Axel Honneth has been instrumental in advancing the work of the Frankfurt School of critical theorists, rebuilding their effort to combine radical social and political analysis with rigorous philosophical inquiry. These eleven essays published over the past five years reclaim the relevant themes of the Frankfurt School, which counted Theodor W. Adorno, Max Horkheimer, Walter Benjamin, Jürgen Habermas, Franz Neumann, and Albrecht Wellmer as members. They also engage with Kant, Freud, Alexander Mitscherlich, and Michael Walzer, whose work on morality, history, (...) democracy, and individuality intersects with the Frankfurt School's core concerns. Collected here for the first time in English, Honneth's essays pursue the unifying themes and theses that support the methodologies and thematics of critical social theory, and they address the possibilities of continuing this tradition through radically changed theoretical and social conditions. According to Honneth, there is a unity that underlies critical theory's multiple approaches: the way in which reason is both distorted and furthered in contemporary capitalist society. And while much is dead in the social and psychological doctrines of critical social theory, its central inquiries remain vitally relevant. Is social progress still possible after the horrors of the twentieth century? Does capitalism deform reason and, if so, in what respects? Can we justify the relationship between law and violence in secular terms, or is it inextricably bound to divine justice? How can we be free when we're subject to socialization in a highly complex and in many respects unfree society? For Honneth, suffering and moral struggle are departure points for a new "reconstructive" form of social criticism, one that is based solidly in the empirically grounded, interdisciplinary approach of the Frankfurt School. (shrink)

The perturbative approach to quantum field theory has long been viewed with suspicion by philosophers of science. This article offers a diagnosis of its conceptual problems. Drawing on Norton’s discussion of the notion of approximation I argue that perturbative QFT ought to be understood as producing approximations without specifying an underlying QFT model. This analysis leads to a reassessment of common worries about perturbative QFT. What ends up being the key issue with the approach on this picture is not mathematical (...) rigour, or the threat of inconsistency, but the need for a physical explanation of its empirical success. 1Three Worries about Perturbative Quantum Field Theory2The Perturbative Formalism 2.1Expanding the S-matrix2.2Perturbative renormalization3Approximations and Models4Perturbative Quantum Field Theory Produces Approximations5The Real Problem. (shrink)

"Cornell Paperback." Includes index. Bibliography: p. 163-165.

James D Marshall; Wittgenstein on Rules: implications for authority and discipline in education, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May.

The centrally recognized theoretical achievement that enabled the Higgs boson discovery in 2012 was the hypothesis of its existence, made by Peter Higgs in 1964. Nevertheless, there is a significant body of comparably important theoretical work prior to and after the Higgs boson hypothesis. In this article we present an additional perspective of how crucial theory work was to the genesis of the Higgs boson hypothesis, especially emphasizing its roots in Landau's theory of phase transitions and subsequent theoretical work on (...) superconductivity. A detailed description is then given of the opposition to the Higgs boson hypothesis by many researchers, giving evidence to its speculative nature. And finally, it is discussed the importance of theory work in the decades after the hypothesis in order to make possible the experimental discovery of the Higgs boson. (shrink)

It is unfortunate that Francis Y. Lin, in ‘Chomsky on the “ordinary language” view of language’ pays little attention to his own remark, ‘Chomsky’s criticisms make us realize that we should not be content with general and vague formulations of convention, ability, and so on. We must make such notions precise and provide details’ Lin speaks so imprecisely and provides so few details of notions on which he relies heavily, such as ‘general learning mechanism’ and ‘sentence frame’, that readers must (...) employ large amounts of guesswork to place even a halfway specific interpretation on his proposals and claims. (shrink)

James D. Wallace treats moral considerations as beliefs about the right and wrong ways of doing things - beliefs whose source and authority are the same as any ...

The orthodox characterization of spontaneous symmetry breaking in statistical mechanics appeals to novel properties of systems with infinite degrees of freedom, namely, the existence of multiple equilibrium states. This raises the same puzzles about the status of the thermodynamic limit fueling recent debates about phase transitions. I argue that there are prospects of explaining the success of the standard approach to SSB in terms of the properties of large finite systems. Consequently, despite initial appearances, the need to account for SSB (...) phenomena does not offer decisive support to claims about the explanatory and representational indispensability of the thermodynamic limit. (shrink)

This paper challenges the view that justice leads to or generates peace. Islamic, Hindu, Buddhist, Confucian, Daoist and Chinese military philosophical perspectives on violence and peace are reviewed. Based on insights derived from these Asian traditions concerning the relationship between violence and peace, the author argues that the quest for world peace is not attainable. The author proposes that people need to direct their attention, energy and action to support personal and community peace, and to support justice, which entails legitimate (...) and sanctioned acts of violence, and just war. (shrink)

In this book James D. G. Dunn explores the nature of the religious experiences that were at the forefront of emerging Christianity.

The emergence of Abstract Expressionism as a predominant artistic style in the early 1950s was accompanied by a new critical image of the artist as a heroic individualist. This myth, according to which the artist created great works primarily by looking into the profound depths of his own soul rather than by responding to the world and society around him, has become the standard description of the Abstract-Expressionist artistic process. By such an account, the Abstract-Expressionist artist was an apolitical being, (...) unconcerned with the conflicts in society due to his overriding concern with the explorations of the self. This treatment of Abstract Expressionism began with the writing of two critics, Clement Greenberg and Harold Rosenberg. (shrink)

Physicists use different theories to describe the world on different scales. In particular, they use the standard model of particle physics at very high energies, but move to various effective field theories, such as quantum electrodynamics, when modelling lower energy scattering processes. One way to explain this methodological fact is pragmatic in spirit. According to this view, physicists move to an effective field theory at lower energies in order to extract predictions and qualitative understanding which would be difficult or impossible (...) to extract directly from a more fundamental theory. By contrast, another way of accounting for the methodological data is metaphysical in spirit. On this view, the reason that physicists use different theories at different scales is that the world actually exhibits different nomic structure on different scales. These two positions have recently been thrown into sharp relief in a debate between Woodward (2016) and Batterman (2021), with Woodward taking the pragmatist line and Batterman the metaphysical line. One difficulty with the metaphysical answer is that its content is unclear: in what sense exactly could an effective field theory provide a better representation of the nomic structure of the world in its domain of applicability than our world’s fundamental theory? This talk attempts to provide an answer to this question by developing a simple metaphysical model. I start by assuming a set of possible worlds which are nomically possible according to some fundamental theory (I suggest that one is free to adopt either a Humean or Non-Humean view of these fundamental nomic necessities). I then introduce an equivalence relation between possible worlds: two worlds are scale-E equivalent if they assign the same values to physical quantities below energy scale E (up to some finite level of precision P). The key question now is whether this relation induces equivalence classes on the set of nomically possible worlds. I argue that in the case of current quantum field theories this does indeed occur, as evidenced by the possibility of “integrating out” high energy degrees of freedom in the renormalisation group framework. The formation of equivalence classes in the fundamental theory's possibility space indicates that some of its high energy features do not make a difference to its low energy dynamical behaviour. This suggests the following reading of the claim that an effective field theory provides a better representation of the nomic structure of the world in its domain of applicability: the solutions of the effective field theory stand in one-to-one correspondence with equivalence classes induced by the scale-E equivalence relation, whereas the fundamental theory overcounts the physical possibilities which are relevant at scale E. In this sense, the effective field theory provides a more natural representation of low energy physics than the fundamental theory. I conclude by explaining how this metaphysical model offers a reduction compatible understanding of multiple realisability, once again pointing to renormalisation group results in quantum field theory to support this. (shrink)

In 1975 I published an article on Gilbert Ryle's task/achievement analysis of teaching (), arguing that teaching was in Ryle's sense of the distinction a task verb. Philosophers of education were appealing to a distinction between tasks and achievements in their discussions of teaching, but they were often also appealing to Ryle's work on the analysis of task and achievement verbs. Many philosophers of education misunderstood Ryle's distinction as teaching was often claimed to be a term with both an achievement (...) sense and a task sense. In terms of Ryle's distinction a verb could not have both a task and an achievement sense. It will be argued that in recent (neo‐liberal) discussions of education, teaching is treated more as an achievement verb than as a task verb, contrary to my original claim that teaching was a task verb. ‘Teaching’ then would appear to have changed its meaning. If that is so, it is a function of altered approaches to teaching (and its teaching in Teacher Education), whereby unless something of value has been added then the teaching was not successful, or appropriate. (shrink)

An artificial general intelligence (AGI) might have an instrumental drive to modify its utility function to improve its ability to cooperate, bargain, promise, threaten, and resist and engage in blackmail. Such an AGI would necessarily have a utility function that was at least partially observable and that was influenced by how other agents chose to interact with it. This instrumental drive would conflict with the strong orthogonality thesis since the modifications would be influenced by the AGI’s intelligence. AGIs in highly (...) competitive environments might converge to having nearly the same utility function, one optimized to favorably influencing other agents through game theory. Nothing in our analysis weakens arguments concerning the risks of AGI. (shrink)

This collection of original essays presents diverse perspectives on the hybrid, evolving traditions of Confucianism. The chapters explore contemporary harmony across philosophy, religion, politics, linguistics, diplomacy, international relations, and education, with writers from numerous cultural and national backgrounds.

Robustness properties of three equality of variances tests, the jackknife procedure, the k-sample Box-Andersen test, and Levene’s z test, were investigated and compared in a Monte Carlo study employing small samples from underlying gamma distributions and gamma mixtures. Overall, the jackknife test yielded rejection proportions usually closer to nominal levels under departures from normality, but the Box-Andersen test performed relatively well when departures from normality were not extreme. Four recommendations regarding testing variances were offered.

Despite on-going debates in philosophy and cognitive science, dual process theory (DPT) remains a popular framework for theorizing about human cognition. Its central hypothesis is that cognitive processing can be subsumed under two generic types. In this paper, we argue that the putative success and popularity of this framework remains overstated and gives rise to certain misunderstandings. If DPT has predictive and/or explanatory power, it is through offering descriptions of cognitive phenomena via functional analysis. But functional descriptions require an individuation (...) strategy. To date, there has been no systematic exploration of how Type 1 and Type 2 are functionally individuated. Following recent debates in philosophy of cognitive science, we consider three individuation strategies (i.e., abstraction, reification, fictionalization) and assess the legitimacy of each in relation to DPT. This leads us to the verdict that the most viable route for justifying DPT is to construe Type 1 and Type 2 processes as reifications. We conclude that, construed as reifications, the common rationales offered by proponents of DPT for demarcating Type 1 and Type 2 processes do not escape criticism and require further theoretical justification. (shrink)

First I would like to thank Clarence Joldersma for his review of our Poststructuralism, Philosophy, Pedagogy. In particular, I would thank him for his opening sentence: “[t]his book is a response to a lack.” It is the notion of a lack, noted again later in his review, which I wish to take up mainly in this response. Rather than defending or elaborating our particular contributions to PPP—the latter would be a great indignity to my colleagues as I would not write (...) over them—I will take the opportunity to develop the theme of a lack, as I believe that Joldersma has raised a very important issue. But first I will respond briefly to some of Joldersma’s general and opening statements about the book, and my philosophical position in particular. (shrink)

(2000). The Boundaries of Belief: territories of encounter between indigenous peoples and Western philosophies. Educational Philosophy and Theory: Vol. 32, No. 1, pp. 15-24.