Building on the success and importance of three previous volumes, _Relational Psychoanalysis_ continues to expand and develop the relational turn. Under the keen editorship of Lewis Aron and Adrienne Harris, and comprised of the contributions of many of the leading voices in the relational world, _Volume 4_ carries on the legacy of this rich and diversified psychoanalytic approach by taking a fresh look at recent developments in relational theory. Included here are chapters on sexuality and gender, race and class, identity (...) and self, thirdness, the transitional subject, the body, and more. Thoughtful, capacious, and integrative, this new volume places the leading edge of relational thought close at hand, and pushes the boundaries of the relational turn that much closer to the horizon. Contributors: Neil Altman, Jessica Benjamin, Emanuel Berman, Jeanne Wolff Bernstein, Susan Coates, Ken Corbett, Muriel Dimen, Martin Stephen Frommer, Jill Gentile, Samuel Gerson, Virginia Goldner, Sue Grand, Hazel Ipp, Kimberlyn Leary, Jonathan Slavin, Malcolm Owen Slavin, Charles Spezzano, Ruth Stein, Melanie Suchet. (shrink)

According to hyper-Humeanism, the world of “fact” is utterly distinct from the realm of “value”-that is, the realm of morality and religion.This is a well-known philosophical position, and it more or less follows from some well-known philosophical doctrines (e.g., logical positivism, and neo-Wittgensteinianism), but its appeal is not limited to philosophers. Indeed, an acceptance of hyper-Humeanism seems to be at the root of Stephen Jay Gould’s recent defense of the thesis that science and religion are utterly distinct. Gould’s stated aim (...) in defending this thesis is to settle, or perhaps reveal as illusory, various conflicts between science and religion. However, I arguenot only that Gould’s version of this thesis is defective, but also that hyper-Humeanism itself is false. If I am right, then “facts” and “values”-science and religion in particular-can overlap in philosophically interesting ways. (shrink)

This work was originally published in 1902 & marked a watershed in the Russian Silver age, a vibrant cultural renaissance.

It is sometimes claimed that faith is a virtue. To what extent faith is a virtue depends on what faith is. One construal of faith, which has been popular in both recent and historical work on faith, is that faith is a matter of taking oneself to have been spoken to by God and of trusting this purported divine testimony. In this paper, I argue that when faith is understood in this way, for faith to be virtuous then it must (...) be accompanied by intellectual humility. I defend this view by showing how someone ought to respond to purported divine testimony if her faith is to be intellectually humble, and how, if it fails in this respect, it will instead be accompanied by the vices of either servility or arrogance. (shrink)

Acknowledgments1. If Liberalism is a Faith, What Becomes of the Separation of Church and State?2. Pragmatism, Liberalism, and the Quarrel between Science and Religion3. Rorty's Repudiation of Epistemology4. Rortian Irony and the "De-divinization" of Liberalism5. Religion and Rawls's Freestanding Liberalism6. Stanley Fish and the Demise of the Separation of Church and State7. Fish, Locke, and Religious Neutrality8. Reason, Indifference, and the Aim of Religious FreedomAppendix: A Reply to Stanley FishNotesBibliographyIndex Copyright © Libri GmbH. All rights reserved.

To show that morality is in one's interest, the challenge put forward by Hobbes's Foole, we must first be clear what is meant by something's being in one's interest. Defining self-interest in an external or objective sense (so that claiming morality really satisfies her self-interest, albeit in ways she will never appreciate) will not placate the Foole. Self-interest, for the Foole, must be understood in terms that she will endorse. Are such terms possible? Subjective interpretations of self-interest have been accused (...) of incoherence for two separate reasons. First, calling 'good' that which we desire gets the order backward, since the desirability feature is what causes us to desire it. Second, subjective accounts cannot properly explain the phenomenon of mistaken desires, or accommodate reflection on our desires with the intent on warding off such mistakes. My goal here is to show how a subjective account of self-interest is not self-defeating in these ways. (shrink)

Building Better Health Care Leadership for Canada explains the development and implementation of the Executive Training in Research Application program. Managed and funded by the Canadian Health Services Research Foundation in partnership with the Canadian Medical Association, the Canadian Nursing Association, and the Canadian College of Health Care executives, EXTRA is a two-year national fellowship program that uses the principles of adult learning theory as well as practical projects to educate senior health care leaders in making more consistent use of (...) research evidence in their management roles. Fellows apply the theory learned in residency sessions and educational activities to projects within their home organizations. The authors identify the imperative for better use of evidence, outline the core elements of the curriculum, and capture the real-world experience of regional leaders and fellows involved in making specific changes informed by research-based evidence within their organization. Contributors include Jean-Louis Denis, Terrence Sullivan, Owen Adams, Malcolm Anderson, Lynda Atack, Robert Bell, Sam G Campbell, Sylvie Cantin, Ward Flemons, Dorothy Forbes, J. Sonja Glass, Paula Goering, Karen Golden-Biddle, Jeffrey S. Hoch, Paul Lamarche, Ann Langley, John N. Lavis, Jonathan Lomas, Margo Orchard, Raynald Pineault, Brian D. Postl, Christine Power, Trish Reay, Jean Rochon, Denis A. Roy, Andrea Seymour, Samuel B. Sheps, Micheline Ste-Marie, Nina Stipich, David Streiner, Carl Taillon, and Muriah Umoquit. (shrink)

Freedom of speech in universities is currently an issue of widespread concern and debate. Recent empirical findings in the UK shed some light on whether speech is unduly restricted in the university, but it suffers from two limitations. First, the results appear contradictory. Some studies show that the issue of free speech is overblown by media reportage, whilst others track serious concerns about free speech arising from certain university policies. Second, the findings exclude important issues concerning restrictions to speech on (...) campus that fall outside of the traditional debate around violations to free speech rights. This is particularly the case when certain voices are excluded from important policy conversations, and in issues around diversifying the curriculum. This paper overcomes these two limitations by developing a novel conceptual framework within which to situate current debates concerning speech related matters in universities. It does so by developing a taxonomy around the concept of ‘silencing’. It then considers the current issue of speech matters in universities within this framework to determine whether, and to what extent, speech is indeed unduly restricted, and where this is a concern for free speech violations, and where it falls outside of this issue. (shrink)

In the space of two decades, social rights have emerged from the shadows and margins of human rights jurisprudence. The authors in this book provide a critical analysis of almost two thousand judgments and decisions from twenty-nine national and international jurisdictions. The breadth of the decisions is vast, from the resettlement of evictees to the regulation of private medical plans to the development of state programs to address poverty and illiteracy. The jurisprudence not only implicates our understanding of economic, social, (...) and cultural rights, but also challenges the philosophical debates that question whether these rights can and should be justiciable. (shrink)

The cultivation of intellectual character is an important goal within university education. This article focusses on cultivating intellectual humility. It first explores an account of intellectual humility from recent literature on the intellectual virtues. Then, it considers one recent pedagogical approach – Making Thinking Visible – as a means of teaching intellectual virtue. It assesses one particular technique for cultivating intellectual humility arising from this pedagogical literature, and applies it to the teaching of political philosophy. Finally, there is a discussion (...) concerning how to supplement these techniques to best teach political philosophy generally, and for the purposes of cultivating intellectual humility in particular. It is argued that, by introducing the technique of the Circle of Viewpoints, supplemented by techniques from the Compassion in Education literature, the modules I teach can better cultivate intellectual humility in my students. (shrink)

The relation between morality and religion has often been discussed. However, it is not always recognized that the relation varies greatly according to the variety of religions. I shall here be concerned solely with Christian theism in its traditional form. I take the latter to signify, essentially, belief in a morally perfect Creator who exists in the threefold form of Father, Son and Holy Spirit and who, in the person of the Son, became man in Christ for our salvation. I (...) thus exclude from consideration all non-theistic accounts of God or the Absolute. Also I shall consider, not simply bare theism of the kind that Christians share with Jews and Muslims, but also the distinctively Christian form of theism that is generated by distinctively Christian revelation. Many otherwise sound descriptions of the relation between morality and theism are defective because they fail to consider the distinctively Christian contribution to the theistic concept of God and of his relation to the world. (shrink)