This paper describes and analyses the experience of the participants of an undergraduate reading group on ‘The Wartime Quartet’. In the first section, I explain the set-up of the reading group. In the second section, I discuss what the participants shared and the trends we noticed in our experiences as women and marginalised genders studying undergraduate philosophy In the third section, I explain why the philosophy of the Quartet was itself vital to our development and how it (...) enabled us to begin critically engaging with the material presented in our courses. My fourth section introduces a phenomenon I call disassociated disagreement (DD) and uses testimonies from former members of the reading group to illustrate why this phenomenon is central to understanding the confusion that sometimes presents in students of philosophy. I then discuss a strategy for combating DD and illustrate how students’ seeming confusion can provide a pathway to unique and insightful philosophical perspectives. I conclude by situating my discussion within the broader framework of research into women's representation in philosophy and close by arguing that the concept of DD can be a potent tool for encouraging more philosophy undergraduates who belong to marginalised groups to pursue further study. (shrink)

Elizabeth Anscombe, Mary Midgley, Iris Murdoch and Philippa Foot all studied at Oxford University during the Second World War. One of their wartime tutors was Donald MacKinnon. This paper gives a broad overview of MacKinnon's philosophical outlook as it was developing at this time. Four talks from between 1938 and 1941—‘And the Son of Man That Thou Visiteth Him’ (1938), ‘What Is a Metaphysical Statement?’ (1940), ‘The Function of Philosophy in Education’ (1941) and ‘Revelation and Social Justice’ (1941)—give a (...) foretaste of the conception of moral philosophy that he later articulated in A Study of Ethical Theory (1957). We identify aspects of his philosophical outlook and unusual treatment of method that likely shaped his teaching. We trace his influence in the work of Midgley, Murdoch and Foot, all of whom studied with him from Trinity Term 1940 until their finals in 1942. In the case of Anscombe, though she was briefly his student—he taught her Plato—she and MacKinnon moved in shared intellectual circles, and there is reason to think that some of the forces that shaped MacKinnon's outlook also shaped hers. The sketch we offer is incomplete—in particular, we are not able to do justice to MacKinnon's explicitly theological writings—but we hope to achieve three things. First, to go some way towards indicating the importance of the teacher MacKinnon to understanding the work of his better-known pupils. Second, to introduce a philosopher for whom the teaching of philosophy, practical ethics and metaphysical theory were deeply entwined. Third, to reflect on the relationship between, on the one hand, a conception of the practice and significance of metaphysics and, on the other, a view on the role and nature of philosophical teaching and learning. (shrink)

A central notion in Benjamin Lipscomb's narrative of the rise of the ‘Wartime Quartet’—Anscombe, Foot, Midgley, and Murdoch—is that of philosophical pictures (e.

Philosophy is one of the least inclusive disciplines in the humanities and this situation is changing only very slowly. In this article I consider how one of the women of the Wartime Quartet, Iris Murdoch, can help to challenge this situation. Taking my cue from feminist and philosophical practices, I focus on Murdoch's experience of being a woman and a philosopher and on the role experience plays in her philosophical writing. I argue that her thinking is best characterised (...) with the notion of common sense orsensus communis. This term recognises her understanding of philosophy as based in experience and as a shared effort ‘to make sense of our life’, as Mary Midgley puts it. (shrink)

This essay explores the legacy of the four philosophers now often referred to as ‘The Wartime Quartet’: G.E.M. Anscombe, Iris Murdoch, Philippa Foot and Mary Midgley. The life and work of the four, who studied together in Oxford during the Second World War, is the subject of two recently published books, The Women Are Up to Something, by Benjamin Lipscomb, and Metaphysical Animals, by Clare Mac Cumhaill and Rachael Wiseman. The two books show us how Anscombe, Murdoch, Foot (...) and Midgley became friends united in their hostility to the logical-positivist orthodoxy of the day and its deleterious influence on Oxford moral philosophy. And we see how their friendship had a formative influence on their subsequent—highly distinguished—careers, so that it is possible to discern, if not exactly a school of thought, then various common themes, ideas and concerns, which are expressed and developed in contrasting ways. While Lipscomb represents the work of the Quartet as of largely historical significance, my paper defends what I take to be Mac Cumhaill and Wiseman's position that their legacy is very much a living one, containing insights that are not just of enduring relevance, but can transform how we see ourselves and how we do philosophy. For Mac Cumhaill and Wiseman, the key idea shared by the members of the Quartet is to place the concept of life at the centre of philosophical attention. This commitment has at least four dimensions: (i) an interest in the ordinary; (ii) a focus on virtue, goodness and human flourishing; (iii) an affirmation of our animal nature; (iv) recognition of the normative landscape that structures our lives. I try to bring out the philosophical significance of these themes in a way relevant to the philosophical elucidation of education. (shrink)

In recent years, a new scholarly gaze has been cast on four women‒Elizabeth Anscombe, Philippa Foot, Mary Midgley, and Iris Murdoch‒who have come to be known as the ‘Wartime Quartet’. During the postwar period, when women were still scarce in the discipline, these four flourished as philosophers. New details about their wartime education give us materials to reflect on what enabled them to develop their unique philosophical voices. Their work dispels widespread philosophical dogmas, especially scientistic interpretations of (...) naturalism that exclude value from the fabric of reality. Through their attention to the details of ordinary life, they avoid flattening the complexities of moral learning, especially where this involves navigating intergenerational differences. The articles in this Suite look to the Wartime Quartet's writings and learning conditions to show that, far from being of purely historical interest, they shed fresh light on the aims and challenges of moral education and offer a critical perspective on current pedagogical practices‒particularly in the teaching of philosophy. (shrink)

Mary Midgley, Iris Murdoch, Gertrude Anscombe and Philippa Foot studied together in Oxford during the war, at a time when most of the men had left the university, leaving it to them for themselves. These unique circumstances where decisive for the fact that they all went on to become successful philosophers and were able to develop their own original philosophical theories, opposing the philosophical dogmas of their time, Midgley later wrote. This claim is the point of departure for this article. (...) It has three purposes: First I try to say something about the circumstances that made it possible to develop such alternatives, and second, I try to say something about what they consist in. Finally, I ask what this story can teach us about inclusion of women in philosophy today. (shrink)

At Oxford University, in the context of WW2, when men were largely obliged to abandon the university benches to take part in the war effort, four women philosophers, Iris Murdoch (1919-1999), Mary Midgley (1919-2018), Elizabeth Anscombe (1919-2001) and Philippa Foot (1920-2010), formed a group of philosophical reflections that would become a competitor, after the war, to John L. Austin’s famous ‘Saturday Mornings’. At the heart of the concerns of this ‘wartime quartet’: putting the importance of being human back (...) at the centre of ethics. They opposed “modern moral philosophy” and its many presuppositions, including the claim that ethical questions are independent of the facts of human life or concern a purely rational subject abstracted from everyday issues and from its belonging to the human species. By putting the importance of being human back at the heart of their ethical reflections, these philosophers came to reflect on issues that directly concern human life, far from the philosophical abstractions that interested their men homologues. In this paper, I explore the extent to which this re-inscription of philosophy into everyday life and into ordinary human concerns, opens the way to a feminist philosophy and ethics. (shrink)

This is an article about the history of US sociology with systematic intent. It goes back to World War II to recover a wartime narrative context through which sociologists formulated a ‘trauma’ to the discipline and ‘blamed’ qualitative and values-oriented research for damaging the scientific status of sociology. This narrative documents a discussion of the changes that sociologists said needed to be made in sociology as a science to repair its status and reputation. While debates among sociologists about theory (...) and method had always been contentious, the wartime narrative insisted for the first time that sociology be immediately unified around quantitative approaches. The narrative of ‘good’ and ‘bad’ science that developed during the war not only undermined the efforts of social interactionists to theorize social action and social justice, but also derailed Parsons’ pre-war effort to bridge differences. The moral coding that is the legacy of the narrative stigmatized important approaches to sociology, leading to a ‘crisis’ in the 1960s that still haunts the discipline. Disciplinary history has overlooked the wartime narrative with the result that the role played by World War II in effecting this crisis has gone unrecognized. (shrink)

This essay introduces this special issue on virtue ethics in relation to military AI. It describes the current situation of military AI ethics as following that of AI ethics in general, caught between consequentialism and deontology. Virtue ethics serves as an alternative that can address some of the weaknesses of these dominant forms of ethics. The essay describes how the articles in the issue exemplify the value of virtue-related approaches for these questions, before ending with thoughts for further research.

Jonathan Edwards is known as one of the most respected thinkers in American history and presided over the Great Awakening, one of the formative colonial events. What many don't realize is Edwards lived during a time of widespread conflict, which eventually touched the people of Northampton personally. Through these collected sermons, many of which are unpublished, Edwards sought to instruct, train, and comfort his congregation during a precarious season in provincial life. These sermons demonstrate the scope of Edwards's greatness: a (...) global thinker intimately connected to the British Empire as well as shepherd of the Northampton flock. The first part of this collection presents the sermons Edwards preached while the theater of war centered on the continent and the Caribbean. During this phase, Edwards's sermons leveraged martial language to promote the burgeoning revivals. In 1744, war was transplanted to the colonies in which the Northampton congregation personally participated. After a short hiatus of international conflict, warfare spread throughout the colonies. While he served a frontier mission, Edwards prepared his Indian congregation for yet another season of war. These sermons present Edwards as theologian, historian, philosopher, but most importantly, as pastor. (shrink)

In recent years historians have revisited the creation of the United Nations (UN) system by highlighting the enduring influence of Empire and recognizing the substantial role of cultural and scientific actors in wartime international diplomacy. The British biochemist Joseph Needham, who participated in the creation of the United Nations Educational, Scientific and Cultural Organization (UNESCO), was one of them. Yet, if historians have recognized his role as the leading architect of the sciences at UNESCO, they still fall short of (...) engaging with the Chinese and imperial geography of his involvement with UNESCO. During the Second World War, Needham was stationed in war-torn China. As director of the Sino-British Scientific Cooperation Office, Needham not only organized Sino-British scientific cooperation against the Japanese invasion, but his mission inspired his engagement for a reform of international science and fueled an international campaign that led him to become the director of UNESCO’s Natural Science division after the war. By reconstructing his campaign in context, this article seeks to demonstrate how the imperial and transnational scientific networks of the wartime era fostered the creation of a scientific mandate for UNESCO. It situates Needham’s activism and ideas in the context of the Sino-Japanese war, imperial wartime technocracy, and China’s scientific nationalism. In so doing, it reveals a string of forgotten partners from China and the British Empire. Their conception of a reorganized international science and shared belief in modern science and its ideal of universality shaped Needham’s vision for science at UNESCO, while their activism contributed decisively to the success of his campaign. This inquiry hence participates in recent efforts to challenge the existing Eurocentrism corseting the historiography of the UN and expands the historiography of scientific internationalism beyond Europe and North America. Importantly, it also contributes to uncovering the technocratic ties established between Empire and the UN system from its onset. (shrink)

Review of Lipscomb, B. J. B. (2021). The Women Are Up to Something: How Elizabeth Anscombe, Philippa Foot, Mary Midgley, and Iris Murdoch Revolutionized Ethics. Oxford: Oxford University Press.

The book is in the form of five dialogues followed by three related prose articles.

The transcripts of the three Kyoto School roundtable discussions of the theme of 'The standpoint of world history and Japan' may now be judged to form the key source text of responsible Pacific War revisionism. Published in the pages of Chuo Koron, the influential magazine of enlightened elite Japanese opinion during the twelve months after Pearl Harbor, these subversive discussions involved four of the finest minds of the second generation of the Kyoto School of philosophy. Tainted by controversy and shrouded (...) in conspiratorial mystery, these transcripts were never republished in Japan after the war, and they have never been translated into English except in selective and often highly biased form. David Williams has now produced the first objective, balanced and close interpretative reading of these three discussions in their entirety since 1943. This version of the wartime Kyoto School transcripts is neither a translation nor a paraphrase but a fuller rendering in reader-friendly English that is convincingly faithful to the spirit of the original texts. The result is a masterpiece of interpretation and inter-cultural understanding between the Confucian East and the liberal West. Seventy years after Tojo came to power, these documents of the Japanese resistance to his wartime government and policies exercise a unique claim on students of Japanese history and thought today because of their unrivalled revelatory potential within the vast literature on the Pacific War. The Philosophy of Japanese Wartime Resistance may therefore stand as the most trenchant analysis of the political, philosophic and legal foundations of the place of the Pacific War in modern Japanese history yet to appear in any language. (shrink)

In this review essay of Harumi Osaki’s book, Nothingness in the Heart of the Empire, about the Kyoto School’s wartime political philosophy, I examine the arguments and claims behind Osaki’s thesis that the Kyoto School tends to align itself with nationalist and imperialist formations that lead to political concerns. I focus on some of the concrete problems with her arguments, including the book’s lack of examination of the sociopolitical context behind and surrounding the philosophers’ wartime discourse. These problems (...) result in a one-sided or unbalanced image of the Kyoto School, lacking nuance and painting complex grey areas in black and white. (shrink)

Abstract: The symposium on overcoming modernity (kindai no chokoku) that took place in Tokyo in 1942 has been much commented upon, but later critics have tended to over-emphasize the wartime political context and the ideological connection to Japanese ultra-nationalism. Closer examination shows that the background and the actual content of the discussion were more complicated. The idea of overcoming modernity had already appeared in debates among Japanese intellectuals before the war, and was always open to different interpretations; it could (...) indicate Japanese ambitions to move beyond Western paradigms of modernity, but in other cases it referred to more radical visions of alternatives to modernity as such. Some versions linked up with Western critiques of existing modernity, including traditionalist as well as more future-oriented ones. These differentiations are evident in the symposium, and associated with diverse schools of thought. An important input came from representatives of the Kyoto school, the most distinctive current in twentieth-century Japanese philosophy. Despite the suppression of Marxist thought, the background influence of the unorthodox Marxist thinker Miki Kiyoshi was significant. Another major contribution came from the group known as the Japan Romantic School, active in literature and literary criticism. Other intellectuals of widely varying persuasions, from outspoken nationalists to Catholic theologians, also participated. The result was a rich but also thoroughly inconclusive discussion, from which no consensus on roads beyond modernity could emerge. -/- Keywords: Modernity; Westernization; nationalism; war; Kyoto School; Japanese Romanticism. (shrink)

This paper introduces a series of lectures Ernst Kantorowicz offered to the Army Specialized Training Program in 1943 in order to reconsider the development of his intellectual biography. These “wartime lectures” constitute Kantorowicz’s only sustained discussion of modern German history and his only intellectual engagement with Nazism. Introducing these lectures thus presents an opportunity to re-examine the relationship between Kantorowicz’s early and mature works through his assessment of Nazi Germany. For Kantorowicz, Nazism was the violent result of a German (...) commitment to political prophecy. At the core of Kantorowicz’s lectures was a criticism of political theology and its role in modern history. In making this criticism, Kantorowicz simultaneously distanced himself from the prophetic register of his earlier writings. Moreover, recovering Kantorowicz’s concern with modern political theology is also important in foregrounding the intellectual genealogy of The King’s Two Bodies, a work often separated from its more telling subtitle: A Study in Medieval Political Theology. Together, this paper argues that the most significant changes in Kantorowicz’s writings can be traced to the intellectual circumstances of the Second World War. (shrink)

Ask any Civil War historian about the cost of the Civil War and they will recite a host of well-known assessments, from military casualties and government expenditures to various measures of direct and indirect costs. But those numbers are not likely to include an appraisal of the humanitarian crisis and suffering caused by the wartime destruction of slavery. Peace-time emancipation in other regions and in other societies certainly presented dangers and difficulties for the formerly enslaved, but wartime emancipation (...) chained the new opportunities and possibilities for freedom to war’s violence, civil chaos, destruction and deprivation. The resulting health crisis, including illness, injury, and trauma, had immediate and lasting consequences for black civilians and soldiers. Although historians are more accustomed to thinking of enslaved people as the beneficiaries of this war, rather than its victims, we cannot assess the cost of this war until we answer two important questions: first, what price did enslaved people have to pay because their freedom was achieved through warfare rather than a peacetime process; and secondly, in this war in which so many Americans paid such a high cost, to what extent did racism inflate the cost paid by people of African descent? In answering these questions, we reconsider this specific war, but we must also tie the U.S. Civil War to a larger scholarship on how wars impact civilians, create refugee populations, and accelerate harsh treatment of people regarded as racial, religious, or ethnic outsiders. We are reminded that war is not an equal-opportunity killer. (shrink)

As the United States is currently prosecuting two wars, it is important to consider whether those wars, and the resulting noncombatantcasualties, can be morally justified. Such consideration can be initiated by considering some of Alan Donagan’s work in his book The Theory of Morality. In that book Donagan sets out to develop, as a philosophical system, that part of the common morality according to the Hebrew-Christian tradition, which does not depend on any theistic beliefs. According to that tradition it is (...) sometimes morally permissible to resort to war. This poses a problem because also part of the tradition is a near absolute prohibition on harming innocent people. Since innocent people die in war, there is a tension here.Donagan claims that this problem can be solved by assigning the blame for some such deaths to the aggressor, thereby permitting (some) resorts to war. This paper shows that this solution is inadequate; and defends a more plausible (and more traditional) justification for some innocent deaths. This justification is consistent with the system Donagan develops, and thus may have application in the consideration of the justification of the two wars currently being prosecuted by the United States. (shrink)

This essay applies Henri Lefebvre’s notion of the production of space, particularly his conceptualization of the tension formed by the perceived-conceived-lived triad to analyze how space is produced in wartime hospitals as demonstrated in Richard Selzer’s “The Whistlers’ Room.” Wounded soldiers participate in producing the triad of the social space of military hospitals through their multilayered performances as fighting soldiers serving the nation and as living human beings longing for human connections. Contradictory performances demonstrate the strategic positioning of wounded (...) soldiers as active producers of different social spaces. By representing the lived spaces produced by wounded soldiers, Selzer challenges the hegemonic representations of the conceived spaces of military hospitals. Selzer’s exploration of soldiers’ contradictory performances opens up opportunities for discussion of writing physicians who assume a similar role by positioning themselves strategically within the medical institution. (shrink)

The orthodox account of the morality of war holds that the responsibility for resorting to war rests on the state’s political authorities and the responsibility for how the war is waged rests only on the state’s army and, thus, business firms have no special obligations in wartime. The purpose of this article is to reconsider the ethical responsibilities of business firms in wartime. I defend the claim that a plausible standard of liability in war must integrate the degree (...) of the agent’s contributions to posing an unjust threat, the nature of agent's behavior, and his/her intentions. If these premises are correct, it follows that the moral obligations of civilians and business corporations are fundamentally altered by war. Taking into consideration their relative contributions to the war effort, a taxonomy of business firms is developed. (shrink)

The article examines the sensorium and how it is has been divided to argue that touch underlies what we refer to as hearing. It explores Stockhausen's "Helicopter Quartet" as an extended meditation on the mediation of the senses and the foregrounding of touch in the piece through teletechnologies that serve as prosthetic devices for sound, sight and touch.

To monopolize the scientific data gained by Japanese physicians and researchers from vivisections and other barbarous experiments performed on living humans in biological warfare programs such as Unit 731, immediately after the war the United States government secretly granted those involved immunity from war crimes prosecution, withdrew vital information from the International Military Tribunal for the Far East, and publicly denounced otherwise irrefutable evidence from other sources such as the Russian Khabarovsk trial. Acting in “the national interest” and for the (...) security of the US, authorities in the US tramped justice and morality, and engaged in what the English common law tradition clearly defines as “complicity after the fact.” To repair this historical injustice, the US government should issue an official apology and offer appropriate compensation for having covered up Japanese medical war crimes for six decades. To help prevent similar acts of aiding principal offender in the future, international declarations or codes of human rights and medical ethics should include a clause banning any kind of complicity in any unethical medicine—whether before or after the fact—by any state or group for whatever reasons. (shrink)

This article situates the Australian moral philosopher Julius Kovesi (1930–1989) in the context of the ‘Quartet’ of women philosophers—Iris Murdoch, Elizabeth Anscombe, Philippa Foot and Mary Midgley—with whom he was associated in various ways. His connections with the Quartet have not been documented previously, but they are not minor or incidental. Foot herself credits him with being one of the ‘members of a small band of guerrillas fighting the prevailing orthodoxy of anti‐naturalist emotivism and prescriptivism in ethics, and (...) challenging the Humean doctrine of the gap between “is” and “ought”’. The evidence shows that Kovesi made a distinctive contribution to the reshaping of moral philosophy that the Quartet were developing. In particular, it shows him as developing a Wittgensteinian but not an Aristotelian moral philosophy. (shrink)

This article focuses on Kyoto School philosophy’s “philosophy of world history,” during World War II, and its arguments for a multipolar world order in opposition to the older Eurocentric and colonialist world order. The idea was articulated by the second generation of the Kyoto School—Nishitani Keiji, Kōyama Iwao, Kōsaka Masaaki, and Suzuki Shigetaka—in a series of symposia held during 1941 to 1942 and titled the “The World-historical Standpoint and Japan.” While rejecting on the one hand the myopic patriotism of the (...) ultranationalists, they argued for a view to the world and its history, that in contrast to the Eurocentric view to world history, was polycentric. In terms of world politics they associated their view with the aim to construct a co-prosperity sphere in East Asia of autonomous nations to counter European colonialism as part of a new polycentric or multipolar world order. Metaphysically this notion of a co-prosperity sphere as well as of a multipolar world was grounded in the Kyoto School’s concept of “nothingness” as an open space for autonomous but corelated subjects. During the war, these discussions came under fire by critics from the Right, and then after the war, from the Left. I will examine the potential viability of these ideas today as a polycentric world may be on the horizon that ideally would give space to difference and diversity and avoid the violence of homogenization. A comparison of their notion of the nothing with Jean-luc Nancy’s concept of the same may provide some clues. (shrink)

Collects a series of photos and film stills of kisses and intimate moments from the World War II era, explaining the culture significance of these moments and what they say about society at the time.

Abstract:Elena Ferrante’s Neapolitan Quartet – an almost continuous rave of interconnected love and desire, anger and violence – is also a story of the protagonist’s struggle to make sense of her life by writing it. She turns a traditional genre of a young person’s coming of age into a neurologically realistic portrait of the growth of an artist by multiplying narrative voices and by ignoring conventional bounds of narrative probability. Her story of the growth of a creative mind adumbrates (...) well the picture of brains and their processes currently being described and developed as a “predictive processing” model. Work in neurobiology and neurophysiology has been producing empirical demonstrations of the centrality of failure to successful human cognition. (shrink)