The Augustan Age in Scotland was the half-century between the publication of Hume's Treatise on Human Nature and the death of Robert Burns in 1796. In this period Edinburgh was at her height as a cultural centre. This is a 1956 study of eminent Scot Adam Smith - author of The Wealth of Nations - and the Scotland in which he lived and wrote. It also examines the contribution which he and his fellow-countrymen made to the accomplishment of the (...) eighteenth century in many fields. Dr Fay begins with a brief account of Smith's life, and goes on to describe the eighteenth-century Kirkcaldy where he spent his youth, the Glasgow where he matured, and the Edinburgh which gave him fulfilment. We are told of the part Smith played in the development of Political Economy as a science, and the book closes with an account of his relationships with such men as Townshend, Gibbon and Benjamin Franklin. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Ideas 63.4 (2002) 659-676 [Access article in PDF] Adam Smith's "Letter to the Authors of the Edinburgh Review" Jeffrey Lomonaco One of Adam Smith's first publications was a letter addressed to the editors of the Edinburgh Review, printed anonymously in the second issue of the semiannual periodical in 1756. 1 The compact text entitled "A LETTER to the Authors of the Edinburgh Review," which (...) has received surprisingly little scholarly attention, offers valuable insight into Smith's work and career, and not merely because it confirms that Smith was an unusually widely-read man of letters long before he was the retrospectively anointed founder of the discipline of economics, though it does that. Indeed, the thirty-two-year-old writer presumes to pass judgment on the writing and learning of Europe as a whole and specifically assesses the only recently published work of Rousseau, the Encyclopédie project still in progress, and the work of Réaumur, Buffon and Daubenton, Descartes, Newton, and others. In this text (whose authorship was known well before Dugald Stewart noted it in his biographical account in the early 1790s) Smith delineates a space of learning that is at once Scottish, British, and European, mapping out a set of relations of complex rivalry between France, England, and Scotland in order to articulate and advocate a cosmopolitan patriotism. 2 He suggests that while England occupied the preeminent position in learning in the past, France does so in the present, and Scotland is in a position to do so in the near future, if it is properly incited. Smith's careful [End Page 659] rhetorical incitement of his Scottish contemporaries to fulfill this promise of future primacy in learning also reveals his own ambitions and how he proposed to realize them.My reading of the text will throw into relief Smith's strategy and show how, although Smith does not name his good friend David Hume, he subtly expresses his own allegiances to the Humean science of man as the way for Scotland to achieve primacy in the world of learning, and he indicates that the most important task facing the world of knowledge—the task he takes as his own—concerns the proper systematic organization and presentation of moral knowledge. That Smith's is a subtle writerly performance which calls for attention to the grain of the text is itself part of the point of my interpretation, especially since the rhetorical care Smith took in composition is generally underestimated, or at least not adequately attended to in detail. 3 Judging Rivals The Edinburgh Review was a project begun by a number of members of the Select Society, one of those social vehicles of improvement and enlightenment that flourished throughout Europe in the eighteenth century. 4 Smith was a founding member of the Select Society in 1754 and may have been one of the initiators of the periodical, to the inaugural 1755 issue of which he contributed a review of Johnson's Dictionary. 5 The preface of the opening issue of the Review, probably written by the editor Alexander Wedderburn, a close friend of Smith's, positioned the Review as Scotland's somewhat belated contribution to the widespread European print enterprise of bringing advances in knowledge to the attention of the public. 6 The purpose of the periodical, Wedderburn's preface declared, was to demonstrate "the progressive state of learning in this country" and thereby to incite Scots "to a more eager pursuit of learning, to [End Page 660] distinguish themselves, and to do honour to their country." 7 To these ends each issue of the Review was going "to give a full account of all books published in Scotland within the compass of half a year; and to take some notice of such books published elsewhere, as are most read in this country, or seem to have any title to draw the public attention." 8 The title page of the first issue, which appeared on 26 August 1755 and which covered books published between 1 January and... (shrink)

Karl Marx misappropriated Ferguson's thought even though he championed the Scot's remarks on the division of labor. The argument is developed by examining Marx's specific quotations of Ferguson in literary context and by critiquing Marx's quotations in light of three ethical categories that are implicit in Ferguson's idea of progress. Marx not only presents a highly selective reading of Ferguson and espouses a view of history that is antithetical to Ferguson's idea of progress, but he fails to do justice (...) to the complexity of Ferguson's moral philosophy, even if he viewed the Scot as something of a maverick like himself. (shrink)

This unique anthology brings together for the first time the reactions that greeted the publication of Adam Smith's major philosophical work, The Theory of Moral Sentiments (1759). Spanning over a hundred years of critical responses, the collection includes three different sections: the initial reply from Smith's friends David Hume, Edmund Burke and William Robertson the more considered opinions put forward by Smith's contemporaries, fellow Scots philosophers such as Lord Kames, Thomas Reid, Adam Ferguson or Dugald Stewart and, finally, the later (...) nineteenth-century, largely critical, views expressed by a new generation of philosophers. The book reclaims Adam Smith as a major eighteenth-century moral philosopher, giving a rare insight into the atmosphere in which his ideas emerged and evolved. --brings together a wealth of inaccessible material, from 1759 to 1881 --stresses Smith's importance not only as an innovative economist but as a major ethical thinker --includes some of Smith's replies to his critics --contributions by all the key figures of the period, including Hume, Burke, Robertson, Kames, Reid, Stewart and Ferguson. (shrink)

This paper seeks to establish that Bernard Mandeville's ideas on courage and honour shaped the Scottish debate about ancients and moderns by formulating a perspective how eighteenth-century civil societies grew large, luxurious and feminine without losing their ability to wage war. My focus is on Mandeville's positive influence on David Hume, whose writings were a springboard for many Mandevillean ideas in Scotland. In contrast to a recent claim in scholarship, Hume aimed to discredit, instead of developing, Shaftesburyan ideas of ancient (...) courage. The concluding part of the paper will discuss Andrew Millar and Adam Ferguson in this context. (shrink)

Nearly four decades after David Raynor attributed to David Hume an allegorical Scots militia pamphlet from the early 1760s popularly known as Sister Peg, there is still no scholarly consensus about whether the author was in fact Hume or his friend Adam Ferguson. Using new evidence that has emerged since the appearance of Raynor’s edition in 1982 – including information about Sister Peg’s publication history, Ferguson’s handwritten corrections and revisions in the Abbotsford copy of the work, a 1767 newspaper article (...) by James Boswell and a copy of a 1775 letter by Sir John Dalrymple that both named Ferguson as the author, two volumes of Ferguson’s correspondence published in 1995, and a recently discovered letter by Ferguson from 1809 – this article seeks to resolve this controversy by establishing that Sister Peg was written by Ferguson, as his fellow militia agitator Alexander Carlyle asserted in his memoirs. In the process, the article refutes Raynor’s arguments about Ferguson’s supposed incapacity for writing a satirical pamphlet like Sister Peg and clarifies the nature of Hume’s views and actions in regard to the Scots militia cause during the Seven Years’ War. The article also throws light on several related issues affecting Hume and Ferguson’s circle. (shrink)

This study examines the leading early nineteenth-century Scottish moral philosopher Dugald Stewart’s discussion of the origin and development of religion. Stewart developed his account in his final work, The Philosophy of the Active and Moral Powers of Man (1828), in an effort to show that the fact that polytheism was the first religion of humankind does not undermine the truth of monotheism. He wrote in response to similar discussions presented in David Hume’s “Natural History of Religion” (1757), which argued for (...) the primacy of polytheism, and Stewart’s old moral philosophy tutor Adam Ferguson’s Principles of Moral and Political Science (1792), which argued for the primacy of monotheism. Stewart accepted the conclusions of the Scots’ enlightened study of religion, which argued for truth of Hume’s account, but aimed to reassert many of the natural theological arguments about the naturalness of religion that the “Natural History” had challenged. Stewart’s discussion acts as a useful way by which we can assess the achievement of the literati’s study of religion. (shrink)

This paper argues that Joanna Baillie’s ‘Introductory Discourse’ to her Plays on Passions offers a theory of moral education based on an epistemology of passion—an account of how we come to know and understand the passions—both of which deserve further philosophical attention. Like her fellow Scots, David Hume and Adam Smith, Baillie offers a sentimentalist approach to human psychology, focusing on affective states as the primary constituents of character and determinants of action. She also shares a spectatorial approach to moral (...) judgment, emphasizing the universal psychological propensity of ‘sympathetick curiosity’, which attracts spectators to those around them. I show that Baillie conceives of sympathetic curiosity in epistemic terms, as our desire to observe and know the feelings of others, claiming that ‘in examining others, we know ourselves’ (ID 74). However, for this propensity to serve properly in this role, it must be regulated through careful deployment and systematic reflection on one’s observations. I then examine Baillie’s theory of moral education through literature, showing that while Baillie sees many species of moral writing as having the function of assisting and regulating sympathetic curiosity, she privileges drama. I conclude by showing that although Baillie overstates her case in some respects, the core of her argument for the moral educational role of literature is persuasive and provides a rich resource in our study of eighteenth-century treatments of passion, character, and moral education. (shrink)

Thomas Reid, Adam Ferguson and Dugald Stewart were exponents of the experimental philosophy of mind in the Scottish Enlightenment. The unique character of their philosophical project lies in the adoption of the mind-matter dualism as a necessary condition for the study of mental phenomena. This fact led them to recognize the importance of Descartes, both for being the first to clearly delimit the mental and material realms and for emphasizing the relevance of reflection as an instrument for the study of (...) mind. But at the same time, the Frenchman was also the target of their criticism for dismissing the value of experimentation and appealing to hypotheses to explain natural behaviour. This paper aims to review this group of Scottish philosophers’ views of the mind, explaining, at the same time, the reasons for their ambivalent attitude towards Descartes. In order to make sense of this ambivalence, I will argue that it is useful to bear in mind two different aspects of the methodology that the Scots put forward to study mental phenomena: firstly, the one between analogy and reflection and, secondly, the one between induction and hypothesis making. (shrink)

An Essay on the Nature and Conduct of the Passions and Affections, with Illustrations on the Moral Sense (1728), jointly with Francis Hutcheson’s earlier work Inquiry into the Original of Our Ideas of Beauty and Virtue (1725), presents one of the most original and wide-ranging moral philosophies of the eighteenth century. These two works, each comprising two semi-autonomous treatises, were widely translated and vastly influential throughout the eighteenth century in England, continental Europe, and America. -/- The two works had their (...) greatest impact in Scotland and influenced many well-known Scottish philosophers, particularly those writing after the last Jacobite upheaval, in 1745. This can be seen in the concern of the post-1745 generation with analyzing human nature as the foundation of moral theory, with the “moral sense” and moral epistemology more generally, with the impartial spectator and the calm passions, and with the independence of benevolence from self-interest. In addition to the influence of his writings, Hutcheson was also a famed teacher whose Glasgow students, notably Adam Smith, held sway over generations of Scottish moral philosophers. -/- Despite their impact on Scottish letters, the four treatises were in fact written in Dublin, and the philosophers to whom Hutcheson responded and with whom he debated were in the main not Scottish but English, Irish, French, Roman, and Greek. Consequently, part of Hutcheson’s legacy was a cosmopolitan outlook among enlightened Scots, who learned to turn their eyes far from home. (shrink)

David Hume and Adam Smith are often regarded as founding fathers of modern social science and champions of self-interested material acquisitiveness. Against this view I argue that their moral and political philosophies are better understood as modern installments in the classical tradition of virtue ethics. By focusing on Hume and Smith's conception of self-love and particularly on their distinction of self-love from self-interest, I demonstrate their dedication to encouraging virtues beyond the instrumental virtues of the market. ;Hume and Smith regard (...) egoism as a natural and inescapable element of human nature, but they also believe that egoism is educable. Untrained egoism manifests itself in such basic forms of selfishness as vanity and ambition, but a properly educated and elevated egoism heightens our sensitivity to the well-being of others. Through a careful analysis of their dialectical rhetoric, I show how Hume and Smith educate the egoism of their readers in their moral works. By so doing I demonstrate that the Scots understood themselves not merely as advocates of the pursuit of wealth, but as moral educators aspiring to introduce their readers to a life beyond the furious pursuit of external goods. Their portraits of magnanimous statesmen and wise and virtuous sages serve as models of this higher life, a life distinguished by the pursuit of moral nobility through beneficent activity. By tracing the Aristotelian and Ciceronian origins of their understanding of the relationship of self-love to benevolence, I thus show that far from celebrating commercial self-interest and denigrating virtue, Hume and Smith draw on classical sources in their attempts to ennoble modern liberalism and encourage decency and respect for the dignity of others. And by focusing particularly on their conception of the proper magnanimity for modernity, that of the wise and virtuous man, I argue that Hume's and Smith's practical writings on history, politics and economics are best regarded as attempts to discharge the beneficent duties they describe in their moral philosophy, and thereby claim wisdom and virtue for themselves. (shrink)

This book presents an in-depth interpretation of three important parts of Leibniz's metaphysics: the metaphysical part of Leibniz's philosophy of logic, his essentially theological treatment of the central issues of ontology, and his theory of substance.

A critique of the hypothesis of extended cognition.

This work is ''a systematic ontology.'' Ontology is the study of being as such, and a systematic ontology is an account of the most fundamental ways of being something or other - of what they are and of how they are related to each other. The questions it pursues are not primarily about what causes things, but about what things are or consist in - though causal questions cannot be totally avoided. The title of the work, What Is, and What (...) Is in Itself, marks the most important distinction in ways of being. What is includes everything there is, but not everything there is included in what is in itself. The first five chapters of the book define and examine the ways of being: in chapters 1 and 2, being actual or existing, or even just being something without existing or being actual; in chapter 3, being an intentional object, and perhaps a merely intentional object; in chapter 4, relations between things and their properties; and in chapter 5, being a thing in itself. Chapter 6 discusses whether only conscious beings are things in themselves, and suggests an affirmative answer. Chapter 7 discusses the epistemology of ontology. Chapters 8 and 9 discuss issues about thisness and identity. And chapters 10 and 11 discuss mainly occasionalist and panentheist answers to questions about the causal unity of the universe. (shrink)

Looking closely at Adam Smith’s account of the spectator perspective – along with the compatible spectator accounts in Hutcheson and Hume – is especiallyhelpful to understanding one of the main themes of the Scottish Enlightenment. The Scots in response to Hobbesian egoism described a morality that does not need to overcome a human nature that pits individuals against each other. Rather each of the three Scots describes the empirical formation of our humanity and our moral sentiments in the context of (...) relating to and observing others. The three spectator accounts of Smith, Hutcheson, and Hume clearly describe this involvement of others in the formation of morality. Adam Smith explicitly gives an accounting of the importance and, in fact, necessity of others in the formulating of not only our moral evaluations but also the very possibility of understanding one’s humanity and having an idea of morality at all. In this paper, I explain Smith’s account specifically along with its similarity to Hutcheson’s and Hume’s and argue that these empiricists ground moral sentiments in person to person relationships. For the three Scots, being human and developing a morality is begun in interactions with others. We formulate who it is we are and can be and determine acceptable ways to interact in the company of others. (shrink)

For twenty years, _Teaching for Diversity and Social Justice_ has been the definitive sourcebook of theoretical foundations, pedagogical and design frameworks, and curricular models for social justice teaching practice. Thoroughly revised and updated, this third edition continues in the tradition of its predecessors to cover the most relevant issues and controversies in social justice education in a practical, hands-on format. Filled with ready-to-apply activities and discussion questions, this book provides teachers and facilitators with an accessible pedagogical approach to issues of (...) oppression in classrooms. The revised edition also focuses on providing students the tools needed to apply their learning about these issues. Features new to this edition include: A new bridging chapter focusing on the core concepts that need to be included in _all_ SJE practice and illustrating ways of "getting started" teaching foundational core concepts and processes. A new chapter addressing the possibilities for adapting social justice education to online and blended courses. Expanded overview sections that highlight the historical contexts and legacies of oppression, opportunities for action and change, and the intersections among forms of oppression. Added coverage of key topics for teaching social justice issues, such as establishing a positive classroom climate, institutional and social manifestations of oppression, the global implications of contemporary SJE work, and action steps for addressing injustice. New and revised material for each of the core chapters in the book complemented by fully-developed online teaching designs, including over 150 downloadables, activities, and handouts on the book’s Companion Website. A classic for teachers across disciplines, _Teaching for Diversity and Social Justice_ presents a thoughtful, well-constructed, and inclusive foundation for engaging students in the complex and often daunting problems of discrimination and inequality in American society. (shrink)

Philosophical interest in situated cognition has been focused most intensely on the claim that human cognitive processes extend from the brain into the tools humans use. As we see it, this radical hypothesis is sustained by two kinds of mistakes, confusing coupling relations with constitutive relations and an inattention to the mark of the cognitive. Here we wish to draw attention to these mistakes and show just how pervasive they are. That is, for all that the radical philosophers have said, (...) the mind is still in the head. (shrink)

What can be said about me is simply that I continue my studies without respite and instruct others without growing weary.We can read the list of Henry Rosemont's accomplishments—the books and papers he wrote, edited, and translated, and his classes and workshops, conference papers, and seminars. The 2008 collection of essays in his honor, Polishing the Chinese Mirror, edited by Marthe Chandler and Ronnie Littlejohn,1 provides almost two dozen testimonies to the influence and reach of his work. In her introduction, (...) Marthe Chandler emphasizes as well Henry's political activism, quoting the ideal he expressed in 1991, in A Chinese Mirror, of a dream "that can be shared by all peoples, holding their humanity in... (shrink)

The distinguished philosopher Robert M. Adams presents a major work on virtue, which is once again a central topic in ethical thought. A Theory of Virtue is a systematic, comprehensive framework for thinking about the moral evaluation of character, proposing that virtue is chiefly a matter of being for what is good, and that virtues must be intrinsically excellent and not just beneficial or useful.

A distinguished philosopher and a practicing minister, Marilyn McCord Adams has written a highly original work on a fundamental dilemma of Christian thought -- ...

Deeply rooted structures of racism, ableism, misogyny, ageism, and transphobia hurt great numbers of people, exposing them to intolerance, economic exclusion, and physical harm around the globe. Billions of land animals suffer and die annually in concentrated feeding operations and slaughterhouses. Our planet and all who live here are in perilous straights as the climate changes. In the face of such grievous problems, people who want to find positive ways to respond often grapple with difficult questions about how to make (...) a difference. Effective Altruism has arisen as an attempt to help answer these questions, encouraging people to give as much money as they can in the most effective ways to address human and animal suffering. But the Effective Altruists’ answers support some of the very social structures that cause suffering, undermining its efforts to “do the most good.” The Good It Promises, The Harm It Does is the first book-length critique of Effective Altruism. It brings together a diverse group of activists and scholars to explore Effective Altruism’s failure to meaningfully address forms of human and animal suffering. (shrink)

THE INDICATIVE CONDITIONAL. A PROBABILISTIC CRITERION OF SOUNDNESS FOR DEDUCTIVE INFERENCES Our objective in this section is to establish a prima facie case ...

Adams offers a theistically-based framework for ethics, based upon the idea of a transcendent, infinite good, which is God, and its relation to the many finite examples of good in our experience. His account shows how philosophically unfashionable religious concepts can enrich ethical thought. "...one of the two most important books in moral philosophy of the last quarter century, the other being After Virtue."--Theology Today.

This book is meant to be a primer, that is, an introduction, to probability logic, a subject that appears to be in its infancy. Probability logic is a subject envisioned by Hans Reichenbach and largely created by Adams. It treats conditionals as bearers of conditional probabilities and discusses an appropriate sense of validity for arguments such conditionals, as well as ordinary statements as premisses. This is a clear well-written text on the subject of probability logic, suitable for advanced undergraduates (...) or graduates, but also of interest to professional philosophers. There are well-thought-out exercises, and a number of advanced topics treated in appendices, while some are brought up in exercises and some are alluded to only in footnotes. By this means, it is hoped that the reader will at least be made aware of most of the important ramifications of the subject and its tie-ins with current research, and will have some indications concerning recent and relevant literature. (shrink)

Purpose A survey of the attitudes of students in eight countries towards the revelations of mass surveillance by the US’ NSA and the UK’s GCHQ has been described in an introductory paper and seven country-specific papers. This paper aims to present a comparison of the results from these countries and draws conclusions about the similarities and differences noted. Design/methodology/approach A questionnaire was deployed in Germany, Japan, Mexico, New Zealand, The People’s Republic of China, Spain, Sweden and Taiwan. The original survey (...) was in English, translated into German, Japanese and Chinese for relevant countries. The survey consists of a combination of Likert scale, Yes/no and free-text responses. The results are quantitatively analysed using appropriate statistical tools and the qualitative answers are interpreted. Findings There are significant differences between respondents in the countries surveyed with respect to their general privacy attitudes and their willingness to follow Snowden’s lead, even where they believe his actions served the public good. Research limitations/implications Owing to resource limitations, only university students were surveyed. In some countries, the relatively small number of respondents limits the ability to make meaningful statistical comparisons between respondents from those countries and from elsewhere on some issues. Practical implications Snowden’s actions are generally seen as laudable and having had positive results, among the respondents surveyed. Such results should give pause to governments seeking to expand mass surveillance by government entities. Originality/value There have been few surveys regarding attitudes to Snowden’s revelations, despite the significant press attention and political actions that have flowed from it. The context of attitudes to both the actions he revealed and the act of revelation itself is useful in constructing political and philosophical arguments about the balance between surveillance activity for state security and the privacy of individual citizens. (shrink)

The purpose of this note is to dispute Michael Ayers' claim that "there is no special problem of subjunctive conditionals".

Building on the success of her classic, bestselling book, Change Your Questions, Change Your Life (over 100,000 copies sold), Marilee Adams shows in this new book how teachers and other education professionals can change their own and their students' lives by developing an active, inquiring mindset and igniting a lifelong love of learning.

How can the Body and Blood of Christ, without ever leaving heaven, come to be really present on eucharistic altars where the bread and wine still seem to be? Marilyn McCord Adams examines how this question and its answer engaged thirteenth and fourteenth century philosophical theologians.

Margaret Cavendish is widely known as a materialist. However, since Cavendishian matter is always in motion, “matter” and “motion” are equally important foundational concepts for her natural philosophy. In Philosophical Letters (1664), she takes to task her materialist rival Thomas Hobbes by assaulting his account of accidents in general and his concept of “rest” in particular. In this article, I argue that Cavendish defends her continuous-motion view in two ways: first, she claims that her account avoids seeing accidents as capable (...) of generation and annihilation, which she argues is inconceivable; and second, she contends that according to Hobbes’s own view “rest” is an absurd conception since it cannot be drawn from experience. Beyond its function as a defense, I claim that Cavendish’s focused criticism of “rest” shows that she is a perceptive reader of Hobbes’s natural philosophy, insofar as her criticisms undercut the two a priori principles of Hobbesian physics. Finally, I show how her views developed in more detail in Philosophical and Physical Opinions (1663) and Observations upon Experimental Philosophy ([1666] 2001) avoid the worries she raises for Hobbesian materialism. (shrink)

This study explores experiences of ex-incels—men who have withdrawn from incel communities—through eleven qualitative interviews analysed using R.W. Connell’s hegemonic masculinity (HM) framework. Findings reveal some ex-incels adopt flexible masculinities, while others struggle with prescriptive norms perpetuated by the anti-feminist ‘manosphere’. Findings spotlight identity reconstructions, where men both reject and remain influenced by rigid archetypes, performing hybrid masculinities. This study deepens understanding of incel ideology, its impact on identity, and interplay between inceldom and masculinities via contributing to hybrid masculinities theorising. (...) Insights presents applications for gender theory and inform further research on HM’s influence within unique cultural contexts. (shrink)

The purpose of this paper is to confront a well-known problem in interreligious engagement in European institutions, namely the tendency to exclude contributions that do not conform to certain European expectations. It diagnoses problems produced not only by the problem but by certain solutions to it, and to propose in outline an alternative approach. Chief among these problems is the imperative that members of traditions articulate their deepest moral commitments, in order to secure a common moral ground. This imperative has (...) the unintended but drastic effect of excluding important voices in dialogue. Drawing on the figures of Cordelia (in Shakespeare’s King Lear) and Antigone (in Sophocles’ Antigone) it is argued that forced articulation distorts its objects. The theoretical framework of discussion is drawn from Hegel, Schelling, and Adorno as in interpreted by Alasdair MacIntyre, Charles Taylor, and Andrew Bowie. The originality of the argument is the use of aesthetic theory in German philosophy to inform a critique of attempts to make morality central to interreligious engagement. (shrink)