This essay argues that Montaigne draws on elements of both the Academic and Pyrrhonian skeptical traditions, but that the fundamental desire for self-knowledge that initially led him to appreciate the insights of the ancient skeptics ultimately leads him beyond them. What lies at the heart of Montaigne’s skepticism is neither an epistemological position nor the experience of doubt, but rather the determination to philosophize self-consciously.

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Freedom to innovate in teaching and learning are essential to meaningful higher education. Universities’ rhetorical commitments to freedom and innovation are ubiquitous and quite homogenous. Beneath the rhetoric, however, lie sharp divides between neo-liberal and Humboldtian approaches to innovation, course design, teaching and learning. This article argues that to understand the authentic approach of a university to innovation requires going beyond the rhetoric. We must instead examine context-specific experiences and understandings of the curriculum, especially in terms of teaching, learning, assessment (...) and evaluation. Making this critical examination, we see that Humboldtian frameworks rely on broad understandings of value connected to learners and their communities. Neoliberal frameworks by contrast reduce and essentialise these understandings to customer service provision. Treating students as customers has significant implications for how innovation is defined and enacted through increasing aversion to the risks inherent to attempting innovation. Quality evaluation and assurance processes inevitably align with an institution’s authentic approach, regardless of what rhetorical commitments suggest. The article concludes by suggesting ways forward grounded in teaching, learning and evaluation. These are congruent with a Humboldtian approach and may, through their application bring the rhetoric of teaching and learning innovation into alignment with experienced reality. (shrink)

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This article attempts to draw out and to clarify a tension at the core of Schelling’s Freiheitsschrift. This tension can be put as follows. On the one hand, Schelling insists quite strongly throughout this text upon the inherent goodness of creaturely selfhood—not simply in the negative sense that selfhood is not intrinsically evil, but in the positive sense that each created self is loved by God and destined to play a singular part in God’s self-revelation. On the other hand, Schelling (...) depicts selfhood in terms that seem to link it inextricably—perhaps constitutively—to sin and evil. It is my contention in this article that this tension arises as a result of Schelling’s attempt, in the Freiheitsschrift, to embed an essentially Kantian account of radical evil within the broadly Neoplatonic framework he had sketched five years earlier in his Philosophy and Religion. (shrink)

Comparisons between morality and other 'companion' disciplines - such as mathematics, religion, or aesthetics - are commonly used in philosophy, often in the context of arguing for the objectivity of morality. This is known as the 'companions in guilt' strategy. It has been the subject of much debate in contemporary ethics and metaethics. This volume, the first full length examination of companions in guilt arguments, comprises an introduction by the editors and a dozen new chapters by leading authors in the (...) field. They examine the methodology of companions in guilt arguments and their use in responding to the moral error theory, as well as specific arguments that take mathematics, epistemic norms, or aesthetics as a 'companion', and the use of the companions in guilt strategy to vindicate claims to moral knowledge. Companions in Guilt Arguments in Metaethics is essential reading for advanced students and researchers working in moral theory and metaethics, as well as those in epistemology and philosophy of mathematics concerned with the intersection of these subjects with ethics. (shrink)

The first comprehensive collection of the work of Richard Rorty, The Rorty Reader brings together the influential American philosopher’s essential essays from over four decades of writings. Offers a comprehensive introduction to Richard Rorty's life and body of work Brings key essays published across many volumes and journals into one collection, including selections from his final volume of philosophical papers, Philosophy as Cultural Politics ) Contains the previously unpublished essay, “Redemption from Egotism” Includes in-depth interviews, and several revealing autobiographical pieces (...) Represents the fullest portrait available today on Rorty’s relationship with American pragmatism and the trajectory of his thought. (shrink)

The systematic examination of the relationship between brain and behavior is generally considered to have begun in 1861 with Broca's description of a patient with a specific language deficit associated with a circumscribed lesion of the left frontal cortex. This observation was taken to show that there was a specific region in the brain concerned with language which was relatively independent of other regions concerned with other abilities. In the next decade a number of other patients were described with various (...) circumscribed deficits. Wernicke described aphasic patients who, in contrast to Broca's patients, were better at speech production than they were in understanding speech. Harlow described the case of Phineas Gage, who showed little sign of loss in his intellectual abilities but suffered a disastrous change in personality after bilateral damage to his frontal cortex. The aim of many of these early neuropsychologists was to associate particular psychological functions with specific brain regions by detailed study of neurological cases. (shrink)

Teachers' Know-How: A Philosophical Investigation presents a comprehensive and up to date philosophical treatment of the kinds of knowledge and "know-how" that educators should possess. -Offers an original and in-depth study of teachers' know-how which situates teaching within the spectrum of professions -Critiques the currently fashionable craft conception of teaching and the view of teaching as protocol-driven which is currently influential in policymaking circles -Utilizes epistemological debates on the nature of know-how to inform understanding of the work of teachers -Features (...) detailed examples including some drawn from the author's own long professional experience of a teacher in a wide range of different contexts. (shrink)

"Presents an account of the ways scientists and others have perceived life and living processes from the times of the early Greek philosophers to the twentieth century ... The book follows out several major themes in the history of biological thought. How is it possible to harmonise atomism and organism? What has happened to the concept of the soul which played so important a part in early biologies? To what extent does our technology influence our understanding of the living process? (...) These and other questions are seen as instances of a major movement in the history of biological thought: a movement from an Aristotelian to a Cartesian vision of the nature of life"--From publisher description. (shrink)

Explanations of animal problem-solving often represent our choices as limited to two: first, we can explain the observed behavior as a product of trained responses to sensory stimuli, or second, we can explain it as due to the animal’s possession of general rules utilizing general concepts. My objective in this essay is to bring to life a third alternative, namely, an explanation in terms of imagistic cognition.The theory of imagistic cognition posits representations that locate objects in a multidimensional similarity space. (...) It proposes that an animal’s expectations can be explained on the basis of the similarity of novel objects to objects previously encountered.The animal can predict the behavior of the novel object by producing a mental movie of the novel object by morphing it into an object, the behavior of which has previously been observed. After criticizing the theory of concept abstraction, I will identify some of the key elements of imagistic cognition.Then I will attempt to illustrate the utility of this conception of cognition by using it to explain the combination of successes and failures observed in monkeys in tool- mediated retrieval tasks (Fujita et al. 2003; Fujita et al. 2011) and in great apes in trap tube and trap table experiments (Martin-Ordas et al. 2008; Martin-Ordas et al. 2012). (shrink)

Evangelical Protestant spirituality, under the influence of the Enlightenment, has assumed a somewhat modernist flavor. As a result, traditional forms of religious symbol and piety were demoted in favor of religious affections, true spirituality was now discerned by means of “heart knowledge,” and the assurance of salvation assumed a place of prominence in the emerging market of spiritual autobiography. This essay explores several ways that a non-monastic, non-modern Protestant tradition, which lives according to a community rule, can contribute to the (...) spiritual formation conversation. I begin by introducing the reader to the Amish narrative and discuss how two theological themes shape their approach to spirituality–-the cross of Christ and the relationship between faith and works, justification and sanctification. Next, I question a common view of Jesus’ ministry as being diametrically opposed to that of the Pharisees and suggest that the Sermon on the Mount deserves to be central to the enterprise of spiritual formation. I conclude this essay by revealing how the Amish put spiritual theology into practice, via a locally constructed Ordnung and while seated around the supper table. (shrink)

This chapter contains section titled: Why Think Life is Meaningless? Are These Reasons Any Good? Lives and Meanings It's Up to You Getting It Right Getting It Wrong Some Complications Meaning and Absurdity Does Meaning Matter? Is It All Meaningless?

The essay investigates the proposition that economic questions are a fit subject for science. This investigation will involve a selective examination of seventeenth-century writings before looking at again selective Enlightenment texts. The essay is deliberately wide ranging, but it aims to pick out the emergence or crystallization of political economy by noting how theorists sought to establish it as a subject matter and in the process develop ways of studying it that aimed to uncover regularities and exhibit generality, systematicity, and (...) precision. Together these supported its pretensions or claims to be a science that would in a Baconian manner be useful and free of the perceived shackles of a moralistic classical disparagement of economic activity. (shrink)

A detailed view, if not a theory, of dreams emerges from R. G. Collingwood's expression theory of art and his view that art is necessary to psychological and social well-being. Commentaries on Collingwood's aesthetic theory overlook his view of dreams, yet careful examination of it yields two surprising results: on his view dreams could be artworks, even though he appears to deny this, and dreams could have the psychological and social significance that art has. Two objections arise. Dreams cannot be (...) artworks because dreams are private, while artworks are public, and dreams are not intentionally created, while artworks are. Collingwood's aesthetic theory meets these objections, thus providing fertile ground for discussion about dreams and art. This paper argues that on Collingwood's view dreams can be artworks; art cannot be distinguished from dreams on the basis of publicity or intentionality; and to the extent that dreams can be artworks they might be significant to psychological and social well-being. (shrink)

Eugenic thinking divides people into groups according to real or perceived genetic traits, identifies some groups as unwanted, and then promotes the elimination of the unwanted groups. Some American medical professionals are pursuing a eugenic agenda that pressures and misleads parents to abort unborn children with Down syndrome. These counselors have a strong, unwar­ranted bias that influences parents’ decisions significantly. The use of prenatal genetic testing and in vitro fertilization increases the number of deaths of unborn children with Down syndrome. (...) The widespread practice of identifying and aborting children with Down syndrome is properly called eugenics. (shrink)