Adam Briggle

Natural science and economics are regularly used as means for adjudicating environmental controversies. But can these become stalking-horses for other concerns? Might some environmental controversies be aesthetic in nature and likely to resist resolution unless and until we acknowledge this? This paper uses the case study of a proposed wind farm to examine the relationships between the humanities, sciences, and stakeholders in environmental decision making. After providing background on wind power and the proposed Nantucket Sound wind farm, it addresses four questions: What does “aesthetics” mean? Howwere aesthetic concerns expressed in the Environmental Impact Statement (EIS), and what were the shortcomings of the EIS process? How could it be improved? This last question raises issues about how to rationally adjudicate matters of aesthetics in environmental policy making. The paper concludes with some thoughts on why this is such an important (and thorny) issue and what role humanists should play in environmental disputes.

This chapter offers a rough sketch of the history and sociology of public philosophy. For philosophy, the crucial historical period of professionalization in the US is roughly 1865–1920 and slightly earlier than that for Germany and some other European countries. The chapter discusses the pre‐disciplinary hodgepodge of philosophy and its public nature. Around the time of the founding of the American Philosophical Association in 1900, William James lamented the barriers being erected between the new disciplines of philosophy and psychology as well as the growing distance between knowledge workers and lived experiences in real social contexts. The process of professionalization can become counterproductive: a dynamic often described as professional deformation. Criticisms of professionalization never entirely went away, but they were confined to the margins of the growing disciplinary matrix. The chapter considers attempts to theorize and practice new relationships between philosophy and various publics, given the institutional and social characteristics of the twenty‐first century.

Several presidents have created bioethics councils to advise their administrations on the importance, meaning and possible implementation or regulation of rapidly developing biomedical technologies. From 2001 to 2005, the President's Council on Bioethics, created by President George W. Bush, was under the leadership of Leon Kass. The Kass Council, as it was known, undertook what Adam Briggle describes as a more rich understanding of its task than that of previous councils. The council sought to understand what it means to advance human flourishing at the intersection of philosophy, politics, science, and technology within a democratic society. Briggle's survey of the history of U.S. public bioethics and advisory bioethics commissions, followed by an analysis of what constitutes a "rich" bioethics, forms the first part of the book. The second part treats the Kass Council as a case study of a federal institution that offered public, ethical advice within a highly polarized context, with the attendant charges of inappropriate politicization and policy irrelevance. The conclusion synthesizes the author's findings into a story about the possible relationships between philosophy and policy making. "Adam Briggle has written a rich and sympathetic account of the President's Council on Bioethics led by Leon Kass. It puts in historical context the efforts of this council to move beyond the limited 'instrumentalist' approaches to bioethics taken by earlier commissions, toward a more philosophically serious effort to deliberate on the human goods put in play by modern biomedicine. In the process it answers many of the charges of politicization and corrects the record concerning the council's work." --_Francis Fukuyama, The Johns Hopkins School of Advanced International Studies_ "What an eloquent, humane, and wise book. Briggle discovers an imperfect yet fascinating effort to bring the world of biomedical research into the domain of public philosophy. His scholarship and generosity make clear that a democratic society need not be morally shackled to the realm of the possible that science is constantly expanding." --_Daniel Sarewitz, Consortium for Science, Policy, and Outcomes, Arizona State University _ "This is the most persuasive and thoughtful reconstruction of the Kass Council's goals and rationale that I have seen. Adam Briggle's account of the notion of a 'richer' bioethics is comprehensive an well-reasoned." --_Jonathan D. Moreno, University of Pennsylvania _ "Adam Briggle has written a fine book on a complex, controversial topic. He shows the wisdom of the approach to bioethics taken by the Kass Council, sets right the unfair and often nasty attacks on the council and Kass himself, and offers a perceptive and wide-ranging look at the terrain of ethics." --_Daniel Callahan, The Hastings Center _

In the sixteenth-century book Utopia, Thomas More argues that philosophers can play an effective role in the public sphere. This article builds from More’s argument to develop a theory of public philosophy centered on dialogue or rhetoric. It contrasts this public philosophy with the disciplinary form of philosophy that emerged in the twentieth century. The discipline constitutes philosophers as experts and limits them to a dialogue only with their peers. By contrast, public philosophers can be in dialogue with anyone involved in a public issue. The article discusses some key challenges to doing public philosophy. It then gives an account of the methods and central features of field philosophy, one kind of public philosophy.

This book is a guide for understanding climate change. The guide takes an interdisciplinary approach because climate change is simultaneously a matter of science, engineering, economics, politics, culture, ethics, and more. The guide thus follows the contours of climate change as it appears in the world—as a tangle of problems. It builds climate literacy as a form of problem-posing by offering a set of tools for understanding how problems get framed, debated, and resolved. Through developing climate literacy, students gain the ability to think critically about how facts are constructed and mobilized in the pursuit of values. Part One (Big Picture and Fundamentals) provides basic definitions and broad orientation by situating climate change within larger contexts like the Anthropocene, international climate diplomacy, sustainable development, and “green growth.” Part Two (Climate Sciences) offers tools for understanding climate science, its historical development, and its place in society by asking: who knows, what do we know, and how do we know it? Part Three (Politics, Ethics, and Policy) shows how to analyze debates about climate change policies from mitigation to rewilding.