desire, to realize what is of value in life, for oneself and others, wisdom in this sense including knowledge, understanding and technological know-how, but much else besides, methods being dramatically modified too so as to help achieve the new academic aim. The basic task of the university would be, not to solve problems of knowledge, but rather to help people in the social world beyond the university to resolve conflicts and problems of living so that what is of value in life may be realized by everyone, insofar as that is possible. The pursuit of knowledge would be vital, but not intellectually fundamental. The intellectual and institutional revolution we so urgently need in our universities would affect every discipline and aspect of the university; it would dramatically affect both research and education, and the whole way the university is related to the rest of the social world. The revolution, from knowledge-inquiry to wisdom-inquiry would dramatically enhance the intellectual integrity and rationality of natural science, social inquiry, the humanities and technology, the character of these disciplines and the relationships they have with one another. University education throughout the university would be dramatically improved. And academic inquiry as a whole would do what, on the whole, it fails to do at present: it would help humanity resolve conflicts and problems of living in increasingly cooperatively rational and, as a result, increasingly successful ways, progress at last being made to a genuinely good, civilized world – a world in which there is peace, justice, liberal democracy, individual freedom, education, reasonable equality, sustainable prosperity and worthwhile opportunities in life, all of these for everyone, insofar as this is possible. Why, it may be asked, has academic philosophy not noticed that we urgently need to transform the current bad philosophy of inquiry of knowledge-inquiry into the far more intellectually rigorous and humanly valuable philosophy of wisdom-inquiry, so that we can begin to do what so far we have failed to do so lamentably: learn how to avoid impending disasters, and even make progress to a better world, something that seems at present almost unthinkable given the horrors of war, poverty, political enslavement of the 20th century, and the horrors of this century so far too? The answer is that academic philosophy is in a particularly pitiful state, as philosophers themselves, are just beginning to realize and lament. That is why academic philosophers are blind to the intellectual and humanitarian disaster of the bad philosophy that dominates universities today, and inconceivable to them to them that they might have, as a disciplinary task, to ensure academic inquiry implements a good philosophy of inquiry, and advocate and argue for change if it does not. Once upon a time, in Europe at least, philosophy was an intellectual power in the world. In the 17th century it created modern science which massively increased and improved our knowledge and understanding of the world, which in turn led to the Enlightenment, the industrial revolution, and the modern world. Philosophy was once so intellectually powerful and influential that it changed the course of history. But philosophy also made in the past three disastrous intellectual blunders: the post-Cartesian blunder, the post-Newtonian blunder, and the Enlightenment blunder. Never acknowledged and corrected by subsequent philosophy right down to the present, these unrecognized intellectual blunders rendered academic philosophy the esoteric, pathetic, and powerless discipline it is today, so that throughout the last century and, so far, throughout this one, academic philosophy has remained blind to the intellectual disaster of knowledge-inquiry, and thus failed entirely to take up its proper disciplinary task of warning fellow academics of the structural irrationality of the philosophy that prevails in the university, and of proposing what steps need to be taken to put things right. Instead of performing such an urgently needed philosophical task, so-called analytic philosophy was reduced to analysing the meaning of words. Since then, there has been hardly any discernible improvement, even if analysis of concepts no longer dominates the scene. Bad academic philosophy is indeed responsible for intellectual and humanitarian failures of the university. What the three past intellectual blunders of philosophy are, why their persistence so dramatically reduces academic philosophy to a triviality, and why, furthermore, this results in the failure of scientists and scholars to see what is so blatantly bad about the philosophy prevailing in universities around the world – the failure to see what so urgently needs to be done to put right what has been wrong for so long: all this is made clear in this book. A new kind of philosophy emerges during the course of the argument, critical fundamentalism, which has as its task to keep alive imaginative and critical – that is rational – thinking about our fundamental problem: How can our human world, the world we experience and live in – the world of living things, people, consciousness, free will, meaning and value – how can all of this exist and best flourish embedded as it is in the physical universe? That problem encompasses all others of life, science and thought. Critical fundamentalism tries to improve answers to aspects of this problem; but it also seeks to encourage everyone to think about the problem, from time to time, and think about how it interacts, in both directions, with more urgent particular and specialized problems of life and thought. Critical fundamentalism sets out to help improve bad philosophy wherever it is to be found: in social, political, commercial, legal, financial, and international life; and especially in academia, in institutions of learning, so that they become devoted to enhancing the capacity of people to learn how to achieve what is of genuine value in this brief life of a few decades if we are fortunate. Critical fundamentalism does everything it can to bring about the revolution in our universities we so urgently need. If taken up by mainstream philosophy, it might really have an impact, and begin to transform universities for the better, in both intellectual and humanitarian terms, and thus, enable humanity to learn how, after the grim failures and horrors of the last century and this one, to make progress to a better world. -/- . (shrink)

I have recently published a book to which I gave the title: Is Bad Philosophy Responsible for the Climate Crisis? But this proved to be too inflammatory for Palgrave Macmillan, and they changed it to the anodyne The Philosophy of Inquiry and Global Problems: The Intellectual Revolution Needed to Create a Better World. In the book I argue that academic philosophy has a certain responsibility for the failure of humanity to put a stop to the climate (...) and nature crises, in failing even to notice that a bad philosophy of inquiry dominates academic inquiry – one that prevents universities from engaging actively with the public domain to ensure action is taken to prevent the climate and nature crises from developing, or intensifying. The Philosophy of Inquiry and Global Problems spells out what has gone wrong that has reduced academic philosophy to its present pitiful state, and what needs to be done to restore philosophy so that it becomes again a discipline with profoundly fruitful intellectual and humanitarian implications. This Opinion Piece is the Preface to the published book. (shrink)

A bad philosophy of inquiry, built into the intellectual/institutional structure of universities round the world, betrays both reason and humanity.

Epicurus, born at Samos, Greece, in 341 BC, and died at Athens in 270 BC, founded a school of philosophy in the ancient world which has little to do with the meanings that surround the word "Epicureanism" today and more to do with living a mindful, simple life, maximizing simple pleasures and minimizing pain, such as the irrational fear of death--"Death is nothing to us, since when we are, death has not come, and when death has come, we are (...) not." Epicurus did not believe that humans would be punished for their sins after death, and stressed the search for lasting pleasures during the life we have, such as tranquility, friendship, and philosophical inquiry. What is good is what is pleasurable and what is bad is what is painful. Epicurus was a prolific author, but very few of his writings have come down to us. Included in this collection, edited and translated by George K. Strodach, are a collection of observations that were preserved by the biographer of ancient philosophers, Diogenes Laertius, and three important letters. (shrink)

Stephen Palmquist is Professor of Religion and Philosophy at Hong Kong Baptist University. We invited him to answer the question "What norms or values define excellent philosophy of religion? as part of our "Philosophers of Religion on Philosophy of Religion" series. If we regard this as a philosophical (not a scientific) question, then the first step to answering it is to determine what norms or values define excellent philosophy, in general. Once that is established, we can (...) inquire whether the nature of religion brings with it any special features that make the task of doing excellent philosophy of religion unique. Unlike scientific explanations, excellent philosophical explanations must be multi-perspectival. A question that has only one right answer is not philosophical; instead, it is likely to be about facts. While we philosophers should care (deeply!) about any facts relevant to our inquiries, our peculiar way of interpreting facts means that answering a philosophical question cannot be done in one absolutely "right" way. This does not mean there are no right answers to philosophical questions; rather, there are many. But this does not make any answer equally good; for there would then be no such thing as excellent philosophy. The essentially perspectival nature of all genuinely philosophical questions means that the correctness of each purportedly "right" answer must be assessed in terms of its aptness for the perspective the questioner adopts when posing the question. A single question, such as "Does God exist?" can have many good answers, depending on whether the questioner assumes science, morality, aesthetics, or something else as the context. Each different type of inquiry has different boundary-conditions, so a good answer within each context is bound to differ from those in other contexts. Bad philosophy typically lacks depth: like a cyclops, its approach to answering questions is mono-perspectival. But if good philosophy acknowledges perspectives, what makes philosophy excellent? Good philosophy achieves excellence when it approaches a completeness whereby we begin to understand the range of relevant perspectives from which a given question can be asked, and the distinct boundary-conditions for answering it properly from each relevant perspective. Before applying this definition of excellent philosophy to the specific case at hand, we must pause to consider whether anything distinctive characterizes the range of philosophical topics and questions that typically come under the umbrella of philosophy of religion. In particular, does religion have features that make it especially difficult (or for that matter, easy) to think about philosophically, compared to other philosophical topics? Yes and no. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 39.1 (2001) 137-139 [Access article in PDF] Gareth B. Matthews. Socratic Perplexity and the Nature of Philosophy. New York: Oxford University Press, 1999. Pp. 137. Cloth, $29.95 Thomas C. Brickhouse and Nicholas D. Smith. The Philosophy of Socrates. Boulder, CO: Westview Press, 2000. Pp. x + 290. Paper $22.00. Matthews' little book tracks the course of Socrates' perplexity, which, Matthews (...) contends, starts out as an obstacle to successful inquiry, but becomes, eventually, itself the target of inquiry. Matthews regards as quite genuine the perplexity that Socrates professes in certain of the early dialogues—Laches, Charmides, Euthyphro—largely, however, because Matthews himself finds Socrates' questions so stubbornly persistent. Yet, couldn't Socrates, at least with respect to some of his questions, experience no state of confusion, no perplexity, but, nevertheless, profess perplexity? Perhaps Socrates' confessions of perplexity signal only his awareness that he lacks knowledge of virtue; perhaps they are but rhetorical devices for encouraging Socrates' interlocutors to admit to their own ignorance.As the book continues, Matthews, following a line fairly standard by now, thinks that, in the "transitional" Meno, Socrates discovers two ways out of the perplexity: recollection, and the method of hypothesis; and that, in the "middle" dialogues—the Republic and Phaedo—the Theory of Forms comes to his rescue. In the Parmenides and, perhaps later, Matthews maintains, the Theory of Forms becomes itself the object of inquiry, as Socrates recognizes the perplexities with which it is fraught. Matthews mentions, but takes no stand on, the controversies surrounding the late dialogues, moving on at last to Aristotle and the different kind of perplexity one encounters there.For the briefest moment it looks as if Matthews might resist the standard line, when, in discussing the Meno, he notices not only that the geometrical problem of the Meno's slave-boy passage causes no perplexity comparable to that caused by Socrates' philosophical problems, but that Socrates is fully in charge in the geometrical demonstration, stinging another without simultaneously stinging himself. Yet, not only does Matthews fail to pursue his insight that moral or philosophical questions are, for Socrates, not like mathematical ones; on the contrary, he suggests that, in the Phaedo, philosophical problems are viewed by Socrates as mathematical ones.In The Philosophy of Socrates, Brickhouse and Smith undertake the ambitious task of expounding and defending a coherent and cohesive Socratic philosophy, one that encompasses Socrates' method, his wisdom and ignorance, his understanding of the nature of knowledge, his moral philosophy, psychology, politics, and religion. For a book meant to be a popular introduction, it is remarkably comprehensive—even [End Page 137] exhaustive—and serves to acquaint the reader with the current scholarly controversies surrounding Socratic philosophy as it is debated in the analytic tradition associated most frequently with the late and great Gregory Vlastos.In many respects, The Philosophy of Socrates is but an updated version of Brickhouse and Smith's earlier book, Plato's Socrates (Oxford University Press, 1994)—though without the rich and copious notes. The earlier book is the better one. The new book, although it purports to discuss the philosophy of the historical Socrates, is, from Chapter 2 on, a book about the Socrates of Plato's "early" dialogues. Yet, it is precisely this Socrates who is largely absent from its pages. The Socrates of the early dialogues is a character: both in the sense that he is a protagonist in the dramas that are Plato's dialogues, and in the sense that he is sarcastic, funny, makes bad puns, strikes at his interlocutors where they are most vulnerable, teases, baits, and annoys. But, most importantly, this Socrates is no solitary thinker. He talks to people; and what he says and how he says it is influenced both by his interlocutor and by the context of their conversation. Brickhouse and Smith, however, take such factors into account but rarely—and then only to save their own take on a particular Socratic doctrine.The two interpretive principles that Brickhouse and Smith invoke most often... (shrink)

Whilst feminist commentators have long critiqued surrogacy as a practice of commodification, surrogacy as a mode of family formation continues to grow in popularity. In this paper we explore public representations of surrogacy through a discourse analytic reading of submissions made in Australia to an Inquiry regarding surrogacy legislation. The findings suggest that many submissions relied upon normative understandings of surrogates as either ‘good women’ or ‘bad mothers’. This is of concern given that such public representations may shape the (...) views of those who utilize surrogacy services in ways that limit attention to the ethics of surrogacy. (shrink)

A bad philosophy of inquiry, built into the intellectual/institutional structure of universities round the world, betrays both reason and humanity.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:A Search for Unity in Diversity: The "Permanent Hegelian Deposit" in the Philosophy of John DeweyFrank X. RyanJames A. Good A Search for Unity in Diversity: The "Permanent Hegelian Deposit" in the Philosophy of John Dewey Lanham, MD: Lexington Books, 2006. xxx + 288 pp.Among the revelations of Dewey's rare moments of autobiographical reflection, none has generated more curiosity and investigative zeal than his 1930 claim (...) to have "drifted" from Hegel in the decade following his move from Michigan to Chicago in 1894. Beginning with Morton White's Origin of Dewey's Instrumentalism (1943), biographers have divided on the question of whether Dewey's later philosophy was more strongly influenced by William James's experimental psychology or F. J. E. Woodbridge's Aristotelian naturalism. Despite their differences, both approaches are essentially empirical and realistic, and thus the majority of sympathetic commentators have agreed that Dewey was a realist, albeit of a decidedly unorthodox stripe. For them the notion that Dewey retained any significant commitment to idealism, given its virtual eradication at the beginning of the twentieth century, would damage his influence and legacy.It has been something of a puzzle, accordingly, that in the same autobiographical essay Dewey alludes to a "permanent Hegelian deposit." For years Richard Rorty has claimed this differentiates a "good" Dewey committed to "social flourishing" from a "bad" Dewey prone to metaphysical dalliance. But the first systematic inquiry into Dewey's enduring Hegelianism is John R. Shook's Dewey's Empirical Theory of Knowledge and Reality (2000). Shook argues convincingly that Dewey never abandoned idealism, but rather transformed it into an experimental naturalism by doing away with both "mind-stuff" and equally noxious "things-in-themselves." In many ways James Good's A Search for Unity in Diversity is a bookend to Shook's project, though Good further differentiates Anglo-American Neo-Hegelianism from Hegel himself. According to Good, Dewey endorsed a Humanistic/Historicist interpretation of Hegel rooted in the reciprocal engagement of individuals and societies, rather than the supernatural and architectonic absolute championed by Neo-Hegelians such as T. H. Green, and F. H. Bradley. With [End Page 216] top-notch scholarship and scrupulous attention to detail, A Search for Unity in Diversity is both an excellent intellectual biography and a penetrating plea for a radical reinterpretation of Dewey's contribution to philosophy. I'll briefly sketch the historical account before addressing the more controversial claims about the "permanent Hegelian deposit."Even readers familiar with the half-dozen book-length treatments of Dewey's development will find this account refreshing and informative. Good's professional credentials as a historian shine as he recreates the rough and bustling Burlington of Dewey's youth. In the 1870s, German idealism was considered the epitome of political liberalism and progressive education, and Dewey's journey toward the "inclusive philosophical idea" of the social began in an environment swirling with the crosscurrents of Kant, Hegel, and Schelling. At the White Street Congregational Church, Lewis Barstow preached a liberal orthodoxy that was essentially "man-building" (102), and Good presents a convincing case for the likelihood that even in boyhood Dewey never viewed God as an aloof law-giver or cosmic architect, but as a process unifying the individual and the social within a natural world of unlimited potential. At the University of Vermont Dewey encountered a struggling rural college transformed into the first bastion of American transcendentalism by James Marsh, who inspired a "Burlington philosophy" that rejected atomistic empiricism for a holistic integrity of knowing and doing, facts and values, and pure and practical reasons (57–59).In noting the influence of the "St. Louis Hegelians" upon Dewey, most biographers have focused on W. T. Harris, the prominent founder of The Journal of Speculative Philosophy who published Dewey's earliest submissions and offered encouragement that led to his pursuit of graduate work at Johns Hopkins. Good augments this familiar tale with fascinating depictions of equally influential yet lesser-known Hegelians such as H. C. Brokmeyer, Denton Snider, and Thomas Davidson. At a time when European Hegelianism was polarized between, on the one hand, reactionary apologists for traditional Christianity and Prussian militarism and, on the other, radical... (shrink)

Supervised machine learning has found its way into ever more areas of scientific inquiry, where the outcomes of supervised machine learning applications are almost universally classified as predictions. I argue that what researchers often present as a mere terminological particularity of the field involves the consequential transformation of tasks as diverse as classification, measurement, or image segmentation into prediction problems. Focusing on the case of machine-learning enabled poverty prediction, I explore how reframing a measurement problem as a prediction task (...) alters the primary epistemic aim of the application. Instead of measuring a property, machine learning developers conceive of their models as predicting a given measurement of this property. I argue that this _predictive reframing_ common to supervised machine learning applications is epistemically and ethically problematic, as it allows developers to externalize concerns critical to the epistemic validity and ethical implications of their model’s inferences. I further hold that the predictive reframing is not a necessary feature of supervised machine learning by offering an alternative conception of machine learning models as measurement models. An interpretation of supervised machine learning applications to measurement tasks as _automatically-calibrated model-based measurements_ internalizes questions of construct validity and ethical desirability critical to the measurement problem these applications are intended to and presented as solving. Thereby, this paper introduces an initial framework for exploring technical, historical, and philosophical research at the intersection of measurement and machine learning. (shrink)

It is natural for us — living after the Darwinian Revolution and the neo-Darwinian synthesis — to consider the adoption of evolution by natural selection as unconditionally rational, because it now seems the best theory or explanation of many phenomena. Nonetheless, if we take historical inquiry seriously, as allowing us to probe into the ground of our knowledge, the roots of even this “rational” Darwinism might be unearthed. Darwinian doctrine betrays a deceptive desire for unity and simplicity of principle, (...) and belief that the mechanistic aspect of nature is of the highest significance. Such crucial but questionable presuppositions are more easily discerned historically, insofar as they chronologically preceded Darwin's particular theoretical conviction and were even set off as a metaphysics of divine law.We have seen how Darwin's teaching about nature emerged within that theistic metaphysics. It emerged in a prior metaphysical debate in his mind between the contemporary belief in special creations and the belief in a designed hierarchy of physical laws. One can hardly deny that Darwin favored the superior side in this contest; but the contest was a narrow one whose basic premises he never clearly criticized. On the one hand, of course, his conviction about a lawful genesis inspired him to take a broad view of things and to seek out important general phenomena. But, on the other hand, it ensured that his new empirical notions would be easily drawn into the preferred cosmology. Historically, this seems to have occurred in Darwin's adoption of Malthus' principle of population and his extension of it to the whole account of descent: Malthusianism was readily attached to an ultimate scheme of things. Consequently, the key concepts that Darwin developed out of his Malthusian views — “perfect adaptation” and “selection” — reflect his cosmological prepossession, his desire to express a total and teleological process of creation. Perhaps our most valuable, and most undervalued, token of Darwin's metaphysical orientation is his reliance on a human technique (selective breeding) to explain “Nature's” way. In sum, to understand Darwin's faith in his “grand view of life,” we should not ignore the metaphysics that preceded and structured it, the metaphysics that linked the principles of contemporary science to primordial creation. Nor should we fail to see that such a metaphysics leads natural philosophy into a shadowy realm, where system can come to look like science, and one insight like an absolute. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:A Search for Unity in Diversity: The "Permanent Hegelian Deposit" in the Philosophy of John DeweyFrank X. RyanJames A. Good A Search for Unity in Diversity: The "Permanent Hegelian Deposit" in the Philosophy of John Dewey Lanham, MD: Lexington Books, 2006. xxx + 288 pp.Among the revelations of Dewey's rare moments of autobiographical reflection, none has generated more curiosity and investigative zeal than his 1930 claim (...) to have "drifted" from Hegel in the decade following his move from Michigan to Chicago in 1894. Beginning with Morton White's Origin of Dewey's Instrumentalism (1943), biographers have divided on the question of whether Dewey's later philosophy was more strongly influenced by William James's experimental psychology or F. J. E. Woodbridge's Aristotelian naturalism. Despite their differences, both approaches are essentially empirical and realistic, and thus the majority of sympathetic commentators have agreed that Dewey was a realist, albeit of a decidedly unorthodox stripe. For them the notion that Dewey retained any significant commitment to idealism, given its virtual eradication at the beginning of the twentieth century, would damage his influence and legacy.It has been something of a puzzle, accordingly, that in the same autobiographical essay Dewey alludes to a "permanent Hegelian deposit." For years Richard Rorty has claimed this differentiates a "good" Dewey committed to "social flourishing" from a "bad" Dewey prone to metaphysical dalliance. But the first systematic inquiry into Dewey's enduring Hegelianism is John R. Shook's Dewey's Empirical Theory of Knowledge and Reality (2000). Shook argues convincingly that Dewey never abandoned idealism, but rather transformed it into an experimental naturalism by doing away with both "mind-stuff" and equally noxious "things-in-themselves." In many ways James Good's A Search for Unity in Diversity is a bookend to Shook's project, though Good further differentiates Anglo-American Neo-Hegelianism from Hegel himself. According to Good, Dewey endorsed a Humanistic/Historicist interpretation of Hegel rooted in the reciprocal engagement of individuals and societies, rather than the supernatural and architectonic absolute championed by Neo-Hegelians such as T. H. Green, and F. H. Bradley. With [End Page 216] top-notch scholarship and scrupulous attention to detail, A Search for Unity in Diversity is both an excellent intellectual biography and a penetrating plea for a radical reinterpretation of Dewey's contribution to philosophy. I'll briefly sketch the historical account before addressing the more controversial claims about the "permanent Hegelian deposit."Even readers familiar with the half-dozen book-length treatments of Dewey's development will find this account refreshing and informative. Good's professional credentials as a historian shine as he recreates the rough and bustling Burlington of Dewey's youth. In the 1870s, German idealism was considered the epitome of political liberalism and progressive education, and Dewey's journey toward the "inclusive philosophical idea" of the social began in an environment swirling with the crosscurrents of Kant, Hegel, and Schelling. At the White Street Congregational Church, Lewis Barstow preached a liberal orthodoxy that was essentially "man-building" (102), and Good presents a convincing case for the likelihood that even in boyhood Dewey never viewed God as an aloof law-giver or cosmic architect, but as a process unifying the individual and the social within a natural world of unlimited potential. At the University of Vermont Dewey encountered a struggling rural college transformed into the first bastion of American transcendentalism by James Marsh, who inspired a "Burlington philosophy" that rejected atomistic empiricism for a holistic integrity of knowing and doing, facts and values, and pure and practical reasons (57–59).In noting the influence of the "St. Louis Hegelians" upon Dewey, most biographers have focused on W. T. Harris, the prominent founder of The Journal of Speculative Philosophy who published Dewey's earliest submissions and offered encouragement that led to his pursuit of graduate work at Johns Hopkins. Good augments this familiar tale with fascinating depictions of equally influential yet lesser-known Hegelians such as H. C. Brokmeyer, Denton Snider, and Thomas Davidson. At a time when European Hegelianism was polarized between, on the one hand, reactionary apologists for traditional Christianity and Prussian militarism and, on the other, radical... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:As Ground of Being, God Favors Good Over Bad Choices:Confucian Response to Wesley J. WildmanBin Song (bio)I. Historical/Historic LocationThroughout the history of Western exploration of worldviews and lifepaths, three figures prominently herald the overarching nature of Wildman's scholarship on science, philosophy, theology, and religion: Aristotle, Spinoza, and Tillich (along with his contemporary counterpart, Robert C. Neville). While the link between Tillich-Neville and Wildman is extensively articulated in Wildman's (...) own writings and the festschrift1 dedicated to him, I will center my discussion on Aristotle and Spinoza.The thoughts of all three aforementioned historical figures constitute a lineage towards merging science, philosophy, theology, and religion into an open inquiry process concerning the foundational conditions of human existence. This inquiry also has profound practical implications for humanity's pursuit of the ultimate meaning and power in life that are larger than any human self. Aristotle's architectonic philosophy, evident in the early currents of Western thought, reveals the organic links among all major disciplines practiced in the modern academy. For Aristotle, "theology,"2 focused on the ultimate cause of the world, is nested within "metaphysics." This discipline delves into the most fundamental natures of reality and is a subset of "theoretical philosophy." This broad category also encompasses sciences such as "mathematics," "physics," and the study of animals and plants—what we now term "biology." In the "practical philosophy," Aristotle crafted his renowned virtue "ethics," advocating for individuals to cultivate stable character traits through a liberal arts education and a well-informed democracy, all in the pursuit of a [End Page 50] eudaimonic, or fulfilling, life. This aspiration for the good life aims to emulate and perpetually approach the achievements of the ultimate reality, the eternally self-contemplating Nous, on a cosmic scale. This grants Aristotle's philosophy a deeply "religious" dimension.3The virtual confluence of "philosophy" and "science" involves mastering all requisite knowledge and tapping into multi-generational and multicultural intellectual assets to support and refine one's theological hypothesis about ultimate reality. Moreover, it entails understanding the practical and religious implications of such theological inquiry. These facets of Aristotle's thought align closely with Wildman's conception of "religious philosophy" or "philosophical theology."4 I contend that if the Western world had consistently embraced Aristotle's liberal arts educational model, without the extended influence of Christian theology on medieval universities, Wildman, as a teacher-scholar, would likely feel entirely at home within a modern branch of the Peripatetic school based in the Lyceum.The affinity between Wildman's religious philosophy and Spinoza's thought is more substantive than formal. The Spinozian notion that equates God with nature echoes Wildman's religious naturalism. Wildman's inclination towards the Plotinus model of ultimate reality as the ground of being, which envisions the emergence of distinct entities from the One akin to "breaking off pieces from an endless and paradoxically edgeless chocolate bar,"5 is reminiscent of Spinoza's distinction between God as "natura naturans" and the world as "natura naturata."6 Furthermore, the "dipolar monism" metaphysics7 Wildman employs to address the hard question in neuroscience and the philosophy of mind is clearly derivative of Spinoza's monistic parallelism between mind and body. [End Page 51]More crucially, by equating God with nature, Spinoza posits that revealed truths about God are merely particular instances of natural truth. The "prophets" described in the Hebrew Bible don't necessarily possess unique wisdom about this natural truth. Instead, they have vivid imaginations, enabling them to employ those particular instances of truth to appeal to the masses' senses, thereby cultivating morality and serving various institutional and political aims. When aligned with natural reason, religion, as thus understood, complements philosophy and science in fostering the humanistic ethics of the general populace. However, when rooted in superstition rather than natural reason, it becomes a source of political manipulation and societal unrest.8 Echoing Spinoza's views on religion, Wildman presents a compelling refutation of the distinction between revealed and natural theology, leaning in favor of the latter.9 Yet, Wildman is still open to retaining "God" as the term for ultimate reality to uphold the moral-guiding role of traditional... (shrink)

THIS ESSAY DEALS WITH D F NORTON’S INTERPRETATION OF HUME’S METHODOLOGY IN THE LATTER’S FAMOUS DISCUSSION OF MIRACLES IN THE FIRST INQUIRY. NORTON CONSTRUES "EXPERIENCE" TO MEAN PERSONAL, INDIVIDUAL EXPERIENCE. THE AUTHOR SHOWS THAT THERE IS ANOTHER SENSE OF THE WORD WHICH IS MORE COSMOPOLITAN AND ONE WHICH SQUARES MORE WITH THE USES OF EVIDENCE FOUND IN THE "HISTORY OF ENGLAND". ALTERNATIVE INTERPRETATIONS OF THE HUME PASSAGE ARE GIVEN AND HUME’S METHOD IS COMPARED WITH R G COLLINGWOOD’S IMAGINATIVE RECONSTRUCTIONIST (...) IDEA OF HISTORY. (shrink)

One way to defend humane animal agriculture is to insist that the deaths of animals aren’t bad for them. Christopher Belshaw has argued for this position in the most detail, maintaining that death is only bad when it frustrates categorical desires, which he thinks animals lack. We are prepared to grant his account of the badness of death, but we are skeptical of the claim that animals don’t have categorical desires. We contend that Belshaw’s argument against the badness of animal (...) death relies on overly simplistic thought experiments and isn’t sufficiently careful in how it attributes mental states to animals. We present some cases of animal behavior from recent work on animal cognition that are most plausibly understood as spurred by categorical desires and we show how an independently plausible account of mental content—Ruth Millikan’s teleosemantics—supports our attribution of categorical desires in those cases. We end by arguing that even if you’re wary of our reliance on teleosemantics, you should still accept it due to considerations about moral risk. (shrink)

There is an urgent need to bring about a revolution in the overall aims and methods of academic inquiry, its whole character and structure, so that it takes up its proper task of promoting wisdom rather than just acquiring knowledge. We need to put right a philosophical blunder – a philosophical disaster one should perhaps say – that has overtaken academia, and is built into its structure. It is a blunder about what the overall aims and methods of academic (...) inquiry ought to be. The responsibility to make clear what is wrong, and what needs to be done to put things right, lies above all with philosophers. This indeed, in my view, is the fundamental task for philosophy today: to shout out, loud and clear, that we urgently need to bring about an intellectual and institutional revolution in the aims and methods, the whole structure and character, of academic inquiry, so that it takes up its proper task of helping humanity learn how to create a wiser world. This, if philosophers really were serious about their subject and really did love wisdom, is what they would do. -/- . (shrink)

Presenting philosophy properly, in a way that is clear and accessible to our target audience, is of paramount importance. In this essay I draw on my dual experience as a scientist and a philosopher to arrive at some general recommendations for good practice. Specifically, I discuss why presentation matters, whether a bad presentation style is a valid criticism of a philosopher’s work, how we may adapt our message to the variety of communication media available today, and what, if any, (...) is the relationship between how we present and how we conceive of philosophy itself. (shrink)

Efforts to include women in the canon have long been beset by reactionary gatekeeping, typified by the charge “That's not philosophy.” That charge doesn't apply to early and mid‐analytic female philosophers—Welby, Ladd‐Franklin, Bryant, Jones, de Laguna, Stebbing, Ambrose, MacDonald—with job titles like lecturer in logic and professor of philosophy and publications in Mind, the Journal of Philosophy, and Proceedings of the Aristotelian Society. It's hopeless to dismiss their work as “not philosophy.” But comparable reactionary gatekeeping affects (...) them, this paper argues, typified by the labels “bad philosophy” and “derivative philosophy.” Virtue and vice epistemology help explain why these women have been neglected and why their own approaches are epistemically virtuous. Their contemporaries and historians are deficient in scholarly virtues in labelling these women's work “bad” or derived from male mentors with no or specious justification. Their disparaged qualities—intellectual humility, modesty, critical self‐reflection, disclosing biases—are often epistemic virtues. (shrink)

A follow-up to The Nature of Social and Educational Inquiry, this volume explores the problem of criteria for distinguishing knowledge from false claims to knowledge and good research from bad research. The author focuses on how the advocates of different perspectives on the nature of inquiry-postempiricists, critical theorists, and interpretivists-have attempted to resolve this criteria problem.

Very plausibly, there is something important missing in our lives if we are thoroughly ignorant or misled about reality – even if, as in a kind of Truman Show scenario, intervention or fantastic luck prevents unhappiness and practical failure. But why? I argue that perfectionism about well-being offers the most promising explanation. My version says, roughly, that we flourish when we exercise our self-defining capacities successfully according to their constitutive standards. One of these self-defining capacities, or capacities whose exercise reveals (...) who we are, is Reason, our capacity for normative self-governance. I argue that in its practical use, Reason formally aims at competently realizing self-chosen valuable ends that are in harmony with each other, or valuable achievements. In its theoretical use, it formally aims at competently grasping fundamental enough subject matters, or a kind of understanding. Because success by reason’s own standards requires many things to go right, there are many different ways in which we can fall short. Some of them amount to partial success. But some, like incompetent inquiry that fails to yield understanding of its target, or taking inefficient means to a worthless end, are robust failures that amount to epistemic or agential unflourishing, and thus to a form of ill-being. (shrink)

Philosophy is dangerous business. At least, this is what Plato tells us. The literature on Plato’s metaphilosophy and methodology, however, has largely ignored this fact. In this dissertation, I show that an overemphasis on a narrow definition of Plato’s understanding of philosophy has meant we have missed an important account of how he proposes we navigate the dangers of rational inquiry. Framed as continuing the Platonic project of successfully and safely converting people to philosophy, this dissertation (...) takes seriously the fact that Plato is wary of philosophy being done badly, and shows that this perspective sheds light not only on methods such as elenchus, but also on Plato’s psychology, epistemology, and metaphysics. (shrink)

Philosophy has sometimes been considered to be the science of science. Analogously, it can perhaps be called inquiry of inquiry. Traditional modern science has been aimed at acquiring knowledge of truth. Thus, it can be called knowledge-inquiry. It can be debated, however, whether knowledge of truth is the ultimate goal we have to achieve in science. Perhaps solving the problems of living should be brought to the foreground rather than the problems of knowledge. In order to (...) fulfil this task, we have to exchange knowledge-inquiry for wisdom-inquiry as Nicholas Maxwell has suggested. The latter involves the quest for knowledge but adds its application to the picture. There has to be constant improvement of the aims of scientific research in order to reach for the problems of living. This can be achieved in the scope of a new Enlightenment. As the result, the position of social sciences and humanities will be turned into a fundamental one. The attempts to model these fields after physics have to be stopped. The main task of social sciences and humanities is decisively different from that of physics and all other natural sciences. A new methodology has to be invented for these intellectual fields. (shrink)

In spite of numerous outstanding recent contributions on Aristotle’s dialectic, it seems that our picture of dialectic in the Topics is not yet clear enough to settle the questions concerning the purpose and utility of dialectic. Thegoalofthispaperisamore modest one, simply to clarify our notion of dialectic and the skills involved. Thisinvestigation will allow us to draw some conclusions concerning their relevance to Aristotle’s philosophical inquiry.The paper formulates and systematizes the rules for dialectica ldisputations in Topics Book I and III (...) so as to reveal their epistemic, logical, and psychological peculiarities. First, it is argued that so-called constitutive rules offer a framework for both good and bad, fair and unfair argumentative discourse in question-answer form. Second, strategic rules are demonstrated to yield logical and epistemic moves to enhance good argument and the search for justified truth claims through debate. (shrink)

On Newton’s view understanding of the fundamental character of anything can only come from knowledge about that thing, gained from experience, he sought experimental knowledge of light, for example, that would provide, not in the first instance support for a prior theory of its nature, but some systematic basis for further investigation--and--possibly--an eventual more fundamental theory. Among the things to hope for as results of an investigation is the discovery both of new questions that may be profitably pursued and new (...) instrumentalities for conducting further investigations. In Newton’s account of the nature of body, lawsplay a central role; and it is regularities--laws of behavior--that he primarily sought in his study of phenomena. It is these that make the results of the investigations what I have called “systematic.”. (shrink)

This book is a critical introduction to the philosophy of social science. While most social scientists maintain that the social sciences should stand free of politics, this book argues that they should be politically partisan. Root offers a clear description and provocative criticism of many of the methods and ideals that guide research and teaching in the social sciences.

There is little debate that there are important ethical questions that we must answer as we increase our reliance on social networking technologies such as Facebook, Instagram, Twitter and YouTube for our communications, interactions and connections. Social media is at the center of many of our greatest public policy challenges but the moral (or immoral) role it plays in relation to human behavior is far from settled. Part of the difficulty we face in addressing the unique challenges of social networking (...) technologies is discerning the significance of social networking on us. This is because we often begin with an erroneous assumption. The moral significance of technologies generally—not only social networking technologies—is hampered by the insistence that technologies are typically considered objects and we are human, and the province of morality has long been ours. Postphenomenological inquiries can help to fashion technological development in pursuit of understanding how our moral behavior takes shape, but we can also take a critical perspective on who we are and what we are becoming in light of what social networking technologies reveal about the state of our ontological Being. (shrink)

Vol.:The Journal of Value Inquiryhttps://doi.org/10.1007/s10790-018-9660-y1 3Bad Art and Good TastePer Algander1© The Author 2018Aesthetic value and good taste usually go hand in hand. A person with good taste is, typically, someone who appreciates things which exhibit some aesthetic quality or excellence. However, in ordinary life it is commonplace that we indulge in things which are lacking in aesthetic value. For example, we might prefer to watch Days of Our Lives rather than The Wire, or to read a bad crime novel (...) rather than good poetry.It is tempting to draw the conclusion that we are making a mistake, and lacking good taste, when our aesthetic attitudes do not match up against the aesthetic value of the things we prefer. However, this conclusion may be too quick. It has recently been argued by John Dyck and Matt Johnson1 that appreciating bad art—art which lack aesthetically good making features or whose bad making features clearly out-weigh its good making ones—isn’t always inappropriate. In this paper I will argue that while there might be a case to be made for this claim, the problem which Dyck and Johnson identify is much more general and that their proposed solution can at best be a partial one. (shrink)

Rogers, C. R. and Skinner, B. F. Some issues concerning the control of human behavior.--Broudy, H. S. Didactics, heuristics, and philetics.--Craig, R. An analysis of the psychology of moral development of Lawrence Kohlberg.--Scudder, J. R., Jr. Freedom with authority: a Buber model for teaching.--Hook, S. Some educational attitudes and poses.--Strike, K. A. Freedom, autonomy, and teaching.--Elkind, D. Piaget and Montessori.--Raywid, M. A. Irrationalism and the new reformism.--Doll, W. E., Jr. A methodology of experience: the process of inquiry.--Neff, F. C. (...) Competency-based teaching and trained fleas.--Brown, A. "What could be bad?" Some reflections on the accountability movement. (shrink)

Naïve realists have a motive to but have thus far been unable to offer compelling reasons for positing an external constraint on the occurrence of the consciousness involved in perfect hallucinations. If the occurrences of such consciousness were confined to abnormal perceptual contexts, the possibility of perfect hallucinations would have no bearing on the nature of the consciousness involved in cases of perception. On the other hand, it is unclear why the character of the perceptual context should matter constitutively to (...) the occurrence of the sort of consciousness involved in perfect hallucinations. Supposing (reasonably) that such consciousness does not consist in an awareness of the environment, it is puzzling why the latter should be a certain way for the former to occur. I propose a solution to this puzzle, which helps secure the naïve realist approach to perception. Perfect hallucinatory experiences issue from exercises of the perceptual system operating in a second, defective mode – complementary to the normal one, whose exercises issue in an awareness of the environment. (shrink)

Is suffering really bad? The late Derek Parfit argued that we all have reasons to want to avoid future agony and that suffering is in itself bad both for the one who suffers and impersonally. Nietzsche denied that suffering was intrinsically bad and that its value could even be impersonal. This paper has two aims. It argues against what I call ‘Realism about the Value of Suffering’ by drawing from a broadly Nietzschean debunking of our evaluative attitudes, showing that a (...) recently influential response to the debunking challenge (the appeal to phenomenal introspection) fails. It also argues that a Nietzschean approach is well suited to support the challenge and is bolstered by the empirical literature. As strangers to ourselves, we cannot know whether suffering is really intrinsically bad for us. (shrink)

This paper aims to critically reflect on the possibility of developing a distinctive Taiwanese philosophy of education in the global world. The inquiry into the Taiwanese philosophy of education involves a more profound request for Taiwan identity, which is like a sprectre, continuously facing the threat of being eradicated, sometimes emerging and sometimes disappearing. Taiwan is being under erasure. To unravel the predicament, this paper uses Derrida’s sous rature and the notion of deconlonisation. Taiwan is now recognised (...) as a democratic state, but it was ruled by different colonial regimes during various periods in history. The colonial history has embedded in Taiwan’s current conundrum of identity and philosophy of education. This paper argues that decolonisation involves two levels: ‘Asia as method’ and ‘Native as method’. By addressing both, the lived experiences of the people can be genuinely acknowledged, as well as their identity. Then, a distinctive native philosophy of education becomes possible. (shrink)

The reasonableness is a basic ideal of a philosophical education. Such ideal is especially expressed in “Philosophy for Children” by the notion, still open to multiple interpretations, of “good reasons”. “Being reasonable” means, in its widest sense, the trend, the finely cultivated habit, of giving, asking and evaluating reasons for our thoughts, feelings, actions, words, actions, or wishes. What is demanded of those who participate in a community of inquiry is the permanent effort of searching for the best (...) reasons for what we are, feel, think, say or wish to do. Why are good reasons necessary? How are those reasons to be evaluated? What allows us to distinguish between a good and a bad reason? What are the main characteristics of a good reason? These are some of the main questions I aim to examine in this paper. I begin by trying to clarify what gives rise to the need to give, ask and evaluate reasons. Then I try to answer the question I consider to be central: what is a good reason, or what does one consist of? I conclude my thoughts with some notes on the possibility and meaning of a “logic of good reasons” and on the role it plays in the P4C project. I show the diversity of reasons that can be offered according to the circumstances and the circles of interest in which we move. Since we live simultaneously in different worlds , the kind of reasons we must offer in each case may be entirely different. Therefore, the criteria according to which we can evaluate the reasons offered in each context may also be very different. I emphasize that good reasons are, in a great number, intuitive. They are immediate, that is, not mediated by long analysis, but ‘emerge’ in our minds rather ‘spontaneously’. Though good reasons may show up in a rather intuitive way, in general they are supported by a long process of analysis. Good reasons would not be such if they were not timely; therefore, they cannot take too long to show up; pressing circumstances require them to show up swiftly. Nonetheless, they are not produced casually or by chance. As a matter of fact, they are prepared in our permanent exercise of making good judgments, that is, careful, relevant and well enlightened judgments. This implies a process of decomposing a problematic situation into its constitutive parts , which happens too fast in our minds and shows up finished in those who permanently strive to reason in a sensible and coherent way when confronted with different situations. (shrink)

In close collaboration with the late Matthew Lipman, Ann Margaret Sharp pioneered the theory and practice of ‘the community of philosophical inquiry’ (CPI) as a way of practicing ‘Philosophy for Children’ and prepared thousands of philosophers and teachers throughout the world in this practice. In Community of Inquiry with Ann Margaret Sharp represents a long-awaited and much-needed anthology of Sharp’s insightful and influential scholarship, bringing her enduring legacy to new generations of academics, postgraduate students and researchers in (...) the fields of education, philosophy, philosophy of education, Philosophy for Children and philosophy of childhood. Sharp developed a unique perspective on the interdependence of education, philosophy, personhood and community that remains influential in many parts of the world. This perspective was shaped not only by Sharp’s work in philosophy and education, but also by her avid studies in literature, feminism, aesthetic theory and ecumenical spirituality. Containing valuable contributions from senior figures in the fields in which Sharp produced her most focused scholarship, the chapters in this book present a critical overview of how Sharp’s ideas relate to education, philosophy of education, and the Philosophy for Children movement as a whole. The historical and philosophical nature of this collection means that it will be a vital resource for philosophers and educators. It should also be of great interest to teacher educators and those involved in the study of pragmatism and feminism, as well as the history of education across the globe, particularly in the United States of America. (shrink)

Funniness, a property the nature of which is both seemingly obvious and yet resistant to analysis, has been the object of intermittent attention in philosophy since Plato. Sometimes this attention has taken the form of an investigation into the nature of laughter and the humorous. Sometimes it has taken comic art-forms as its object, though tragedy has received a good deal more attention from philosophers. And sometimes it has focused on jokes and put-downs in their considerable variety, and ethical (...) questions associated with them. All these inquiries are, of course, interlinked. In this paper, we focus on the ethics of jokes, but will then draw connections between that issue and the question of the ethical dimension of humor in put-downs and in art. Our inquiry is thus part of a larger investigation in aesthetics on the relation between artistic and moral value generally. (shrink)

The historical period of the 18th and early 19th century is usually perceived as the high point of human self-emancipatory optimism. Specifically, the Enlightenment believed that reason would guide humanity from darkness to the light. Ay, there's the rub, so rhymes the Bard of Avon, for wherefrom arriveth the urge to flee the dark? The rationalist propensity to remodel and re-invent the world is testament to a dreary and pessimistic analysis of the human condition. Thus, the Enlightenment made a largely (...) self-content analysis of the natural, traditional and historical condition of humanity which suggested that underneath its emancipatory, rationalist optimism lurks an unspoken perspective on reality that, in the verse of Alexander Pope, on weak wings, from far, pursues [its] flights. In this dissertation, I have called that perspective the horror of existence : the tacit acknowledgment that whatever is naturally and historically presented to the human agent is to be treated with suspicion. Nietzsche even declared such squinty eyes part and parcel of the bad blood of Western metaphysics in its ignoble resentment towards the vitalistic full-bloodedness of existence. Immanuel Kant and Arthur Schopenhauer are the protagonists in the investigation into the pessimistic focal point that looms underneath the Enlightenment s alleged optimism. Three points of inquiry are central to unravelling this pessimism. First, it is to be established that Immanuel Kant the proverbial vanguard of the Aufklärung actually subscribed to a sense of pessimism. Virtuous duty is the code word of Kant s ethics: to act in a fashion in opposition to certain countermoral inclinations. While Kant calls such behavior autonomy in the supposed fullest sense of the term, such autonomy is lacking in appeal in comparison to the pursuit of happiness. If rational morality is left unassisted, it remains in the perennial danger of being ineffective. The human agent is ill-disposed towards the moral law and radically inclined to overturn the moral world order. Accordingly, Kant turns to certain religious tools to bestow a kind of moral education that would augment the appeal of morality without ever making the human agent in any way inclined to moral virtue. At best, the human agent is justified in his/her rational faith to moral progress. In sum, while Kant believed that immanent rationality is the appropriate guide for moral pursuits, it is lacking in appeal to the finite and frail human agent. Second, it is to be shown that Schopenhauer s more overtly pessimistic philosophy is a continuation of a certain philosophical impetus at work in Kant s philosophy. After Schopenhauer questions the irresistible appeal of rationality, he finds that the Kantian recalcitrance to morality could very well be understood as self-justified self-expression of a blind, amoral will. Since even Kant admitted that rationality lacks in appeal to draw humanity in line, why would rationality be the most intimate aspect of noumenal reality? Instead, the human agent is mired in a depravity from which only his/her own frail and quasi-powerless tools can facilitate an escape. Accordingly, an ethics of compassion, a sublime piece of art, a pessimistic religion and proper philosophical insight can facilitate an escape from reality and turn the human agent to blissful nothingness. Third, it is to be shown that Kant and Schopenhauer s specific sense of pessimism is a philosophical translation of a certain theological perspective on the interplay between nature and goodness. Instead of thinking about nature and good as on a continuum, the Protestant Reformation introduced a radical dualism between nature and goodness which requires nature to be radically reformatted. No good is to come from the exercise of nature: works do not justify. Similarly, Kant and Schopenhauer reiterate how a radical change in the normal behavior of the human agent is the only escape from his/her depraved condition. But how do you fuel a quest for health if that which would do the healing is diseased to its core? (shrink)

Misinformation in various guises has become a significant concern in contemporary society and it has been implicated in several high-impact political events over the past years, including Brexit, the 2016 American elections, and bungled policy responses to the Covid-19 pandemic in some countries. In this paper, I draw on resources from contemporary social epistemology to clarify why and how misinformation is epistemically bad. I argue that its negative effects extend far beyond the obvious ones of duping individuals with false or (...) misleading beliefs. Misinformation has systemic effects on our information environments, making all of us worse off, including the epistemically vigilant. This paper does not offer measures or policies to fight misinformation, but aims to contribute to the prior goal of better understanding what's bad about misinformation. In doing so, it lays the groundwork for ameliorative projects. (shrink)

Politics abounds with bad language: lying and bullshitting, grandstanding and virtue signaling, code words and dogwhistles, and more. But why is there so much bad language in politics? And what, if anything, can we do about it? In this paper I show how these two questions are connected. Politics is full of bad language because existing social and political institutions are structured in such a way that the production of bad language becomes rational. In principle, by modifying these institutions we (...) can reduce the prevalence of bad language. However, as I show, such practical efforts are fraught with difficulties. After first outlining an account of bad language (Section 1), I examine the rationality of three different types of bad language: inaccurate language, insincere language, and unclear language (Section 2). Next, I discuss the possibility of implementing institutional reforms to improve the quality of political discourse (Section 3). However, I then outline and discuss two serious complications for institutional reforms—namely, they create risk of abuse, and they could preclude instances of seemingly bad language that, in fact, are socially beneficial (Section 4). I conclude with some thoughts about how to pursue institutional reform in an appropriately circumspect manner (Section 5). (shrink)

Professor Dowding has written an interesting and stimulating book on the relevance (R) of general philosophical insights for the conduct of political science enquiry. In this paper, I challenge his positive analysis due to the relevance (R) difficulty. The social sciences have to struggle with a set of philosophical questions, but they hardly belong to general ontological or epistemological theories.

Introduction -- From natural philosophy to theories of method -- Explanations, laws, and theories -- Change and the effect on scientific realism -- Science, society, and values -- Conclusion -- Glossary.

Clare, the titular character of The Time Traveller's Wife, reflects that "Everything seems simple until you think about it." This might well be a mantra for the whole of philosophy, but a fair few terms tend to stick out. "Knowledge", "goodness" and "happiness" for example, are all pervasive everyday terms that undergo significant philosophical analysis. "Luck", I think, is another one of these terms. Wishing someone good luck in their projects, and cursing our bad luck when success seems so (...) close to our reach or failure could have so easily been otherwise, happens so often that we rarely stop to reflect on what we really mean. Philosophical reflection on the nature of luck has a rich tradition, that is by no stretch confined to the Western philosophical canon. However, it has only very recently become one of the goals of philosophy to provide a clear account of what luck actually amounts to. This, in part, is the goal of this thesis. The thesis has two primary motivations. The first is to offer and defend a general account of luck that overcomes the problems faced by the current accounts of luck that are available in the current philosophical literature. The second is to apply this general account of luck to the areas of metaethics and epistemology where luck has been a pervasive and problematic concept, and demonstrate how this account of luck may resolve or further illuminate some of the problems that the notion has generated. The thesis is roughly split into two parts. The first half of the thesis focuses on the former objective of offering an account of luck. Chapter 1 offers a selected history of the philosophy of luck that spans from the Ancient Greeks to the present day, so that we might properly situate the current work on luck as part of the broader historical importance of the concept. Chapter 2 will set out the major rival to the theory of luck that I will offer - the lack of control account of luck. LCAL has various iterations across the literature, but is most clearly articulated by Wayne Riggs and E.J. Coffman. Both Coffman and Riggs add and adapt their own conditions to LCAL specifically so that the account may overcome several problems that have been levied against it. These further conditions are not incompatible so, to provide the strongest lack of control account possible, I have combined them to form a lack of control account I have called Combined LCAL - LCAL. The latter part of the chapter pits LCAL against some of the problems that have been raised against LCAL. However, despite the efforts of both Riggs and Coffman, even LCAL fails to counter some of these objections. For these reasons I have rejected LCAL has a viable candidate for an account of luck. Chapter 3 sets out a modal account of luck, as argued for by Pritchard, where an event is lucky only if it occurs in the actual world, but not in a relevant set of nearby possible worlds. Here I further elaborate on how we should understand the modal distances using Lewisian possible world semantics, and what worlds should be taken into consideration when fixing the relevant set of nearby possible worlds. I argue that these relevant sets of worlds should be fixed according to the domain of inquiry of which the luck is being applied - this I call the type of luck. Examples of this is the current literature are resultant luck - the type of luck concerned with the results of our actions, and veritic luck - the type of luck concerned with the modal safety of our belief formation. Due to the multitude of types of luck across disciplinary areas, a general modal account of luck requires flexibility in what factors should fix the relevant sets of possible worlds. I achieve this by providing a [TYPE] function for the general modal account of luck, which is used as a mean of inserting the relevant fixing conditions for any domain of inquiry. Chapter 3, in a similar vein to Chapter 2, pits the general modal account of luck against some of the problems that have been levied against MAL, specifically the Buried Treasure problem raised by Lackey and the agent causation problem as raised by Levy. More successfully, the modal account offered stands up against these criticisms. For these reasons, the modal condition understood with the [TYPE] function and Lewisian semantics concerning modal distances, will be adopted to make up one half of the conditions for my account of luck. Chapter 4 will look at the second condition for an account of luck - the significance condition. The chapter will set out the reasons for adopting a significance condition at all, and some of the ways in which the condition has been articulated by Rescher, Pritchard and Ballantyne. All of these current views of the significance condition will be found wanting due to their inability to make sense of certain kinds of luck in specific normative domains. For example, Ballantyne's account of significance focuses on the interests of an agent, yet for certain types of moral luck, the interests of the agent are irrelevant. Instead, I propose a relativised significance condition, where the value of the event is relative to the value of the normative domain in which the luck is being ascribed. Epistemic luck requires a focus on the epistemic significance of the event for the agent, moral luck requires a focus on the moral or ethical significance of the event for the agent, and so on. This I call the kind of luck. Similar to the [TYPE] function for the modal condition for luck, the significance condition requires a [NORMATIVE DOMAIN] function where the relevant normative domain can be inserted depending on the kind of luck. This version of the significance condition will be conjoined with the modal condition as set out in Chapter 3 to form the correct general account of luck. Chapter 5 is the first chapter of the second half of the thesis that concerns applying the account of luck set out in part 1 to more specific domains of inquiry. Chapter 5 concerns moral luck, more specifically, resultant moral luck. Moral luck has traditionally been understood in terms of lack of control. This chapter looks at how Pritchard and Driver have attempted to understand moral luck using modal conditions. However, it is argued that these attempts would be more successful if we adopted the account of luck that I have offered in previous chapters. The chapter will go on to look at two possible problems that may be faced by this modal account of luck, and how it may resolve these problems. Chapter 6, the final chapter, looks at epistemic luck, specifically how the adoption of the modal account I have offered resolves a particular problem targeted at anti-luck epistemology by Ballantyne. The problem, Ballantyne argues, is that given that luck requires a significance condition, the degree of significance affects the degree of luck and that the degree of luck involved in our belief formation affects whether we are in a position to know the target proposition, that the result is that degree of significance affects our ability to know. For at least some instances of this - such as the aesthetic significance that we assign to the target proposition - the result will be that non-epistemic factors that have no relevance at all whether an agent is in a position to know will affect that agent's position to know. The resolution to this problem can be found in a two part solution. The first part is to demonstrate that any degree of veritic epistemic luck results in the agent failing to know. The second is that through the relativisation of the significance condition, any type of value will not affect an agent's position to know, only the epistemic value. With these two considerations in mind, the latter of which that can only be held through the adoption of the modal account of luck I have offered, the problem may be resolved. (shrink)

Philosophers and social scientists largely agree that fake news is not just necessarily untruthful, but necessarily insincere: it’s produced either with the intention to deceive or an indifference toward its truth. Against this, I argue insincerity is neither a necessary nor obviously typical feature of fake news. The main argument proceeds in two stages. The first, methodological step develops classification criteria for identifying instances of fake news. By attending to expressed theoretical and practical interests, I observe how our classification practices (...) turn on worries about fake news’s unique political-epistemic risks. From this, I argue (i) theories of fake news should capture independent mechanisms that realise these risks and (ii) the manifestation of them suffices for classifying a news story as fake news. The second step applies the classification criteria to bad science journalism. I argue the systematic epistemic faults in bad science journalism manifest the same political-epistemic risks we see in fake news, which suffices to justify classifying it as fake news. But since such faults aren’t plausibly attributed to its propagators being insincere, insincerity doesn’t function independently as a mechanism for realising fake news’s political-epistemic risks. Thus, I conclude, we should exclude insincerity from our accounts of the phenomenon. (shrink)

Despite his opposition to Schopenhauerian pessimism, Nietzsche repeatedly characterises himself as a pessimist of sorts. Here I attempt to take this assertion seriously and offer an interpretation of in what sense Nietzsche can be called a pessimist. I suggest that Nietzsche’s pessimism has to do not with life in general, but with life in its common form: such life is bad because it is characterised by meaningless suffering, and lacks aesthetic value. Against the Christian tradition, Nietzsche denies that there is (...) a value inherent to life itself, and thinks instead, that value must be achieved, but rarely is. This form of pessimism is rooted in Nietzsche’s engagement with the ancient Greeks, and bears important affinities to the thought of Burckhardt on Greek pessimism. (shrink)

Train crashes cause, on average, a handful of deaths each year in the UK. Technologies exist that would save the lives of some of those who die. Yet these technical innovations would cost hundreds of millions of pounds. Should we spend the money? How can we decide how to trade off life against financial cost? Such dilemmas make public policy is a battlefield of values, yet all too often we let technical experts decide the issues for us. Can philosophy (...) help us make better decisions? Ethics and Public Policy: A Philosophical Inquiry is the first book to subject important and controversial areas of public policy to philosophical scrutiny. Jonathan Wolff, a renowned philosopher and veteran of many public committees, such as the Gambling Review Body, introduces and assesses core problems and controversies in public policy from a philosophical standpoint. Each chapter is centred on an important area of public policy where there is considerable moral and political disagreement. Topics discussed include: Can we defend inflicting suffering on animals in scientific experiments for human benefit? What limits to gambling can be achieved through legislation? What assumptions underlie drug policy? Can we justify punishing those who engage in actions that harm only themselves? What is so bad about crime? What is the point of punishment? Other chapters discuss health care, disability, safety and the free market. Throughout the book, fundamental questions for both philosopher and policy maker recur: what are the best methods for connecting philosophy and public policy? Should thinking about public policy be guided by an ‘an ideal world’ or the world we live in now? If there are ‘knock down’ arguments in philosophy why are there none in public policy? Each chapter concludes with ‘Lessons for Philosophy’ making this book not only an ideal introduction for those coming to philosophy, ethics or public policy for the first time, but also a vital resource for anyone grappling with the moral complexity underlying policy debates. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Unmodern Philosophy and Modern Philosophy by John DeweyCharles A. HobbsJohn Dewey. Unmodern Philosophy and Modern Philosophy. Carbondale and Edwardsville: Southern Illinois University Press, 2012, 351 pp., index.John Dewey’s latest publication marks a watershed moment for scholarship in American philosophy, and, in addition to Dewey himself, we have editor Phillip Deen to thank for discovering it (among the Dewey papers in Special Collections at (...) Morris Library of Southern Illinois University) and editing it. We see Dewey late in life (early 1940s) engaged mainly in a critique of the modern, ancient, and (fragmentarily) medieval philosophical periods, which Dewey argues, are eras not nearly as distinct as traditional understanding admits. In the Introduction, Deen helpfully explains how we are now bequeathed incomplete but in most [End Page 122] cases quite robust chapter drafts that amount to another substantial work by Dewey. While published by Southern Illinois University Press, this volume is not itself part of The Collected Works of John Dewey. Still, the careful editing (of what are actually a number of manuscripts) is comparable in its excellence. There is also a well-done Index.The scope is twofold: retrospective and prospective. Chapters one through seven trace the development of so-called modern philosophy along with its central epistemological problem, with the aim being to demonstrate how thoroughly “unmodern” such philosophy has been. Then, chapters eight through fourteen constitute a genuinely modern approach that naturalistically and functionally undercuts the epistemic problem of subject/object and points to a revolution in the process of knowing.We turn to the retrospective, beginning in the first chapter with the acknowledgement that Dewey comes to philosophy itself as a kind of anthropologist, something we note as consistent with the influence of Franz Boas on Dewey (with whom Dewey was a colleague and intellectual ally at Columbia for about thirty-five years). This is further underscored by a lengthy quotation of anthropologist Bronislaw Malinowski on the meaning of culture (p. 290). The ongoing history of philosophy is itself a cultural activity. Indeed, citing James, Dewey declares that “The sickliest way in which a student of philosophy can approach his subject-matter is that of a search for ultimate impersonal revelation of truth.” (p. 16) Rather, let the philosopher have the pragmatic attitude of openness “... to truth from whatever source it comes” (ibid).With that, Dewey once again turns to the Greeks, who initiated “The Discovery of Rational Discourse” (Ch. III) as underscored by the Socratic means of cooperative discourse, with the dialogues—not lectures—being evidence of the Athenian philosophical revolution in turning “from discussing nature and giving an account of it to the examination of the nature and procedure of discussion and report” (p. 38). Yet this project, despite its initial promise, failed for lack of a genuine logic of experimentation or inquiry. Then philosophy focused on going beyond the natural, beginning with the medieval “Search for Salvation” (Ch. IV, a significantly less developed and unified chapter draft). “Modern” philosophers then rightly replaced grand cosmic schemes with a focus on human nature (Ch. V), but they went too far with their introspective methods, gradually resulting in the same consequence supernaturalism had produced: a dualism of mind and nature, as if human nature is somehow not a part of nature. As we recall from Human Nature and Conduct (1922), human nature is not independent of but rather interdependent (or, using Dewey’s later term, transactional) with the rest of nature. The key is to avoid hypostatizing mind and better to talk of culture as nature. [End Page 123]With the Renaissance onward, humans have been “Wandering between Two Worlds” (Ch. VI), and endless arguments between “rationalists” and “empiricists” overlook what these camps share, namely a psychology assuming a fundamental split between subjective/objective and assumptions about certainty as founded upon various first principles or substances. The result is the stagnation of philosophy while science flourishes. Dewey cites Bertrand Russell as an example of continued insistence on such a priori principles (p. 106).We find ourselves in an epoch split between scientism and moral and religious fundamentalism, the result of a lingering tenacious investment in bad elements from ancient and medieval... (shrink)

This is the first book on practical philosophy of science and how to practically evaluate scientific findings that have life-and-death consequences. Showing how to uncover scores of scientific flaws -- typically used by special interests who try to justify their deadly pollution -- this book aims to liberate the many potential victims of environmentally-induced disease and death.