In this interview, C. P. Goodman invites British Polanyi scholar Richard T. Allen to reflect on his interest in Polanyi’s philosophical ideas and share what he believes is valuable in his thought.

R T Allen; Metaphysics in Education, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 159–169, https://doi.org/10.1111/j.1467-9752.198.

Professor Flew has recently sought to demolish the philosophical pretensions of Marx and the Marxists by the use of Hume's Fork and Popper's demand for falsifiable consequences. Marx tried to derive matters of ‘fact and existence’ from ‘relations of ideas’, which Hume's Fork states to be impossible. From this and not from empirical study, he derived predictions for the future course of history which neither he nor his followers have ever properly tested by empirical enquiries. Nor have they ever provided (...) any clear, unambiguous and therefore testable formulations of those predictions. In particular, Flew claims, they have never given any concrete content to the central notion of ‘alienation’ such that an Index of Alienation could be drawn up and enquiries could be made as to whether, for example, the workers are more or less alienated under the private or public ownership of factories. Both faults stem from Marx's continuation of German, specifically Hegelian, philosophy. (shrink)

Allen examines Polanyi's and Hayek's thinking with respect to the nature, value, and foundations of liberty. For Allen, only Christianity, and certainly no modern philosophy, has a conception of the unique individual and his irreplaceable value and of a political order that transcends itself into the moral order. Beyond Liberalism challenges deeply ingrained notions of liberty and its meaning in modern society.

R T Allen; Idealism, Theism and Education: some footnotes to Gordon & White, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 283–.

An aspect of Pisistratus, which has not hitherto been utilized in this question , appears to justify another presentment of the evidence which connects him with the Homeric tradition. I shall endeavour to be brief and not to repeat what is common property or irrelevant. The literature and the bearing of the controversy are given with his usual clearness by P. Cauer, Grundfragen der Homerkritik,2 pp. 125 sqq. Cauer's private doctrine, that Homer was for the first time written down by (...) Pisistratus, I consider sufficiently refuted by C. Rothe, Die Was als Dichtung, pp. 5–13. Fantastic views lately promulgated in England are1 dealt with conclusively to my mind by Mr. A. Lang, The World of Homer, pp. 281 sqq., to whose account nothing for controversial purposes need be added. On looking back over the literature I find myself most in agreement with Hans Flach, whose treatise, Die litterarische Thdtigkeit des Peisistratos, 1885, has been unduly depreciated. I shall have to repeat my own views expressed in the Classical Review, 1901, p. 7; 1907, p. 18; and in the Classical Quarterly, 1909, p. 84. (shrink)

Ethical Studies is one of the most enlightening works of moral philosophy in English. This article surveys the principal structural theme running throughout it, but will concentrate on its more explicit development at the beginning and end of the book, Essays II and VI, and the “Concluding Remarks.” Essay II formulates the formal requirements of morality in terms of self-realization, and the remaining Essays survey possible contents, the valuable elements of which are brought together, with further materials, in Essays VI (...) and VII. But Bradley finds that morality involves a contradiction, and so, in order to resolve that contradiction, it issues into something more than morality, namely, religion. However, this article will show that Bradley’s resolution of this contradiction is not satisfactory and that, once morality is conceived as an ἐνέργεια and not a γένεσις, an activity and not a process, this contradiction vanishes. Yet morality does, nevertheless, on Bradley’s own principles, find its completion in religion when so conceived; and such an argument was developed in detail in the great work of one of Bradley’s pupils, A. E. Taylor’s Faith of a Moralist, Vol. I. (shrink)

In his writings on teaching, Isreal Scheffler has argued for the close connection between teaching and reason, an argument which can be summarized by, Teaching is. . an initiation into open rational discussion. This essay examines Schefflier's thesis in the light of criticisms drawn from feminist writings on teaching. It is argued that Scheffler's thesis is consistent with a view of teaching in which it can be achieved through kindness, good example and the efficacy of unconscious imitation, characteristics of the (...) private, reproductive processes typical of women. It is then argued that Scheffler's concept of teaching is compatible with views of education that try to do justice to both reason and emotion, mind and feeling. (shrink)

Every person acquires a worldview, a picture of reality. Within that picture, the existence of some things will be taken wholly for granted as the background to, and support of, everything else. Their existence will rarely be questioned. The cosmos or universe, the gods, God, Brahman, Heaven, the Absolute--R. T. Allen claims that all these and other world- views have been held to be that which necessarily exists and upon which all other beings depend in one way or another. (...) European philosophers, since antiquity, have offered arguments to show that their chosen candidates for the role of the necessary being or beings that support the rest of reality do actually exist. The Necessity of God sets the valid core of previous ontological arguments. It does not and cannot prove that God exists, but only that something necessarily exists. In an a priori manner and without inferring anything from what in fact exists, Allen proceeds to show that which necessarily exists is one, transfinite, eternal, and the archetype of personal existence: in short, that it is God as classically conceived. As for everything else that may exist, it must be finite and dependent for its existence upon God as its creator and sustainer. Few things are more erroneous in philosophy and disastrous in practice than artificial constructions produced without constant reference to concrete reality. That which necessarily exists may be the one exception. Before this constructive argument, Allen examines previous examples of ontological arguments in order to show exactly where they go wrong and to extract the valid core obscured within them. This will make clear the difference between them and his new version. The reader who is eager to engage the philosophical sources of belief will find a distinct treasure in The Necessity of God. (shrink)

R T Allen; The Philosophy of Michael Polanyi and its Significance for Education, Journal of Philosophy of Education, Volume 12, Issue 1, 30 May 2006, Pages 167–.

R T Allen; ‘Because I Say So!’ Some Limitations Upon the Rationalisation of Authority, Journal of Philosophy of Education, Volume 21, Issue 1, 30 May 2006, Page.

R T Allen; The Meaning of Life and Education, Journal of Philosophy of Education, Volume 25, Issue 1, 30 May 2006, Pages 47–58, https://doi.org/10.1111/j.1467-9.

R T Allen; Rational Autonomy: the destruction of freedom, Journal of Philosophy of Education, Volume 16, Issue 2, 30 May 2006, Pages 199–207, https://doi.org/10.

R T Allen; I'll Say it Again: a rejoinder to Jim Mackenzie, Journal of Philosophy of Education, Volume 22, Issue 1, 30 May 2006, Pages 113–114, https://doi.org/.