Does reliance on reason require an unreasonable faith in reason? In The Reasonableness of Reason, Professor Hauptli argues that naturalized epistemology enables us to explain the reasonableness of the rationalist commitment. Examining different forms of rationalism in turn, the author exposes their limitations. Traditional (justificatory) rationalists are indeed caught in a paradox, and those contemporary rationalists who simply affirm that we should be rational without attempting to argue for it (kerygmatic rationalists, as Hauptli terms them) cannot successfully defend rationalism. Another (...) school of rationalists (realistic rationalists) manages to avoid the paradox which besets justificatory rationalism but, Hauptli shows, this approach rests on a maxim as arbitrary as that of the kerygmatic rationalists. What of naturalized epistemology? A discussion of several naturalistic orientations yields the distinction between descriptive and explanatory naturalism. While descriptive naturalists are reduced to offering no more than an arbitrary commitment, explanatory naturalists can supply a satisfactory response to the challenges raised by conceptual diversity and change. They offer a therapy argument, designed to show how an understanding of our roles as theory-holders and theory-changers undercuts much of the force of traditional challenges to rationality. Explanatory naturalism can successfully defend the reasonableness of reason. (shrink)

In assessing the value of any historical work it is necessary for the investigator to undertake the often frustrating and tedious task of Quellenforschung. In the case of the De Caesaribus the first substantial attempts began in Germany in 1873 and 1874 with the appearance of two important studies by A. Enmann and A. Cohn. Enmann sought to explain the mass of verbal similarities, numerous errors and shared idiosyncrasies to be found in Victor's De Caesaribus, Eutropius' Breviarium 7–10, and parts (...) of the Historia Augusta by postulating a common source which has subsequently come to be known as the Kaisergeschichte. He was so convinced by his findings that he stated , ‘Victor und Eutrop es beide als Haupt – wenn nicht als einzige Quelle benutzt haben’. Working quite independently Cohn's examination of the first eleven chapters led him to conclude that from the beginning of Augustus' sole reign to the death of Domitian Victor, Eutropius and the Epitomator followed a common source which he entitled Suetonius auctus, an account excerpted from Suetonius with some new material added. Enmann, however, had already described the Kaisergeschichte's early chapters in this way and the two were readily identified. One major problem remained. The traditional date of the completion of the HA was still believed to be 305/6; consequently if the K.G. had been used by its authors then the K.G. must have been written by that year. Nevertheless notable similarities between Victor and Eutropius continued apparently till 357 and Enmann therefore suggested a continuation of the K.G. until that date. (shrink)

Die beiden in dieser Studienausgabe veroffentlichten Haupt­ texte wurden von Husserl vom Oktober bis Dezember 1910 ge­ schrieben. Sie wurden zum erst en Mal 1973 im Band XIII der H usserliana, Edmund H usserl, Gesammelte Werke, veroffent­ licht.! Beim ersten Text (S. 1ft) handelt es sich urn eine person­ liche Vorbereitung fur die Vorlesungen "Grundprobleme der Phanomenologie" vom Wintersemester 1910/11, beim zweiten Text (S. 15ft) urn Husserls Manuskript dieser Vorlesungen. Dieses hier abgedruckte Manuskript gibt nicht die ganzen wahrend eines (...) Semesters in zwei W ochenstunden gehaltenen Vorlesungen wie­ der, sondern nur ihren erst en Teil, wohl bis Weihnachten 1910. N ach Husserls eigenen Angaben knupften sich an dies en Teil Dis­ kussionen, in denen er ohne Manuskript frei sprach.2 Diese Vorlesungen "Grundprobleme der Phanomenologie" wa­ ren fur Husserl von entscheidender Bedeutung. In zwei von ihm selbst publizierten Schriften, in Formale und transzendentale Lo­ gik (1929) (Husserliana XVII, S. 250, Anm. 1) und im Nachwort zu meinen Ideen (1930) (Husserliana V, S. 150, Anm.), weist Husserl auf diese Vorlesungen, und auch in seinem Nachlass wird 1 Und zwar als Texte Nr. 5 und Nr. 6. Diese Nummerierung sowie auch diejenige der zugehorigen Beilagen wurde in dieser Studienausgabe beibehalten. Die urspriing­ lichen Seitenzahlen der Husserliana-Ausgabe werden in eckigen Klammern wieder­ gegeben. (shrink)

Martin Buber is considered one of the 20th centuryes greatest thinkers and his contributions to philosophy, theology and education are testimony to this. His thought is founded on the idea that people are capable of two kinds of relations, namely I-Thou and I-It, emphasising the centrality of dialogue in all spheres of human life. For this reason, Buber is considered by many to be the philosopher of dialogue par excellence. After Buberes death the appreciation of his considerable legacy to the (...) various disciplines in which he had worked became rather muted, but was never completely forgotten. There is now a renewed and growing interest in Buberes thought, especially in his philosophy of education. This book brings together aspects of Buberes philosophy and educational practice, and explains their significance for peace dialogue and for conflict resolution, both between individuals and communities. Buber's philosophy of dialogue and views on education are pivotal in demonstrating the personal and social benefits of dialogical education as well as the dangers of non-dialogical education. The book will be valuable reading for academics, researchers and postgraduate students interested in Martin Buber, education, peace dialogue and conflict resolution. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

W E Andersen; Education and the Ethical Concept of a Person or Willie, and the Redoubtable Mr. Chips, Journal of Philosophy of Education, Volume 2, Issue 1, 30.

ArgumentIn the United States, scientific knowledge is brought before the courts by way of testimony – the testimony of scientific experts. We argue that this expertise is best understoodfirstas related to the quality of the underlying scienceand thenin terms of who delivers it. Bloodstain pattern analysis (BPA), a contemporary forensic science, serves as the vaulting point for our exploration of objectivity as a metric for the quality of a science in judicial contexts. We argue that BPA fails to meet the (...) minimal standard set by Helen Longino’s social-procedural account of objectivity (1990, 2002). In light of some pressing issues for social-procedural accounts, we offer an infrastructural account of objectivity. This account offers what amounts to a friendly amendment to Longino’s account and adds to the ways in which we might analyze social-procedural objectivity. Finally, we address an issue that is pressing in the legal context: given that scientific knowledge is delivered by individuals, not communities, at least in U.S. courts, we (may) need a way to evaluate individual scientific and epistemic agents. We suggest a means for making this evaluation that is derived from our infrastructural account of objectivity. (shrink)

In what follows, I shall first outline Broad's description of, and attitude to, psychological egoism. Then, I shall examine briefly the form which a defense against his criticisms might take. This raises the query whether such a defense is consistent with the doctrine's empirical character. It is suggested that the egoist could evade this difficulty by questioning an assumption which Broad (and others) make about psychological egoism. By abandoning this assumption, we can state the doctrine in a more adequate form-a (...) form which emphasizes the point that men, although psychological egoists, are also rational beings, capable of acting on principle! (shrink)

I emphasize four points: Socratic dialectic challenges the interlocutor not only to acquire the correct moral opinions, but to question and think for oneself and to develop one's own moral rationality; it involves anticipatory acts of several types of virtue: courage, moderation, and justice and concern for the common good as opposed to competition and jealousy; what is at stake is not only the topic of the particular exchange, but the opportunity for membership in a rational/educational community; and the fact (...) that Socrates' interlocutors typically reject the opportunity for moral insight and personal growth he makes available to them explains why he cannot be said to possess a techne of moral education, and why he insists that virtue cannot be taught. The process of education through the elenchus is not a matter of correct instruction, but of rational elicitation, which must be responded to by personal choice. Thus Socrates' principles may represent not only beliefs he has tested over many years of dialogue, but also values he has come to through participation in elenctic inquiry, the idealized extension of norms required by and created in the practice of dialectic. Socratic education involves the interlocutor in the confrontation with a self whose irrational attachments of appetite and ego are exposed and must be overcome for the interlocutor to experience catharsis. (shrink)

Theists typically think it appropriate to pray to God in the hope that He will thereby intervene in affairs. On the other hand, such prayer is often held to be quite inappropriate for pantheists; a view endorsed by many pantheists themselves. This paper argues for the exact opposite of these positions. It is maintained not only that pantheism can make sense of petitionary prayer but that, despite initial appearances to the contrary, classical theism can not.

Martha Nussbaum has claimed that it is possible for a moral agent to be confronted, through no fault of his own, with an irresolvable conflict between his moral duties; and cites Kant as someone who takes the opposing view. Kant did indeed take the view that conflict between duties was inconceivable, but Nussbaum has failed to grasp his main reason for doing so, namely the principle that ‘ought’ implies ‘can’. When that principle is properly understood it can be seen that (...) a Kantian account, or one drawing upon Kantian resources, can make more sense of our being confronted, seemingly, by incompatible duties than the account Nussbaum herself offers. (shrink)

A non-epistemological history of historical epistemology Content Type Journal Article DOI 10.1007/s11016-010-9501-5 Authors W. R. Albury, School of Humanities, University of New England, Armidale, NSW 2351, Australia Journal Metascience Online ISSN 1467-9981 Print ISSN 0815-0796.