William C. Gentry was both an academic philosopher, perfectly willing to engage in the philosophical 'conversations' of the written word and, more importantly, a true philosopher, in the Platonic and Socratic style. Engaging with those around him in discourse, in live conversations, which are the vehicle of actual philosophical inquiry and discovery. These essays are the product of those conversations. Gentry's thoughts consisted of investigations into the deepest and most profound questions of human nature, ethics, and knowledge. This volume (...) is a tribute both to his role as a teacher and philosopher. As a teacher, friend, and colleague, Gentry was the epitome of the philosopher: questioning, exploring, critiquing, discovering. (shrink)

This book offers a philosophy for error-prone humans trying to understand messy systems in the real world.

Various philosophers have used the image of a game as a metaphor to better interpret and deal with the world. In The Game of Philosophy, William C. Soderberg introduces the reader to the search for fairness in this game; a search that has been one of the main goals of moral and political philosophy. Soderberg examines the debate over the definition of a "fair social game" from various traditions and perspectives such as European, Anglo-American, African-American, multi-cultural, and feminist. The (...) debate between liberals and communitarians is a central theme of the moral and political philosophy section, and Soderberg explores the roots of this debate in the sections on metaphysics, epistemology, and philosophy of religion. In metaphysics and philosophy of religion, Soderberg presents both practical and speculative approaches; and he traces the emergence of anti-foundationalism in various epistemological traditions. A marvelous foundation text, this book will be of great value to beginning philosophers. (shrink)

“It was the best of times. It was the worst of times.” So begins Charles Dickens’ A Tale of Two Cities. While he was writing about London and Paris during the turbulent times associated with the rise of the British Industrial Revolution and the French Political Revolution, these lines express the current sentiments of many Americans. Before 11 September 2001, many people thought we were living in the best of times. Baby boomers were relishing in the prospects that through inheritance (...) they would be the beneficiaries of the greatest transfer of wealth in United States history. After 11 September, even more citizens were psychologically shattered when they realized that the terrorist strikes showed that the United States, the most powerful nation on Earth, is still quite vulnerable. (shrink)

The use of multiple means of determination to “triangulate” on the existence and character of a common phenomenon, object, or result has had a long tradition in science but has seldom been a matter of primary focus. As with many traditions, it is traceable to Aristotle, who valued having multiple explanations of a phenomenon, and it may also be involved in his distinction between special objects of sense and common sensibles. It is implicit though not emphasized in the distinction between (...) primary and secondary qualities from Galileo onward. It is arguably one of several conceptions involved in Whewell’s method of the “consilience of inductions” (Laudan 1971) and is to be found in several places in Peirce. (From M. Brewer and B. Collins, eds., (1981); Scientific Inquiry in the Social Sciences (a festschrift for Donald T. Campbell), San Francisco: Jossey-Bass, pp. 123–162.). (shrink)

The importance of professional and/or practical ethics cannot be overstated in most occupations, especially in light of our contemporary, interconnected world. Within formal education, the management paradigm is shifting as a result of a continuing refocus on the moral and ethical dimensions of working and leading in schools. Although professional norms and personal qualities of the educator can be powerful in directing and informing work-related judgment and behavior, this book puts forth and expands upon the viability of a professional ethic (...) for education and educational administration and leadership in particular. The expansion of such an ethic for education has been underway, but in its current state could be viewed as underdeveloped or commonly misunderstood as obvious and simplistic. In this book, such an ethic for educational administration is presented, developed, and interrogated. This critical reader makes a strong argument for the legitimacy of a professional ethic for the field of education by drawing together a diverse collection of literature that explores, critically examines, and further develops a practical ethical paradigm for the field. (shrink)

Thirty-four states, the District of Columbia, and Puerto Rico have legalized medical cannabis. While no two state medical cannabis programs are alike, public health concerns related to advertising, packaging and labeling, pesticide use, scientific research, and the role of medical cannabis in the opioid crisis are emerging across the country. This article examines these issues, the policy approaches states are adopting to protect patients and the public, and an assessment of the underlying federal legal landscape.

Although genocide—a coordinated plan of different actions aiming at the destruction of essential foundations of the life of national groups, with the aim of annihilating the groups themselves—remains a sickeningly frequent phenomenon in the twenty‐first century, it is not an immutable aspect of the human condition. Genocide is a choice, and the civilized world must choose its demise. The unique experience of American Indians—a group subjected to genocide in the process of the creation and expansion of the United States—presents a (...) logical heuristic through which to assess more broadly the requirements of redress for historical episodes of genocide and, even more important, the means to prevent its recurrence. (shrink)