INDEX

Topics are arranged alphabetically in the INDEX.

Tuesday, September 20, 2016

Reality Making


Review of Mark Jago's Reality Making
Reviewed by Ricki Bliss, Lehigh University


Mark Jago (ed.), Reality Making, Oxford University Press, 2016, ISBN 9780198755722.


It would be hard for anyone interested in metaphysics not to have noticed the recent explosion of interest in notions of ground, ontological dependence, metaphysical structure, fundamentality and their like. Although doubtless the mushrooming of the literature devoted to these themes, and the cottage industry associated with them, has sprung from soils made fertile by time, sometimes one wonders what metaphysicians even did before Kit Fine told us we ought to be worried about grounding.

Mark Jago's edited collection offers eight new papers that contribute to the rapidly expanding literature on reality and its structure. Where this volume is, perhaps, unique and somewhat refreshing is that its focus is less on meta-issues pertaining to the over-arching structure of reality, and the kinds of concepts we use to understand it, and more on how certain first-order issues, particularly those associated with essentialism, can be brought to the conversation.

The volume opens with Martin Glazier's 'Laws and the Completeness of the Fundamental', in which he develops an account of the explanatory relationship between the derivative and the fundamental that makes appeal to the notion of the laws of metaphysics. In particular, what Glazier is concerned with is how, supposing there is something fundamental, whatever it is that is fundamental explains everything else. This paper offers an interesting discussion of some tricky issues pertaining to the connection between the fundamental and the derivative. And it makes a valuable contribution to what is, I hope, a growing body of literature devoted to filling in the details of a broader picture of reality -- one according to which there is something fundamental that gives rise to everything else - that we are so often told is intuitive and natural.

Naomi Thompson introduces and defends a view she calls 'metaphysical interdependence'. The current orthodoxy in the grounding literature is a species of metaphysical foundationalism: reality is hierarchically structured with chains of entities ordered by relations of ground terminating in something fundamental. Thompson argues that we have compelling reasons to take an alternative to this view seriously.

What does metaphysical interdependence commit us to? Unlike foundationalism, interdependence denies the well-foundedness of the grounding relation. And unlike both foundationalism and infinitism, interdependence denies that the grounding relation is asymmetric. Thus, (strong) metaphysical interdependence says that reality is ordered by relations of ground that are symmetric and non-wellfounded.

Read it all here.


Thursday, September 8, 2016

Francis Bacon on Atheism


Francis Bacon 1561-1627

Francis Bacon was a genius whose activities extended to service in the court of Elizabeth I, philosophy, writing essays and science experiments. He predicted televisions, airplanes, submarines, and lasers in the 17th Century.  Many of these are anticipated in Bacon’s work “New Atlantis" which describes a society governed by scientists and the scientific method that he espoused.

Bacon was a Christian. He had a great deal to say about the Faith. He wrote that, "Knowledge is the rich storehouse for the glory of the Creator and the relief of man's estate." Here is a pithy quotation on philosophy and atheism:
It is true that a little philosophy inclineth man's mind to atheism, but depth in philosophy bringeth men's minds about to religion; for while the mind of man looketh upon second causes scattered, it may sometimes rest in them, and go no further; but when it beholdeth the chain of them confederate, and linked together, it must needs fly to Providence and Deity.
(From The Works of Francis Bacon: The Wisdom of the Ancients and Other Essays, Black's Readers Service Company, 1932, p.53)
Bacon died on Easter Sunday in 1627. In his will, he included this final prayer: "When I thought most of peace and honor, thy hand [was] heavy on me, and hath humbled me, according to thy former loving kindness. … Just are thy judgments upon my sins. … Be merciful unto me for my Savior's sake, and receive me into thy bosom."

Friday, September 2, 2016

Analytic vs. Continental Philosophy

Bridging the Analytic-Continental Divide

By GARY GUTTING


Many philosophers at leading American departments are specialists in metaphysics: the study of the most general aspects of reality such as being and time. The major work of one of the most prominent philosophers of the 20th century, Martin Heidegger, is “Being and Time,” a profound study of these two topics. Nonetheless, hardly any of these American metaphysicians have paid serious attention to Heidegger’s book.

The standard explanation for this oddity is that the metaphysicians are analytic philosophers, whereas Heidegger is a continentalphilosopher. Although the two sorts of philosophers seldom read one another’s work, when they do, the results can be ugly. A famous debate between Jacques Derrida (continental) and John Searle (analytic) ended with Searle denouncing Derrida’s “obscurantism” and Derrida mocking Searle’s “superficiality.”

The distinction between analytic and continental philosophers seems odd, first of all, because it contrasts a geographical characterization (philosophy done on the European continent, particularly Germany and France) with a methodological one (philosophy done by analyzing concepts). It’s like, as Bernard Williams pointed out, dividing cars into four-wheel-drive and made-in-Japan. It becomes even odder when we realize that some of the founders of analytic philosophy (like Frege and Carnap) were Europeans, that many of the leading centers of “continental” philosophy are at American universities, and that many “analytic” philosophers have no interest in analyzing concepts.

Read it all here.


Tuesday, July 26, 2016

Women and Academic Philosophy


Does Philosophy have a woman problem? Is academic philosophy a "safe space" for women?

Philosopher Christina Hoff Sommers's YouTube video address issues of diversity in the academy and presents arguments and data relevant to many academic fields.

Saturday, June 25, 2016

Bring Back Philosophy for American High School Students!


Philosophy should be taught in American High Schools. It is a required subject in many European countries for this age group, and rightly so. It develops critical thinking skills, helps students develop a moral operating system, and allows for the integration of knowledge that only metaphysical conversation can do. Of course, all metaphysical conversation became verboten when John Dewey's adulterated pragmatism was ushered onto the American educational scene.

A recent article posted at intellectualtakeout.org reminds us that Philosophy was once an important part of the Amercan curriculum. Here is an excerpt:




In the U.S., it’s commonly believed that philosophy is too complex for high school students.

But in the history of the West, that’s actually a fairly recent notion, and not one universally held.

In ancient Greece, the specialized study of philosophy at a school like the famed Platonic Academy would not begin until about the age of 18. However, students in secondary school would learn logic and undertake a detailed study of poets like Homer and Hesiod with heavy philosophical tendencies in their works.

In the Middle Ages, students at Oxford would enter at the age of 14 or 15 and would begin a course of studies in the trivium – grammar, rhetoric, and dialectic – the latter of which included philosophy and, according to Robert Rait, “was the real interest of the medieval student.”

Read it all here.


Related reading: Schools Discovering the Value of PhilosophyPhilosophy for Primary Students?; Why I Teach Philosophy in Primary School by Giacomo Esposito; Teach Philosophy in Primary Schools; The Benefits of Philosophical Studies; Philosophy: The Most Impractical Practical Tool; Philosophy Education in France; Popularity of Philosophy in Germany