This essay, one of the last that Frankena wrote, provides a scrupulously detailed exploration of the various possible meanings of one of Sidgwick's most famous footnotes in the Methods Long intrigued by what Sidgwick had in mind when he said that he would explain how it came about that for moderns it is not tautologous to claim that one's own good is one's only reasonable ultimate end, Frankena uses this note as a point of departure for a penetrating review of (...) Sidgwick's insights and ambiguities on the differences between ancient and modern ethics. (shrink)

I begin with a note about moral goodness as a quality, disposition, or trait of a person or human being. This has at least two different senses, one wider and one narrower. Aristotle remarked that the Greek term we translate as justice sometimes meant simply virtue or goodness as applied to a person and sometimes meant only a certain virtue or kind of goodness. The same thing is true of our word “goodness.” Sometimes being a good person means having all (...) the virtues, or at least all the moral ones; then goodness equals the whole of virtue. But sometimes, being a good person has a narrower meaning, namely, being kind, generous, and so forth. Thus, my OED sometimes equates goodness with moral excellence as a whole and sometimes with a particular moral excellence, viz., kindness, beneficence, or benevolence; and the Bible, when it speaks of God as being good sometimes means that God has all the virtues and sometimes only that he is kind, mereiful, or benevolent. When Jesus says, “Why callest thou me good: None is good, save one, that is God,” he seems to be speaking of goodness in the inclusive sense, but when the writer of Exodus has God himself say that he is “merciful and gracious, long-suffering, and abundant in goodness and truth,” God is using “goodness” in the narrower sense in which it means benevolence, for he goes on to make it clear that he is also just and severe. Similarly, “good will” may mean either “morally good will” in general, as it does in Kant, or it may mean only “benevolent will,” as it usually does; in “men of good will” it is perhaps ambiguous. (shrink)

This book is an introduction to three important philosophies of education. It's main purpose, however, is to help teach the the student how to do philosophy of education.

This is the text of The Lindley Lecture for 1961, given by William K. Frankena, an American philosopher.

It is well known that Sidgwick finished his examination of “the methods of ethics” in some difficulty. Just what that difficulty was and how he came to be in it, we shall see in due course. This paper is written in the conviction that what he was doing is worth looking at again in the context of contemporary discussion.

I critically examine an argument, due to howard wettstein, purporting to show that sentences containing definite descriptions are semantically ambiguous between referential and attributive readings. Wettstein argues that many sentences containing nonidentifying descriptions--descriptions that apply to more than one object--cannot be given a Russellian analysis, and that the descriptions in these sentences should be understood as directly referential terms. But because Wettstein does not justify treating referential uses of nonidentifying descriptions differently than attributive uses of nonidentifying descriptions, his argument fails.

This paper provides an analytical overview of the apostolic networks in Britain. There are several ways to understand the success of the apostolic networks. They can be seen as an extreme answer to an extreme problem an answer to a profound secularisation leading to declining church attendance and influence within society. The apostolic networks appear to fit into post-modern society better than conventional denominational structures. In terms of their organization, despite appearances, these networks are however hierarchical like the denominational structures (...) which they challenge. The difference is in the characteristic informality with which these networks can collaborate with each other even when they grow. (shrink)

There has been much impatience with what R. S. Peters calls “the endless talk about the aims of education,” but this talk continues to go on, and we are invited to add to it on this happy occasion. Indeed, those who deny that education has ends or that educators must have aims seem always to end up talking about much the same thing in a slightly different idiom. At any rate, I am quite ready, at least on this occasion, to (...) assume that there are values or goals which it is the business of education to promote, whether they are external, imposed, and far-off, or internal, autonomous, and nearby. I shall also assume that the values or goals which education is to promote consist of certain abilities, dispositions, habits, or traits. To have a single term for them I shall call them ‘dispositions’, taking this word, not in the narrower ordinary ‘sunny disposition’ sense, but in the wider one common among philosophers. So far as I am aware, there is really only one view that might reject the concept of dispositions in this sense, namely existentialism, and, as we shall see, even it seems to advocate our developing certain dispositions or, if you prefer, choosing certain postures. (shrink)

In this paper I tee off from a footnote in prichard's article, "is moral philosophy based on a mistake?" in it he contrasts living under the aegis of moral obligation and moral goodness with living under the aegis of virtue. Using prichard's terms I try to say what an ethics of virtue as versus one of duty and moral goodness would be like. Then I try to see what prichard's case against the former and for the latter would be like, (...) And to indicate my own sympathies in the matter. (shrink)

In response to Hauerwas, Frankena explores the nature of a moral virtue and the relation between virtue and obligation. He argues that those notions are not related in all the ways Hauerwas suggests and that the ties that do link them can be understood on the basis of an ethical analysis that gives primacy to moral obligation. In response to both Hauerwas and Carney, he examines the relation between morality and religion and argues that his analysis of the concept of (...) morality allows an adequate understanding of both systems of thought. (shrink)

The fundamental result of Lanczos is used in a new type of quadratic variational principle whose field equations are the Einstein field equations together with the Yang-Mills type equations for the Riemann curvature. Additionally, a spin-2 theory of gravity for the special case of the Einstein vacuum is discussed.