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This Festschrift seeks to honor three highly distinguished scholars in the Department of Philosophy, University of Michigan: William K. Frankena, Charles L. Stevenson, and Richard B. Brandt. Each has made significant con tributions to the philosophic literature, particularly in the field of ethics. Michigan has been fortunate in having three such original and productive moral philosophers serving ob its faculty simultaneously. Yet they stand in a long tradition of excellence, both within the Department and in the University. Let us trace that tradition briefly. The University of Michigan opened in 184l.lts Department of Literature, Science, and the Arts at first resembled a typical American ...
The Emotive Theory was theory ahead of its time, and a theory which was, perhaps understandably, misinterpreted, misrepresented, and ridiculed by its critics from the outset. In this work, the author acquaints the reader with what the original emotivists actually claimed, and enriches their claims by psychologically expanding them. He thus develops an enriched emotive theory.
Originally published in 1968, this book traces the development of the emotive theory of ethics from its outline by Ogden and Richards in The Meaning of Meaning to the elaborate presentation by Stevenson in Ethics and Language. Attention is paid to the positive features of the ethical theory whilst the author also shows how a more adequate view can be reached through critical reflection on it.
This book represents a 'position statement' from the intellectually vibrant and challenging debate that emanated from the inaugural conference project launch entitled 'The Idea of Education' held at Mansfield College, Oxford in July 2002. The book conveys a wide spectrum of views about 'the idea of education' in recognition of the fact that 'the idea' is not as straightforward as it may appear on the surface. It seems the universities are not alone in this apparent uncertainty of definition. Further Education seems equally nonplussed as regard its purpose or raison d'être. Furthermore, even for those within the sector, it appears to be a point of much contention as to where Further Education ends and Higher Education begins. The book is divided into three main sections: The Current Structures of Education, Issues within Contemporary Education and The Ambitions of Education. The chapters wrestle, sometimes at variance with each other, with the paradoxes and concerns felt by each writer grappling with the idea of education.
MacIntyre explores the philosophical, political, and moral issues encountered in understanding what the virtues require in contemporary social contexts.
This book is the first comprehensive treatment of Quine’s brief yet memorable foray into ethics. It defends Quine against his most formidable critics, corrects misconceptions in the reception of his outlook on ethics as a philosophical enterprise and morality as a social institution, and restores emphasis on observationality as the impetus behind his momentous intervention in metaethics. The central focus is on Quine’s infamous challenge to ethical theory: his thesis of the methodological infirmity of ethics as compared with science. The book ultimately demonstrates that the challenge is not only valid but also valuable in its identification of opportunities for reformation in ethical reasoning and moral justification.
An instant classic and a breathtaking achievement. Originally published in 1998, this is the fully revised and updated edition of the outstanding tour de force by the world's leading sparkling wine expert. It is the ultimate reference work for all fizz fans. Beautifully illustrated and stylishly designed, with over 600 full-colour photographs, labels and maps, it has become and will continue to be an indispensable part of any true wine lover's library. Winner of the Noble Cuve du Champagne Lanson; the Salon International du Livre; Gourmand 'Best Wine Book'; and was shortlisted for the Andre Simon Award.