Martin Heidegger (1889–1976) influenced the work of such diverse thinkers as Sartre and Derrida. In Tool-Being, Graham Harman departs from the prevailing linguistic approach to analytic and continental philosophy in favor of Heideggerian object-oriented research into the secret contours of objects. Written in a colorful style, it will be of interest to anyone open to new trends in present-day philosophy.

This article begins with a treatment of Friedrich Nietzsche’s early essay “On Truth and Lie in the Extra-Moral Sense.” The essay is often read, in the deconstructive tradition, as a showcase example of the impossibility of making a literal philosophical claim: is Nietzsche’s claim that all truth is merely metaphorical itself a true statement, or merely a metaphorical one? The present article claims that this supposed paradox relies on the groundless assumption that all philosophy must ultimately be grounded in some (...) unshakeable literal truth. From here, we turn to Edmund Gettier’s famous critique of the widespread notion of knowledge as “justified true belief.” Expanding on Gettier’s point, it is argued that there can only be “justified untrue belief” or “unjustified true belief,” never a belief that is both justified and true at once. (shrink)

The problem of higher-order misrepresentation poses a dilemma for the higher-order theory of consciousness. The two ways of conceiving of the theory each run into a different difficulty raised by the problem of misrepresentation. If the theory is conceived relationally, i.e., conceived so as the higher-order state causes or makes a first-order state conscious, then the theory faces a problem raised by Block concerning the implausibility of non-existent conscious states. If conceived non-relationally, i.e., conceived in such a way as it (...) is the higher-order state itself which is the conscious state, then consideration of Neander’s original misrepresentation problem, that this seems to make the first-order state a spinning wheel in the explanation of consciousness, raises the conceptual problem that this version of the higher-order theory seems not to offer a philosophical theory of consciousness that is distinct from the first-order theory. (shrink)

Most accounts of integrity agree that the person of integrity must have a relatively stable sense of who he is, what is important to him, and the ability to stand by what is most important to him in the face of pressure to do otherwise. But does integrity place any constraints on the kind of principles that the person of integrity stands for? In response to several recent accounts of integrity, I argue that it is not enough that a person (...) stand for what he believes in, nor even that he is committed to and stands for what, in his best judgement, is morally right. In our web of moral concepts integrity is internally related to a host of virtues which exclude weakness of will and dogmatism, and presuppose trustworthiness. Integrity requires that the principles stood for must be those that a morally good, morally trustworthy agent would stand for, and that the agent himself is morally trustworthy. (shrink)

M. H. A. Newman (1928) criticized Russell's structuralist philosophy of science. Demopoulos and Friedman have discussed Newman's critique, showing its relevance to the structuralist positions held by Schlick and Carnap, and to Putnam's argument against "metaphysical realism". I discuss Richard Braithwaite's (1940) appeal to Newman in a critique of Arthur Eddington. Braithwaite believed Newman had shown that "structure depends upon content". Eddington, in his reply, misunderstood the generality of Newman's argument.

Arguing for a new direction in postmodern theological thinking, away from the liberalism and nihilism of those who name themselves postmodern theologians, the ...

Mark Nelson claims that Russell's remarks—in his History of Western Philosophy—about Aquinas are ‘breathtakingly supercilious and unfair’ and ‘sniffy’. I argue that Nelson completely misrepresents Russell's criticisms of Aquinas. In particular, I argue that the silly epistemological doctrine which Nelson attributes to Russell plays no role at all in the criticism which Russell actually makes of Aquinas. Since—as Nelson himself concedes—there is no other reason to think that Russell commits himself to the epistemological doctrine in question, either in the passages (...) under discussion or elsewhere, I conclude that there is equal justice in the claim that it is Nelson's dismissal of Russell which is ‘unfair’ and ‘sniffy’. (shrink)

Prognosis after severe brain injury is highly uncertain, and decisions to withhold or withdraw life‐sustaining treatment are often made prematurely. These decisions are often driven by a desire to avoid a situation where the patient becomes ‘trapped’ in a condition they would find unacceptable. However, this means that a proportion of patients who would have gone on to make a good recovery, are allowed to die. I propose a shift in practice towards the routine provision of aggressive care, even in (...) cases where the probability of survival and acceptable recovery is thought to be low. In conjunction with this shift, I argue in favour of a presumption towards withdrawing life‐sustaining treatment, including artificial nutrition and hydration, when it becomes clear that a patient will not recover to a level that would be acceptable to them. I then respond to three potential objections to this proposal. (shrink)

The cognitive science of religion draws on insights from evolutionary psychology, and offers explanations of religious belief based on natural cognitive processes. This article examines a number of competing explanations of religious belief by considering it as a solution to the challenge of cooperation. The challenge of stopping individuals cheating within a cooperative group has been a problem throughout humanity’s evolutionary history. Empirical evidence drawn from fields such as anthropology and psychology suggests that religious beliefs are part of an evolved (...) cognitive system that motivates individuals to cooperate with other members of their group. Three possible evolutionary accounts, the memetic, by‐product, and adaptation accounts, are considered as evolved solutions to the challenge of cooperation. (shrink)

Disorders of consciousness continue to profoundly challenge both families and medical professionals. Once a brain-injured patient has been stabilized, questions turn to the prospect of recovery. However, what “recovery” means in the context of patients with prolonged DOC is not always clear. Failure to recognize potential differences of interpretation—and the assumptions about the relationship between health and well-being that underlie these differences—can inhibit communication between surrogate decisionmakers and a patient’s clinical team, and make it difficult to establish the goals of (...) care. The authors examine the relationship between health and well-being as it pertains to patients with prolonged DOC. They argue that changes in awareness or other function should not be equated to changes in well-being, in the absence of a clear understanding of the constituents of well-being for that particular patient. The authors further maintain that a comprehensive conception of recovery for patients with prolonged DOC should incorporate aspects of both experienced well-being and evaluative well-being. (shrink)

William Hazlitt (1778 – 1830) William Hazlitt is best known as a brilliant essayist and critic. His essays include criticism of art, poetry, fiction, and drama. He wrote social and political commentary, portraits of major writers and political figures of his age, and a biography of his great hero, Napoleon. He had intended to follow … Continue reading William Hazlitt →.

The first English translation of a forty-year-old Japanese classic--Nishitani's treatment of the problem of nihilism, with particular reference to Nietzsche's philosophical ideas, and from a perspective influenced by Buddhist thought. Paper edition, $14.95. Annotation copyrighted by Book News, Inc., Portland, OR.

Chapter 7 provides a noneist account of mathematical and other abstract objects, and of worlds. It then discusses a number of objections, such as that this is just a form of platonism in disguise.

Graham Haydon; Autonomy as an Aim of Education and the Autonomy of Teachers, Journal of Philosophy of Education, Volume 17, Issue 2, 30 May 2006, Pages 219–228.

This paper discusses the preliminary argument in Proslogion 2: "The fool understands the words "that than which no greater can be conceived" when he hears them. Whatever is understood exists in the understanding. Therefore, that than which no greater can be conceived exists in the understanding." I discuss some of the many difficulties that this argument faces.

Bell’s 'Lorentzian Pedagogy' has been extolled as a constructive account of the relativistic contraction of moving rods. Bell claimed advantages for teaching relativity through the older approach of Lorentz, Fitzgerald and Larmor. However, he describes the differences between their absolutist approach and the relativistic one as philosophical, and claims that the facts of physics do not force us to choose between them. Bell’s interpretation of the physics of motion contraction, and therefore of constructivist as opposed to principle approaches, is indeterminate. (...) His flawed pedagogy never directly addresses the difference between Fitzgerald and Lorentz contractions. (shrink)

ABSTRACT: Special Relativity is not a branch of electromagnetism: it does not depend on light’s having a constant, limiting speed. If the theory is true, it depends on no matter theory. Rather, very general and familiar symmetries of space and time impose the form of the Lorentz transformation on every matter theory, independently of any that obeys it. I explore this and its metaphysical consequences.

This article, drawing on philosophical sources, proposes a certain way of seeing the nature and scope of values education: as a matter of ‘sustaining the ethical environment’. The idea is introduced that just as we live in a physical environment we also live in an ethical environment, ‘the surrounding climate of ideas about how to live’. It is argued that there are some illuminating analogies between our responsibility for the quality of the physical environment and our responsibility for the quality (...) of the ethical environment. Values education, in turn, can be seen as an important way in which we can collectively attend to the quality of the ethical environment; in doing so, we should put positive value on diversity within that environment. This way of seeing values education suggests a way in which teachers can realistically see their own responsibilities for values education. (shrink)