Using literature, this article argues that Karl Barth's (1886 –1968 CE) concept of an "assumed fall" could be helpful if applied to the cosmos and humanity. Barth's conception of the created order is that it is perfect exactly the way it is, natural disasters included. Further, the fall did not affect the creation. Barth does however argue for fallen humanity. Nevertheless, the fall is assumed in the Election of Jesus Christ. There was never a time in which humans did not (...) need a Savior. Barth, therefore, places a separation between humanity and the created order. A close reading of Romans 8 and a look at Christian interpretative tradition, argue for an inseparability between humankind and the cosmos. In other words, fallen humans live in a fallen cosmos, and redeemed humans will live in a redeemed universe. If Barth's concept of the assumed fall of humanity could be applied to the cosmos as well, then the concept could fit well within the traditional reading of Romans 8 and could be beneficial for scientific/theological engagement. (shrink)

What could be the point of teaching such works of bygone cultural and literary inheritance as Cervantes' _Don Quixote_ and Shakespeare’s _The Merchant of Venic_e in schools today? This book argues that the narratives and stories of such works are of neglected significance and value for contemporary understanding of human moral association and character. However, in addition to offering detailed analysis of the moral educational potential of these and other texts, the present work reports on a pioneering project, recently pursued (...) by the Jubilee Centre for Character and Virtues, concerned precisely with the use of these and other stories for moral and character education in schools. The success of the 'Knightly Virtues’ project is an inspiring story in its own right and should therefore be of enormous interest to all schools, teachers and parents rightly concerned with this all-important aspect of their children’s educational development. (shrink)

Qualities of personal character would appear to play a significant role in the professional conduct of teachers. It is often said that we remember teachers as much for the kinds of people they were than for anything they may have taught us, and some kinds of professional expertise may best be understood as qualities of character After (roughly) distinguishing qualities of character from those of personality, the present paper draws on the resources of virtue ethics to try to make sense (...) of the former. In the course of this, it is argued that while the key virtue ethical concept of phronesis orpractical wisdom has been widely deployed to account for aspects of professional teacher expertise, it has also been subject to rather un-Aristotelian interpretation as a kind of situation specific productive reasoning. The present paper seeks to show that it is better employed for understanding character in general and character in teaching in particular. The paper concludes with some observations about the professional education or cultivation of character. (shrink)

One matter upon which the already voluminous philosophical and psychological literature on the topic seems to be agreed is that gratitude is a psychologically and socially beneficial human quality of some moral significance. Further to this, gratitude seems to be widely regarded by positive psychologists and virtue ethicists as a moral virtue. This paper, however, sets out to show that such claims and assumptions about the moral character of gratitude are questionable and that its status as a moral virtue is (...) by no means straightforward. (shrink)

The aim of this paper is to examine the role of methodology in action research. It begins by showing how, as a form of inquiry concerned with the development of practice, action research is nothing other than a modern 20th century manifestation of the pre‐modern tradition of practical philosophy. It then draws in Gadamer's powerful vindication of the contemporary relevance of practical philosophy in order to show how, by embracing the idea of ‘methodology’, action research functions to sustain a distorted (...) understanding of what practice is. The paper concludes by outlining a non‐methodological view of action research whose chief task is to promote the kind of historical self‐consciousness that the development of practice presupposes and requires. (shrink)

It is central to virtue ethics both that morally sound action follows from virtuous character, and that virtuous character is itself the product of habitual right judgement and choice: that, in short, we choose our moral characters. However, any such view may appear to encounter difficulty in those cases of moral conflict where an agent cannot simultaneously act (say) both honestly and sympathetically, and in which the choices of agents seem to favour the construction of different moral characters. This paper (...) argues, against possible counter-arguments, for a view of virtue ethics which embraces the diversity of moral character. (shrink)

The overall aim of this paper is to explore the role of knowledge and truth in the practical deliberation of candidate virtuous agents. To this end, the paper considers three criticisms of Julia Driver’s recent defence of the prospect of ‘virtues of ignorance’ or virtues for which knowledge may be considered unnecessary or untoward. While the present essay agrees with the general drift of Driver’s critics that we should reject such virtues construed as traits that deliberately embrace ignorance, it is (...) more sympathetic to the suggestion that virtue and virtues may need to accommodate some absence or deficit of knowledge and proceeds to further scrutiny of this possibility. More radically, however, the paper concludes by arguing that while knowledge is an overall desideratum of virtue and virtuous conduct, there are circumstances in which even complete knowledge may be insufficient to identify or determine the precise course and direction of such conduct. (shrink)

While behaviourist psychology had proven its worth to the US military during the Second World War, the 1950s saw behaviourism increasingly associated with a Cold War discourse of ‘totalitarianism’. This article considers the argument made in Hannah Arendt’s The Origins of Totalitarianism on totalitarianism as a form of behaviourist control. By connecting Arendt’s Cold War anti-behaviourism both to its discursive antecedents in a Progressive-era critique of industrial labour, and to contemporaneous attacks on behaviourism, this paper aims to answer two interlocking (...) questions: Why was behaviourism overtaken by cognitivism as the dominant theoretical orientation of psychologists in the 1960s, and what role did the concept of language play in this shift? (shrink)

Kratzer semantics for modals and conditionals generates the prediction that sentences of the form if p, ought p are trivially true. As Frank and Zvolenszky show, for certain flavors of modality, like deontic modality, this prediction is false. I explain some conservative solutions to the problem, and then argue that they are inadequate to account for puzzle cases involving self-frustrating oughts. These cases illustrate a general problem: there are two forms of information-sensitivity in deontic modals. Even generalizations of Kratzer semantics (...) that predict these two roles for information, e.g. Kolodny and MacFarlane, predict that they vary together. I propose a generalization of Kratzer semantics that allows the two roles for information to vary independently of each other. (shrink)

For every uncountable regular cardinalκ and any cardinalλ≧κ,P κ λ denotes the set $\left\{ {x \subseteqq \lambda :\left| x \right|< \kappa } \right\}$ . Furthermore, < denotes the binary operation defined inP κ λ byx (...) + denotes the setP κ λ−I, andI * the filter dual toI.An idealI overP κ λ is said to benormal iff every functionf:P κ λ→λ with the property that {x∈P κ λ:f(x)∈x}∈I + is constant on a set inI +.I is said to bestrongly normal iff every functionf:P κ λ→P κ λ with the property that {x∈P κ λ:x∩xκ≠Ø∧f(x)shrink)

Although significant revival of talk of the spiritual and spirituality has been a striking feature of recent public debate about wider social and moral values in contemporary Western liberal‐democratic polities, it seems worth asking whether there might be any substantial philosophical basis for such renewal. On the face of it, any meaningful discourse about spirituality seems caught between the rock of an antiquated mind‐body dualism—now widely regarded (some notable contemporary pockets of resistance aside) as implausible—and the hard place of a (...) scientific physicalism that offers little harbor for irreducible spiritual entities. The present essay explores two possibilities of escape from this dilemma in the shape of eliminative dualism and noneliminative monism and argues for the conceptual advantages of the second over the first of these possibilities. (shrink)

The currently fashionable professional ideal of reflective practice has focused on how good teaching might be informed by theoretical (invariably social scientific) enquiry and has been commonly construed as a matter of the effective application of theory. This paper rejects technicist assumptions underpinning the idea of applied theory, tracing them to confusion between two different sorts of practical deliberation, phronesis and techne. Understanding professional reflection primarily in term of phronesis calls into doubt both the precise role of genuine theoretical studies (...) in professional reflection and the very status as theoretical of the sort of the principled understanding and deliberation required for the wise conduct of education. (shrink)

While the modern revival of virtue ethics largely looks back to Aristotle, most, if not all, versions of this trend continue to be much indebted to and/or based upon specific mid‐twentieth‐century neo‐naturalist and descriptivist critiques of prevailing antinaturalist trends of that time: specifically, upon Anscombe's critique of the ethics of duty and utility and of the so‐called modern moral ought, and Geach's robust defence of the descriptive character of moral and other goodness. However, in the wake of further critical attention (...) to these neo‐naturalist claims, this paper argues that there can ultimately be no reliable or secure logical or empirical grounding of the virtues of inherently normative human moral life and conduct in the goods or virtues of effective or even beneficial natural function. (shrink)

The teaching of ethics in school is considered important and necessary. But can ethics be taught? And should its teaching consist in conveying knowledge about ethical concepts, possibly a discussion around them, or rather in shaping students’ moral attitudes and appropriate behaviour? The article engages in reflection on these problems with reference to various traditions of ethical thought and moral theory. It proposes to take the contemporary renewed Aristotelian virtue ethics as the main point of reference and basis for educational (...) practice. The concept of phronesis as practical rationality, allowing the formation of moral judgements that are both context-sensitive and take into account the complexity of interests and goods that are difficult to agree upon, seems to be a still valid model for moral education. Teaching and discussion oriented towards the consideration of concrete cases and stories, i.e. training the skills of this type of judgement, avoids the dangers of learning focused on theoretical issues: becoming entangled in definitional ambiguities in defining moral values, or thinking detached from emotion and experience. Learning that consists of analysing a philosophical tradition runs the risk that the knowledge imparted will prove inadequate to the age and level of personal development of the student, generating moral subjectivism and relativistic scepticism. However, this argument is not directed against theorising and the introduction of abstract considerations in the educational process, even at the earliest stages: theorising and the construction of rational justifications are necessary but should result from the inspiration and development of intellectual predispositions, not from the transmission of ready-made knowledge. (shrink)

Epitomised by tedium and existential vacuity, ennui insidiously permeates the psyche of healthcare professionals, often eluding detection. Its etiological roots extend beyond its salient exploration in French literature, harking back to the early Christian treatises on acedia or spiritual desuetude.1 Throughout the centuries, ennui has undergone a substantive evolution, mirroring the vicissitudes in cultural cognition and existential sentiment. Spanning from the discourse in medieval monasticism to cogitations during the Renaissance and Enlightenment epochs, ennui has metamorphosed into a pivotal motif across (...) the literary, philosophical and theological spectra.2 This intricate concept, embodying a profound and variegated historical lineage, has been meticulously dissected and recontextualised by a cadre of preeminent thinkers and literary connoisseurs. In the contemporary medical ethics landscape, ennui emerges from labyrinthine historical antecedents, manifesting as profound existential drift among healthcare professionals. This state, marked by discord between self and purposive existence, leads to disengagement and disillusionment, challenging practitioners’ resilience and ethical decision-making capacities. Ennui ignites introspection but insidiously undermines their engagement and fervour, casting a shadow over professional zeal and mental fortitude. In their reflections, existential philosophers like Søren Kierkegaard and Albert Camus, diverging from Pascal’s theological exegesis, explored quintessential human experience and essence leitmotifs. Their analyses of despair and the absurd show parallels with ethical dilemmas and complexities in medical practice. …. (shrink)

Abstract:In Plato's Ion, Socrates dismisses the "inspired" creations of poetic or other art as genuine forms of knowledge or techne, foreshadowing his later suspicion and (even) condemnation of the human value of art in such later dialogues as Republic. I argue that while Socrates raises a serious issue, this ancient case for inherent opposition or contradiction between inspiration and knowledge rests upon some failure (or unwillingness) to appreciate that epistemic capacities and concerns often have different forms and purposes in the (...) nonliteral, figurative, and rhetorical sphere of poetic and other literary arts from those of more literal or factual knowledge. (shrink)

Available from UMI in association with The British Library. ;A form of metaphysical inquiry is in this thesis both illustrated in detail and defended against the charge of issuing in statements which lack cognitive content. 'Categorial description' concerns the fundamental features of our conceptual scheme: the categories described are those of substance, accident, cause, space and time. ;Following Aristotle's distinction between primary and secondary substances, these two notions are addressed as equivalent to those individual or particular things and their kinds. (...) A particular thing is characterised as not being capable of occuring in the predicate position in a proposition; and as having criteria or principles of individuation and reidentification. Accidents or properties can appear in the predicate position and do not have criteria of identity. ;Secondary substances, or natural kinds, being a species of property, also fail to have criteria for individuation and reidentification. It follows that the recently revived Aristotelian essentialism, as exhibited in particular in the work of Kripke, fails to correctly characterise the category of natural kinds: in that theory, natural kinds have essential properties which enable individuation and reidentification across possible worlds. ;Efficient causation is described, against the background of the Locke-Hume dispute, as involving the concept of necessary connection between cause and effect. Rejecting the theory of Harre and Madden on causal powers, an approach by Mackie is defended whereby this connection is a reflection of our counterfactual thinking. The possible worlds essentialist approach of Lewis to counterfactuals is rejected too, as inadequate. ;Space and time, spatial and temporal relations, and places and moments in time are approached in terms of the other categories of particular and property. The obscurity of fit between these categories is identified as responsible for many philosophical puzzles concerning space and time: for example, McTaggart's 'proof' of the unreality of time; and the recent debate on the possibility of multiple times and multiple spaces. ;In the final chapter, the logical commitments of categorial description concerning conceptual relativism and the nature of reality in itself are explored. It is argued that, since categories are in large part responsible for the kinds of acts there are, a description of our categories is a description of reality itself. Since our categories do not involve the machinery of possible worlds offered by contemporary essentialist theories, those theories fail to describe reality. (shrink)

The following is a review of Embodiment, Enaction and Culture. Investigating the Constitution of the Shared World. Edited by Christoph Durt, Thomas Fuchs, and Christian Tewes. MIT Press, 2017.

Moral significance has been attributed to music from antiquity: for example, both Plato and Aristotle made much of the power of music to influence and shape moral character. However, it would also seem often assumed that music and musical experience have some kind of spiritual significance or value for human development. The present paper sets out to explore this possibility further by asking: first, whether it is possible to make sense of spiritual development in a non-reductive way—in a way, that (...) is, which might distinguish such growth from moral or aesthetic development; and second, what sort of qualities, capacities, or dispositions might distinctively spiritual qualities be? However, having identified a range of candidate spiritual virtues, the essay proceeds to explore the further possibility that some works or genres of music may—by much the same token—be conducive to the promotion of less spiritually desirable attitudes or values. (shrink)

On an increasingly popular ethical perspective, to become a moral agent is to acquire qualities of virtuous character as broadly conceived in a tradition going back to Aristotle.1 For Aristotle, however, since the acquisition of such qualities is not merely a matter of coming to behave in a prescribed way but of acquiring capacities for deliberation and judgment about what is morally required in variable circumstances, virtuous agency is also significantly a matter of wisdom, knowledge, and understanding. So how do (...) those who are not already morally virtuous—such as the young—come by such wisdom and understanding? Indeed, in the light of two millennia of endless philosophical controversy on this very issue, the... (shrink)

"Cover"--"Dedication"--"Title" -- "Copyright" -- "Contents" -- "Acknowledgements" -- "1 Introduction: Dimensions of Fairness" -- "The Material and Formal Dimension of Concepts" -- "Two Concepts of Fairness" -- "Fairness and Respect for Persons" -- "2 Objectivity, Impartiality, and Fairness" -- "Taking Advantage and Disadvantaging" -- "Impartiality and Bias" -- "Disadvantaging and Personal Interests" -- "3. Fair Shares" -- "The Principle of Fairness" -- "Fairness and Equality" -- "Presumptive Equality" -- "Fairness and Associative Attachments" -- "4 Fairness and Following Rules" -- "Fairness (...) and Formal Justice" -- "Procedural and Background Fairness" -- "Following Rules and Acting Unfairly" -- "Fair Bargains and Bargaining Fairly" -- "5. Fidelity to Social Practice" -- "Social Practices" -- "The Fundamentals of Fairness" -- "Fairness and Distribution" -- "The Limits of Fairness" -- "6 Toward a Moral Theory of Fairness" -- "Traditions of Moral Discourse" -- "The Morality of Happiness" -- "Fairness and Interactive Morality" -- "Fairness and Associative Morality" -- "Fairness and Consent" -- "7. Simple Fairness" -- ""Being Fair To... "" -- "Facilitative Fairness: Simple Accommodation" -- "Facilitative Fairness: Lotteries" -- "Taking Turns and Respect For Others" -- "8 Fair Procedures" -- "Hard Bargains" -- "Fairness and Rational Choice" -- "Perfect and Imperfect Procedural Justice" -- "9 Fairness and Virtue" -- "The Fairness of Social Practices" -- "Fairmindedness" -- "Fairness as an End" -- "Bibliography. (shrink)