Chafe argues that Wagner's Tristan and Isolde is a musical and dramatic exposition of metaphysical ideas inspired by Schopenhauer. The book is a critical account of Tristan, in which the drama is shown to develop through the music.

Examines problems in Rawls' epistemology, approached from a Deweyan perspective, to argue for a thoroughly constructivist idea of justice and its practical implications for education. >.

In this paper I compare the roles that the explicit and implicit educational theories of John Dewey and John Rawls play in their political works to show that Rawls’s approach is skeletal and inappropriate for defenders of democracy. I also uphold Dewey’s belief that education is valuable in itself, not only derivatively, contra Rawls. Next, I address worries for any educational theory concerning problems of distributive justice. Finally, I defend Dewey’s commitment to democracy as a consequence of the demands of (...) productive public inquiry and education. (shrink)

Charles S. Peirce’s theory of proper names bears helpful insights for how we might think about his understanding of persons. Persons, on his view, are continuities, not static objects. I argue that Peirce’s notion of the legisign, particularly proper names, sheds light on the habitual and conventional elements of what it means to be a person. In this paper, I begin with an account of what philosophers of language have said about proper names in order to distinguish Peirce’s theory of (...) proper names from them. Then, I present Peirce’s semiotic theory of proper names, followed by some ways in which his theory can be applied to practical concerns, such as first impressions, name changing, identity, and temporary insanity. (shrink)

This article draws on the past and present work of the Society of Philosophers in America, Inc. to consider eight challenges for growing communities of philosophical conversation in ways that pragmatism encourages and calls for, in terms of engaged public philosophy. The essay then proposes ways of addressing the eight challenges with solutions or outlooks for overcoming or diminishing obstacles to engaged, public philosophical and conversational community-building. The author argues that it is vital especially for pragmatists, but also for philosophers (...) in general, not only to appreciate and work to address these challenges, but also to affirmatively support and recognize the publicly conversational and community-building philosophy that is an implication of pragmatist philosophy and scholars’ supreme intellectual obligation. (shrink)

The factors which have brought society to its present pass and impasse contain forces which, when released and constructively utilized, form the positive basis of an educational philosophy and practice that will recover and will develop our original national ideals. The basic principle in that philosophy and practice is that we should use that method of experimental action called natural science to form a disposition which puts a supreme faith in the experimental use of intelligence in all situations of life.In (...) the past, ethical theories have been presented as self-sufficient and holistic. Philosophers have historically been either deontologists, consequentialists, virtue ethicists, divine command theorists, or .. (shrink)

Abstract:This essay explores key values of John Lachs's work, especially freedom, diversity, and human flourishing, when applied to the history of the philosophy of education as well as to the practical problems of policy and implementation today in American schools. I consider the importance and tensions involved in these values in the thinking of Plato, Jean-Jacques Rousseau, and John Dewey. Next, I examine necessary and then avoidable challenges of operationalizing freedom and diversity in schools, especially in tensions with recent policy (...) initiatives that threaten freedom and diversity for human flourishing. The aim here is to note the central importance of the values that Lachs has long championed, while attending also to the risks and dangers that misunderstanding and narrow thinking pose about them when applied to American public schools. Ultimately, I argue that while advocacy for liberty sometimes raises profound problems in the sphere of public education, democratic education is enriched immeasurably when it enables and empowers freedom to pursue diverse forms of flourishing. (shrink)

Education is among the forces with which oppressed people can become empowered. Nevertheless, the public policy nonprofit organization Demos has found that the median wealth of white high school dropouts in 2013 was higher than for black college graduates in the United States.1 The harsh realities of prejudice and limits on opportunity for historically disadvantaged communities motivate debates about how best to prepare, educate, and protect young people. The philosophical literature in the liberal political tradition has paid considerable attention to (...) the concept of self-respect, as it is important for deliberative democracy. If a person lacks self-respect, he might feel unworthy to speak up for himself. Or she.. (shrink)

In Morality, Leadership, and Public Policy, Eric Weber argues for an experimentalist approach to moral theory in addressing practical problems in public policy. The experimentalist approach begins moral inquiry by examining public problems and then makes use of the tools of philosophy and intelligent inquiry to alleviate them. -/- Part I surveys the uses of practical philosophy and answers criticisms - including religious challenges - of the approach, presenting a number of areas in which philosophers' intellectual efforts can prove (...) valuable for resolving public conflicts. -/- Part II presents a new approach to experimentalism in moral theory, based on the insights of John Dewey's pragmatism. Focusing on the elements of good public inquiry and the experimentalist attitude, Weber discusses ways of thinking about the effective construction and reconstruction of particular problems, including practical problems of public policy prioritization. -/- Finally, in Part III the book examines real-world examples in which the experimentalist approach to ethics proves useful, including instances of "bandwidth theft" and the controversies surrounding activist judges in the US Supreme Court. (shrink)

Often times we find ourselves wrestling with the urge to commit a non-rational action. When this happens, we are quite good at adopting quasi-beliefs that, if true, would make the action rational. In other words, rationalization often occurs antecedent to a behavioral choice. A complete account of the evolutionary history of rationalization must include antecedent rationalization.

I present a persistent religious moral theory, known as divine command theory, which conflicts with liberal political thought. John Rawls's notion of public reason offers a framework for thinking about this conflict, but it has been criticized for demanding great restrictions on religious considerations in public deliberation. I argue that although Paul Kurtz is critical of organized religion, his epistemological suggestions and ethical theory offer a feasible way to build common moral ground between atheists, secularists, and theists, so long as (...) each maintains the important democratic value of toleration in the form of either fallibilism or skepticism. (shrink)

This paper examines Larry A. Hickman’s warnings about the dangers of algorithmic technologies for democracy and then considers educational policy initiatives that are important for combatting such threats over the long term. John Dewey’s philosophy is considered both in Hickman’s work and in this paper’s review of what Dewey called the “Supreme Intellectual Obligation.” Dewey’s insights highlight crucial tasks necessary and called for with respect to education to value and appreciate the sciences and what they can do to serve humanity. (...) At the same time, a significant cultural effort is needed to ensure that schools are empowered to do this vital work and that the public is informed and enabled to demand the leadership and initiatives that democracy needs to safeguard against threats to it. (shrink)

Fitch's basic logic is an untyped illative combinatory logic with unrestricted principles of abstraction effecting a type collapse between properties (or concepts) and individual elements of an abstract syntax. Fitch does not work axiomatically and the abstraction operation is not a primitive feature of the inductive clauses defining the logic. Fitch's proof that basic logic has unlimited abstraction is not clear and his proof contains a number of errors that have so far gone undetected. This paper corrects these errors and (...) presents a reasonably intuitive proof that Fitch's system K supports an implicit abstraction operation. Some general remarks on the philosophical significance of basic logic, especially with respect to neo-logicism, are offered, and the paper concludes that basic logic models a highly intensional form of logicism. (shrink)

This article argues for a definition of public philosophy inspired by John Dewey’s understanding of the “supreme intellectual obligation.” The first section examines five strong reasons why more public philosophy is needed and why the growing movement in public philosophy should be encouraged. The second section begins with a review of common understandings of public philosophy as well as some initial challenges that call for widening our conception of the practice. Then, it applies Dewey’s argument in “The Supreme Intellectual Obligation” (...) to public philosophy, which must not be seen simply as a one-way street from intellectuals to the masses but, rather, as the task of fostering the scientific attitude and intellectual habits of mind in all citizens. (shrink)

Abstract:John Dewey argued that for education to be democratic, it is important for students to be not merely spectators but also participants in learning. Teachers sometimes find personal computing devices to be distracting or to contribute to passivity rather than activity in the classroom. In this essay we examine the question of whether a student’s Google search on a subject matter discussed in class is participatory or passive. We argue that with proper guidance students’ use of online searches and related (...) tools can empower students democratically as sources of ideas, conceptualizations, information, and insight while emphasizing participation in deliberation and judgment in the classroom. We begin with a look at the criticisms and then defenses of using online tools in the classroom. Finally, we examine Dewey’s distinction between the spectator versus the participant models of learning to apply his insights to the use of online tools in the classroom. (shrink)

This essay defends the Pragmatist’s call to activism in higher education, understanding it as a necessary development of good democratic inquiry. Some criticisms of activism have merit, but I distinguish crass or uncritical activism from judicious activism. I then argue that judicious activism in higher education and in philosophy is not only defensible, but both called for implicitly in the task of democratic education as well as an aspect of what John Dewey has articulated as the supreme intellectual obligation, namely (...) to ensure that inquiry is put to use for the benefit of life. (shrink)

In The Principles of Psychology, William James addressed ten justifications for the concept of the unconscious mind, each of which he refuted. Twenty – five years later in The Unconscious, Freud presented many of the same, original arguments to justify the unconscious, without any acknowledgement of James’s refutations. Some scholars in the last few decades have claimed that James was in fact a supporter of a Freudian unconscious, contrary to expectations. In this essay, I first summarize Freud’s justification for the (...) unconscious to highlight the arguments he used in 1915, before then demonstrating how clearly James had undercut these same argument in the Principles, published in 1890. Interpreters of James’s thought should resist the claim that he would or did support Freud’s idea of the unconscious, even if he at times spoke generously about other scholars. We also have reason to wonder about Freud’s inattention to James’s remarkable early work in psychology, especially given James’s critiques of the concept of the unconscious. (shrink)

The present paper is a response to Gerald Gaus, who has argued that philosophers should not apply ethics. After a critical evaluation of Gaus's arguments, I present several ways which Sidney Hook has outlined for philosophers to bring their skills to bear fruitfully on public policy matters. Following Hook's list, I offer three of my own suggestions for further ways in which philosophers can positively contribute to the application of ethics and of philosophy generally. Finally, I propose the venue of (...) consultancy as a way in which philosophers can begin to use the many skills they have to offer for confronting the problems people face outside of the academy. (shrink)

In this paper I examine John Dewey's correspondence and selected writings to illuminate Dewey's understanding of and possible shaping of William James's work as it pertains to politics and democracy. I suggest a way of seeing a richer connection between the thinkers than has been portrayed and a picture of influence flowing from Dewey to James.

During the years preceding the composition of Tristan and Isolde, Wagner's aesthetics underwent a momentous turnaround, principally as a result of his discovery of Schopenhauer. Many of Schopenhauer's ideas, especially those regarding music's metaphysical significance, resonated with patterns of thought that had long been central to Wagner's aesthetics, and Wagner described the entry of Schopenhauer into his life as 'a gift from heaven.' Chafe argues that Wagner's Tristan and Isolde is a musical and dramatic exposition of metaphysical ideas inspired (...) by Schopenhauer. The first part of the book covers the philosophical and literary underpinnings of the story, exploring Schopenhauer's metaphysics and Gottfried van Strassburg's Tristan poem. Chafe then turns to the events in the opera, providing tonal and harmonic analyses that reinforce his interpretation of the drama. Chafe acts as an expert guide, interpreting and illustrating the most important moments for his reader. Ultimately, Chafe creates a critical account of Tristan, in which the drama is shown to develop through the music. (shrink)

Philosophical Pragmatism and International Relations bridges the gap between philosophical pragmatism and international relations, two disciplinary perspectives that together shed light on how to advance the study and conduct of foreign affairs. Authors in this collection discuss a broad range of issues, from policy relevance to peacekeeping operations, with an eye to understanding how this distinctly American philosophy, pragmatism, can improve both international relations research and foreign policy practice.

Contemporary understanding of the mechanisms of disease increasingly points to examples of “genetic diseases” with an infectious component and of “infectious diseases” with a genetic component. Such blurred boundaries generate ethical, legal, and social issues and highlight historical contexts that must be examined when incorporating host genomic information into the prevention, outbreak control, and treatment of infectious diseases.

This volume contains the most significant pieces of unpublished writing completed by Eric Voegelin during an important time of his career.

Cancers rely on multiple, heterogeneous processes at different scales, pertaining to many biomedical fields. Therefore, understanding cancer is necessarily an interdisciplinary task that requires placing specialised experimental and clinical research into a broader conceptual, theoretical, and methodological framework. Without such a framework, oncology will collect piecemeal results, with scant dialogue between the different scientific communities studying cancer. We argue that one important way forward in service of a more successful dialogue is through greater integration of applied sciences (experimental and clinical) (...) with conceptual and theoretical approaches, informed by philosophical methods. By way of illustration, we explore six central themes: (i) the role of mutations in cancer; (ii) the clonal evolution of cancer cells; (iii) the relationship between cancer and multicellularity; (iv) the tumour microenvironment; (v) the immune system; and (vi) stem cells. In each case, we examine open questions in the scientific literature through a philosophical methodology and show the benefit of such a synergy for the scientific and medical understanding of cancer. (shrink)

Annotation In this collection of essays, which covers the years from 1934 to 1939, we see Eric Voegelin in the role of both scholar and public intellectual in Vienna until he was forced to flee the Nazi terror that descended on Austria in 1938. These essays encompass a broad spectrum of topics, ranging from Austrian politics, Austrian constitutional history, and European racism, to questions of the formation and expression of public opinion, theories of administrative law, and the role of (...) political science in public university education. Several essays serve as useful commentaries on, elaborations of, or synopses of arguments Voegelin made in the four books he had published between 1928 and 1936. These essays will be of interest to a wide range of scholars, including constitutional historians, historians of political science, political theorists, and students of Voegelin's later work. (shrink)

While the extended cognition (EC) thesis has gained more followers in cognitive science and in the philosophy of mind and knowledge, our main goal is to discuss a different area of significance of the EC thesis: its relation to philosophy of science. In this introduction, we outline two major areas: (I) The role of the thesis for issues in the philosophy of cognitive science, such as: How do notions of EC figure in theories or research programs in cognitive science? Which (...) versions of the EC thesis appear, and with which arguments to support them? (II) The potentials and limits of the EC thesis for topics in general philosophy of science, such as: Can naturalism perhaps be further advanced by means of the more recent EC thesis? Can we understand “big science” or laboratory research better by invoking some version of EC? And can the EC thesis help in overcoming the notorious cognitive/social divide in science studies? (shrink)

In this article, an attempt is made to introduce a systematization of the loosely connected group of authors called Bildungstheorie. This ought to not only be of significance for German-speaking educational science, for the concept of Bildung is also increasingly used internationally for the formulation and development of pedagogical issues. It is proposed that the concept of complexity could be suitable for bringing attention to common presuppositions in the theoretical dealing with the problem of Bildung. The thesis is that Bildung (...) in theories of Bildung is described from various perspectives as complex, meaning it is an open and uncertain interplay of components irreducibly associated with planning and governance problems. As this thesis is corroborated by means of selected positions within Bildungstheorie, evidence is provided that complexity in educational science—differently than it may seem at first glance—is not for the first time today a theme of importance. Rather, it is demonstrated that a nascent discipline-specific complexity research can be linked to already existing traditions. (shrink)

The literature regarding social and environmental sustainability of business focuses primarily on rationales for adopting sustainability strategies and operational practices in support of that goal. In contrast, we examine sustainability from a perspective that has received far less research attention—attitudes that inform managerial decision-making. We develop a conceptual model that identifies six elemental categories of attitudes that can be held independently or aggregated to yield a meta-attitude representing the legitimacy of sustainability. Our model distinguishes among three types of internally held (...) attitudes and externally perceived subjective norms: pragmatic, moral, and cognitive. We propose a refinement of Ajzen's (In: Kuhl J, Beckmann J (eds) Action control: from cognition to behavior, 1985; Organ Behav Hum Decis Process 50:179-211, 1991) Theory of planned behavior (TPB) that incorporates these sub-categories of personal attitudes and subjective norms. Practical implications are discussed including how organizations considering adopting sustainability programs might use the model as a conceptual tool to help achieve and assess program success. (shrink)

Immunology — though deeply experimental in everyday practice — is also a theoretical discipline. Recent advances in the understanding of innate immunity, how it is triggered and how it shares features that have previously been uniquely ascribed to the adaptive immune system, can contribute to the refinement of the theoretical framework of immunology. In particular, natural killer cells and macrophages are activated by transient modifications, but adapt to long-lasting modifications that occur in the surrounding tissue environment. This process facilitates the (...) maintenance of self-tolerance while permitting efficient immune responses. In this Essay we extend this idea to other components of the immune system and we propose some general principles that lay the foundations for a unifying theory of immunity — the discontinuity theory. According to this theoretical framework, effector immune responses (namely, activated responses that lead to the potential elimination of the target antigen) are induced by an antigenic discontinuity; that is, by the sudden modification of molecular motifs with which immune cells interact. (shrink)

Volume 24, Issue 8, August 2024, Page 65-67.

The self allows us to reflect on our own behavior and to imagine what others think of us. Clinical experience suggests that these abilities may be impaired in people with personality disorders. They do not recognize the impact that their behavior has on others, and they have difficulty understanding how they are seen by others. We collected information regarding pathological personality traits—using both self and peer report measures—from groups of people who knew each other well . In previous papers, we (...) have reported that agreement between self-report and peer-report is only modest. In this paper, we address the question: Do people know that others disagree with their own perceptions of themselves? We found that expected peer scores predicted variability in peer report over and above self-report for all 10 diagnostic traits. People do have some incremental knowledge of how they are viewed by others, but they do not tell you about it unless you ask them to do so; the knowledge is not reflected in ordinary self-report data. Among participants who expect their peers to describe them as narcissistic, those who agree with this assessment are viewed as being less narcissistic by their peers than those who deny being narcissistic. It therefore appears that insight into how one is viewed by others can moderate negative impressions fostered by PD traits. (shrink)

The conference explored an extraordinary diversity of aging strategies in organisms ranging from short‐lived species to “immortal” animals and plants. Research on the biological processes of aging is at the brink of a revolution with respect to our understanding of its underlying mechanisms as well as our ability to prevent and cure a wide variety of age‐related pathologies.

When proponents of cognitive externalism (CE) turn to empirical studies in cognitive science to put the framework to use and to assess its explanatory success, they typically refer to perception, memory, or motor coordination. In contrast, not much has been said about reasoning. One promising avenue to explore in this respect is the theory of bounded rationality (BR). To clarify the relationship between CE and BR, we criticize Andy Clark's understanding of BR, as well as his claim that BR does (...) not fit his version of CE. We then propose and defend a version of CE—“scaffolded cognition”—that is not committed to constitutive claims about the mind, but still differs from mainstream internalism. Finally, we analyze BR from our own CE perspective, thereby clarifying its vague appeals to the environment, and argue that cognitive internalism cannot explain important aspects of the BR program. (shrink)