Drawing on a career-long exploration of 1960s French philosophy, Leonard Lawlor seeks a solution to 'the problem of the worst violence'. The worst violence is the reaction of total apocalypse without remainder; it is the reaction of complete negation and death; it is nihilism. Lawlor argues that it is not just transcendental violence that must be minimised: all violence must itself be reduced to its lowest level. He offers new ways of speaking to best achieve the least violence, which (...) he creatively appropriates from Foucault, Derrida and Deleuze and Guattari as 'speaking-freely', 'speaking-distantly' and 'speaking-in-tongues'. (shrink)

Derrida wrote extensively on "the question of the animal." In particular, he challenged Heidegger's, Husserl's, and other philosophers' work on the subject, questioning their phenomenological criteria for distinguishing humans from animals. Examining a range of Derrida's writings, including his most recent _L'animal que donc je suis_, as well as _Aporias_, _Of Spirit_, _Rams_, and _Rogues_, Leonard Lawlor reconstructs a portrait of Derrida's views on animality and their intimate connection to his thinking on ethics, names and singularity, sovereignty, and the (...) notion of a common world. Derrida believed that humans and animals cannot be substantially separated, yet neither do they form a continuous species. Instead, in his "staggered analogy," Derrida asserts that all living beings are weak and therefore capable of suffering. This controversial claim both refuted the notion that humans and animals possess autonomy and contradicted the assumption that they possess the trait of machinery. However, it does offer the foundation for an argument-which Lawlor brilliantly and passionately defines in his book-in which humans are able to will this weakness into a kind of unconditional hospitality. Humans are not strong enough to keep themselves separate from animals. In other words, we are too weak to keep animals from entering into our sphere. Lawlor's argument is a bold approach to remedying "the problem of the worst," or the complete extermination of life, which is fast becoming a reality. (shrink)

Accelerated approval of aducanumab for mild Alzheimer's by the U.S. Food and Drug Administration on June 7, 2021, has generated substantial medical, scientific, and ethical controversy. That approval was contrary to the nearly unanimous judgment of the FDA's Advisory Committee that little reliable evidence existed of significant benefit, even though the drug did reduce β‐amyloid. Three major ethical problems were created by this approval: (1) Medicare resources would be unjustly squandered, given the drug's $56,000 annual price and the 3.1 million (...) older potential American patients needing the drug; (2) physicians will feel ethically compelled to provide the drug to desperate, insistent patients, given FDA approval and in spite of side effects of brain bleeds and brain swelling; (3) and false hopes are generated for patients. A needed corrective by the federal government would reduce reimbursement to the bare cost of producing the drug (plus only a modest profit) until a phase IV trial has been successfully completed. (shrink)

(2004). Workplace Learning in America: Shifting roles of households, schools and firms. Educational Philosophy and Theory: Vol. 36, No. 5, pp. 563-577.

I fundamentally agree with Childress et al. (2023) in the scenario they have constructed with Mr. J. None of the arguments they critically assess are ethically persuasive enough to justify removing...

The Indian-America philosopher Sri Chinmoy Ghose has distinguished between outer silence, inner silence, and innermost silence. In this paper I explore these distinctions and their educational relevance. My main conclusions are that (a) a deep inner silence, undistracted by questions or other thoughts, is at the root of one paradigm kind of good listening in education, and (b) what Chinmoy refers to as “innermost silence” is the moral virtue of receptivity to others that sustains inner silence, even under challenging conditions, (...) a virtue of importance in teaching and in learning from others. (shrink)

This paper addresses the role of disagreement in relation to the goals of metaphysical inquiry. In particular, I will discuss two reactions to Kant’s initial observation that metaphysics does not make any lasting progress: Kant’s own demand for a critical revision of metaphysics and Schelling’s ideas as presented in his 1821 lecture On the Nature of Philosophy as a Science. Kant’s account allows for an appreciation of metaphysical conflict as a necessary precondition for a critically revised system of pure reason. (...) However, he thinks that such a system will ultimately replace all previous ones and thereby make further development of metaphysics obsolete. Although Schelling appropriates Kant’s notion of systematicity, he arrives at a positive evaluation of metaphysical disagreement as an expression of freedom which articulates itself within the history of metaphysics. I argue that Schelling’s view also entails that the history of metaphysics is an ongoing process rather than terminating in an ultimate system or a withdrawal from metaphysical inquiry. Thus, we get to see a) that Kant himself (not just his post-Kantian successors) entertains an account of the essential historicity of reason and b) how Schelling both preserves and transforms the Kantian legacy of a philosophical history of metaphysics. (shrink)

Is racism an act of the will? A disease? A bad habit? A result of lost virtues or of historical economic forces? Can we reliably claim that racism is an affront to justice? How does our scientific understanding of "race" affect our ethical considerations ? How can we ever know if we are acting from racist assumptions? With Leonard Harris, Naomi Zack, and Hugh Taft-Morales.

In July 2023 a group of philosophers gathered in Lisbon to address the boundaries, crossroads, and deadlocks in philosophy as a way of life (PWL). This short paper, based on my Lisbon talk, addresses all three topics. First, I want to highlight the boundary separating the university from everyday life. I offer a distinction between philosophers as academic professionals – university-based scholars – and philosophers as lovers of wisdom, life-guiding sages offering intelligent instruction concerning problems of living. Academic philosophers typically (...) address fellow scholars and university students. By contrast, philosophical sages have audiences composed largely of non-philosophy professionals, including interested – and often spiritually ill – people from all walks of life. My question is: does academia set a boundary for PWL that excludes philosophers as life-guiding sages as teachers and scholars? And does this boundary create a roadblock in the development of PWL? (shrink)

In this work we report a simple way to assign a single numeric value in a three-dimensional space to a given nucleotide sequence. The method reported allows for theoretical comparisons of naturally occurring nucleotide sequences.

Originally published in 1939, this book presents a study of the history and method of operation of the Exchange Equalisation Account. Avoiding an exhaustive approach, the text selects principal phases and events in the development of the Account, using them to illustrate 'the evolutionary character of the mechanism employed'. This book will be of value to anyone with an interest in the Exchange Equalisation Account, British history and economics.

The four papers in this symposium were selected from thirty submissions for the Past President’s Panel at the 2014 annual meeting of the John Dewey Society in Philadelphia. Taken collectively, they demonstrate the continuing power of Dewey’s philosophy to inspire, clarify, and critique contemporary educational ideas and practices. I will have a few words to say about these papers below, but first I want to put them in context. The John Dewey Society, in its current form, has three operational missions: (...) to encourage, and contribute to, critical inquiry into pressing contemporary issues in culture, society, and education in the spirit of John Dewey; to foster and provide venues for new educational.. (shrink)

Globalization of markets and expanding communication technology networks affect all dimensions of education: curriculum, instructional method, learning environments, and administration. In this article, the author anticipates the impacts upon education in science, technology, and society (STS).