This article explores the relationship between utility and justice in the ancient Epicurean tradition, and as it developed in the seventeenth and eighteenth centuries following the revival of Epicureanism in the writings of Pierre Gassendi. It focuses on the significance of various allusions to a line from Horace, ‘utilitas, justi prope mater et aequi’, which appeared in writings of Hugo Grotius, David Hume, and Jeremy Bentham, and was used to give utility a prominence in modern hought that it had not (...) hitherto received. The article attempts to provide the context for Hume’s belief in the Enquiry concerning the Principles of Morals that the foundation of justice was utility and for Bentham placing utility at the foundation of his system. (shrink)

§ 1. The dates for Peisistratus’ reigns and exiles in the Athenaion Politeia, as given in the papyrus, which is the sole authority for the text, are as follows.

The avowed simplicity of thomasius' practical philosophy conceals its real complexity. His treatment of reason and will, Moral and political obligation, And freedom and authority particularly bears this out. The impact of his political philosophy was to transmute the operative ethos of absolutism by demonstrating that while absolute power was possible, Absolute authority was an absurdity.

In this article, F. Tony Carusi considers the politics of instrumentalism performed between educational policy and research that figures the teacher as the primary means to raise student achievement. By reducing teachers to a means toward an end, policy and research work together to collapse what teachers are into what teachers are for, and in doing so, they enable discourses that privilege the instrumental specifically as ontological. In contrast to this collapse, Carusi highlights here the resistance of the ontological to (...) the instrumental by considering what teachers are apart from what they are for. Thinking the ontological apart from the instrumental leads to a dark pedagogy in which the refusals and negations performed by teachers occur where the politics of instrumentalism that renders them as an “in-school factor” do not see. (shrink)

This chapter contains sections titled: Introduction Origins of the Contemporary Debate Historiographic Research and Writing Two Variants of Narrativist Philosophy of Historiography The Philosophical Approach The Transcendentalization of Narrativist Philosophy of Historiography Rhetorical Narrativist Philosophy Hayden White Conclusion Bibliography.

Upshot: In this response, I address the points raised in the commentaries, in particular those related to the scalability and robustness of the mechanism CALM, to its relation with the CAES architecture, and to the transition from sensorimotor to symbolic.