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Philosophy History Sophistry
Post-modernism believes in nothing, not even unbelief. Hence it is a genial version of nihilism, and the flip side of despair. Like skepticism (from which it descends), it is healthy insofar as it rejects all dogmas; but unhealthy insofar as it substitutes its own, while eating its own essence. This book diagnoses this disease, and offers irony as its cure. What failure of nerve did to Hellenism, strength of character must do for the decline of the best. Humor, laughter, and detachment are the gifts of historical art, and of Socratic science. As we take refuge in the myth of truth, we must realize that there is no truth in myth, and no comfort in illusion, except the lie of immortality.
The Ethics of Homelessness
This book extends the study of homelessness beyond the need of shelter. Philosophical exploration exposes the fragility of human fulfillment in contemporary society. The authors weave the moral fabric of what it means to be human. They show how economic and political values compromise the dignity of homeless persons. They argue for recognition of rights for the homeless, who otherwise would be voiceless and without membership in the moral community. This pioneering contribution instills our moral sensitivity to the homeless condition and justifies our moral responsibility to change that condition.
Schaum's Outline of Logic
The explosive progress of logic, since Frege, has produced applications in linguistics, mathematics and computer science. Students and practitioners of any of these fields, and of philosophy, will find this book an excellent reference or introduction. Now expanded to include non-classical logic, logic for the computer, and more. The central concepts are explained as they come into play in informal writing and conversation--argument, validity, relevance, and so on. This study guide progresses to concepts such as probability calculus.
Educating Reason
First Published in 1988. The critical thinking movement is increasingly important in the philosophy of education. Beginning from the generally accepted view that children should be taught to reason, not simply to repeat what they have been told, it tries to establish whether it is in fact possible to teach children a set of skills which add up to thinking. Siegel here examines three major conceptions of critical thinking and then puts forward his own definition of the critical thinker as one who is appropriately moved by reasons'. He argues that critical thinking is a fundamental educational ideal, and defends the ideal against charges of indoctrination. Chapters on science education and minimum competency testing highlight its practical implications for education policy and curriculum. This book should be of interest to lecturers and students of education and philosophy.
The Problem of Evil
This book is an intercultural exploration of the full scope of evil. The problems of evil have beset humanity throughout the ages and continue to trouble us. The studies here examine evil in Asian thought, in Western theory, in the cosmic order, in human psychology, and in social practice. Insights are added to the philosophical discussions from religion, culture, history, law, technology, and literature.
Africa's Quest for a Philosophy of Decolonization
This book discovers freedom in the colonial idea of African primitiveness. As human transcendence, freedom escapes the drawbacks of otherness, as defended by ethnophilosophy, while exposing the idiosyncratic inspiration of Eurocentric universalism. Decolonization calls for the reconnection with freedom, that is, with myth-making understood as the inaugural act of cultural pluralism. The cultural condition of modernization emerges when the return to the past deploys the future.
Between Freedom and Necessity
This extended essay joins an old conversation at the intersection of freedom and necessity. Though it takes place at the beginning of the twenty-first century by the “Christian” reckoning that has become an integral part of European identity, it will at times read like a conversation between classical Greece and nineteenth-century Europe. The cast consists of characters drawn from Aeschylus, Sophocles, Euripides, and Plato as well as the authors themselves - Plato, Aristotle, Locke, Hume, Kant, Kierkegaard, MacIntyre, and Nussbaum. Some of these writers have been associated with displaced, displacing claims of universality; but each is in place and in time in ways that are instructive for ethics. Myth, the matter of stories, becomes also the matter of critical reflection, which in turn is subjected to critical reflection. Every fragment of philosophy is a contribution to the reflection, and it is nothing if it is separated from the matter - the stories, the myths, and the characters (including us) who both make them and live in them.
Inwardness and Morality
This book reminds us that “in inwardness I am in myself. ” It defines our experience in terms of subjectivity, private self-awareness, and complex relationships between interiority and outwardness. The book shows that our inwardness need not confine us to narcissistic self-absorption, but may expand our capacity for richer, more sympathetic relations with others.
Scratching the Surface of Bioethics
Is bioethics only about medicine and health care? Law? Philosophy? Social issues? No, on all accounts. It embraces all these and more. In this book, fifteen notable scholars from the North West of England critically explore the main approaches to bioethics—and make a scratch on its polished surface.
The Expectations of Morality
Moral expectation is a concept with which all of us are well acquainted. Already as children we learn that certain courses of action are expected of us. We are expected to perform certain actions, and we are expected to refrain from other actions. Furthermore, we learn that something is morally wrong with the failure to do what we are morally expected to do. A central theme of this book is that moral expectation should not be confused with moral obligation. While we are morally expected to do everything we are obligated to do, a person can be morally expected to do some things that he or she is not morally obligated to do. Although moral expectation is a familiar notion, it has not been the ...
