Greek, Latin and Ancient History. Instead, after a good result in mathematics, I decided to pursue that instead. That left me with an extra subject to choose to fill up first year. What was this "Philosophy" on offer? I couldn't understand where there was something in the spectrum of knowledge for philosophy to be about. Biology was about cats, English was about language and literature, mathematics was about numbers (I was not yet philosophically smart enough to realise there was (...) a problem as to what numbers were, given that you can't observe them like cats.) But what topics were left over for philosophy? (shrink)

Botanical illustration combines scientific knowledge and artistic technique. However, whereas illustrated botanical images record static visual qualities, such as form and color, written botanical narratives supply crucial sensory, ecological, historical, and cultural contexts that complement visual representation. Understanding the text-image interface—where images and words intersect—contributes to humanities-based analyses of botanical illustration and illustrators. More specifically, a process philosophy perspective reveals the extent to which botanical representations engage the temporality, cyclicality, and contextuality of the living plants being illustrated. This article takes (...) up these themes through a comparative theoretical study of three female Western Australian botanical illustrators, Georgiana Leake, Emily Pelloe, and Philippa Nikulinsky, whose lives together span the 183 year history of the Swan River Colony and the state of Western Australia. I apply a processist framework to examine the text-image interface of their works. All three illustrators use some form of textuality: marginalia, annotations, written accompaniments, introductory statements, and other narrative materials. In examining their written commentaries and traces, I identify the emergence of a process mode of botanical illustration that represents plants as ecological, historical, cultural, and temporal organisms. (shrink)

This book outlines the realist and pluralist philosophy of John Anderson, Australia's most original thinker. His teaching at Sydney University and his arti6es have deeply influenced Australian intellectual life. Several main themes run through his work, but Anderson never gave an overall account of his views. This is remedied here: exhibiting the range of Anderson's thought from logic, epistemology and theory of mind, to language and social theory, this volume sketches realism as a systematic philosophical position, while showing something (...) of the history of ideas in Australia. (shrink)

Collection of articles on themes of Australian Catholic philosophy and history. Articles of philosophical interest include 'Catholic thought and Catholic Action: Dr Paddy Ryan MSC' (on the scholastic philosopher and anti-Communist), 'Catholic schooldays with philosophy', 'Traditional Catholic philosophy: baby and bathwater', 'Secular versus Catholic conceptions of values in Australian education', 'Accountancy as computational casuistics', 'The Mabo High Court and natural law values', and 'Stove, Hume and Enlightenment'.

A polemical account of Australian philosophy up to 2003, emphasising its unique aspects (such as commitment to realism) and the connections between philosophers' views and their lives. Topics include early idealism, the dominance of John Anderson in Sydney, the Orr case, Catholic scholasticism, Melbourne Wittgensteinianism, philosophy of science, the Sydney disturbances of the 1970s, Francofeminism, environmental philosophy, the philosophy of law and Mabo, ethics and Peter Singer. Realist theories especially praised are David Armstrong's on universals, David Stove's on logical (...) probability and the ethical realism of Rai Gaita and Catholic philosophers. In addition to strict philosophy, the book treats non-religious moral traditions to train virtue, such as Freemasonry, civics education and the Greek and Roman classics. (shrink)

An interview that addresses the issue of the development of philosophy in schools in Australia, that suggests it is the educational culture that has had the most effect on modifying Matthew Lipman's philosophy for children, leading to a proliferation of new materials.

This two volume works provides a comprehensive history of philosophy in Australia and New Zealand. Volume one provides a chronological history, with one chapter devoted to the early years in which idealism dominated Australasian philosophy, and then chapters that cover each of the decades from the second world war. Volume two provides a thematic history, with treatment of most of the major areas to which Australasian philosophers have made significant contributions.

Philosophy flourished in Australia after the war. There was spectacular growth in both the number of departments and the number of philosophers. On top of this philosophy spread beyond the philosophy departments. Serious studies, and interest in philosophy is now common in faculties as diverse as law, science and education. Neither is this development merely quantitative, the Australian researcher has come of age and contributes widely to international debates. At least one movement originated in Australia. This makes the study (...) of philosophy in Australia timely, evidenced by the number of articles concerned with this area that begin to appear in international journals. In Australia itself there is growing interest in the history of the country's philosophical development. There are discussions in conferences and meetings: the matter is now the subject of courses. (shrink)

History of women philosophers in Australia delivered as part of a series of of lectures on many aspects of philosophy in Australia.

Engaging philosophy with history, literature, film and testimony, this book examines the critical relationship between white Australian identity and the cultural priority of childhood in Australia.

History has long been taught in Australian schools with a view to encouraging patriotic citizenship. What has been taught and what is meant by patriotic Australian citizenship has changed markedly over the years. Current national initiatives to stimulate and direct the teaching of 'what we all know' to be Australian history may not meet the requirements of acceptable educational practice. The Commonwealth government may be better advised to pursue initiatives that encourage understanding of and commitment (...) to the common weal. (shrink)

It is in its Consequentialist mood that Australian philosophizing most clearly displays the 'no-nonsense' quality that we are tempted to think of as a national virtue: I hope this volume goes some way to showing the dangers of our being tempted by such flattering but ultimately shallow (and indeed morally coarse) national myths.

Philosophy in schools in Australia dates back to the 1980s and is rooted in the Philosophy for Children curriculum and pedagogy. Seeing potential for educational change, Australian advocates were quick to develop new classroom resources and innovative programs that have proved influential in educational practice throughout Australia and internationally. Behind their contributions lie key philosophical and educational discussions and controversies which have shaped attempts to introduce philosophy in schools and embed it in state and national curricula. Drawing together a (...) wide range of eminent scholars and practitioners in the field of educational philosophy, this anthology, the first of its kind, provides not only a historical narrative, but an opportunity to reflect on the insights and experiences of the authors that have made history. The collection is divided into three parts. The overarching theme of Part I is the early years of Philosophy for Children in Australia and how they informed the course that the ‘philosophy in schools movement’ would take. Part II focuses on the events and debates surrounding the development and production of new materials, including arguments for and against the suitability of the original Philosophy for Children curriculum. In Part III, key developments relating to teaching philosophy in schools are analysed. This collection of diverse views, critical appraisals, and different perspectives of historical currents is intended to stimulate thought-provoking questions about theory and practice, and to increase general awareness both nationally and internationally of the maturation of philosophy in schools in Australia. It is also intended to encourage readers to identify emerging ideas and develop strategies for their implementation. (shrink)

There is more to law than rules, robes and precedents. Rather, law is an integral part of social practices and policies, as diverse and complex as society itself. Thinking About Law offers a comprehensive introduction to the ways in which law has been presented and represented. It explores historical, sociological, economic and philosophical perspectives on the major legal and political debates in Australia today. The contributors examine the position of Aborigines in the Australian legal system and the impact of (...) the Mabo case; divisions of power in Australian society and law; the question of objectivity in law; the relationship between legislation and social change; judicial decision-making and other issues. Accessibly written, Thinking About Law is essential reading for students and anyone interested in understanding our legal system. (shrink)

“Best interests of the child” is a key concept in international law, developed by and through institutions which maintain a stake in international solidarity. This article explores the quality of that solidarity, working to understand the modes of interrelationship between peoples and institutions which it instantiates, and which it could possibly be imagined to instantiate. Focusing on one context—the way that “best interests of the child” has developed within international politics and domestic Australian politics, through an examination of the (...) discourses produced by policy-makers working within child refugee and asylum-seeker realms—this article examines the ways that this concept has relied on, and produced, racialized hierarchical ideas of what “best interests” entails. Looking through a history of Australian settler-colonial governmentality, this article explores the tensions between discourses of security and discourses of “best interests of the child,” historicizing the figure of the refugee child and reimagining the relationships of dependency and solidarity which could be produced. (shrink)

Born 80 years ago, Continental Philosophy is on its last legs. Its extraordinary career has been helped along by an almost total absence of interest on the part of analytic or other exact philosophers in what the Australian philosopher David Stove calls "the nosology of philosophy" 1, the exploration of the manifold forms taken by bad philosophy. Stove points out that such an enterprise involves doing history. A nosology of Continental Philosophy is, at least in the first instance, (...) inseparable from the history of this strand in twentieth century philosophy, a history which would make clear the relations, philosophical and historical, between it and exact philosophy. Rorty is quite right to point to the absence of such a historical perspective. (shrink)

Abstract There are at least eight good reasons practicing historians should concern themselves with counterfactual claims. Furthermore, four of these reasons do not even require that we are able to tell which historical counterfactuals are true and which are false. This paper defends the claim that these reasons to be concerned with counterfactuals are good ones, and discusses how each can contribute to the practice of history. Content Type Journal Article Pages 1-19 DOI 10.1007/s11098-011-9817-z Authors Daniel Nolan, School of (...) Philosophy, Australian National University, 0200 Canberra, Australia Journal Philosophical Studies Online ISSN 1573-0883 Print ISSN 0031-8116. (shrink)

This chapter is about the influence of Alexander on John Anderson. It begins with an account of Alexander’s Australian heritage as one way to understand his egalitarian leanings towards all finite things in the universe so as not to privilege mind over everything else, as idealists did. A comparative analysis of Anderson’s metaphysics in reaction to Alexander’s system is provided, with detailed commentary on Anderson’s lectures, both published and unpublished. Finally, an explanation is given as to why Alexander and (...) Anderson’s empiricism fell out of favour, which gives some insights into how to place them in the history of twentieth-century philosophy. (shrink)

The major essays of the distinguished and prolific Australian-born film critic Adrian Martin have long been difficult to access, so this anthology, which collects highlights of his work in one volume, will be welcomed throughout film studies. Martin offers in-depth analysis of many genres of films while providing a broad understanding of the history of cinema and the history of film criticism and culture. These vibrant, highly personal essays, written between 1982 and 2016, balance breadth across cinema (...) theory with almost encyclopedic detail, ranging between aesthetics, cinephilia, film genre, criticism, philosophy, and cultural politics. Mysteries of Cinema circumscribes a special cultural period that began with the dream of critique as a form of poetic writing, and today arrives at collaborative experiments in audiovisual essays. Throughout these essays, Martin pursues a particular vision of what cinema has been, what it is, and what it still could be. (shrink)

In this paper I will argue that contemporary non-Aboriginal Australians can collectively be held responsible for past injustices committed against the Aboriginal peoples of this land. An examination of the role played by history in determining the nature of the present reveals both the temporal extension of the Australian community that confronts the question of responsibility for historical injustice and the ways in which we continue to participate in those same injustices. Because existing injustices suffered by indigenous Australians (...) are essentially continuous with the racist history of the invasion of the Australian continent and dispossession of the Australian Aboriginal peoples, we may be held responsible for the wrongs committed in the course of that history. (shrink)

Towards the end of the 19th century there was a revival of the struggle for democracy throughout the world. The formation of Australia as a federation embodied this commitment, a commitment subsequently abandoned. The impetus for public education in Australia came from its commitment to democracy, inspired by the British Idealists. If the people of a country are to be its governors, these philosophers argued, they must be educated to be governors. Taking this injunction seriously, I will argue that the (...) history of the struggle for democracy should be central to education, taught in such a way that students are able to appreciate what this commitment to democracy means. Taking Australia as a model, I will argue that this implies that the young be educated so that they define themselves in relation to the vision of a democratic society and see themselves as historical actors responsible for the future of their country and the future of humanity. (shrink)

This time, McGirr shares his love of philosophy, looking at the works of twenty eminent thinkers across history. The book goes back to Pythagoras and comes forward to the contemporary Australian Frank Jackson; back to Mungo Woman and forward to Martha Nussbaum, by way of Simone Weil and Iris Murdoch. It is animated by two related questions: from where do we draw a sense of life's purpose, and how can philosophy make life better? It ranges widely across subjects: (...) from solitude to community, language to order, experience to ecstasy, the idea of good to that of a good idea. McGirr's approach is warm and inviting. Drawing on many years' experience teaching philosophy to teenagers, he shares stories from his life and discusses how philosophers have shed light on them. Ideas to Save Your Life is often funny, but it is serious about philosophy. It makes the impenetrable accessible, the indescribable palpable, and invites you to change the way you see the world. (shrink)

This essay compares Rawls's and Nozick's theories of justice. Nozick thinks patterned principles of justice are false, and offers a historical alternative. Along the way, Nozick accepts Rawls's claim that the natural distribution of talent is morally arbitrary, but denies that there is any short step from this premise to any conclusion that the natural distribution is unjust. Nozick also agrees with Rawls on the core idea of natural rights liberalism: namely, that we are separate persons. However, Rawls and Nozick (...) interpret that idea in different ways-momentously different ways. The tension between their interpretations is among the forces shaping political philosophy to this day. Footnotesa For comments, I thank Alyssa Bernstein, Geoffrey Brennan, Jason Brennan, Tom Christiano, Andrew I. Cohen, Andrew Jason Cohen, Tyler Cowen, Teresa Donovan, David Estlund, Jerry Gaus, Allen Habib, Alex Kaufman, Mark LeBar, Loren Lomasky (especially Loren, for insight and inspiration over a period of many years), Cara Nine, Ellen Frankel Paul, Guido Pincione, Thomas Pogge, Dan Russell, Michael Smith, Horacio Spector, and Matt Zwolinski. I thank the Earhart Foundation for financial support in the fall of 2002 and Australian National University's Research School of Social Sciences for its wonderful hospitality during a ten week stay in 2002. The support of the folks at Liberty Fund in Indianapolis during the final stages of this project goes beyond anything I will ever be able properly to thank them for. (shrink)

Like many others, I have resisted the idea that education, in general, is a form of training. We always talk about training for something, while an educated person is not educated for any one thing. But for this very reason, I do not wish to abandon the term ‘teacher training’ in favor of ‘teacher education’, although ideally I would prefer to speak of ‘teacher preparation’ because the term ‘training’ always reminds me of monkeys. I shall use the terms ‘training’ and (...) ‘preparation’ interchangeably, with both standing in contrast to ‘education’. All persons deserve to be educated; there is nothing specific to teachers here. Teacher training, whether general or specific to a subject or discipline, remains a contentious business. Some regard Pedagogy as a legitimate subject area and structure training around it; others prefer to see teacher training firmly in the context of the various disciplines that teachers will, in turn, be teaching: mathematics, literature, history and, in this case, philosophy. Indeed, when it comes to training teachers to teach philosophy, the problem is exacerbated by the plain fact that most teachers have no formal background in philosophy. So we are faced with the rather daunting prospect of providing such a background as well as providing whatever is needed in order to teach philosophy to others. Matthew Lipman and Ann Margaret Sharp were well aware of this challenge when they set up the first training programs in Philosophy for Children at Montclair State College in the early 1970s; hence the requirement that if classroom teachers were not actually qualified in philosophy, at least those who trained them to do philosophy with children should be. However, this idealistic model was always going to be difficult to apply. The problem, as it developed in countries around the world, was two-fold: teachers with little or no philosophical background were, increasingly, being trained by other educators who were in the same boat ; and conversely, when professional philosophers did become involved in teacher training, it quickly became apparent that they lacked any real training in pedagogy, and so were inadequate to the task of modeling the role of the teacher in the classroom. To look on the bright side, some constructive attempts have been made to resolve these shortcomings. The one with which I am most familiar is the Australian model for what is termed ‘Level Two training’, that is, training those who will, in turn, train and work with classroom teachers. This model recognizes the complementary requirements of philosophical and pedagogic expertise, respectively, by awarding certificates of achievement based on whether those trained have come from the discipline of philosophy, the practice of teaching, or both. Ideally, then, training workshops for teachers would be directed by at least one person in the former category, and at least one in the latter. (shrink)

If Australasian philosophers constitute the kind of group to which a collective identity or broadly shared self-image can plausibly be ascribed, the celebrated history of Australian materialism rightly lies close to its heart. Jack Smart’s chapter in this volume, along with an outstanding series of briefer essays in A Companion to Philosophy in Australia and New Zealand (Forrest 2010; Gold 2010; Koksvik 2010; Lycan 2010; Matthews 2010; Nagasawa 2010; Opie 2010; Stoljar 2010a), effectively describe the naturalistic realism of (...) Australian philosophy of mind. In occasional semi-serious psychogeographic speculation, this long-standing and strongly-felt intellectual attitude has been traced back to the influences of our light, land, or lifestyle (Devitt 1996, x; compare comments by Chalmers and O’Brien in Mitchell, 2006). Australasian work in philosophy of mind and cognition has become more diverse in the last 40 years, but is almost all still marked, in one way or another, by the history of these debates on materialism. (shrink)

In Fact, value and philosophy education I tried to show how philosophy can help to overcome the fact-value divide that continues to plague education. In attempting this, I applied John Dewey’s suggestion that philosophy may help to integrate beliefs about matters of fact with values in society at large, to the curricular division between subjects that deal with knowledge of matters of fact and those that are largely devoted to subjective understanding and personal expression. The paper centres on the claim (...) that philosophical dialogue about what we should believe and value can help to effect a mutual adjustment between our reason and our sentiments and bring us to think as whole human beings. It argues the case by first looking at the use of reflective practical reason to effect a change in our desires and conduct when we deem them to be undesirable. The use of reason to provide us with courses of action and other practical remedies to deal with what we see as defects in our character suggests that our cognitive and affective powers are capable of working together through mutual adjustment. By extension, I argue that reason can help us to examine the moral dimension of problems and issues in various areas of study, while making our understanding of them responsive to our feelings. The introduction of an educational means to give effect to this mutual adjustment brings us back to the role of philosophy. Philosophy provides the opportunity for reasoned dialogue that brings the factual material that students encounter into connection with what they are learning to value. It brings a normative cast to the study of history, society, literature, art, science and technology and enables the knowledge that students gain through their studies to be applied to matters of value. In general, it brings moral sensitivity to all kinds of subject matter and enables students to apply their knowledge and intelligence to the formation of values. In the years since I wrote this piece, I had the privilege to assist with the initial draft of documents on ethical understanding as a general competence in the Australian national curriculum and of constructing and implementing a pilot program for ethical inquiry in New South Wales primary schools, which led to ethics becoming an option for students who do not attend religious instruction. In different ways, both experiences brought home to me the importance of incorporating considerations of value throughout the curriculum and the value of philosophical inquiry as a means of doing so. Reflection on these experiences resulted in my book Teaching Ethics in Schools. (shrink)

This article examines contemporary representations of sakura (cherry blossom) in cosmetics marketing. Since the Heian period, sakura has been loved and regarded as having tangible and metaphorical significance in Japan. Imagery of sakura is rich in ambiguity and has a complex history as evident in its use in the militaristic promotion of heroism, especially related to the Second World War. However, in recent decades, sakura imagery has proliferated across a range of popular culture both inside and out of Japan. (...) In this article we focus on the circulation and meanings of sakura imagery accessible and appropriated in Australia with specific attention to cosmetics. Sakura offers not only aesthetic pleasure but also potentially some health benefits. Our discussion draws on data from surveys and interviews with participants in Australia about their perspectives of sakura aesthetics related to colour symbolism. This is accompanied by close analysis of colour symbolism in recent perfume, skincare and cosmetic marketing, branding and packaging which use sakura imagery. We argue that, using the complex symbolism associated with the wide colour spectrum, sakura imagery has now been refashioned as a versatile promotional tool in the global market, as exemplified by the brand engagement of sakura-themed cosmetics. (shrink)

David Lewis's untimely death on 14 October 2001 deprived the philosophical community of one of the outstanding philosophers of the 20th century. As many obituaries remarked, Lewis has an undeniable place in the history of analytical philosophy. His work defines much of the current agenda in metaphysics, philosophical logic, and the philosophy of mind and language. This volume, an expanded edition of a special issue of the Australasian Journal of Philosophy, covers many of the topics for which Lewis was (...) well known, including possible worlds, counterpart theory, vagueness, knowledge, probability, essence, fiction, laws, conditionals, desire and belief, and truth. Many of the papers are by very established philosophers; others are by younger scholars including many he taught. The volume also includes Lewis's Jack Smart Lecture at the Australian National University, 'How Many Lives has Schrödinger's Cat?', published here for the first time. Lewisian Themes will be an invaluable resource for anyone studying Lewis's work and a major contribution to the many topics that he mastered. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Ethics & the Environment 7.2 (2002) 1-11 [Access article in PDF] On Ecofeminist Philosophy Chris Cuomo In the heat of a historical moment when the interwoven nature of imperialism, ecological degradation, exploitation of workers, racism, and women's oppression is painfully obvious to many, ecofeminism appears to be gaining in popularity. As Karen Warren's book Ecofeminist Philosophy (2000) illustrates, a key insight of ecological feminism is captured by the phrase (...) "it's all connected." In more precise terms, ecofeminism stresses the depth to which human realities are embedded in ecological realities, and the fact that we are all composed of physical and conceptual connections and relationships. Ecofeminists also make strong normative claims about those connections, and they find present ecological and social relationships to be far more morally troubling than "we" modern thinkers tend to acknowledge.Karen Warren's work has been incredibly influential in the development of ecofeminism, especially as a philosophical perspective. In her 1987 essay "Feminism and Ecology: Making Connections," she argued for a basic ecofeminist position: that feminists ought to pay attention to environmental issues and ecological interdependencies, and that environmentalists ought to attend to the connections among ecological degradation, sexism, and other forms of social oppression. A wealth of ecofeminist poetry, fiction, and political writing had been published in the seventies and early eighties, before "Feminism and Ecology" appeared on the pages of [End Page 1] the journal Environmental Ethics. But Karen Warren was the among the first to use the tools of analytic philosophy to articulate and argue for ecofeminism as a philosophical position, ethical approach, and political movement.In fact, Mary Daly's Gyn/Ecology: The Metaethics of Radical Feminism (1978) was arguably the first work in contemporary academic philosophy to engage ecofeminism (my first acquaintance with ecofeminist theory was made through a special issue of the feminist magazine Heresies, on feminism and ecology). But Daly's emphasis was on the plight of females in patriarchal social environments. Karen Warren and Australian philosopher Val Plumwood brought full focus to the eco in ecofeminism, applying feminist philosophy (and especially feminist ethics) to our relations with the more than human world, and in turn articulating a broader theory of oppression and liberation. Their analytic approaches resulted in philosophy that synthesizes as it clarifies, taking seriously the value of nature, the history of philosophy, the power of culture, and the insights of good science.In Ecofeminist Philosophy Karen Warren presents ecofeminism as a general school of thought, though she also argues for a particular set of ecofeminist principles, values, methodologies, and practices. In terms of both her method and her conclusions, it is important to note that her emphasis on clearly articulated principles is by no means a defense of an absolutist or falsely universalizing ethic. Rather, Warren's ecofeminist philosophy emerges from her reading of a wide and diverse array of theoretical and political examples. Like Noël Sturgeon's Ecofeminist Natures: Race, Gender, Feminist Theory and Political Action (1997), which focuses on feminist ecological movements, Warren's project is to look for and describe the family resemblances among diverse examples of ecofeminism. This approach allows her to articulate epistemic, moral, and political positions that are pluralist, yet do not avoid making bold truth-claims. For example, Warren argues that "something is a feminist issue if an understanding of it helps one understand the oppression, subordination, or domination of women" (Warren 2000, 1).In a sense such a definition is wide open, taking various approaches and issues to be worthy of feminist attention. At the same time, it certainly does not allow just any perspective to count as feminist. Throughout Ecofeminist Philosophy, Warren defends multicultural ethics while clearly advocating specific transcultural values, such as justice and caring: [End Page 2] If we dare to care, if we dare to enter into community with others through an honest recognition of our commonalities and differences, we will be poised to create generally respectful, nonviolent, care-based, intentional communities where commonalities and differences are just that... Such intentional communities are a creative alternative to violence-prone communities where order is imposed from outside through unjustified... (shrink)

This article assesses to what extent the future of democratic liberty depends upon its citizens employing a proper approach to the past, by analyzing Tocqueville’s views of three kinds of historical consciousness—aristocratic, revolutionary, and democratic. It is argued that democracies require certain aristocratic assumptions about historical dynamics to cultivate a historical consciousness that fosters liberty. Key to this is the belief in the human capacity to influence the trajectory of history. Tocqueville’s historical approach, which blends aristocratic and democratic elements, (...) is identified as the most effective method for tempering the fatalistic tendencies of the democratic point of view. Thus, for democracies to maintain liberty, citizens should recognize the dual role of general causes and human agency in directing the course of historical events. Tocqueville’s insights on the effects of historical consciousness on the future of democratic liberty remain particularly relevant today when Western democracies confront internal polarization and external anti-democratic challenges, whether neoliberal, illiberal, populist, or fascist. (shrink)

The present paper examines conventional wisdom on the subject of the justification of indigenous peoples' intellectual property rights, and offers an alternative approach. The examination is achieved by a critique of two such conventional approaches in terms of the strength of each argument employed, and in terms of the efficacy of each in the roles allotted to them. The first such argument is Stenson and Gray's application of Kymlicka's individualist theory advocating national minority autonomy. The second argument is the labour (...) entitlement theory of property acquisition, as advanced by Locke and Nozick. These theories only explain how a liberal social contract theorist would construct justifications from the outside. That this is inadequate is shown by reference to a case study involving indigenous claims against Australian law based on indigenous customary law. There, appeals are not made to abstract theory, but to tribal imperative. This observation finds sympathetic support in a reading of Hegel's philosophy of history. Hegel finds spirit in all peoples at all times. To Hegel, non-state peoples are developmentally prior to states; this means that states have developed dialectically from such peoples and cannot therefore deny them without self-contradiction. This places an onus upon a state that has subsumed an indigenous people to accommodate its laws and ways. (shrink)

How can we take history seriously as real and relevant? Despite the hazards of politically dangerous or misleading accounts of the past, we live our lives in a great network of cooperation with other actors; past, present, and future. We study and reflect on the past as a way of exercising a responsibility for shared action. In each of the chapters of Full History Smith poses a key question about history as a concern for conscious participants in (...) the sharing of action, starting with “What Is Historical Meaningfulness?” and ending with “How Can History Have an Aim?” Constructing new models of historical meaning while engaging critically with perspectives offered by Ranke, Dilthey, Rickert, Heidegger, Eliade, Sartre, Foucault, and Arendt, Smith develops a philosophical account of thinking about history that moves beyond postmodernist skepticism. Full History seeks to expand the cast of significant actors, establishing an inclusive version of the historical that recognizes large-scale cumulative actions but also encourages critical revision and expansion of any paradigm of shared action. (shrink)

Philosophy in schools in Australia dates back to the 1980s and is rooted in the Philosophy for Children curriculum and pedagogy. Seeing potential for educational change, Australian advocates were quick to develop new classroom resources and innovative programs that have proved influential in educational practice throughout Australia and internationally. Behind their contributions lie key philosophical and educational discussions and controversies which have shaped attempts to introduce philosophy in schools and embed it in state and national curricula. -/- Drawing together (...) a wide range of eminent scholars and practitioners in the field of educational philosophy, this anthology, the first of its kind, provides not only a historical narrative, but an opportunity to reflect on the insights and experiences of the authors that have made history. The collection is divided into three parts. The overarching theme of Part I is the early years of Philosophy for Children in Australia and how they informed the course that the ‘philosophy in schools movement’ would take. Part II focuses on the events and debates surrounding the development and production of new materials, including arguments for and against the suitability of the original Philosophy for Children curriculum. In Part III, key developments relating to teaching philosophy in schools are analysed. -/- This collection of diverse views, critical appraisals, and different perspectives of historical currents is intended to stimulate thought-provoking questions about theory and practice, and to increase general awareness both nationally and internationally of philosophy in schools in Australia. It is also intended to encourage readers to identify emerging ideas and develop strategies for implementation. (shrink)

It is readily apparent to anyone ministering to Australian adolescents in the early twenty-first century that their efforts take place against the backdrop of a general decline in belief and practice among Catholics, and among young Catholics in particular. Rather than simply join the chorus of lament at the decline of young people's belief and participation in the life of the church, this article seeks to understand better the present 'face' or 'faces' of youth ministry by considering the historical (...) relationship between secularity and the church's pastoral activity with young Australians. (shrink)

This article provides a philosophical response to the need for truth-telling about colonial history, focussing on the Australian context. The response consists in inviting philosophers and the public to engage in social-justice practices specified by a model called Distributed Truth-Telling (DTT), which integrates the historiography of injustices affecting Indigenous peoples with insights from social philosophy and cultural evolution theory. By contrast to official and large-scale truth commissions, distributed truth-telling is a set of non-elitist practices that weave three components: (...) first, multisite, multiformat, and multiscale inquiries into injustices; second, remedial imaginings and reasoning about moral repair and reconciliated futures; and finally, emotions suitable for motivating agents to cooperatively plan and implement moral revolutions. Distributed truth-telling can entrench virtuous feedback loops that contribute to moral revolutions. However, vicious feedback loops associated with collective denial and biases can impair distributed truth- telling and thwart moral revolutions. (shrink)

The academic History of Philosophy in Lithuania in three volumes will be published by the Institute of Culture, Philosophy and Art. The first presented volume covers the development of Lithuanian philosophy from the 16th to the 18th centuries. It includes late medieval and Renaissance philosophy, the second scholasticism and modern philosophy. The first Lithuanians to be introduced to philosophy were young members of the gentry who studied in European universities at the end of the 14th century. The recently baptized (...) Lithuania strove to adopt Western culture and to present itself as a Western state. Some graduated from the universities as bachelors or masters of philosophy and returned to their country. At the end of the 14th century, Vilnius Cathedral School was founded. The elements of logic were probably taught there. The growth of the political and economic power of the Grand Duchy of Lithuania brought about the need for higher education. That need was significantly increased by the growing activity of various religious orders. In 1507 the Dominicans started teaching philosophy and theology to their novices. They were able to teach late medieval philosophy in its thomistic interpretation. We can regard 1507 as the year Lithuania benefited form a new phenomenon, professional philosophy, and the Dominicans as its initiators. They taught not only the disciplines of late medieval philosophy but also the basics of the other sciences. The Dominicans, and later the Jesuits, Franciscans, Bernardines, Carmelites, Trinitarians and other monastic orders, enriched intellectual life in Lithuania by teaching philosophy in their schools. (shrink)

The paper discusses the Anglo-American philosophy of law of the 20th century, more specifically the philosophy of law of Ronald Myles Dworkin and his criticism of the legal positivism of Herbert Lionel Adolphus Hart. The author presents the history of the criticism of legal positivism in Ronald Dworkin’s philosophy of law and distinguishes historical stages. The subject of the study is the critique of legal positivism but not the Hart-Dworkin debate itself, well known in Western philosophy of law. The (...) reason is that the discussion was conducted between Dworkin and Hart’s supporters but not between Dworkin and Hart by himself. The latter responded to the criticism only after twenty seven years. The article explains why Dworkin chose for his criticism Herbert Hart’s version of legal positivism. This is due to the fact that Dworkin highly appreciated Hart’s positivist theory of law and characterized it as the “most clear.” The article presents the methodological foundations of criticism of Hart’s legal positivism in Dworkin’s philosophy of law. It reveals a methodological divergence between the two legal theories, which directly affects the understanding of the concept of law and its content. Therefore, we can assume that the legal theories of Hart and Dworkin are two competing models of law: Dworkin’s model considers law as a set of rules and principles and Hart’s model acknowledges only rules and court decisions as a source of law. The article also presents the key principles of positivism criticized by Dworkin. These principles, firstly, interpret law as a set of legal rules determined through a special legal criterion, secondly, provide the judge with an opportunity to make a decision “at his own discretion” in a situation not regulated by law, and, thirdly, recognize only legal rights and obligations enshrined in legal regulations. It is important to note that in this article the author describes criticism as an independent phenomenon of legal philosophy with a particular focus on the history and foundations of this phenomenon. (shrink)

This work summarizes an already comprehensive field of criticisms of received economics and advanced new ones, particularly with respect to free trade and the industrialisation of economic systems. If global economic and ecological catastrophe is to be avoided, nations and communities must move towards greater self-reliance within the framework of a much less resource-wasteful existence. But to do this will require not merely a cosmetic change in the present socio-economic system, but a change of such magnitude that it dwarfs previous (...) social transformations in human history. This great transformation must occur by conscious human activity and it must occur quickly if human civilizations, and indeed human life itself, is to continue. (shrink)

The subject of this book is the work of Scottish-born Sir William Mitchell, the Hughes Professor of Philosophy and Vice Chancellor at the University of Adelaide, and the first major philosopher who lived in South Australia. Mitchell worked at Adelaide University during the years 1895-1940 and died in 1962. Mitchell is a major, yet long forgotten, historical figure and intellectual, and an important figure in the history of Scottish and Australian philosophy. He was a part of Scottish schools (...) of thought that influenced early Australian intellectual and cultural life. (The same influence is behind the work of the more famous figure, John Anderson, former Professor of Philosophy at Sydney University.) Anderson’s work recently underwent a revival due to the publication of a recent biography (A Passion to Oppose: John Anderson, Philosopher, by Brian Kennedy, Melbourne University Press, 1995). However, there has never been a serious scholarly appraisal of the work of William Mitchell. At the time of preparation of this book there was no recent published material on Mitchell’s life, work or influence. -/- This book fills this need. I argue that Mitchell’s work is surprisingly relevant to current concerns among cognitive scientists and philosophers of mind. He wrote on issues that are only today being discussed by philosophers and psychologists under the auspices of ‘cognitive science’. His major work: Structure and Growth of the Mind (MacMillan, 1907) is a major treatise on philosophical psychology. The topics that concerned Mitchell are only now being revisited in the form of contemporary debates. -/- The specific aims of the book are as follows: • To assess the impact of late nineteenth/early twentieth century science (especially neurology, psychology and physics) on Mitchell’s philosophical work and trends in philosophical psychology during that period. • To demonstrate the importance of Mitchell’s philosophical work in the context of contemporary theories of mind and content, cognitive science, and the philosophy of science and perception. • To make clear the extent of Mitchell’s philosophical influence on others at the time • To locate Mitchell’s work in relation to other influences on philosophy in Australia. (shrink)

Volume 1 of the _Routledge History of Philosophy_ covers one of the most remarkable periods in human thought. In the space of two and a half centuries, philosophy developed from quasi-mythological speculation to a state in which many of the most fundamental questions about the universe, the mind and human conduct had been vigorously pursued, and some of the most enduring masterworks of Western thought had been written. The essays present the fundamental approaches and thinkers of Greek philosophy in (...) chronological order. Each is written by a recognised authority in the particular field, and takes account of the large amount of high-quality work done in the last few decades on Platonic and pre-Platonic philosophy. All write in an accessible style, meeting the needs of the non-specialist without loss of scholarly precision. Topics covered range from early Greek speculative thought, its cultural and social setting, to the Sophists, Socrates and culminate in three chapters on Plato's lasting contribution to all central areas of philosophy. Supplemented with a chronology, a glossary of technical terms and an extensive bibliography, this volume will prove an invaluable and comprehensive guide to the beginnings of philosophy. (shrink)