Arts and Humanities Commons^™

The Public Funding Of Health Care: A Brief Historical Overview Of Principles, Practices, And Motives, Paul Carrick

Philosophy Faculty Publications

Nationally sponsored programs designed to fund health care for the general public are largely a twentieth century phenomenon. Yet a long glance backward at the medical and public health history of Western civilization, extending from the ancient Greeks to the twentieth century, reveals earlier periods when governments, religious institutions, and other groups provided some measure of medical relief for the sick, the poor, and the homeless. In this essay, I will provide not an exhaustive but rather an illustrative account of this oft forgotten fact. My objectives are threefold.

First, to remind us that the active concern of society for …

Can Corporations Be Morally Responsible? Aristotle, Stakeholders And The Non-Sale Of Hershey, Steven Gimbel

Philosophy Faculty Publications

Stakeholder theory is a significant development in the drive to provide a foundation for intuitions concerning the moral responsibility connected to corporate decision making. The move to include the interests of workers, consumers, the communities and biological environment in which the corporations instantiations are located run counter to the view in which stakeholders' interests are paramount. The non-sale of the Hershey Foods company to Wrigley was the ultimate result of a massive call by stakeholders to put other interests before stakeholder financial stakes, yet the discussion was notably not held in terms of stakeholder theory. Rather, the discussion was explicitly …

Sylvester: Ushering In The Modern Era Of Research On Odd Perfect Numbers, Steven Gimbel, John Jaroma

Philosophy Faculty Publications

In 1888, James Joseph Sylvester (1814-1897) published a series of papers that he hoped would pave the way for a general proof of the nonexistence of an odd perfect number (OPN). Seemingly unaware that more than fifty years earlier Benjamin Peirce had proved that an odd perfect number must have at least four distinct prime divisors, Sylvester began his fundamental assault on the problem by establishing the same result. Later that same year, he strengthened his conclusion to five. These findings would help to mark the beginning of the modern era of research on odd perfect numbers. Sylvester's bound stood …

Avoiding The Super-Naturalistic Fallacy: Practical Reasoning And The Insightful Undergraduate, Steven Gimbel

Philosophy Faculty Publications

It has become cliche to say that today's student are moral relativists. With the twin movements of ethics across the curriculum and critical thinking across the curriculum sweeping the Academy, one might think that we are in a good place to start making inroads towards creating careful and willing discussants of contemporary moral issues out of our students. Unfortunately, the reverse is far too often true. Associated with the standard sort of introduction to ethical theory, there is a regularly arising trap that brings with it the worst of all possible results - the alienation of our very best students …

The Promise Of A Liberal Arts Education, Daniel R. Denicola

Philosophy Faculty Publications

It's an age-old concern. Just what is a liberal arts education supposed to be? It's far more than practical skills, argues Provost Dan DeNicola. Judging by the success of Gettysburg alums who majored in one field and now work in another, learning to think clearly and critically is key to the liberal arts.

An Intervening Cause Counterexample To Railton’S Dnp Model Of Explanation, Stuart Gluck, Steven Gimbel

Philosophy Faculty Publications

Peter Railton (1978) has introduced the influential deductive-nomological-probabilistic (DNP) model of explanation which is the culmination of a tradition of formal, nonpragmatic accounts of scientific explanation. The other models in this tradition have been shown to be susceptiblet o a class of counterexamplesin volvingi nterveningc auses which speak against their sufficiency. This treatment has never been extended to the DNP model; we contend that the usual form of these counterexamples is ineffective in this case. However, we develop below a new version which overcomes these difficulties. Thus we claim that all of the models in this tradition, DNP included, have …

Bewitched, Bothered, And Bewildered: Reflections On Art, Fundamentalism, And Democracy, Daniel R. Denicola

Philosophy Faculty Publications

This philosophical lecture explores the tension between art and morality, beginning with the opposing viewpoints—aestheticism and moralism—that one should trump the other. As exemplary case studies, several controversial art exhibits—works that fueled the culture wars of the 1980’s are examined to identify the concerns of advocates and critics. This leads to deeper reflections on the artistic assumptions of religious fundamentalism, the role of art in a democracy, and the possibility that artistic exploration can be a form of moral action.

The Emergence Of The New American College, Daniel R. Denicola

Philosophy Faculty Publications

The story of the "New American College" is about the development of a new kind of institution embodying a set of ideals which may resonate across all of higher education. It begins, however, with the humble matter of institutional taxonomy. How we classify our schools and colleges may seem an unexciting issue, but our classification systems reveal our assumptions, our expectations, and ultimately our values. Recall that a conceptual revolution, a breakthrough, is often presaged by an accumulation of classification problems, an accretion of anomalies, a proliferation of misfits. [excerpt]

Paradigms And Paraphernalia: On The Relationship Of Theory And Technology In Science, Daniel R. Denicola

Philosophy Faculty Publications

What is the connection between theory and technology in science? What is the relationship between the various activities of "doing" science and the instruments that enable these activities? My interest here is to explore these questions in a very broad and elementary way, occasionally citing examples plucked from the history of science. [excerpt]

Virtue And The Need For Heroes, Daniel R. Denicola

Philosophy Faculty Publications

Ronald Zigler has intended to take us on an educational adventure, a descent into the moral underworld of human biology, in search of "a theory of virtue and how it can be taught." With the shade of John Dewey as guide, intoning the admonition that "all virtues and vibes are habits," Zigler tracks the sources of aggression through the epigenetic land and, lo, approaches even unto the hypothalamus itself. He returns blinking into the daylight of moral education, clutching the truth that training in meditation is a key to the development of virtue, because it can "promote the functional integration …

The Education Of The Emotions, Daniel R. Denicola

Philosophy Faculty Publications

Human emotion is, to some, an embarrassment. They regard our emotional aspect as not fully human; like some grotesque offspring, it should be hidden away in our psychic cellar or gotten rid of altogether. Our emotions (or "passions" or "affections") are powerful, but they may be kept at bay by our fair child, reason. The enmity seems natural; reason represents the orderly, the proper, the Apollonian; emotion is the disruptive, the capricious, the Dionysian. The accomplishments of cool reason may be consumed in the heat of passion. To give vent to emotion is thus to turn irrational and to reveal …

The Philosopher, The Teacher, And The Quest For Clarity, Daniel R. Denicola

Philosophy Faculty Publications

As the weeks have come and gone, my inflated expectations for this address have been punctured. I once hoped to take the presidential torch into some unexplored recess of the philosophical cave, there to illuminate an unsuspected cavern that would sparkle with truth. Cut and polished crystals of new truth would be the yield from my address. But then I remembered Whitehead's dictum that "It is more important that a proposition be interesting than that it be true." Thinking this to be particularly sound advice for one whose role is to close a long day of philosophizing, I decided to …

Biography And The Curriculum, Daniel R. Denicola

Philosophy Faculty Publications

In recent years many critics have written of the pervasive dehumanization and possible rehumanization of education. Plighting their troth to the autonomy and integrity of the human person, these commentators scour the educational landscape in search of policies and practices that depersonalize. They have often attacked teaching methods and the social and institutional situation in which teaching is undertaken; a few errant knights have even assailed the enterprise of teaching itself. Less often has curriculum content been questioned, and when it has been, the critics were usually concerned about "irrelevance." There is, however, another way in which the curriculum is …

Xiii. Political Liberalism And Nationalism, 1815-1871, Robert L. Bloom, Basil L. Crapster, Harold A. Dunkelberger, Charles H. Glatfelter, Richard T. Mara, Norman E. Richardson, W. Richard Schubart

Section XIII: Political Liberalism and Nationalism, 1815-1871

The first half of the nineteenth century saw the emergence of two secular faiths which became key features of Western thought: political liberalism and nationalism- Their tenets were not wTiblly ne^ As~early as the lourteenth century when medieval feudalism was giving way to the rising national state, Marsiglio of Padua (c. 1275 - c, 1343) had announced that political authority was properly lodged in the people. The seventeenth century had produced in John Locke (1632-1704) a man whose ideas on government later became a wellspring for political liberalism. The same era also found nationalism accentuated by colonial rivalries and mercantilist …

1. Introduction, Robert L. Bloom, Basil L. Crapster, Harold A. Dunkelberger, Charles H. Glatfelter, Richard T. Mara, Norman E. Richardson, W. Richard Schubart

Section XII: The Post-Enlightenment Period

Criticism of the methods and conclusions of the Enlightenment was initiated almost as soon as the movement itself had begun. It is for this reason that this chapter follows immediately after the one on the Enlightenment, rather than after the later chapters on nationalism, liberalism, industrialism, evolutionary biology, and the social sciences. These movements made their appearance during the latter part of the eighteenth century, but often served only to broaden and strengthen the earlier criticisms of the Enlightenment and the demands for a more adequate way of thinking than it offered. The movements of thought with which we are …

5. Immanuel Kant And Critical Idealism, Robert L. Bloom, Basil L. Crapster, Harold A. Dunkelberger, Charles H. Glatfelter, Richard T. Mara, Norman E. Richardson, W. Richard Schubart

Section XII: The Post-Enlightenment Period

The ideas of Immanuel Kant (1724-1804) are significant enough to be compared to a watershed in Western thought. In his mind were gathered up the major interests of the Enlightenment: science, epistemology, and ethics; and all of these were given a new direction which he himself described as another Copernican revolution. As Copernicus had shown that the earth revolved around the sun, rather than the sun around the earth, so Kant showed that the knowing subject played an active and creative role in the production of his world picture, rather than the static and passive role which the early Enlightenment …

4. Jeremy Bentham And Utilitarianism, Robert L. Bloom, Basil L. Crapster, Harold A. Dunkelberger, Charles H. Glatfelter, Richard T. Mara, Norman E. Richardson, W. Richard Schubart

Section XII: The Post-Enlightenment Period

Jeremy Bentham (1748-1832) is the lst Englishman with whom we shall deal in this chapter. His life spanned the years from the Enlightenment almost up to the Victorian Age (1837-1901). His thoughts as well as his dates make him a useful transitional figure. [excerept]

7. Georg Wilhelm Friedrich Hegel And Absolute Idealism, Robert L. Bloom, Basil L. Crapster, Harold A. Dunkelberger, Charles H. Glatfelter, Richard T. Mara, Norman E. Richardson, W. Richard Schubart

Section XII: The Post-Enlightenment Period

It is quite fitting for a number of reasons that this chapter on the post-Enlightenment should conclude with a section on Hegel's interpretation of idealism. He gave expression to most of the criticisms of the Enlightenment, and appropriated many of its constructive suggestions. He gave voice and content to the later period's demand for a positive and constructive philosophy, one which made room for ethics, art, and religion. The influence of his thought was tremendous, immediately in Prussia where it became a philosophical basis for the expansion of that state, and later as it spread to England and the United …

Xxii. Philosophical Meaning, Robert L. Bloom, Basil L. Crapster, Harold L. Dunkelberger, Charles H. Glatfelter, Richard T. Mara, Norman E. Richardson, W. Richard Schubart

Section XXII: Philosophical Meaning

As we have seen, philosophy was one of the major contributions of Greek Civilization. It was the Greeks who gave it its first major impetus as well as its name, "the love of learning." This very phrase embodies the most important aspects of their contribution to the West: the love of the best or most excellent; the search for something beyond a description of immediate experience; and the attempt to grasp, in some comprehensive fashion, both the actual and the ideal, both the given and the possible. In order to accomplish this task philosophy has, as we have seen, traditionally …

1. The Logical Atomism Of Bertrand Russell, Robert L. Bloom, Basil L. Crapster, Harold L. Dunkelberger, Charles H. Glatfelter, Richard T. Mara, Norman E. Richardson, W. Richard Schubart

Section XXII: Philosophical Meaning

As can easily be seen, the impact of these three schools of contemporary philosophy — the linguistic, the logical analytical, and the logical empiricist — has been largely negative, critical, and destructive, especially with regard to theological beliefs, metaphysical systems, and value judgment. Thus the particular growing edges of contemporary philosophy have contributed their full share to the shaking of the foundations of Western Civilization. But, during the last few decades they have presented less of a united front than before. The differences which have appeared have come largely from a rethinking of the status and role of value, and …

3. Whitehead's Philosophical Synthesis, Robert L. Bloom, Basil L. Crapster, Harold L. Dunkelberger, Charles H. Glatfelter, Richard T. Mara, Norman E. Richardson, W. Richard Schubart

Section XXII: Philosophical Meaning

In Alfred North Whitehead (1861-1947) we meet a philosopher who was born an Englishman and died an American, and whose thought combined the major recent philosophical contributions of both countries in a radically new and startling metaphysical synthesis. Unlike both Dewey and Russell, he sees in philosophy neither the individual nor the social creation of meaning, but rather adventurous exploration in the discovery of meaning. His approach, like Russell's, is individualistic and, like Dewey's, total rather than partial or limited. He drew both on the English analytical interest in psychology and sociology, while at the same time maintaining his own …

2. The Instrumentalism Of John Dewey, Robert L. Bloom, Basil L. Crapster, Harold A. Dunkelberger, Charles H. Glatfelter, Richard T. Mara, Norman E. Richardson, W. Richard Schubart

Section XXII: Philosophical Meaning

The approach of John Dewey to philosophy, while influenced by many of the same factors which were important to Russell, and despite his agreement with Russell on many social issues, takes a radically different direction. Dewey sees a person's philosophy as more intimately and internally related to the social processes than does Russell. Instead of viewing it as primarily a means of analysis and clarification, Dewey sees the role of philosophy as a method of social reconstruction, and logic as a method of inquiry rather than a means of exploring the implications of analytical definitions and empirical facts. It is …

4. Martin Buber, Robert L. Bloom, Basil L. Crapster, Harold L. Dunkelberger, Charles H. Glatfelter, Richard T. Mara, Norman E. Richardson, W. Richard Schubart

Section XXIII: Theological Meaning

In 1957 a little man of about eighty years gave a series of lectures at the Washington School of Psychiatry. He had come to the United States from the Hebrew University in Jerusalem to speak under the auspices of an institution concerned with restoring to health the mentally ill or aberrant. The guest was a philosopher, not a renowned therapist. Yet for Martin Buber (1878- ) himself such a designation is both acceptable and unacceptable. On the one hand he concerns himself with the objective world as philosophy conceptualizes it. On the other hand his primary concern is not speaking …

6. Ian T. Ramsey, Robert L. Bloom, Basil L. Crapster, Harold L. Dunkelberger, Charles H. Glatfelter, Richard T. Mara, Norman E. Richardson, W. Richard Schubart

Section XXIII: Theological Meaning

In view of the requirement of verifiability that is demanded by certain philosophical schools, there seems little justification for what are conventionally recognized as theological statements. Certainly no one man has yet succeeded, except perhaps to his own satisfaction, in expressing religious notions in such language and in verifying by such a method that universal consent is gained for the validity of his system. If the charm of empirical verification is not invoked, then for some minds there is little reason to say anything. Obviously, given such rigid requirements for securing a sympathetic audience, theological discussion may find itself standing …

7. Charles Hartshorne, Robert L. Bloom, Basil L. Crapster, Harold L. Dunkelberger, Charles H. Glatfelter, Richard T. Mara, Norman E. Richardson, W. Richard Schubart

Section XXIII: Theological Meaning

Theology differs from philosophical or scientific inquiry in general by being concerned about man in relationship to God. The existentialist says with distressing simplicity that "existence precedes essence" and hence he concerns himself with man in his concrete situation rather than with the abstract idea of man. We have also seen that Protestant theologians have for the most part abandoned the scholastic urge to circumscribe experience in a logical system. In fact, we see nowadays almost a systematic effort to avoid constructing self-contained schematizations. There is in contemporary Protestant theology a general protest against the rigidity seemingly required by the …