Philosophy of Mind Commons^™

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 …

Review Of Ivo Celho, Hermeneutics And Method: The "Universal Viewpoint" In Bernard Lonergan, Richard Liddy

Department of Religion Publications

No abstract provided.

Review Of Reading Karl Marx, By Rainer Ganahl, Matthew Wolf-Meyer

Reconstruction: Studies in Contemporary Culture

No abstract provided.

Framing Intelligibility, Identity And Selfhood: A Reconsideration Of Spatio-Temporal Models, Sally Munt

Reconstruction: Studies in Contemporary Culture

[First paragraph]

The relationship between intelligibility and identity over the past thirty years has largely been approached through the linguistic construct of the subject. Proposing that our subjectivities be theoretically comprehended (made intelligible) as discursive effects is now common sense. Poststructuralism, following particularly Michel Foucault, Jacques Derrida and Jacques Lacan, has ensured that the subject is a cardinal category of contemporary thought; in any number of disciplines, it is one of the first concepts we teach to our undergraduates. But are we best served by continuing to insist on the intellectual primacy of the subject, formulated as it has been …