Paul Russell

This paper considers the question of “atheism” as it arises in Hume’s _Dialogues_. It argues that the concept of “atheism” involves several signficiant ambiguities that are indicative of philosophical and interpretive disagreements of a more substantial nature. It defends the view that Philo’s general sceptical orientation accurately represents Hume’s own “irreligious” and “atheistic” commitments, both in the _Dialogues_ and in his other (“earlier”) writings. While Hume was plainly a “speculative atheist”, his “practical atheism” was targeted more narrowly against “superstition” - as opposed to deism or religion of a more “philosophical” kind.

In recent years a number of general studies of Hume’s philosophy have appeared. It is in this rather crowded traffic that Professor Antony Flew’s David Hume must make its way.... Flew claims that “no previous study of Hume’s philosophy has made nearly enough of the fact that almost all his conclusions are, for better or for worse, conditioned and sometimes determined by an interlocking set of Cartesian assumptions”(p. 2). In this way, Flew suggests that earlier interpreters have rarely recognised the “grotesquely paradoxical” nature of Hume’s Cartesian assumptions and have, therefore, “failed to point the strangeness, the often self-frustrating perversity, of some of the positions which Hume was misled to adopt later” (p. 3).... ..... In a short introductory work it is, of course, very difficult to defend particular interpretations and criticisms in much detail. Nevertheless, I find that Flew’s discussion frequently moves at an excessive speed and that too often his claims are not given the care and attention that they require. Flew certainly does have some interesting points to make and, at his best, Flew is an insightful and stimulating commentator. On the whole, however, his claims come across as thinly defended, poorly articulated and, as a result, rather unconvincing....

Nussbaum's analysis of our predicament turns on a contrast between two rival models of education. The "old model," concerned with education for profit and economic growth, places heavy emphasis on the skills associated with science and technology. From this perspective, the study of literature, history, philosophy, languages and the arts make no real or significant contribution to our basic economic needs and concerns - they may even be obstacles. In contrast, Nussbaum defends "the human development mode," which regards the humanities as having a crucial role in our commitment to a democratic community and social equality. This alternative approach is perhaps better described as the "ethical model," since in respect of both its method and content it aims to produce humane, sympathetic and creative "global citizens." ... This book will certainly add weight to Nussbaum's considerable reputation and influence as a major public intellectual. Her core diagnosis is both accurate and compelling. There are, nevertheless, features of this book that may be questioned.... Some may argue, for example, that Nussbaum's defence of the humanities leans too heavily on the political value we attach to these studies and, more particularly, on the specific ideological goals that they are supposed to secure. The general objection here is that it is a mistake simply to assume that the humanities' primary role is to serve as a vehicle for those progressive social forces concerned with issues of race, gender and sexuality. Although the contemporary humanities program has veered heavily in this particular direction, it is a matter of intense debate, within the humanities, to what extent this has been healthy and constructive. Clearly there are more traditional or conservative forces who take the view that this way of politicizing the humanities, of imposing a particular ideological agenda on its content and concerns, has not only narrowed and impoverished our understanding of humanities education, it has left the humanities vulnerable to hostile and reactionary forces only too willing to scrap them altogether....

This paper examines Susan Wolf's accout of "the Reason View" of moral responsibility as articulated and defended in 'Freedom Within Reason' (OUP 1990). The discussion turns on two questions about the Reason View: (1) Does the Reason View aim to satisfy what Bernard Williams describes as “morality” and its (“peculiar”) conception of responsibility and blame? (2) If it does, how successful is the Reason View judged in these terms? It is argued that if the Reason View aims to satisfy “morality” in respect of its understanding of deserved blame -- as it seems to -- then it fails for reasons similar to those that apply to R. J. Wallace’s 'rational self-control' model. On the other hand, if Wolf’s Reason View does not aim to satisfy “morality” in this respect then it might well rest satisfied with the more limited conditions of Wallace’s Rational Self-Control model, which in contrast with the Reason View, does not appeal to the (problematic) apparatus of asymmetry and PAP.

John Danford claims that Hume's philosophy must be understood within the framework of the 'problem of reason'. The problem of reason', according to this account, concerns the general relationship between philosophy and reason, on the one hand, and experience and 'common life' on the other. Danford maintains that the nature and development of Hume's thought, considered as a response to this problem, falls, essentially, into two parts. First, we must consider Hume's Treatise and his first Enquiry (ie., his 'epistemological works' [61-cp.9]). The heart of Hume's Treatise, Danford suggests, lies with the epistemology of Book I and, in particular, with the discussions of causation and the external world. Hume's primary concern in these passages, it is argued, was to refute and discredit the rationalistic, 'scientific philosophies of Descartes and, especially, Hobbes (24-5, 40-5, 59, 74-5, 84-5, 190). These thinkers, Danford maintains, had driven a 'wedge' between philosophy and experienceor 'common life' (24-5). By emphasizing the limits and weakness of h u m a n understanding Hume exposes the vulnerability of Hobbes's and Descartes's scientific ambitions and, in this way, he seeks to return philosophy to the secure and appropriate foundations of 'common life and everyday experience.....Shortly after Hume published the Treatise there was, Danford claims, a 'shift' in his thinking on these matters (28). This shift is represented most clearly in his later works: the Essays, the History, and the Dialogues (10, 33, 7, 88, 108). Danford firmly rejects the suggestion that these works represent a turning away from philosophy. On the contrary, it is these later works, taken together, which constitute Hume's most mature philosophy. Indeed, they are, Danford says, the 'flower ofHume's philosophic career' (10). The mature philosophy of Hume, it is argued, must be interpreted as 'Political philosophy". It is political philosophy in the sense that it attempts to investigate human life in its full diversity and complexity and, on this basis, it seeks to provide us with some general guide as to how we should live (10, 7, 88-9, 183-6). From the 'teachings' of the History and the Essays Danford draws some lessons that are 'valid for all times' (112 and 114). The inspirational message concerns, roughly, the merits of capitalism (see, e.g., p. 131: The increase in personal liberty, then, was and is directly connected to the growth of commerce...' and p.137:'. the central lesson of British history [is] the superiority of liberal commercial society ...).