The volume comprises 24 chapters by leading historians who discuss conceptions of and approaches to the human past in the ancient, medieval, early modern and ...

Geoffrey Lloyd engages in a wide-ranging exploration of what we can learn from the study of ancient civilizations that is relevant to fundamental problems, both intellectual and moral, that we still face today. These include, in philosophy of science, the question of the incommensurability of paradigms, the debate between realism and relativism or constructivism, and between correspondence and coherence conceptions of truth. How far is it possible to arrive at an understanding of alien systems of belief? Is it possible (...) to talk meaningfully of 'science' and of its various constituent disciplines, 'astronomy' 'geography' 'anatomy' and so on, in the ancient world? Are logic and its laws universal? Is there one ontology - a single world - to which all attempts at understanding must be considered to be directed? When we encounter apparently very different views of reality, how far can that be put down to a difference in conceptions of what needs explaining, or of what counts as an explanation, or to different preferred modes of reasoning or styles of inquiry? Do the notions of truth and belief represent reliable cross-cultural universals? In another area, what can ancient history teach us about today's social and political problems? Are the discourses of human nature and of human rights universally applicable? What political institutions do we need to help secure equity and justice within nation states and between them? Lloyd sets out to answer all these questions, and to argue that the study of the science and culture of ancient Greece and China provided a precious resource in order to advance a wealth of modern debates. (shrink)

There are different groups in society who may be considered vulnerable, for example those experiencing mental or physical health issues, learning disabilities, prisoners or children. There are, however, other groups in society who may also be regarded as vulnerable, such as those who are bereaved. Vulnerability in relation to the bereaved occurs as a result of experiencing a normal life event, death or a loss. In this situation vulnerability may be transient and, depending upon the management of the bereavement, generally (...) temporary. Unlike the aforementioned groups, participants required for this type of research (bereavement, death and dying) are able to consent themselves into projects, and the capacity to do so is not an issue. Undertaking research with those who may be considered vulnerable into sensitive, emotive topics such as death and dying can create difficulties for the National Research Ethics Service (NRES), making it difficult to get approval for such studies. It appears that the ethical issues are concerned with not wishing to cause distress to participants when asked for research purposes to recollect what for some may have been emotionally challenging and traumatic events. The article offers a narrative, reflective account of the above from several perspectives: being employed as a contract researcher in a university; having experience of being an active member of a National Health Service Research Ethics Committee; and later assuming the role of full-time postgraduate (PhD) student requiring ethical approval to undertake research with what may be considered a vulnerable group involving a sensitive and emotive topic. Valuable insights from participants – their views on participation in an emotive research project and good practice in research having been explored via questionnaire – are highlighted and discussed. (shrink)

Genevieve Lloyd illuminates and challenges some perplexing aspects of contemporary attitudes to wonder. She draws especially on Flaubert, who influenced the thought of Jean-Paul Sartre, Gilles Deleuze and Jacques Derrida. She also reaches into contemporary debates on refugees, secularisation and climate change.

One of the most intriguing – and arguably counter-intuitive – doctrines defended by environmental philosophers is that of positive aesthetics, the thesis that all of nature is beautiful. The doctrine has attained philosophical respectability only comparatively recently, thanks in no small part to the work of Allen Carlson, one of its foremost defenders. In this paper, we argue that the doctrine can be found much earlier in the work of Gottfried Wilhelm Leibniz who devised and defended a version of positive (...) aesthetics in the early modern period, grounded in a conception of the world as a world of monads, each of which individually fulfils the rationalist aesthetic criteria of multiplicity-in-unity and that taken together ensure that the world as a whole is a harmoniously ordered system of multiple and diverse individuals, whose intelligible order and variety is made known to us through natural scientific endeavour. In showing this, we advance two further theses: first, that Leibniz's vers.. (shrink)

This article examines how domestic violence impacts the lives and education of young children, children, and young people and how they can be supported within the education system. Schools are often the service in closest and longest contact with a child living with domestic violence; teachers can play a vital role in helping families access welfare services. In the wake of high profile cases of child abuse and neglect, concerns have been raised about the effectiveness of multi-agency responses to children (...) living with abuse. In the UK, the case of four-year-old Daniel Pelka who died in 2012 following abuse and starvation by his mother, who experienced domestic violence, and her partner, led to a serious case review. It found recording systems in Daniel’s school were not used consistently, and details held by different agencies were not collated to enable the formation of a coherent assessment. The lack of integrated working cited in the report echoes findings from previous serious case reviews. A strong correlation exists between domestic abuse and child abuse, with approximately half of all domestic violence situations involving direct child abuse. Children can also be affected indirectly by violence occurring in their home by seeing or hearing it taking place. This article examines the impact of domestic violence on the mental health of children, and the impact on their education. Violence in children’s lives often causes disruption to their schooling and harms the quality of their educational experiences and outcomes. The abuse children experience can result in emotional trauma, physical and psychological barriers to learning, and disruptive behavior in school, while the underlying causes of these problems remain hidden. Knowing when and how to seek advice from multi-agency professionals is an essential part of effective practice among school staff. Despite their vital role in identifying signs of abuse and signposting referral pathways, research indicates teachers often lack confidence and knowledge for such work. The article examines how the professional learning and professional confidence of teachers can be developed, and how recent policy and practice developments in the UK have the potential to influence work in this area. (shrink)

In this essay an ‘objective’ account of intrinsic value is proposed and partly defended. It is claimed that a kind of value exists which is, or may reasonably be supposed to be, a property of certain objects. The presence of such value is not to be wholly accounted for as the ‘projection’ of certain human feelings elicited by the object thought to be of value, nor by the object's meeting certain operative human conventions prescribing what is to be admired, nor (...) by its being conformable, in some way, to human needs or desires. Hume, of course, would have none of this. It is hoped to show that if one adopts Hume's account, then his attempt to show that there nevertheless will be convergence in the long run as to what is of aesthetic value is forced and unsuccessful. By contrast, on the ‘objective’ account convergence is to be expected. This, of course, only shows the superiority of the ‘objective’ account so long as there is an expectation of long-term convergence. This is not an expectation of most contemporary value ‘subjectivists’, and therefore the argument will not be directly relevant to their positions. (shrink)

_ Source: _Volume 30, Issue 2, pp 202 - 221 There is ongoing scholarly debate over the role that Hobbes’s laws of nature play in grounding the moral requirement that subjects obey the government under which they live. This essay demonstrates how the laws of nature, when understood as natural duties, may directly ground a moral duty to obey one’s sovereign without positing that subjects have undertaken any covenant of subjection. Such a grounding avoids the problems that attend accounts that (...) depend on tacit covenant and coerced covenant. The essay describes the advantages of a natural duty account of the laws of nature over accounts that regard those laws as contractual obligations entered through voluntary acts, or as legal obligations to treat the natural laws as literal laws legislated by a sovereign God. (shrink)

The present volume is the successor to Dieu sans la puissance. Dunamis et energeia chez Aristote et chez Plotin (Paris, Vrin, 2006). In that book, the author examines Aristotelian metaphysics as an ontology of act-potency (energeia-dunamis). Her conclusion is that the act that is the life of the unmoved mover is pure or complete actualization, which means that it has no further actualizations. In that case, the effect of the unmoved mover as first principle of all can only be as (...) an ideal that... (shrink)

It first needs to be shown that this question raises a problem, for many people think it is answered, or at least dissolved, in the following way. There are two independent ways of answering the question “Why should I do X?”; one ultimately in terms of what I want to do, the other ultimately in terms of what I morally ought to do. Thus showing that I morally ought to do something is a final justification of a course of action. (...) No answer can be given to the further question “Given that X is what I morally ought to do, why ought I to do X?”. No further moral reasons can be given as ex hypothese the final moral reasons have already been given. As it is denied that moral reasons can be reduced to reasons in terms of what I want to do, the only other possible kind of reason has been ruled out also. This, however, is said net to matter, because moral reasons are not in need cf any further justification. Moral considerations simply are reasons for action just as much as wanting to do something simply is a reason for doing it. (shrink)

Earlier editions have title : Introduction to jurisprudence.

Newton began his optical studies believing in the modification theory, which was still universally accepted at that time, and in the perception of colour as a physiological process—a process in which the eye responds differently to the different velocities of identical globules. His discovery that white light is heterogeneous led him to switch to considering colour in purely physical terms.A century later, Goethe started out by accepting Newton's physical theory. He soon abandoned it, however, finding modification to be more in (...) keeping with his own insights. One beneficial consequence of this was that he developed an awareness of the importance of the physiological aspect of colour perception, and was therefore able to demonstrate that Newton's theory of light and colours is too simplistic; that there is more to colour than variable refrangibility. (shrink)

Katharina Dück widmet sich in diesem Buch dem umfangreichen Doktrinenschatz des Begriffs „Materia prima“ im Spannungsfeld von Theorie und wiederholbarer Praxis in deutschsprachigen alchemisch-naturkundlichen Sachschriften des 16. Jahrhunderts. Sie trägt damit neue Aspekte zur Debatte des Materialismus in der Frühen Neuzeit bei. Untersucht werden Texte sogenannter Meisterdenker als auch Zeugnisse derer, die bisher wenig berücksichtigt wurden. Dem Corpus Paracelsicum und der Strömung des Paracelsismus wird besondere Beachtung gezollt. Drei rasterartig umrissene Grundmuster, denen die „Materia prima“-Vorstellungen zugeordnet sind, werden ausführlich vorgestellt (...) und dabei Kontinuitäten sowie Transformationen von vorhandenen Materie-Konzepten festgestellt.​. (shrink)

Today's climate models are supported in a couple of ways that receive little attention from philosophers or climate scientists. In addition to standard 'model fit', wherein a model's simulation is compared to observational data, there is an additional type of confirmation available through the variety of instances of model fit. When a model performs well at fitting first one variable and then another, the probability of the model under some standard confirmation function, say, likelihood, goes up more than under each (...) individual case of fit alone. Thus, two instances of fit of distinct variables of a global climate model using distinct data sets considered collectively will provide stronger evidence for a model than either one of the instances considered individually. This has consequences for model robustness. Sets of models that produce robust results will, if their assumptions vary enough and they each are observationally sound, provide reasons to endorse common structures found in those models. Finally, independent empirical support for aspects and assumptions of the model provides an additional confirmational virtue for climate models, contrary to what is implied by some current philosophical writing on this topic. (shrink)

1. Introduction; Elisabeth A. Lloyd and Eric Winsberg.- Section 1: Confirmation and Evidence.- 2. The Scientific Consensus on Climate Change: How Do We Know We’re Not Wrong?; Naomi Oreskes.- 3. Satellite Data and Climate Models Redux.- 3a. Introduction to Chapter 3: Satellite Data and Climate Models; Elisabeth A. Lloyd.- Ch. 3b Fact Sheet to "Consistency of Modelled and Observed Temperature Trends in the Tropical Troposphere"; Benjamin D. Santer et al..- Ch. 3c Reprint of "Consistency of Modelled and Observed (...) Temperature Trends in the Tropical Troposphere"; Benjamin D. Santer et al..- 4. The Role of ’Complex’ Empiricism in the Debates about Satellite Data and Climate Models; Elisabeth A. Lloyd.- 5. Reconciling Climate Model/Data Discrepancies: The Case of the Trees That Didn’t Bark; Michael Mann.- 6. Downscaling of Climate Information; Linda O. Mearns et al..- Section 2: Uncertainties and Robustness.- 7. The Significance of Robust Model Projections; Wendy S. Parker.- 8. Building Trust, Removing Doubt? Robustness Analysis and Climate Modeling; Jay Odenbaugh.- Section 3: Climate Models as Guides to Policy.- 9. Climate Model Confirmation: From Philosophy to Predicting Climate in the Real World; Reto Knutti.- 10. Uncertainty in Climate Science and Climate Policy; Jonathan Rougier and Michel Crucifix.- 11. Communicating Uncertainty to Policy Makers: The Ineliminable Role of Values; Eric Winsberg.- 12. Modeling Climate Policies: A Critical Look at Integrated Assessment Models; Mathias Frisch.- 13. Modelling Mitigation and Adaptation Policies to Predict their Effectiveness: The Limits of Randomized Controlled Trials; Alexandre Marcellesi and Nancy D. Cartwright. (shrink)

For all the discussion and debate about civil rights, it is striking how little attention is given initially to the question of what civil rights are. There is no well-understood principle of inclusion or exclusion that defines the category. Nor is there an agreed list of civil rights, except perhaps a very short, avowedly nonexhaustive one, with rather imprecise entries. Yet, if the extension of the category of civil rights is uncertain, its significance is not. All agree that it is (...) a principal task of government to protect civil rights, so much so, indeed, that a failure to protect them usually is regarded as outweighing substantial achievements of other kinds. But a right does not count as a civil right just because it is valuable or valued. Some of the rights most often asserted as civil rights reflect practical interests of their possessors considerably less than other actual or potential rights not so identified. In the United States, familiar legal doctrine provides a shortcut to the specification of civil rights. They are whatever is embraced by the provisions of the federal Civil Rights Acts: the right to vote, fair housing, equal employment opportunity, and so forth. That path, however, is not adequate for the present purpose. For the most part, the statutes refer explicitly or implicitly to federal constitutional rights, and the collective reference to them as civil rights is unexplained. The bases of the constitutional rights are too various to be a reliable guide to an independently designated category of civil rights. (shrink)

I describe an ethic for business administration based on the social tradition of the Catholic Church. I find that much current thinking about business falters for its conceit of truth. Abstractions such as the shareholder-value model contain truth - namely, that business is an economic enterprise to manage for the wealth of its owners. But, as in all abstractions, this truth comes at the expense of falsehood -namely, that persons are assets to deploy on behalf of owners. This last is (...) "wrong" in both senses of the word - it is factually wrong in that persons are far more than business assets, they are supernatural beings, children of God; and it is morally wrong in that it is an injustice to treat them as the former when they are the latter. I draw upon the social tradition of the Catholic Church to recognize that the business of business is not business, but is instead the human person. Following Church teachings, I describe a person-centered ethic of business based upon eight social principles that both correct and enlarge the shareholder-centered ethic of much current business thinking. I discuss implications of this person-centered ethic for business administration. (shrink)

Lloyd E. Sandelands unites the metaphysics of Aristotle and Aquinas and the social teachings of the Catholic Church to describe how business leaders can help people in their organizations become more truly and fully human. Being at Work is a much-needed marriage of metaphysical philosophy and managerial common sense.

This paper critically examines the contemporary educational discourse on critical thinking as one of the primary aims of education, its modernist defence and its postmodernist criticism, so as to explore a new way of conceptualizing critical thinking for moral education. What is at stake in this task is finding a plausible answer to the question of how the teaching of critical thinking in moral education can contribute to leading young people to avoid moral relativism while at the same time to (...) develop a coherent way of responding to cultural pluralism. The paper takes Bernard Williams's concept of ‘ethical reflection’ as a possible candidate and explores this concept as a means of accommodating these concerns. (shrink)

As a constructive alternative to the exclusionary binaries of Cartesian philosophy, Genevieve Lloyd and Moira Gatens turn to Spinoza. Spinoza's understanding of the body as "in relation" takes the focus of philosophical thought from the homogeneous subject to the heterogeneity of the social, and the focus of politics from individual rights to collective responsibility. The implications for feminism are radical; Spinoza enables a reconceptualization of the imaginary and the possibility of a sociability of inclusion.

Johann Wolfgang von Goethe was well acquainted with Isaac Newton's work on refraction and his theory of light and colours. Indeed, he had painstakingly repeated those experiments in Newton's Opticks , which clearly demonstrate that light is heterogeneous. Yet Goethe never abandoned his belief that light is immutable and that colours result from the interaction of light and darkness. It is argued here that the origin of Goethe's refusal to accept Newton's theory was not psychological, as is commonly supposed, but (...) theological. It stemmed from his pantheistic belief in the spiritual nature of light, which he believed rendered it unknowable and not open to analysis. (shrink)

Since the Korean Philosophy of Education Society was established in 1964, the question regarding the nature of Philosophy of Education as a modern discipline has always been a vexing question to mo...

Modern schooling in Korea, which was officially established by law in 1949, is well known for its function as an engine of economic success in modern Korea. Although this fact seems to be world-wid...

The term ‘humanism’ is Western in origin. It denotes the tradition that places special emphasis on cultivation of letters for education. In the West, this tradition was originated with sophists and Isocrates, established by Cicero, and was developed by Renaissance humanists. East Asia, however, also has its own humanistic traditions with equal educational relevance. One of these is a Japanese version of Confucian humanism established by Ogyu Sorai. This tradition is based on the interpretation of Confucius as a lover of (...) poetry and a teacher of rites. In this article, we discuss the main features of East Asian humanism represented by Sorai and Confucius. Then, after an overview of Western humanism, we aim to elucidate both the convergence and divergence of the two traditions. The investigation will help us to envision humanistic education of the twenty-first century. (shrink)

It will be an essential resource for philosophers, mathematicians, computer scientists, linguists, or any scholar who finds connectives, and the conceptual issues surrounding them, to be a source of interest.This landmark work offers both ...

This short essay makes a comment on the special issue on Japanese scholars’ responses to modern education in Japan edited by Morimichi Kato. The essay mainly focuses on the historical experiences shared by most of east Asian countries, the establishment of modern education of which tended to be historically forced by the external superpower: the experiences of feeling split between tradition and modernity. From the post-colonial perspective, the essay poses a challenging question of how the east Asian educators are to (...) purse a way of overcoming the split and reinventing their own subjectivities without falling into cultural essentialism or western universalism. (shrink)