A reply to Gérald Bronner, Véronique Campion-Vincent, Sylvain Delouvée, Sebastian Dieguez, Nicolas Gauvrit, Anthony Lantian, and Pascal Wagner-Egger's piece, '“They” Respond: Comments on Basham et al.’s “Social Science’s Conspiracy-Theory Panic: Now They Want to Cure Everyone”.

A response to a declaration in 'Le Monde', 'Luttons efficacement contre les théories du complot' by Gérald Bronner, Véronique Campion-Vincent, Sylvain Delouvée, Sebastian Dieguez, Karen Douglas, Nicolas Gauvrit, Anthony Lantian, and Pascal Wagner-Egger, published on June the 6th, 2016.

This essay explores the nihilistic nature of the idea of postmodern aesthetics in the Western world by highlighting its historical and cultural specificity in contrast with non-Western postmodernities, in particular in East Asia, and this in spite of their formal similarities. We then have to question the nature, possibility and implication of Western postmodern aesthetics overcoming itself within the context of globalisation.

Michael Moehler’s Minimal Morality is a wonderful and important book, from which I have learned a great deal. It reinvigorates rational choice moral theory in the process of confronting what I see as the most important issue in social and moral philosophy today: can those in a deeply morally divided society endorse a common moral framework to structure social cooperation? Is a rational moral order possible under conditions of deep and wide moral diversity? Minimal Morality’s answers are thoughtful and innovative. (...) I am not, however, entirely persuaded that Minimal Morality can fulfil its promise of grounding a cooperative order when ‘traditional’ modes moral justification cannot. (shrink)

J. St. Mill's System of Logic (1843) is reexamined from the perspective of present-day analytical philosophy of the social sciences. His naturalistic epistemology, "state", "general/universal laws", "social statics/dynamics" are discussed, as well as his four methods. His nomological-behavioral position is analysed, along with his theoretical approach.

In virtue of its form [‘I am here’] must be true on any occasion on which [it is] asserted, and yet the proposition it expresses on each occasion [is] contingent. Intuitively, [‘I am here now’] is deeply, and in some sense universally, true. One need only understand the meaning of [it] to know that it cannot be uttered falsely. The sentence ‘I am here’ has the peculiar property that whenever I utter it, it is bound to be true. Even if (...) I am lost and do not know where I am, I can bravely say ‘I am here’, and know that I am expressing a truth. (shrink)

A central theme in F. A. Hayek’s work is the contrast between principles and expediency, and the insistence that governments follow abstract general principles rather than pursue apparently expedient social and economic policies that seek to make us better off.2 This is a radical and striking thesis, especially from an economist: governments should abjure the pursuit of social and economic policies that aim to improve welfare and, instead, adhere to moral principles. In this chapter I defend this radical claim. I (...) begin by explicating and defending Hayek’s argument against the pursuit of expediency based on his analysis of economic and social complexity. I then turn to a rather more critical examination of his evolutionary account of moral principles. (shrink)

Much of the political and public debate about faith-based schooling is conducted at the level of generalised assertion and counterassertion, with little reference to educational scholarship or research. There is a tendency in these debates to draw upon historical images of faith schooling (idealised and critical); to use ideological advocacy (both for and against) and to deploy strong claims about the effects of faith-based schooling upon personal and intellectual autonomy and the wider consequences of such schooling for social harmony, race (...) relations and the common good of society. This paper will attempt to review some of these controversies in the light of recent educational and research studies. Particular attention will be given to research investigations of Catholic schooling systems in various cultural and political contexts, studies which are largely unknown outside the Catholic community. In addition to reviewing educational studies of faith-based schooling, the paper will offer critical appraisal of the main arguments in the debate and it will also outline a possible research agenda for future inquiry in this sector of educational studies. (shrink)

The evidence of blindsight is occasionally used to argue that we can see things, and thus have perceptual belief, without the distinctive visual awareness accompanying normal sight; thereby displacing phenomenality as a component of the concept of vision. I maintain that arguments to this end typically rely on misconceptions about blindsight and almost always ignore associated visual (or visuomotor) pathologies relevant to the lessons of such cases. More specifically, I conclude, first, that the phenomena very likely do not result from (...) dissociations within a single system, but from the interaction of evolutionarily distinct, if interacting, systems; second, that a closer study of spared motor abilities indicates that verbal responses of patients result not from degraded vision but from proprioception; and, finally, above chance verbal responses, being forced guesses, are not tentative beliefs and cannot become beliefs just by training patients to have more confidence in their responses. (shrink)

A reply to “Why ‘Healthy Conspiracy Theories’ Are (Oxy)morons” by Pascal Wagner-Egger, Gérald Bronner, Sylvain Delouvée, Sebastian Dieguez and Nicolas Gauvrit.

Corporations have not sufficiently yielded to social pressures for humanitarian reforms. To make such reforms requires that management give up some control. Giving up control contradicts traditional managerial philosophy. The bureaucratic structure of corporations gives management the power to virtually eliminate most social influences. An alternative to the bureaucratic corporation is a shared ownership corporation where investors, management, and low ranking employees all own the corporation. This alternative balances the power by giving all participants in the corporation power to influence (...) policy. Without this redistribution of power, or something like it, any hope for significant humanitarian reforms is vain. (shrink)

Gérard Genette parle fort peu de questions spatiales dans ses discours sur le récit. Il s’en est justifié en arguant que l’espace narratif constitue une catégorie de contenu plutôt que de forme. Cependant, cet espace s’avère souvent narrativement pertinent pour des raisons qui ne sont pas thématiques et, tout en restant fidèle à Genette, on peut caractériser narratologiquement les potentialités spatiales du récit. Cela suggère que le désintérêt de Genette narratologue pour ce domaine est lié non seulement à un choix (...) d’objet et à des questions de méthode mais aussi à des raisons plus individuelles : si Genette est bien « l’homme de l’espace », il l’est toujours du dehors, loin de tout colmatage et de toute rigidité. (shrink)

Experience is one of the major paths to growth and autonomy, and as such, of outstanding educational value. But it also has a much wider sociocultural context, rooted in life itself. It is about learning that which cannot be taught, learning to think, which precedes all other-defined forms of education. It is an encounter with the unknown, where we learn to cope with uncertainty. Though, in the same way that growth does, experience takes time. This article discusses the contemporary changes (...) in the perception of time and experience, through the fundamental but seldom formulated question—Do we still have time for experience? Our argument is that while contemporary society is craving for experiences, it is not disposed to give them the time it takes for its process to unfold. This will be illustrated through the example of the contemporary conception of ‘adventure’, a most typical form of experience, in two contexts. One is that of experience consumption in adventure tourism, the other is that of adventure education. Notwithstanding the differences in motives and aims, both are reducing experience to a predictable, other-defined, and eventually assessable programme, made to fit a schedule. Experience is no longer something that happens to us, it is becoming something that we make happen and control. This results in flushing the unknown away, along with the formative potential of experience. This article will develop insights into what it is about to become in order to address the problem of the educational future of experience. (shrink)

Georg Simmels philosophisches Werk steht quer zu etablierten Fachgrenzen. Das gilt auch für die "Philosophie des Geldes", in dem sein Interesse an unterschiedlichen Phänomenen des Sozial- und Kulturlebens – Freiheit, Weltanschauung, Gesellschaft, Politik, Religion, Kunst u.v.m – sich bereits abzeichnet, bevor es in den folgenden Jahren in Schriften zur Soziologie, Psychologie, Ästhetik, Kulturtheorie entfaltet wird. Schon der Titel einer "Philosophie des Geldes" ist ein Novum. Hier wird nämlich ein Bereich des sozialen Lebens, das wirtschaftliche Leben, zum Gegenstand der Analyse gemacht, (...) um nicht die Einheit des kulturellen Lebens, sondern um dessen geistige Grundlagen zu untersuchen. In der Selbstanzeige des Buches für den Verlag Duncker & Humblot schreibt Simmel, dass er mehrere Zielsetzungen verfolgt. Zum einen will er die Einseitigkeiten von Idealismus und Materialismus korrigieren und Geschichte respektive Kultur als ein Wechselspiel zwischen materiellen und ideellen Faktoren begreifen. Zum anderen will er den Beweis führen, dass sich von jedem Punkte der gleichgültigsten, unidealsten Oberfläche des Lebens ein Senkbeil in seine letzten Tiefen des menschlichen lebens werfen lässt. Damit ist gemeint, dass jedes Lebensphänomen als ein Aspekt und ein Träger einer Einheit von Sinn angesehen werden kann. Die These ist, dass sich menschliches Leben als Sinngeschehen vollzieht, was sich in allen Lebensvollzügen – vom ästhetischen über das wirtschaftliche bis zum religiösen Handeln – überprüfbar sein muss. Die "Philosophie des Geldes" besteht aus zwei Teilen, einem analytischen und einem synthetischen Teil. Im analytischen Teil wird die systematische und historische Explikation einer allgemeinen Kulturtendenz dargestellt. Es geht um den Befund eines Nebeneinanders zweier Welten, dort die Natur und hier die Welt der Werte, die sich aufeinander beziehen und doch voneinander getrennt entwickeln. Auf die Welt der Werte bezogen, also unsere menschliche Welt, die wir im Denken und Handeln erzeugen und die wir sinnverstehend erschließen können spricht Simmel von einer Entwicklungstendenz, einem Übergang von Substanz- zu Funktionsvorstellungen – vom einem sich verändernden Gebrauch der Kategorien, beispielsweise Mittel/Zweck. Im synthetischen Teil geht Simmel auf die Probleme der menschlichen Lebensführung ein, wozu das Problem von Freiheit und Verpflichtung und auch die Frage gehört, wie wir unserem Leben eine Form geben können, Im instruktiven, das Werk abschließenden Kapitel über den Stil des Lebens mündet die Diagnose der modernen Kultur in die Überlegung, was es für uns heißen könnte, unter den bedingungen eines relativistischen Weltbildes dem eigenen Leben eine Form und Richtung zu geben. Die "Philosophie des Geldes" ist ein großes Werk der Philosophie, in dem es, diesseits der üblichen Trennung in theoretische und praktische Fragen der Philosophie, noch einmal um die letzten Probleme der Philosophie geht. (shrink)

In his Lectures on the Principles of Political Obligation, T. H. Green characterizes a right as ‘a power claimed and recognized as contributory to a common good’ (LPPO §99). Scholars such as Rex Martin have noted that Green’s characterization of a right has multiple elements: it includes social recognition and the common good,1 as well as the idea of a power. More formally, it seems that Green wants to say that R is a right if and only if R is (...) (i) a power that is (ii) recognized by some others or by society as (iii) contributing to a common good. Much of the scholarship on Green has been devoted to explicating and defending this third feature, which grounds rights on Green’s core idea of a common good.2 In this chapter I shall stress claim (ii) —the recognition thesis —though we shall see that pursuing claim (ii) will enlighten us as to why Green links the recognition thesis to the common good claim, (iii). And claim (i), I shall argue, reinforces the plausibility of the recognition thesis. So.. (shrink)

Normative error theory is thought by some to be unbelievable because they suppose the incompatibility of believing a proposition at the same time as believing that one has no normative reason to believe it—which believing in normative error theory would seem to involve. In this article, I argue that normative holism is believable and that a normative holist will believe that the truth of a proposition does not invariably generate a normative reason to believe it. I outline five different scenarios (...) in which this is believably the case. I then show how each example can be used to generate a counterexample to the incompatibility claim. I conclude that believing a proposition is compatible with believing there is no reason to believe it and that as such normative error theory has not yet been shown to be unbelievable. (shrink)

There is at this point no shortage of testimonials regarding the practice of philosophy for children. In addition, there have been a number of studies which give further support to the claim that philosophy for children is a valuable classroom practice. The idea that pre-college instruction in philosophy is beneficial is no longer in doubt, nor is there a significant lack of materials for use in philosophy for children programs. From Lewis Carroll to Matthew Lipman authors constructed texts that go (...) far in engaging children's philosophical inclinations. If there is any weakness in the practice of philosophy for children it is usually found in the individual classroom. (shrink)