Descartes is often accused of lacking a coherent conception of innate ideas. I argue that Descartes' remarks on innate ideas actually form a unified account. "Innate idea" is triply ambiguous, but its three meanings are interdependent. "Innate idea" can mean an act of perceiving; that which is perceived; or a faculty, capacity, or disposition to have certain ideas. An innate idea qua object of thought is some thing existing objectively , which we have a capacity to perceive, but which we (...) can only actually perceive through meditation. ;Descartes thinks that some innate ideas, such as the idea of thought itself, are implicit in the very process of thinking. Because they are relied on in thinking itself, we have implicit awareness of them. We also have implicit knowledge of other ideas contained in them. The actual perception of these innate ideas is, for Descartes, a matter of making them explicit, turning the intellect away from sense-perceptions and towards pure thought. ;Some innate truths, Descartes says, are perceived by the "natural light." I argue that such truths are made explicit through attending to how the concepts which those truths are about have been relied on in the process of thinking. I discuss the relationship between the natural light and the will, arguing that other accounts of Descartes' "natural light" in the secondary literature are unsatisfactory. I also explore how Descartes' use of the metaphor of light might have been informed by his scientific views about light. ;The innate ideas of corporeal nature and mathematics are also made explicit through attention and reflection, according to Descartes. Though many commentators read Descartes as holding that the innate idea of extension can be known without any use of the senses, I argue that it is discovered through reflection on our sense-perceptions. Once this idea is explicit, Descartes thinks, we can use it to generate explicit awareness of further innate ideas, such as ideas of shapes. Reflection on those further innate ideas, in turn, makes explicit various innate truths about those shapes. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:REFLECTIONS ON GADAMER'S NOTION OF SPRACHLICHKEIT by Deborah Cook The works of Hans-Georg Gadamer recall the works of Martin Heidegger as those of Plato memorialize Socrates. The history of philosophy is constituted in such iterations. Indeed, die relationship between Gadamer and Heidegger offers us a paradigm for the understanding of die history of philosophy, manifesting as it does how this history is less marked by change than by (...) a ceaseless repetition of the same. Nevertheless, whUe Gadamer reappropriates the Heidegger of Being and Time, he does so with a different aim in mind; an aim very similar to that of Wilhelm Dilthey: to give to die human sciences (Geisteswissenschaften) a solid epistemological foundation for their judgments of cultural artifacts. This foundation would also unsetde the truth value of scientificjudgments about natural objects by reinterpreting them. Heidegger's goal, on die odier hand, was to understand why diere is somediing radier dian nodiing. This led him to propose a fundamental ontology in Being and Time which he later based on die word (verbum). From the beginning, Gadamer could see in the word die power and importance Heidegger had neglected in Being and Time. Thus, on die basis of a philosophy or phenomenology of language, Gadamer pursues his end with the aid of Heidegger's original and ontologically significant formulation of die hermeneutic circle. For Gadamer, the hermeneutic circle of understanding (Verstehen), interpretation (Auslegung), and application (Anwendung) is a movement inscribed primarily in language. Using the literary text as the prototype for any object understood in the circle, he accounts for our appropriation of 84 Deborah Cook85 objects by attributing it to the power diat dwells in language. Gadamer terms this characteristic ofunderstanding its Sprachlichkeit or linguisticality. In our dealings with die world, we understand everytiring in it linguistically. As Heidegger suggested in his Letter on Humanism, language is the house of Being. It is language and language alone which accounts for die fact that we understand die world. Gadamer takes up this view diat language is die house of Being and claims diat understanding, interpretation, and application must be interpreted as linguistic phenomena because diey embody a unified whole — die understanding must not be divorced from interpretation — and because our traffic with objects takes a form analogous to mat of dialogue. It is my aim in mis discussion to consider this Sprachlichkeit as described in Truth and Method first in relation to the Heidegger ofBeing and Time and the later Heidegger and then with respect to our understanding of texts in reading. The Heidegger of Being and Time portrays the much celebrated hermeneutic circle in an original and ontologically significant way. The circle is, for Heidegger, an existentiale characterizing Dasein's very mode of being in the world and its meaning structures. It is no longer primarily a mediod. What is originally meaningful is not language but die structures of significance (the Zeichen ofequipment and the Bedeutsamkeit ofdie world) which are prior to language and from which language is derived. The circle is first and foremost a prelinguistic understanding of tiiose structures of significance toward which Dasein always transcends itself in its projects. The world and equipment are meaningful because Dasein invests diem with meaning. It is thus Dasein diat is responsible for die meaning of the world and equipment. Nonedieless, this meaning is not, for all that, arbitrary ; what underlies it, or makes it possible, is Being. Being (Sein) is die ontological foundation of pre-linguistic significance. It is that upon which meaning is grounded. While objects, dien, do not have meaning, meaning is bestowed on them by the Dasein diat seeks to render diem intelligible to itselfon die basis ofits immediate and pre-ontological understanding of Being. The hermeneutic circle characterizes die way in which diis prelinguistic and pre-ontological relationship to the world and to objects is deployed. In Heidegger's words, "To every understanding of die world, existence is understood with it and vice versa. All interpretation, moreover, operates in the forestructure which we have already characterized. Any interpretation which is to contribute to understanding must already have understood what is to be interpreted." Heidegger then goes on to claim that even the "... derivative ways... (shrink)

This article treats the verbal and physical altercation between the disguised Odysseus and the local beggar Iros at the start of Odyssey 18 and explores the overlapping ritual and generic aspects of the encounter so as to account for many of its otherwise puzzling features. Beginning with the detailed characterization of Iros at the book's start, I demonstrate how the poet assigns to the parasite properties and modes of behavior that have close analogues in later descriptions of pharmakoi and of (...) famine demons expelled from communities in rites that are documented from different parts of the Greek world from the archaic period on; so too the account of Iros' ejection from the house and of his subsequent fate conforms to the patterns observable in these rituals. The second part of the discussion examines the ways in which the beggars' quarrel anticipates the enmities that the Ionian iambographers would construct with those whom they cast as their echthroi and rivals, and suggests that we see in the Homeric scene an early instance of an iambic-style confrontation presented in poetic form for performance at the symposium. The iambographers' own deployment of the scapegoat and famine demon paradigms for the vilification of their targets promotes the overlap between the epic and iambic material. In both portions of the argument, the discussion observes how the several frames informing the episode in Book 18 coincide with and promote the Odyssey's larger themes. (shrink)

Unmet legal needs contribute to housing, income, and food insecurity, along with other conditions that harm health and drive health inequity. Addressing health injustice requires new tools for the next generations of lawyers, doctors, and other healthcare professionals. An interprofessional group of co-authors argue that law and medical schools and other university partners should develop and cultivate Academic Medical-Legal Partnerships (A-MLPs), which are uniquely positioned to leverage service, education, and research resources, to advance health justice.

Various studies have shown that philosophizing with children at school can have a positive effect on cognitive, language and social skills. However, previous studies have not considered how the quality of the dialogue influences these outcomes. Addressing this gap, our article introduces a high-inference rating instrument to assess the quality of philosophical dialogue. This instrument features four quality dimensions: Philosophical Richness, Co-construction, Focus, and Restrained Facilitation. It was applied to evaluate 63 class dialogues from a Swiss study involving secondary-school students. (...) The article presents the instrument using excerpts from the study, along with initial validation information, showing its reliability in measuring philosophical dialogue quality. The significance of this research lies in its focus on the quality of philosophical dialogue, an aspect often overlooked in educational settings. By providing a tool to assess this quality, we open up new pathways for analyzing the effectiveness of philosophical dialogues in schools. This is especially relevant as educational systems increasingly recognize the importance of developing students' critical thinking and discussion skills. The findings highlight the potential of high-quality philosophical dialogues to enrich students' educational experiences and offer insights for educators and researchers into enhancing these interactions. This study contributes to a deeper understanding of how philosophical dialogue can be used as a powerful educational tool, not just for engaging students but for fostering meaningful and impactful learning. (shrink)

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In this essay, Deborah Bird Rose takes up Val Plumwood's challenge that Western thought needs radical revitalization by pursuing the liveliness of the biosphere and human ontologies of connectivity. The first part looks at obstacles to the West's understanding of Earth as a place of lively, interactive connectivities that promote diversity, complexity, and relationality. In this context Rose offers a brief overview of Indigenous animisms. The second part explores the question of liveliness. It is taken as given that the (...) West now seeks ontological legitimacy in science, and so this discussion focuses on what biological scientists have contributed to contemporary ontology wars. The third part examines trauma in the Garden of Eden narrative, highlighting both the disaster of the story and its continuing relevance. Drawing on the work of theologians, in particular, Rose seeks in this section to recuperate a mythic foundation for a Western animism from within that great site of loss. (shrink)

This article treats the figure of the fox that appears as one of the members of the embassy sent by the animal s to Zeus in Callimachus' second ¡ambo By exploring previous appearances of the fox in the poetic repertoire, I identify a series of Archaic and early Classical works that Callimachus uses by way of 'intertexts', and argue that the Hellenistic author draws on the animal's place within the interconnected iambic and fable traditions that inform his poem. Already visible (...) in these earlier texts, and anticipating Callimachus, is a concern with literary as well as ethical polemics. (shrink)

In a diversity course for pre-service teachers, we explored coursework by students of color to uncover instances in which they resisted the existence systemic oppression in K12 schools. First, we examined the written responses from three students of color (Asian-Indian, Asian immigrant, and Latina) who were largely agreeable to the existence of different forms of oppression presented in the course content. Our work illuminated instances of what we have described as narrative-based resistance. Students initially referred to narratives of rugged individualism (...) or the American Dream to resist the existence of systemic barriers. As the course progressed, students shifted to deeply entrenched responses that rejected the course content to refute systemic oppression. Secondly, we developed a case study for one student, a biracial female that self-identified as White who consistently rejected systemic oppression during class interactions to the point of displaying openly defiant behaviors. The examples of resistance we encountered served as a reminder that students of color along with their White peers must be able to critically examine and understand systems of oppression that are pervasive throughout education. Furthermore, the underlying sources of the resistance were closely associated with indoctrination in Whiteness, limited understanding of systemic oppression, deeply held beliefs and understandings and the lived experiences of individuals. While we agree that teacher education must recruit and retain more teachers of color for an increasingly diverse US K12 student population, we add that preparation that meets the needs of teachers of color is essential. -/- . (shrink)

In ‘Do Animals Feel Pain?’ Peter Harrison argues that there are no good reasons to think that animals feel pain, that there are good reasons to think they do not feel pain, and that they should be treated well in order to promote not animal, but human, welfare. This is a provocative, and implausible, thesis. It has succeeded in provoking me, to rage and to rejoinder, but it has failed to convince me that a monkey shrieking as it is mutilated (...) is not feeling pain and that feelings of concern for the monkey should play no part in my attempt to stop the mutilation. (shrink)

"Without God or His Doubles" offers a sympathetic but critical interpretation of the philosophy of Richard Rorty.

Comparing estimates of the cost-effectiveness of human immunodeficiency virus (HIV) interventions can help communities select an HIV prevention portfolio to meet local needs efficiently. The authors developed a spreadsheet tool to estimate the relative cost-effectiveness of 26 HIV prevention interventions. HIV prevalence of the population at risk and the cost per person reached were the two most important factors determining cost-effectiveness. In low-prevalence populations, the most cost-effective interventions had a low per-person cost. Among the most cost-effective interventions overall were showing (...) videos in sexually transmitted disease clinics and raising alcohol taxes. (shrink)

A ubiquitous assumption of the psychotherapy landscape is the axiom that theory is an indispensable accompaniment of psychotherapy praxis. Yet a range of leading philosophers and spiritual masters tell a very different story, which can give us incisive and productive purchase on some of the central lacunae of modern psychotherapy practice. At least some existentialist and kindred philosophers maintain that the embrace of theory and scientism necessarily constrains, and at worst determines, what we can perceive and experience of the world (...) . This paper offers an account as to why a ‘modernist’ view of the role of theory is not only unsustainable, but also fundamentally antithetical to psychotherapy practice at its best. On this view, what is termed a ‘post-existential’ therapy praxis is the very antithesis of the kind of scientism that still dominates much psychotherapeutic thinking. The paper concludes with some speculatively sketchy comments about the place of what is labelled ‘the subtle’ and ‘the mysterious’ in therapy work and in human experience more generally—comments which are couched within what is here termed a ‘trans-modern’, New Paradigm cosmology. As we pass through what are arguably the death throes of Late Modernity, such a ‘post-theoretical’ approach to therapy practice is tentatively labelled as ‘post-existential’, as while it shares many features in common with what is termed ‘existential-phenomenological psychotherapy’, at the same time it also moves crucially beyond the latter both in its due recognition of the importance of psychoanalytic and postmodern thinking in challenging a naïve existential conception of human agency, and in its explicit openness to the trans-modern, the spiritual and the ineffable. (shrink)