From "Materialism and Revolution" through _Hope Now_, Jean-Paul Sartre was deeply engaged with questions about the meaning and justifiability of violence. In the first comprehensive treatment of Sartre’s views on the subject, Ronald Santoni begins by tracing the full trajectory of Sartre’s evolving thought on violence and shows how the "curious ambiguity" of freedom affirming itself against freedom in his earliest writings about violence developed into his "curiously ambivalent" position through his later writings.

Discourse around assisted colonization focuses on the ecological risks, costs, and uncertainties associated with the practice, as well as on its technical feasibility and alternative approaches to it. Nevertheless, the ethical underpinnings of the case for assisted colonization are claims about the value of species. A complete discussion of assisted colonization needs to include assessment of these claims. For each type of value that species are thought to possess it is necessary to determine whether it is plausible that species possess (...) the type of value and, if so, to what extent their possessing it justifies assisted colonization. I conducted such an assessment for each of the predominant types of value ascribed to species: ecological, instrumental (including option value), existence, and intrinsic value (including interest‐based, objective, and valuer‐dependent intrinsic value). The vast majority of species, including several that have been proposed as candidates for assisted colonization, have much less value than is often presumed. Moreover, with respect to some types of value, assisted colonization would not fully preserve the value of the target species even if it were to keep the target species in existence. Therefore, the case for assisted colonization is significantly weaker and more qualified than its advocates often suppose. There may be exceptional species for which assisted colonization is well justified—and for this reason, case‐by‐case assessment is necessary—but in general the burden of justification generated by the ecological risks associated with assisted colonization is not met by the value potentially preserved by assisted colonization. This suggests that assisted colonization ought to have, at most, a very minor role in the portfolio of ecosystem management practices, even as it pertains to species conservation under conditions of rapid climate change. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 20 (2000) 127-150 [Access article in PDF] They Who Burned Themselves for Peace: Quaker and Buddhist Self-Immolators during the Vietnam War Sallie B. KingJames Madison UniversityNhat Chi Mai was a lay disciple of Thich Nhat Hanh and member of the Order of Interbeing, an Engaged Buddhist order founded by Nhat Hanh. On May 16, 1967, Vesak, the celebration of the birth of the Buddha, she burned herself (...) to death outside the Tu Nghiem Temple, a nunnery. An idealistic young student with much to live for, she sacrificed herself in an effort to bring the war to an end. In a letter to the U.S. government she wrote, I offer my body as a torch to dissipate the dark to waken love among men to give peace to Vietnam the one who burns herself for peace. 1In her farewell letter to Thich Nhat Hanh she wrote, "Thay, don't worry too much. We will have peace soon." 2On November 2, 1965, Norman Morrison, a devout Quaker and ardent pacifist, drove from Baltimore to Washington and burned himself to death at the Pentagon, at a spot estimated to be 40 to 100 feet from the window of Robert S. McNamara, then Secretary of Defense and one of the chief American prosecutors of the war. Shortly before his death, he wrote to his wife, "For weeks even months I have been praying only that I be shown what I must do. This morning with no warning I was shown.... Know that I love thee but must act...." 3 Morrison took his baby daughter, Emily, along with him and held her in his arms as he prepared for his act. Somehow--accounts differ as to how it happened--she was separated from her father before the flames engulfed him and she emerged entirely unharmed, though her clothing smelled strongly of the kerosene with which Morrison had soaked himself. 4There were others who burned themselves to death during the war in Vietnam. The venerable Buddhist monk Thich Quang Duc was the first. On June 11, 1963, [End Page 127] at a downtown crossroads in Saigon, he sat in the lotus posture and, in a state of meditative control, burned himself to death in protest of the Diem regime's repression of the Buddhist religion. Many Vietnamese Buddhist monks and nuns followed his example; I do not know all their names, or exactly how many they were.In America, to my knowledge, eight people burned themselves to death during the war. Two were Quakers: Norman Morrison and Alice Herz. Roger LaPorte, a former Trappist seminarian who had become a Catholic worker, burned himself to death one week after Norman Morrison. The others were: Hiroko Hayasaki, a Japanese-American Buddhist; Erik Thoen, a student of Zen Buddhism; another university student, George Winne; a high school student, Ronald Brazee; and Florence Beaumont, described as a "housewife." A number of others attempted self-immolation but survived. 5In this paper I will focus upon the self-immolations of Norman Morrison and Nhat Chi Mai. I will also have a few comments on Thich Quang Duc. My remarks are intended, however, to have relevance to all the Buddhist and Quaker self-immolators. 6Let us now consider in more detail some of the features of the self-immolations of Norman Morrison and Nhat Chi Mai, and some of the issues they pose to the Quaker and Buddhist communities, respectively. Precipitating Events While neither act was the result of a moment's impulse, we still would do well to ask what events most proximately precipitated the two self-immolations. In Norman Morrison's case, the precipitating events were two. The morning of the day he immolated himself he read a report of the American bombing of a village in Vietnam. Paris Match had published an interview with a French priest, recuperating in a Saigon clinic, who had witnessed and survived the bombing raid. The priest said, "I have seen my faithful burned up in napalm.... I have seen... (shrink)

Nurturing Creativity in the Classroom is a groundbreaking collection of essays by leading scholars, who examine and respond to the tension that many educators face in valuing student creativity but believing that they cannot support it given the curricular constraints of the classroom. Is it possible for teachers to nurture creative development and expression without drifting into curricular chaos? Do curricular constraints necessarily lead to choosing conformity over creativity? This book combines the perspectives of top educators and psychologists to generate (...) practical advice for considering and addressing the challenges of supporting creativity within the classroom. It is unique in its balance of practical recommendations for nurturing creativity and thoughtful appreciation of curricular constraints. This approach helps ensure that the insights and advice found in this collection will take root in educators' practice, rather than being construed as yet another demand placed on their overflowing plate of responsibilities. (shrink)

I appreciate Norton Wise’s comparison of my project in Explaining Science (1988) with that of Enlightenment scientists and philosophers. When rejecting one’s immediate philosophical predecessors, it is comforting to be able to portray oneself not as a heretic who has abandoned philosophy, but as a reformer who would return philosophy to the correct path from which his predecessors had strayed. -/- But we cannot simply return to the ideals of the Enlightenment. Some doctrines that were fundamental to the Enlightenment picture (...) of science must be rejected. In particular, I think we must reject the idea that the content of science is encapsulated in universal laws. And we must reject the notion that there are universal principles of rationality that justify our belief in the truth of universal laws. As Wise notes, these latter are typically “postmodern” themes, and, as such, are usually posed in explicit opposition to the modernism of the Enlightenment. It is my view that this opposition must be overcome. The overall project for the philosophy of science now is to develop an image of science that is appropriately postmodern while retaining something of the Enlightenment respect for the genuine accomplishments of modern science. To many the idea of an “enlightened postmodernism” may seem contradictory. I see it merely as an example of postmodern irony. (shrink)

In this study of the main conceptual and normative issues to which the education of the adult gives rise, the author demonstrates that these issues can be understood and resolved only by coming to grips with some of the central and most contentious questions in epistemology, philosophy of mind, ethics, and social philosophy. A salient feature of the book is its searching examination of the different types of value judgement by which all educational discourse is permeated. The analysis of the (...) nature and justification of educational judgements forms the basis of an overall philosophy of adult education which should provide a much needed axiological framework for the guidance of practitioners in this growing area of educational concern. (shrink)

This book constitutes the best history of post-positivist philosophy and sociology of science we are likely ever to get. To a large extent, the power of the narrative derives from its being restricted to broadly epistemological issues. Thus the title, which mimics the title of a paper by the philosopher of language, Donald Davidson, someone little known among members of the science studies community (Davidson, 1986). The restriction to epistemological issues is surely well justified since among the founding themes of (...) contemporary science studies were ‘the sociology of scientific knowledge’ (SSK) and ‘the manufacture of knowledge’. The opposition to positivist, particularly Popperian, accounts of the nature of scientific knowledge in these early sociological studies was explicit. Of course, as science studies has broadened into science and technology studies (STS) and includes major contributions from many others, including historians and anthropologists of science, many in the broader STS community are now not much concerned with epistemological issues. Nevertheless, this book should be required reading for all graduate students beginning their studies in the history, philosophy, or social study of science, for there is no better account of the debates about the nature of scientific knowledge that have taken place since the 1950s. Part of what makes this a good history is that the author has not been a participant in these past debates. He is neither a philosopher nor sociologist, but an intellectual historian whose previous books include: The Great Debate: ‘Bolshevism’ and the Literary Left in Germany, 1917–1930.. (shrink)

It is argued that standard arguments for the Externalism of mental states do not succeed in the case of pre-linguistic mental states. Further, it is noted that standard arguments for Internalism appeal to the principle that our individuation of mental states should be driven by what states are explanatory in our best cognitive science. This principle is used against the Internalist to reject the necessity of narrow individuation of mental states, even in the prelinguistic case. This is done by showing (...) how the explanation of some phenomena requires quantification over broadly-individuated, world-involving states; sometimes externalism is required. Although these illustrative phenomena are not mental, they are enough to show the general argumentative strategy to be incorrect: scientific explanation does not require narrowly-individuated states. (shrink)

This book contains articles on ignorance in the medical field and where the contributing researchers would like research directed.

Husserl has finally begun to be recognized as the precursor of current interest in intentionality — the first to have a general theory of the role of mental representations in the philosophy of language and mind. As the first thinker to put directedness of mental representations at the center of his philosophy, he is also beginning to emerge as the father of current research in cognitive psychology and artificial intelligence.

This discussion develops six of the most important guiding principles of classical Jewish business ethics and illustrates their application to a complex recent case of product liability. These principles are: (1) the legitimacy of business activity and profit; (2) the divine origin and ordination of wealth (and hence the limits and obligations of human ownership); (3) the preeminent position in decision making given to the protection and preservation (sanctity) of human life; (4) the protection of consumers from commercial harm; (5) (...) the avoidance of fraud and misrepresentation in sales transactions; and (6)the moral requirement to go beyond the letter of the law. Although these Talmudic principles are clearly obligatory only for "Torah-obedient" Orthodox and Hasidic Jews, many Jews share a sensibility informed by them. Non-Jews, too, may be instructed by Jewish teachings about business ethics. (shrink)

This address focuses on those of us engaged in viewing science, particularly philosophers and sociologists of science. I begin with a historical perspective on the philosophy of science, focusing on the historical contingencies which have shaped its development since the 1930s. I then turn my gaze to the more recent history of the sociology of science. For both disciplines I hold up to view the reflexive problem of the status of that discipline's claims from its own perspective. I conclude with (...) a realist vision of science which rejects asymmetric notions, such as rationality, in favor of a naturalistic, perspectival realism. (shrink)