Israel Scheffler is the pre-eminent philosopher of education in the English-speaking world today. This volume collects seventeen original, invited papers on Scheffler's philosophy of education by scholars from around the world. The papers address the wide range of topics that Scheffler's work in philosophy of education has addressed, including the aims of education, cognition and emotion, teaching, the language of education, science education, moral education, religious education, and human potential. Each paper is followed by a response from Scheffler himself. (...) The collection is essential reading for anyone concerned with contemporary scholarship in philosophy of education, or with the place of this singularly important author in it. (shrink)

In the wake of the Scientific Revolution, the late seventeenth and eighteenth centuries saw the complete demolition of traditional structures of authority, scientific thought, and belief by the new philosophy and the philosophes, including Voltaire, Diderot, and Rousseau. The Radical Enlightenment played a part in this revolutionary process, which effectively overthrew all justification for monarchy, aristocracy, and ecclesiastical power, as well as man's dominance over woman, theological dominance of education, and slavery. Despite the present day interest in the revolutions of (...) the eighteenth century, the origins and rise of the Radical Enlightenment have received limited scholarly attention. The greatest obstacle to the movement finding its proper place in modern historical writing is its international scope: the Racial Enlightenment was not French, British, German, Italian, Jewish or Dutch, but all of these at the same time. In this wide-ranging volume, Jonathan Israel offers a novel interpretation of the Radical Enlightenment down to La Mettie and Diderot, two of its key exponents. Particular emphasis is placed on the pivotal role of Spinoza and the widespread underground international philosophical movement known before 1750 as Spinozism. (shrink)

The debate that raged in the interwar period between the Austrian economists and socialist economists was, narrowly conceived, a debate in positive economics. What was being discussed was certainly not the morality of capitalism or of socialism. Nor, strictly speaking, was the debate even about society's economic well-being under socialism; it concerned the ability of central planners to make decisions that take appropriate account of relevant resource scarcities, in the light of consumer preference rankings. To be sure, the extraordinary interest (...) which surrounded the debate and the passions that lurked barely below its surface testified to the powerful implications of the debate for crucial issues in welfare economics. The Austrians were not merely exploring the economies of socialism; they were in effect demonstrating that, as an economic system attempting to serve the needs of its citizens, socialism must inevitably fail. But, even if the debate is interpreted in its broadest terms, as a debate in welfare economics, it represented a sharp break widi traditional polemics relating to the socialism-capitalism issue. Traditionally the arguments for or against capitalism had, until 1920, been deeply involved in ediical questions. Mises's 1920 challenge to socialism, in contrast, was explicit in making no attempt to address any claims concerning the alleged moral superiority of socialism. He simply argued that, as an economic system, socialism was inherendy incapable of fulfilling the objectives of its proponents; central planners are unable to plan centrally. (shrink)

This title, first published in 1973, brings together a variety of papers by Israel Scheffler, one of America’s leading educational philosophers. The essays each stress the importance of critical thought and independent judgement to the organization of educational activities. In the first section, Scheffler adopts a metaphilosophical approach, emphasizing the role of philosophy in educational thought. A number of key concepts are dealt with next, including the study of education and its relation to theoretical disciplines, philosophical interpretations of teaching, (...) and the education of teachers. The final section is critical, and deals with the writings of several key thinkers in the field. A broad and authoritative study, this reissue will provide any Philosophy student with an essential background to the criticism and theories surrounding the philosophy of education. (shrink)

First published in 1963, this title considers the philosophical problems encountered when attempting to provide a clear and general explanation of scientific principles, and the basic confrontation between such principles and experience. Beginning with a detailed introduction that considers various approaches to the philosophy and theory of science, Israel Scheffler then divides his study into three key sections – Explanation, Significance and Confirmation – that explore how these complex issues involved have been dealt with in contemporary research. This title, (...) by one of America’s leading philosophers, will provide a valuable analysis of the theory and problems surrounding the Philosophy of Science. (shrink)

That the Enlightenment shaped modernity is uncontested. Yet remarkably few historians or philosophers have attempted to trace the process of ideas from the political and social turmoil of the late eighteenth century to the present day. This is precisely what Jonathan Israel now does. In Democratic Enlightenment , Israel demonstrates that the Enlightenment was an essentially revolutionary process, driven by philosophical debate. The American Revolution and its concerns certainly acted as a major factor in the intellectual ferment that (...) shaped the wider upheaval that followed, but the radical philosophes were no less critical than enthusiastic about the American model. From 1789, the General Revolution's impetus came from a small group of philosophe-revolutionnaires , men such as Mirabeau, Sieyes, Condorcet, Volney, Roederer, and Brissot. Not aligned to any of the social groups represented in the French National assembly, they nonetheless forged " la philosophie moderne "--in effect Radical Enlightenment ideas--into a world-transforming ideology that had a lasting impact in Latin America, Canada and eastern Europe as well as France, Italy, Germany, and the Low Countries. In addition, Israel argues that while all French revolutionary journals powerfully affirmed that la philosophie moderne was the main cause of the French Revolution, the main stream of historical thought has failed to grasp what this implies. Israel sets the record straight, demonstrating the true nature of the engine that drove the Revolution, and the intimate links between the radical wing of the Enlightenment and the anti-Robespierriste "Revolution of reason." Acclaim for earlier volumes in the trilogy: "His vast--and vastly impressive--book sets out to redefine the intellectual landscape of early modern Europe. Magnificent and magisterialwill undoubtedly be one of the truly great historical works of the decade." -- Sunday Telegraph "The scholarship is breathtaking. Israel has read everything, absorbed every nuance, followed up every byway." -- New Statesman "An enormously impressive piece of scholarship. The breadth and depth of the author's reading are breathtaking and Enlightenment Contested is set to become the definitive work for philosophers as well as historians on this extraordinary period." -- Tribune. (shrink)

In this magisterial survey of the Enlightenment, Jonathan Israel returns to the primary texts to offer a major new reinterpretation of the nature and development of the important currents in philosophical thinking, arguing that supposed national enlightenments are of less significance than the rift between conservative and radical thought.

When philosophers consider factors compromising autonomy in consent, they often focus solely on the consent-giver’s agential capacities, overlooking the impact of the consent-receiver’s conduct on the consensual character of the activity. In this paper, I argue that valid consent requires justified trust in the consent-receiver to act only within the scope of consent. I call this the Trust Condition (TC), drawing on Katherine Hawley’s commitment account of trust. TC constitutes a belief that the consent-receiver is capable and willing to act (...) as we expect from them. If such trust is not warranted, I argue, consent lacks the appropriate normative grounds. After establishing TC, I explore its application in the sexual arena, asserting that due to the non-contractual dimensions of sexual activity — such as the dynamic nature of sexual desires and the absence of external factors effectively binding sexual partners to the terms of consent—trust is warranted in sexual consent by means of care. I define care as a special sensitivity and attention toward the partner’s will and discuss how this approach leads to safer intimate relationships in practice. (shrink)

A major intellectual history of the American Revolution and its influence on later revolutions in Europe and the Americas The Expanding Blaze is a sweeping history of how the American Revolution inspired revolutions throughout Europe and the Atlantic world in the eighteenth and nineteenth centuries. Jonathan Israel, one of the world’s leading historians of the Enlightenment, shows how the radical ideas of American founders such as Paine, Jefferson, Franklin, Madison, and Monroe set the pattern for democratic revolutions, movements, and (...) constitutions in France, Britain, Ireland, the Netherlands, Belgium, Poland, Greece, Canada, Haiti, Brazil, and Spanish America. The Expanding Blaze reminds us that the American Revolution was an astonishingly radical event—and that it didn’t end with the transformation and independence of America. Rather, the Revolution continued to reverberate in Europe and the Americas for the next three-quarters of a century. This comprehensive history of the Revolution’s international influence traces how American efforts to implement Radical Enlightenment ideas—including the destruction of the old regime and the promotion of democratic republicanism, self-government, and liberty—helped drive revolutions abroad, as foreign leaders explicitly followed the American example and espoused American democratic values. The first major new intellectual history of the age of democratic revolution in decades, The Expanding Blaze returns the American Revolution to its global context. (shrink)

The concept of potential plays a prominent role in the thinking of parents, educators and planners the world over. Although this concept accurately reflects central features of human nature, its current use perpetuates traditional myths of fixity, harmony and value, calculated to cause untold mischief in social and educational practice. First published in 1985, Israel Scheffler's book aims to demythologise the concept of potential. He shows its roots in genuine aspects of human nature, but at the same time frees (...) it from outworn philosophical myths by means of analytical reconstruction - thereby improving both its theoretical and its practical applicability. The book concludes with an interpretation of policy-making in education, and reflections on the ideal education of a policy-maker. It emphasises human symbolism, choice, temporal continuity, and self-determination as indispensible elements of any adequate philosophy of education. _Of Human Potential _will be of interest to a broad range of philosophers, educators and social scientists. (shrink)

Ambiguity, vagueness and metaphor are pervasive features of language, deserving of systematic study in their own right. Yet they have frequently been considered mere deviations from ideal language or obstacles to be avoided in the construction of scientific systems. First published in 1979, Beyond the Letter offers a consecutive study of these features from a philosphical point of view, providing analyses of each and treating their relations to one another. Addressed to the fundamental task of logical and semantic explanation, the (...) book employs an inscriptional methodology in the attempt to avoid prevalent forms of question-begging, and, further, in the conviction that sparseness of assumption often reveals points of theoretical interest irrespective of methodolgical preference. The author distinguishes and analyses several varieties of ambiguity, developing new semantic notions in the process; recasts the philosophical treatment of vagueness in the light of recent criticisms of analyticity; discusses the bearing of vagueness on logic; and provides a systematic critique of major recent interpretations of metaphor, developing a revised version of contextualism. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Ideas 67.3 (2006) 523-545 [Access article in PDF] Enlightenment! Which Enlightenment? Jonathan Israel Institute for Advanced Study Encyclopedia of the Enlightenment, 4 vols., editor in chief Alan Charles Kors; eds. Roger L.Emerson, Lynn Hunt, Anthony J. La Vopa, Jacques Le Brun, Jeremy D. Popkin, C. Bradley Thomson, Ruth Whelan, and Gordon S. Wood (New York: Oxford University Press, 2003). On the surface it (...) might well seem that during the last fifteen or twenty years the Enlightenment understood as a new way of thinking about reality and society has receded more and more from its former privileged status as a pivotal turning-point in the making of the modern world, and especially as any kind of leap forward in the making of a freer, more rational, and better humanity. Under the combined assaults of Post-Structuralism, Postmodernism, Postcolonialism, the rise of the new social history (and not least Robert Darnton's critique of the old intellectual history), the Enlightenment conceived as a movement of ideas appears to be not just firmly in retreat and increasingly under siege but also fragmenting into disparate remnants with no coherent overall profile.Yet, paradoxically, there are grounds for conjecturing that the Enlightenment despite all this, has actually been becoming, under the surface, an even more crucial and robust force than it was before, much like a powerfully compressed spring being pushed back but ready to rebound with greater impetus than ever. One reason for thinking this is the extensive new material unearthed in the last few years, mostly by colleagues in continental Europe, about the origins of "radical," in the sense of egalitarian, secularist, Spinozist, and anti-colonial, thought. A second and possibly more important [End Page 523] reason is that the terrible events of the last several years have provided thoughtful readers with more than just a glimpse of the nightmare world apt to result from enshrining as a new set of privileged and prevailing values "difference," a thoroughgoing relativism, and the doctrine that all sets of values, even the most questionable kinds of theology, are ultimately equivalent.The inevitable recoil from Postmodernist "relativism" will presumably strengthen the appeal, at least in some quarters, of the Radical Enlightenment's claim that the improvement of human life inescapably involves emancipating men from the collective force of autocracy, intolerance, and prejudiced thinking, and establishing a predominantly secular morality, no less than it involves promoting the ideals of equality (sexual and racial), democracy, individual liberty, and a comprehensive toleration. Indeed, recent developments on all continents seem likely to lend new weight to the radical philosophes' argument that the moral basis of their theorized egalitarianism, democracy, toleration, and individual freedom, despite the arguments of the Postmodernists (which by no means lack weight in certain contexts), is after all concretely superior in terms of reason and moral equity not just to what one faith or traditional system or another contends, in opposition to its claims, but absolutely—that is in ethical and political as well as social terms. One may confidently predict that such a development will render the Enlightenment both more compelling and much harder to disparage than it has appeared to be in the wake of the Postmodernist upsurge in recent years.The prestige and status of the Enlightenment Western and Eastern, still conspicuously low for the present, may powerfully rebound, then, and in all parts of the world; and this for the simple reason that "Enlightenment thinking," as one scholar recently expressed it, "remains the best foundation for any genuinely progressive politics not simply in the West but in those states that suffered most at its [i.e. the West's] hands."1 To anyone authentically committed to democracy, toleration, and personal liberty this seems undeniable and, what is more, as we see in Bayle, Diderot, the Abbé Raynal, Lahontan, Van den Enden, and other radical writers of the Enlightenment, the roots of anti-colonialism itself, as well as the modern idea of racial, ethnic, and sexual equality, are undoubtedly to be found precisely in the "philosophical" thought-world of the Enlightenment—and especially the... (shrink)

In this paper, I address a fundamental challenge in the philosophy of trust: how to account for trustee discretion in scenarios that fall outside explicitly defined expectations. I argue that this challenge reveals vagueness as an inherent feature of trusting relationships, often leading to disagreements between trustors and trustees. To resolve this, I propose a novel account of trust grounded in rule-following, shifting the object of trust from particular actions to adherence to rules constitutive of relationships. By focusing on relationships (...) and their constitutive rules, I provide here a framework for understanding and minimizing disagreements through communication and engaged practice. Furthermore, I argue this framework sheds light on the dynamics of trust-related reactive attitudes, in particular, distinguishing between betrayal and mere disappointment. (shrink)

In this paper, I propose a Kantian framework for moral trust—trust in another person to only act with us in morally permissible ways. First, I derive an understanding of trustworthiness from Kant's second formulation of the categorical imperative. I argue that trustworthiness embodies a moral imperative, guiding us to act in ways that are reliable and recognizable as conducive to engaging in trusting relations. However, this alone is not enough, as it doesn't provide a means to assess whether someone is (...) truly committed to the moral law and thus morally trustworthy. Therefore, in the second part, I explore a basis for assessing their moral conduct found in a local version of the Kingdom of Ends: given an ideal or archetype of a morally perfect interpersonal relationship, an archetype of the morally trustworthy agent allows us to comparatively assess the moral disposition of fellow agents. (shrink)

"Translating Key Terms Terms in Lu Cheng's Records in the Chuan xi lu: Some Preliminary Considerations" Draft paper for the 2024 Conference on [Wang] Yangming's Learning of Mind, Shaoxing, Zhejiang. Updated October 4, 2024. The final version will appear in the conference volume. -/- Criticism and suggestions welcome. Please do email.

First published in 1991, _In Praise of Cognitive Emotions_ comprises fourteen of Scheffler's most recent essays - all of which challenge contemporary notions of education and rationality. While defending the ideal of rationality, he insists that rationality not be identified with a mental faculty or a mechanism of inference but taken rather as the capactity to grasp principles and purposes and to evaluate them in the light of relevant reasons. Examining a broad range of issues - from computers in school (...) to math education, from metaphor to morality - these essays are unified by Scheffler's conviction of the primacy of critical thought in education. Scheffler is especially concerned to promote a broad interpretation of rationality to counteract the narrowing of vision accompanying the technological revolution now sweeping education. Addressing three specific areas of curriculum, the work offers a critique of computer applications to education, develops a notion of strategic rationality in understanding mathematical reasoning, and, contrary to prevalent notions of moral education, connects reason with care, thus emphasizing the intimate connection between emotion and reason and challenging the dominant perception of the two as oppositional. (shrink)

Brutus wanted to kill Caesar. He believed that Caesar was an ordinary mortal, and that, given this, stabbing him (by which we mean plunging a knife into his heart) was a way of killing him. He thought that he could stab Caesar, for he remembered that he had a knife and saw that Caesar was standing next to him on his left, in the Forum. So Brutus was motivated to stab the man to his left. He did so, thereby killing (...) Caesar. (shrink)

Israel Scheffler, Noam Chomsky; IV.—What is Said to be, Proceedings of the Aristotelian Society, Volume 59, Issue 1, 1 June 1959, Pages 71–82, https://doi.org/1.

The boldest and most unsettling of the major early modern philosophers, Spinoza, had a much greater, if often concealed, impact on the international intellectual scene and on the early Enlightenment than philosophers, historians, and political theorists have conventionally tended to recognize. Europe-wide efforts to prevent the reading public and university students learning about Spinoza, the man and his work, in the years immediately after his death in 1677, dominated much of his early reception owing to the revolutionary implications of his (...) thought for philosophy, religion, practical ethics and lifestyle, Bible criticism, and political theory. Nevertheless, contrary to what has sometimes been maintained, his general impact was immediate, very widespread, and profound. One of the main objectives of the book is to show how early and how deeply Leibniz, Bayle, Arnauld, Henry More, Anne Conway, Richard Baxter, Robert Boyle, Henry Oldenburg, Pierre-Daniel Huet, Richard Simon, and Nicholas Steno, among many others, were affected by and led to wrestle with his principal ideas. (shrink)

In Chapter 4 of Science and Subjectivity, I offered several arguments critical of Professor Thomas Kuhn's views as expressed in his influential book The Structure of Scientific Revolutions. His recent replies to these criticisms seem to me so inadequate as to suggest that he, and therefore others as well, may have failed to grasp their full import. Accordingly, I shall, in the first part of this paper, briefly recapitulate my earlier arguments and offer a short rejoinder to Professor Kuhn's replies. (...) The second part of the paper will expand upon my earlier discussion to consider the basic metaphors of vision and revolution, offered by Kuhn to replace the traditional notion of deliberation. My argument here will be that these new metaphors are incongruous in critical respects, and my discussion will conclude by considering their relations to the contrast between understanding and accepting a theory. (shrink)

In this paper I discuss the nature of halakhic facts and I frame the discussion in a broader meta-ethical context. Most of the existing literature on the philosophy of halakha has focused on the contrast between ‘Halakhic Realism’ and ‘Halakhic Nominalism’. This theoretical contrast is vague and includes a wide range of theories. Inspired by the meta-ethical literature, I propose to focus the discussion on views that can be called ‘Halakhic Naturalism’ and ‘Halakhic Non-naturalism’. I present, develop and distinguish between (...) different meanings of 'naturalism' and consider arguments for and against 'Halakhic Naturalism'. The purpose of this paper is twofold: First, to present and demonstrate the fruitful encounter between meta-ethics and the philosophy of halakha. Second, to present, evaluate and promote the substantive discussion of naturalistic and non-naturalistic views. (shrink)

First published in 1974, this book is a critical introduction to the work of four quintessential pragmatist philosophers: Charles Sanders Peirce, William James, George Herbert Mead and John Dewey. Alongside providing a general historical and biographical account of the pragmatist movement, the work offers an in depth critical response to the philosophical doctrines of the four main thinkers of the pragmatist movement, with reference to the theories of meaning, knowledge and conduct which have come to define pragmatism.

In this paper, I discuss a subset of preferences in which a person desires the fulfillment of a choice they have made, even if it involves the violation of their desires, as in rape fantasies. I argue that such cases provide us with a unique insight into personal autonomy from a proceduralist standpoint. In its first part, I analyze some examples in light of Frankfurt's endorsement theory and argue that even when we cannot endorse a practical decision that involves being (...) violated, we nonetheless regard those cases as instances of autonomy. Therefore, autonomy does not necessarily require endorsement. Instead, I propose that the nature of the relevant highest-order volition dictates the procedure that should be established in one’s desire structure for its fulfillment. In the second part, I discuss how an agent may effectively consent to the violation of their decision by another person. Ordinary consent typically refers to actions but fails to communicate one's higher-order desires or commitments. To address this limitation, I propose a practical tool that accomplishes this by signaling shifts in the normative context where the agents are interacting. (shrink)

The Amsterdam theater society Nil Volentibus Arduum, which was founded in 1669 and remained active for some years, was not just a circle meeting regularly to discuss theater theory and practice, but was devoted to discussion of all the arts as well as language theory in relation to society. As far as the Amsterdam theater was concerned, its main purpose was to try to raise the level and provide more of a moral and socially improving direction to the stage. Arguably, (...) also, it had a certain impact on discussion and theorizing about late Dutch Golden Age painting. Two of its most active members, Lodewijk Meyer and Johannes Bouwmeester, were among the closest friends and allies of Spinoza. Opponents and detractors of the society took to associating it in the public mind with the “atheist” Spinoza. This article seeks to understand the theoretical concerns of the society and assess its relationship to its broader Dutch context and to Spinoza and Spinozism. (shrink)

Kaplan says that monsters violate Principle 2 of his theory. Principle 2 is that indexicals, pure and demonstrative alike, are directly referential. In providing this explanation of there being no monsters, Kaplan feels his theory has an advantage over double-indexing theories like Kamp’s or Segerberg’s (or Stalnaker’s), which either embrace monsters or avoid them only by ad hoc stipulation, in the sharp conceptual distinction it draws between circumstances of evaluation and contexts of utterance. We shall argue that Kaplan’s prohibition is (...) also essentially stipulative, and that it is too general. The main difference between ourselves and Kaplan is that the basic carriers of a truth-value is a sentence-in-a-context; our account is utterance-based. (shrink)

Criticism and recommendations are very much welcome. Please don't hesitate to contact me with them. -/- .

Nie Bao 聶豹 (1487–1563) was a Neo-Confucian philosopher and scholar-official of sixteenthcentury Ming China. In his Ming ru xue an 明儒學案 (Case studies of Ming Confucians), Huang Zongxi 黃宗羲 placed him in the Jiangxi (Jiangyou 江右) group of Wang Yangming followers. Nie Bao met the influential founder of the Ming School of Mind in 1526 and was inspired by his teaching of the innate knowing (liangzhi 良知). However, he differed from other followers in his quietist approach to realizing and extending (...) this knowledge. While developing his ideas over the course of two decades, as a holder of the highest civil service examination degree, Nie Bao also held a series of impactful official positions, and earned a reputation for effectiveness and integrity. However, he was also the unwitting victim of factionalism at the Ming court, which led to his imprisonment in 1548. The goal of this article is to provide a sketch of Nie Bao’s political trajectory and intellectual development from his early years until his imprisonment, as well as translation of significant passages pertaining to that trajectory and development. By the time of his imprisonment, Nie Bao had articulated the essential elements of his philosophy of returning to the root (by which he meant silence), and attaining centeredness and, with that, his unique interpretation of his teacher’s central tenet. (shrink)