I defend the thesis that the constitutive aim of inquiring into some question, Q, is improving one’s epistemic standing with respect to Q. Call this the epistemic-improvement view. I consider and ultimately reject two alternative accounts of the constitutive aim of inquiry—namely, the thesis that inquiry aims at knowledge and the thesis that inquiry aims at belief—and I use my criticisms as a foil for clarifying and motivating the epistemic-improvement view. I also consider and reject a pair (...) of normative theses about when inquiry goes awry or is inappropriate. The first is the normative thesis defended by Dennis Whitcomb who claims that inquiry goes awry if it culminates in a belief that falls short of knowledge and that one should not inquire into Q if one already knows the answer to Q. The second is the normative thesis defended by Jane Friedman who claims that one should not inquire into Q if one already believes some complete answer to Q. (shrink)

Is it rational to strive for the unattainable? In this short and provocative study, Nicholas Rescher vigorously defends both the rationality and practicality of seriously pursuing impossible dreams.

Recently, Australia became the second jurisdiction worldwide to legalize the use of mitochondrial donation technology. The Mitochondrial Donation Law Reform (Maeve’s Law) Bill 2021 allows individuals with a family history of mitochondrial disease to access assisted reproductive techniques that prevent the inheritance of mitochondrial disease. Using inductive content analysis, we assessed submissions sent to the Senate Committee as part of a programme of scientific inquiry and public consultation that informed drafting of the Bill. These submissions discussed a range of (...) bioethical and legal considerations of central importance to the political debate. Significantly, submissions from those with a first-hand experience of mitochondrial disease, including clinicians and those with a family history of mitochondrial disease, were in strong support of this legislation. Those in support of the Bill commended the two-staged approach and rigorous licencing requirements as part of the Bill’s implementation strategy. Submissions which outlined arguments against the legislation either opposed the use of these techniques in general or opposed aspects of the implementation strategy in Australia. These findings offer a window into the ethical arguments and perspectives that matter most to those Australians who took part in the Senate inquiry into mitochondrial donation. The insights garnered from these submissions may be used to help refine policy and guidelines as the field progresses. (shrink)

Peirce was a thinker who claimed that his mind had been thoroughly formed by his rigorous training in the natural sciences. But he was also the author who proclaimed that nothing is truer than true poetry. In making the case for Peirce’s relevance to issues of education, then, it is necessary to do justice to the multifaceted character of his philosophical genius, in particular, to the experimentalist cast of his mind and his profound appreciation for the aesthetic, the imaginative, and (...) (more narrowly) the metaphorical in their myriad guises. My aim in this paper is to go some distance, however small, toward doing such justice to Peirce. (shrink)

This study analyzes the ideals of responsibility and accountability, asking such questions as when it is legitimate to blame top officials of an organization for mistakes made by personnel below them in the bureaucratic hierarchy; when things go wrong in a large and complex organization like the Canadian Forces, who is responsible and accountable; and whether a plea of ignorance is a good excuse. The study also analyzes the doctrine of ministerial responsibility in both the British and Canadian parliamentary traditions, (...) asking whether it is realistic to expect that a government minister should be held responsible for everything that goes wrong in his/her department. Finally, traditional military values are examined, considering the kinds of attitudes and values expected from Canada's armed forces and the differences between the military and civilian sectors. (shrink)

본 연구에서는 에치오니의 지구촌 공동체의 모색을 위한 방안에 대해 샆보도록 할 것이다. 이를 위해 본 논문에서는 그동안 세계화 과정의 명암에 대한 개괄적으로 살펴보고, 세계통합을 위한 제도적․비제도적 접근들, 그것들의 문제와 한계에 대해 알아보도록 하겠다. 끝으로 본 논문에서는 에치오니의 범지구적 공동체를 실현하는 원리로 다음의 7가지를 제시하였다. ￭ 자율성과 질서간의 균형 ￭ 정부, 시장, 공동체 간의 조화 ￭ 민주주의적 통치 ￭ 통합내의 다원성 ￭ 지구적 규범종합 ￭ 권리와 책임의 조화 ￭ 적극적인 소통과 참여.

Introduction: Experiential deconstructive inquiry -- Foundational philosophies and spiritual methods -- Non-duality in Advaita Vedanta and Zen Buddhism -- Ontological differences and non-duality -- Meditative inquiry, questioning, and dialoguing as a means to spiritual insight -- The undoing or deconstruction of dualistic conceptions -- Advaita Vedanta : philosophical foundations and deconstructive strategies -- Sources of the tradition -- Upaniads that art thou (Tat Tvam Asi) -- Gauapda (c.7th century) : no bondage, no liberation -- Aakara (c.7th-8th century) : (...) there is no apprehender different from this apprehension to apprehend it -- Modern and contemporary masters -- Ramana Maharshi (1879-1950) : who am I? -- H.W.L Poonja (1910-1997) : you have to do nothing to be who you are! -- Gangaji (b. 1942) : you are that! -- Advaita Vedanta summary : nothing ever happens -- Zen Buddhism : philosophical foundations and deconstructive strategies -- Sources of the tradition -- The Lakvatra Sutra and the Vajracchedik Prajñpramit Sutra all things ... are not independent of each other and not two -- Ngrjuna (c.113-213) : Sasra is Nirva -- Eihei Dgen (1200-1253) : if I am already enlightened, why must I practice -- Contemporary masters -- Ekai Korematsu (b. 1948) : return to the spine -- Hgen Yamahata (b. 1935) : why not now -- Zen Buddhism summary : neither being nor non-being is to be taken hold of -- Deconstructive techniques and dynamics of experiential undoing -- Deconstructive techniques common to both traditions -- The teacher-student dynamic -- Key deconstructive techniques -- Unfindability analysis -- Bringing everything back to the here and now -- Paradoxical problems -- Negation -- Dynamics of experiential undoing -- Non-dual experiential space -- Experiential mapping : practitioners in the space -- Experiential undoing in Advaita Vedanta -- Experiential undoing in Zen Buddhism -- Conclusion: Deconstruction of reified awareness. (shrink)

At head of title: Oxford Centre for Postgraduate Hebrew Studies. Includes bibliographical references.

A matter of significance for the history of philosophy is the question of what are the issues that underlie Leibniz's response to Locke's Essay Concerning Human Understanding, in his own New Essays on Human Understanding. Exploration of that question can contribute to interpretations of both Locke and Leibniz. Equally important, it can provide insight into problems of philosophy that have their genesis in the seventeenth century. ;The dissertation uses the Essay and the New Essays to explore what it regards as (...) the central conflict between Locke and Leibniz: the conflict about the primacy of metaphysics. It takes for its focus their differing positions on atomism, contrasting the particle theory of matter that it finds central to the Essay with Leibniz's metaphysical unit, the monad. It develops the implications of those differing positions for an idea of nature specifically--nature here conceived as the arena in which science and metaphysics meet. ;The thesis of the dissertation is that the positions of Locke and Leibniz on atomism express opposing responses of philosophy to science; and, further, that this opposition had profound significance for the subsequent direction of philosophy. The first element in the thesis is the specific concern of the dissertation. Its second element, which suggests an approach to the history of philosophy since the seventeenth century, is an issue for further exploration. ;Locke's Essay is shown as a deliberate construction of an epistemology grounded in the new science, combining that purpose with an explicit rejection of the value of metaphysical speculation as the basis for knowledge. Locke's scientific background and orientation determine his analysis of ideas, of the powers and qualities of matter, and of real essences of material substances. ;In contrast, the New Essays is seen as asserting the primacy of metaphysics for the solution of epistemological and scientific questions. Leibniz's arguments against atomism are examined, to show why the basic reason for his rejection of all particle theories of matter is their violation of specific metaphysical principles. His positive position is presented in a discussion of the monad, emphasizing its characteristics in the realm of nature. (shrink)

This essay reexamines the four-principle approach to biomedical ethics in the context of ethics education in general and in relation to possible ethics discourse within a community of inquiry in particular. A community of inquiry is the setting for learning and education in philosophy for children. This community enables children to acquire critical thinking and other skills as part of democratic education. The use of the four principles approach tends to contribute to a practice that limits critical thinking (...) skills because of the constraints on the conceptual tools that tend to be used. It has also had the effect of promoting conceptual ambiguity by encouraging the use of limited conceptual molds, thus giving rise to the possibility of multiple interpretations among diverse users, especially in the field of global bioethics. While recognizing the continuing appeal of the approach as a conceptual tool for ethical decision-making the essay brings out the limitations that need to be overcome in order to promote the clarity that the four principles approach is meant to possess. (shrink)

This paper discusses the use of collaborative inquiry approaches to promote critical thinking and ‘deep’ learning across different subject domains and at different educational stages. The content of this paper follows on from a four-year evaluation of the Thinking through Philosophy project that took place in a number of schools in Scotland. Although the original research focused on developing thinking in young students (aged 10 to 12 years), the project subsequently widened the targeted age range both down to younger (...) pre-school students (aged 4 years) and upward to pre-Higher Education students (aged 16 years). The author argues that interactive thinking and learning processes, as exemplified by ‘collaborative inquiry,’ appear equally relevant to students of different ages andstages including those studying higher education courses. The paper starts with an overview of the Clackmannanshire research before considering the application of inquiry-based approaches across a wide range of subject disciplines and educational stages, including higher education. (shrink)

This dissertation explores and argues for the import of the imagination (Phantasie) in Edmund Husserl's phenomenological method of inquiry. It contends that Husserl's extensive analyses of the imagination influenced how he came to conceive the phenomenological method throughout the main stages of his philosophical career. The work clarifies Husserl's complex method of investigation by considering the role of the imagination in his main methodological apparatuses: the phenomenological, eidetic, and transcendental reductions, and eidetic variation - all of which remained ambiguous (...) despite his extensive programmatic discussions. The work illuminates and clarifies aspects of the Husserlian phenomenological method never before explored. -/- In order to clarify Husserl's eidetic method of inquiry, I propose a new way of thinking about the imagination - as direct intuitive presentation (eigentliche anschauliche Vorstellung) and as horizonal-nexic level of consciousness exhibiting the neutrality, freedom, and possibility as its essential features. Following Husserl's studies of the imagination, I propose a three-level model of consciousness (realizing, imagining, and eidetic) and explore the dynamic flexibility of each level (as horizon within which acts such as judgments or memories can unfold). This model of consciousness allows for a rethinking of the sources and conditions for the possibility of eidetic phenomenological inquiry - topics Husserl was mostly silent about. -/- Through a rethinking of the model of consciousness, I propose a tight and substantial relationship between the natural (everyday) and artificial (methodological, theoretical) attitudes. I argue that the structure and systems of possibilities pertaining to the artificial attitude - i.e., our actual as well as possible methodological tools - are structurally and well as informationally bound to the structure and system of possibilities pertaining to the natural attitude. In order to explore the nature of the relationship between these two attitudes I argue that we must take a closer look at the structure and abilities of imagining consciousness - the sole nexic-horizonal level that can function both naturally and artificially. This insight regarding the nature of consciousness clarifies Husserl's transcendental idealism in its intimate connection to the everyday. Understanding Husserl's philosophical stance is thus purged of all possibility of mistakenly labeling it as entailing immanent detachment, solipsism, or Platonic idealism. (shrink)

In Exploded Views, Jonathan P. Eburne returns to five previously abandoned essays with the metaphorical tool of the exploded-view diagram, expanding them into entirely new, hybrid forms that unpack their inspirations and trace the wayward paths they followed. Reflecting on the methods of scholarly knowledge production and the contextual factors that shape new ideas, Exploded Views is a refreshing exploration of how the tools of creative critical thinking work at their most basic level.

This article proposes that despite an explicit emphasis on language in use, the interpretive nature of ethnography and its commitment to examining cultural meanings from the native’s point of view requires inclusion of discourse presumed to relate to cognitive processes such as memory, belief, and imagination. An example of a difficult interaction is used as the basis for an argument that forms of metacommunication often elicited in ethnographic interviews, when unproblematically approached as talk similar to that found in everyday storytelling, (...) are a common avenue for incorporating cognitive aspects of social interaction into such research. (shrink)

In this article I discuss the problem of how we can change our world into a _wiser world_ that is driven by a culture of wisdom inquiry (CWI), i.e., a world that frees humanity from a looming totalitarian catastrophe. How best can we interrogate the traditional wisdom of culture (TWC) that is responsible for the academic institutions of learning, among other kinds of institutions, dogmatically and solely aiming at the acquisition of knowledge and technological prowess (technologisches koennen), instead of (...) the promotion of wisdom and human well-being? What kind of strategic transformations of institutional design, policy and goals within diverse institutions, particularly academic institutions of learning, regionally and globally, are imperative? This article argues from the principle of universal interconnectedness across nature/universe and the fundamental asymmetry of human well-being interests and nature’s well-being interests. From this, the development of a _culture of wisdom inquiry_ as an overarching (allumfassend) methodology of institutional change from within at two levels of analysis is proposed, viz., (1) at the level of the ecological–economic analysis of safeguarding nature’s abundant ecosystems from human greed; and (2) at the level of the transformation of the educational, academic _and_ political–economic institutions, as well as international institutions, that must _be_ dedicated to human well-being. (shrink)

What separates Mario Perniola from other philosophers of his generation, is his programmatic inquiry into the dark side of humanities, what I here call ‘dank humanities’ – with a focus on topics hard to catch, and sides of experience and interpretation which evade simple pleasure and order. Often his thinking finds a niche where one can feel barely human or sense something that in the end evades interpretation. Suggestive in tone, it inquired into these topics also in a way (...) that made his thinking hard to classify as philosophy, cultural studies and/or psychoanalysis. In my article on his work, I aspire to think of it more commonly as a form of overall humanities, and to see it as a programmatic attempt to nail the potentials of the humanities to reach beyond our pleasures, understanding and safety-driven metaphysics. (shrink)

This analysis holds that just as wisdom is good for its own sake, the effervescent perfuming of aesthetic pleasure in rasa, camatkāra, need not be useful for a goal or purpose. However, there is an intellectual virtue in the act of aestheticizing the affective response of wonder. The “here and now” of the aestheticized emotion of wonder, adbhutarasa, is a moment of focus and attention regained as a logically atemporal, even timeless moment. As the carvaṇā process unfolds, adbhutarasa invites an (...) epistemic agent to give time through focused attention, a contemplative tarrying, or an unhurried attentional prolongation. Looking across Platonic, Cartesian, and Kantian traditions to answer the question of epistemic value in rasa experiences, I argue that an agent is moved, and moves into an evaluative mode through the lenses of the sublime and taste. Renewed vigor to see, feel, and contemplate how things are, thickens epistemic emotions. The agentive freedom of the rasika to affectively resonate with ideas re-cognitively makes adbhuta a vehicle of inquiry like none other. (shrink)