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Philosophical Work (philosophical + work)

Distribution by Scientific Domains
Humanities and Social Sciences40%
Education40%

Selected Abstracts

THE BLANK FACE OF LOVE: THE POSSIBILITY OF GOODNESS IN THE LITERARY AND PHILOSOPHICAL WORK OF IRIS MURDOCH1

MODERN THEOLOGY, Issue 2 2009
JENNIFER SPENCER GOODYER
This article explores the value of Iris Murdoch's metaphysical ethics for the theologian. Although, in many ways, Murdoch does appeal to the theologian, a subtle form of nihilism underlies her thought insofar as human goodness,in the form of loving attention,is only possible once the individual has overcome his/her ego by staring into the void and accepting the ultimate meaninglessness of reality. As this article demonstrates, Murdoch's replacement of transcendence with void rules out any form of real love or human goodness: only a dualistic exchange of gazes remains possible. Real, selfless love is only possible when the ego understands itself in the context of theological transcendence. [source]

Free will in context: a contemporary philosophical perspective

BEHAVIORAL SCIENCES & THE LAW, Issue 2 2007
Patrick Grim B.Phil., Ph.D.
Philosophical work on free will is inevitably framed by the problem of free will and determinism. This paper offers an overview of the current state of the philosophical art. Early sections focus on quantum indeterminism, an outline of the most influential logical argument for incompatibilism between free will and determinism, and telling problems that face incompatibilism. A major portion of the paper focuses on the compatiblist alternative, favored by many working philosophers. The conditional account of free will offered by classical compatibilism can be shown to be inadequate. A number of compatibilist options remain open, however, and seem promising for future research. These include ,hierarchical' or ,mesh' accounts of free will, normative perspectives and an approach to free will in terms of an emphasis on context. Final sections draw out the implications of contemporary compatibilism for the brain and behavioral sciences and for the law. Copyright © 2007 John Wiley & Sons, Ltd. [source]

DERRIDA'S RIGHT TO PHILOSOPHY, THEN AND NOW

EDUCATIONAL THEORY, Issue 3 2009
John Willinsky
In this essay, a tribute to Jacques Derrida's educational efforts at expanding access to current work in philosophy, John Willinsky examines his efforts as both a public right and an element of academic freedom that bear on the open access movement today. Willinsky covers Derrida's extension and outreach work with the Groupe de Recherches pour l'Enseignement de la Philosophie in the 1970s and a decade later with Collège International de Philosophie that provided public access to ongoing and leading-edge philosophical work, as well as supporting the teaching of philosophy in the schools. Willinsky also relates Derrida's dedicated, practical educational work, his historical analysis of Descartes's decision to write in French, and more recent initiatives that are using Internet technologies to increase public and educational access to published scholarly work in the humanities in a very similar spirit. [source]

If We Value Individual Responsibility, Which Policies Should We Favour?

JOURNAL OF APPLIED PHILOSOPHY, Issue 1 2005
ALEXANDER BROWN
ABSTRACT Individual responsibility is now very much on the political agenda. Even those who believe that its importance has been exaggerated by the political right , either because the appropriate conditions for assigning responsibility to individuals are rarely satisfied or because not enough is done to protect individuals from the more harmful consequences of their past choices and gambles , accept that individual responsibility is at least one of the values against which a society and its institutions ought to be evaluated. One might be forgiven for assuming, then, that we know exactly why individual responsibility is important. The truth is otherwise. Surprisingly little philosophical work has been undertaken to analyse and separate out the different rationales that might be in play. Several possible reasons are examined here including: utility, the social bases of self-respect, autonomy, human flourishing and fairness. However, once we adopt a pluralistic view of the value of individual responsibility we open up the possibility of value conflict, which conflict can make it harder to arrive at definitive prescriptions about which social policies best advance our concerns for individual responsibility. It is nevertheless possible to draw at least some conclusions about which policies we should favour. One important conclusion is that sometimes it is better not to hold individuals responsible for their past choices by denying them aid now, so that they might be better able to assume individual responsibility at a later date. [source]

Connected Learning and the Foundations of Psychometrics: A Rejoinder

JOURNAL OF PHILOSOPHY OF EDUCATION, Issue 1 2006
RANDALL CURREN
This paper continues an exchange between its author and Andrew Davis. Part I addresses the attribution and ontological status of mental constructs and argues that philosophical work on these topics does not undermine high stakes testing. Part II examines the significance for testing of the connectedness of meaningful learning. Part III addresses the high stakes in high stakes testing in connection with the risk entailed by limited scoring reliability. It concludes that there is no straightforward relationship between the magnitude of what is at stake for students and teachers and the threshold of acceptable reliability in scoring. [source]