Taylor Carman has argued that the passages I submitted to him as proof that Heidegger identifies being with presence are really just his characterizations of a metaphysical conception of being that he repudiates. I show that he has misread these passages and has misunderstood the nature of the continuity that Heidegger himself recognizes between the views of Kant which are under discussion in the texts from which these passages are drawn and his own (Heidegger's) position which finds expression in them. (...) I then cite other passages from another work by Heidegger that make the same point about being and presence just as emphatically and quite independently of any account of any other philosopher's views. Finally, I explain the difference between the ways Heidegger uses the word Anwesenheit ? his word for presence. One of these is as a translation of the Greek ousia which he interprets as a concept of being as presence sans temporality; the other is the radicalized concept of being as presence toward which Heidegger was working in Being and Time. (shrink)

Written by one of the pre-eminent interpreters of Heidegger, this book is an important statement about the basis of human sociability that is a major contribution to the continuing debates about Heidegger in particular, and ethics in general. Existential philosophy is often thought to promote moral nihilism in which everything is permitted. This book demonstrates that, in the case of Martin Heidegger, any such accusation is unjust. On the contrary, Heidegger thought seriously about the implications of human co-existence, and this (...) book shows that conceptions of trust and responsibility that lie at the very heart of morality are to be found in the sketch of Mitsein - our being together with one another in the world - offered in Being and Time. That Heidegger never developed these conceptions may explain why they have been overlooked, but renders them no less important for that. (shrink)

A woman walks into a room and sits down beside a man. They talk and as they talk he puts his arm around her. After a few moments they kiss. He becomes excited and starts to fondle her. She does not resist. A few moments later, she gets up and leaves.A man and a woman drive into a parking lot. It is dark, the lot is empty. He stops the car, turns out the lights and puts his arm around her. (...) They kiss, then make love. After 30 minutes they drive off. (shrink)

One Introduction The student who tries to define Edmund Burke's political theory attempts something that Burke refused to do himself. ...

Philosophers who have turned their thoughts to the subject of education have most often concerned themselves with the construction of very abstract models of cognition by means of which the activities of teaching and learning are to be understood. Such attention as they have given to the subject matter of instruction has tended to be dominated by a concern with the morally or practically beneficial effects to be expected from a child’s acquisition of a certain kind of knowledge. It would (...) appear, too, that the decisive index used in assessing the value of such knowledge has often been the degree to which it approximated to an antecedently established archetype of knowledge. While the primary emphasis that has been given to these matters by Plato and by most of the modern philosophers of education from Locke to Dewey is understandable and has led to the elaboration of important theses in general epistemology, there are good reasons for thinking that this commentary needs to be more broadly based than it has often been in the past. More specifically, it will need to be informed by a better understanding of the distinctive character of the several subjects of instruction. Whatever contribution general epistemology may be able to make to the understanding of teaching and learning, its theses clearly stand in need of the kind of amplification that can come only from a survey of the particular types of knowledge to which the divisions of academic subject-matter correspond. In the absence of such a survey, there will be a very strong tendency for a single type of knowledge to be treated as the perfect exemplification of the general model of knowledge produced by our epistemology and for other subjects to be regarded simply as inferior approximations to that epistemic standard which will itself very likely become harder and harder to distinguish from its paradigm instance. What I am suggesting then is that the philosophy of education needs to orient itself to a much greater degree than it has previously done on the various ‘philosophies of’, e. g. the philosophies of science, of history and the social sciences, of law, and of art, which have come to occupy such an important place in contemporary philosophy. My special concern in this paper will be to argue that much discussion of the humanities and of their place within the instructional programs of the schools could benefit from work that has recently been done in the philosophy of language and in the philosophy of history and the social sciences. My guiding assumption which I will try to make as plausible as I can is that a consideration of the distinctive logical and conceptual features of the humanities does not have a merely theoretical interest but offers important clues to the nature of the educational and broadly moral importance which we traditionally impute to these studies. (shrink)

_Naturalism and the Human Condition_ is a compelling account of why naturalism, or the 'scientific world-view' cannot provide a full account of who and what we are as human beings. Drawing on sources including Heidegger, Merleau-Ponty, Husserl and Sartre, Olafson exposes the limits of naturalism and stresses the importance of serious philosophical investigation of human nature.

This broad, ambitious study is about human nature, but human nature treated in a way quite different from the scientific account that influences so much of contemporary philosophy. Drawing on certain basic ideas of Heidegger the author presents an alternative to the debate waged between dualists and materialists in the philosophy of mind that involves reconceiving the way we usually think about 'mental' life. Olafson argues that familiar contrasts between the 'physical' and the 'psychological' break down under closer scrutiny. They (...) need to be replaced by a conception of human being in which we are not entities compounded out of body and mind, but unitary entities that are distinguished by 'having a world', which is very different from simply being a part of the world. (shrink)

A new hermeneutical theory is needed that will avoid both the "analytical" fixation on the epistemic functions of the historian and the "dialectical" tendency to "ontologize" interpretation to the point where questions of truth in the sense of fidelity to the past become increasingly marginal. The prospects for such a theory are not particularly good. We do not have what would be required to reconcile these ways of thinking about interpretation. That would be a new and more powerful way of (...) conceiving the unity of theoretical and practical reason based on a much deeper understanding of what it is to be hurnan. But the antihumanistic temper of much contemporary thought makes a revival of constructive philosophical inin that question unlikely. (shrink)

In this paper I investigate the notion of an unconscious intention as it is discussed and defended in Freud's A General Introduction to Psychoanalysis. I am concerned with two issues: first, whether the evidence that Freud adduces supports his conclusion that there are unconscious intentions, and, second, whether the notion of an unconscious intention is coherent. I call into question some of Freud's arguments to support the notion, and I present a case for the incoherence of the notion. Finally, I (...) suggest how one might begin to reconcile my argument for its incoherence with an argument for the existence of unconscious intentions. (shrink)

He demonstrates that a broad parallelism exists between developments in ethical theory among Continental philosophers of the phenomenological persuasion and the more analytically inclined philosophers of the English-speaking world.

"[T]his is much more than a conventional reference guide. . . . An essential item in any collection that deals with the subject of ethics and public policy." Choice.

The mineral resources sector is critical to Australia''s economic and social well-being. Minerals and energy have a value of $30 billion in export revenues, providing 50 percent of Australia''s merchandise exports. The industry is characterized by substantial capital investment and very long lead times for project developments and a very competitive international market. The future direction and location of the industry is inextricably linked to long term exploration activities. The industry is faced with a far more complex set of environments (...) than most. The paper identifies the range of complex issues and the wide variety of players using a stakeholder analysis. By monitoring such interactions, and knowing the objective set of the parties, a guide could be established to define moral and ethical frameworks for each interaction. (shrink)

Although the status of the concept of being in Heidegger's thought is still the subject of controversy, textually it is quite clear that he held the fundamental character of being to be presence. Accordingly, this paper is not concerned to show that this was indeed Heidegger's conception of being. Instead, it undertakes to make a philosophical case for the prima facie paradoxical thesis that being is presence. It does so by first taking up Heidegger's account of truth in which it (...) is identified with the mode of being of Dasein and thus with the 'uncoveredness' (Entdecktheit) of entities that Dasein effects. This leads to a review of traditional conceptions of being. I argue that being is not just the character that makes an entity the kind of entity it is; it is that entity's be-ing whatever it is. As such, it has the structure of a state of affairs and it is a state of affairs that makes statements or thoughts about it true or false as the case may be. But a state of affairs is not a part or a property of the entity it is about. As what makes a true statement true, I argue, it belongs to the context of truth and thereby of presence. In a final section, the relevance of these matters to contemporary philosophical discussion is taken up. (shrink)

Philipse's interpretation of Heidegger's concept of being is fundamentally mistaken. It treats that concept as an amalgam of themes drawn from Aristotle, Husserl, Kant and Hegel with no hint of the utterly different ontology of the human subject that is Heidegger's most original contribution. Heidegger emerges incongruously as a transcendental philosopher a la Kant and the world is supposed to be constituted by the meaning-giving activity of a transcendental subject. As a result, the whole conception of human being as Dasein (...) and being-in-the-world goes by the board. In its place we get religious and politico-military construals of the big movements in Heidegger's thought and no attention at all to the centrally important conception of being as presence. The only sense in which the author's evident intention of demolishing every thesis Heidegger defends succeeds that nothing recognizably Heideggerian emerges from the account he gives. (shrink)