H. G. Callaway

This new edition emphasizes Emerson's philosophy and thoughts on such issues as freedom and fate; creativity and established culture; faith, experience, and evidence; the individual, God, and the world; unity and dualism; moral law, grace, and compensation; and wealth and success. Emerson's text has been fully annotated to explain difficult words and to clarify his references. The Introduction, Notes, Bibliography, Index, and Chronology of Emerson's life help the reader understand his distinctive outlook, his contributions to philosophy, and his place in American culture and society.

Meaning without Analyticity draws upon the author’s essays and articles, over a period of 20 years, focused on language, logic and meaning. The book explores the prospect of a non-behavioristic theory of cognitive meaning which rejects the analytic-synthetic distinction, Quinean behaviorism, and the logical and social-intellectual excesses of extreme holism. Cast in clear, perspicuous language and oriented to scientific discussions, this book takes up the challenges of philosophical communication and evaluation implicit in the recent revival of the pragmatist tradition—especially those arising from its relation to prior American analytic thought. This volume continues the work of Callaway’s 1993 book, Context for Meaning and Analysis, building on the “turn toward pragmatism.”.

This book is a translation of W.V. Quine's Kant Lectures, given as a series at Stanford University in 1980. It provide a short and useful summary of Quine's philosophy. There are four lectures altogether: I. Prolegomena: Mind and its Place in Nature; II. Endolegomena: From Ostension to Quantification; III. Endolegomena loipa: The forked animal; and IV. Epilegomena: What's It all About? The Kant Lectures have been published to date only in Italian and German translation. The present book is filled out with the translator's critical Introduction, "The esoteric Quine?" a bibliography based on Quine's sources, and an Index for the volume.

The short cover-description of the present book tells that "Friedrich Wilhelm Joseph Schelling (1775-1854) was one of the formative philosophers of German idealism, whose great service was in the areas of the philosophy of nature, art, and religion." Those having some familiarity with Schelling, and his influence on American philosophy, indirectly via Coleridge and Carlyle and more directly via Emerson and C. S. Peirce, will perhaps not be surprised to learn that German idealism itself looks somewhat different, understanding Schelling's differences with Kant, Fichte, and Hegel; and while the work under review shows no awareness of the distant American influence of Schelling, or American developments in general (except perhaps in some citations of Arthur Lovejoy's The Great Chain of Being), I will take the present opportunity to emphasize connections and possible connections to American philosophy, as allowed by the author's account of Schelling and some further citations.

The deeper meaning of education, says Dewey in his Human Nature and Conduct (1922), which distinguishes the justly honored profession from that of mere trainer, is that a future new society of changed purposes and desires may be created by a deliberately humane treatment of the impulses of youth (p. 69). For Dewey, a truly humane education consists in an intelligent direction of native activities in the light of the possibilities and necessities of the social situation (p. 70). Student impulse and interest are not to be suppressed nor continually vented in unrestrained expression. In view of the plasticity of youth, there is little danger that allowing the role of student interest will lead away from important objectives of the curriculum. Education which respects the integrity of the student is a prerequisite of the kind of educated public suited for fuller participation in the democratic processes which properly direct and reconstruct our social life. The citizen appropriate for a democratic society is neither the dull conformist nor the superficial, gushing, non-conformist or sensualist. Individual impulse and initiative is neither to be damned up nor frivolously expressed. Meaningful participation and fuller social reconstruction require that we respect the social conditions for the possibility of knowledge and its growth, and this is more easily achieved, and more broadly appealing, when we speak of plans for the school environment. Respect for the cognitive and developmental needs of our own children and young people is fundamental to the self-respect of any viable society. Education could be philosophical praxis for a better world.

Focused on five prominent scholars of international law, and casting light on the related institutions which frequently engaged them, the present book provides insight into chief currents of international law during the last decades of the twentieth century. Spanning the gap, in some degree, between Anglo-American and continental approaches to international law, the volume consists of short intellectual portraits, combined with interviews, of selected specialists in international law. The interviews were conducted by the editor, Antonio Cassese, between 1993 and 1995 though the present volume was published only last year. Cassese, an Italian jurist and international lawyer, was Professor of International Law at the University of Florence (1975-2008) and specialized in public international law. Among other posts held, he was the first President of the International Criminal Tribunal for the former Yugoslavia, the first President of the Special Tribunal for Lebanon and chaired the UN Inter-national Inquiry into Crimes in Darfur. He authored International Law (2005), a comprehensive commentary on the subject (which makes a fine companion volume to the present book). He was also editor in chief of the Oxford Companion to International Criminal Justice (2009) and founded the Journal of International Criminal Justice. His work has been credited as providing a chief impetus in the revival of international criminal law from its post-Nuremberg hiatus. Cassese seeks to bring out the central ideas associated with each of his five selected scholarly jurist-professors, focusing on international law and international relations; and he aims to place each of the five scholars within the context of their own intellectual and philosophical back-grounds - and their views of the development of the international community. The interviews were based on Cassese’s “basic questionnaire,” which is reproduced in the opening pages of the volume (pp.xvii-xix). Overall, the book provides an engaging, though intricate, perspective on contemporary developments in international law combined with discussion of its roots in the post-WWII era and in legal philosophies.

Peirce claims in his Lectures on Pragmatism [CP 5.196] that “If you carefully consider the question of pragmatism you will see that it is nothing else than the question of the logic of abduction;” and further “no effect of pragmatism which is consequent upon its effect on abduction can go to show that pragmatism is anything more than a doctrine concerning the logic of abduction.” Plausibly, there is, at best, a quasi-logic of abduction, which properly issues in our best means for the methodological evaluation and ordering of (yet untested) hypotheses or theories. There is always a range of explanatory innovations that may be proposed, from more conservative to less conservative; and it is important, in light of what Peirce has to say on the relation of abduction to pragmatism, that in ruling out “wild guessing,” attention be initially directed to more conservative proposals. Still conservatism, which we might understand in terms of Peircean continuity, is sometimes justly sacrificed for greater comprehension or overall simplicity of approach. This paper explores the relationships among Peircean abduction and pragmatism, the “theoretical virtues” approach to the evaluation of hypotheses, and contextual constraint on the scientific imagination.

A chief aim of this paper is to provide common ground for discussion of outstanding issues between defenders of classical logic and contemporary advocates of intuitionistic logic. In this spirit, I draw upon (and reconstruct) here the relationship between dialogue and evidence as emphasized in German constructivist authors. My approach depends upon developments in the methodology of empirical linguistics. As a preliminary to saying how one might decide between these two versions of logic (this issue is most closely approached in Section V. discussing the constructivist approach), it is well worth the effort to look closely at how logic is (or might be) learned and at questions concerning logic in translation, i.e., the question of how we might detect the variety of logic actually employed in a given speech community.

American philosopher William James (1842-1910) traveled to Oxford, England and Manchester College in 1908. Between 4 May and 28 May, he deliver the Hibbert Lectures, which were originally published in 1909 as A Pluralistic Universe. This was to be the last major book James published during his lifetime. Manchester College had been founded in the English city of Manchester in 1786 for the education of nonconformists, and moved to Oxford in 1888. Some considerable emphasis on religion in the Hibbert Lectures is expected. They are an annual series of “non-sectarian lectures on theological issues” sponsored by the Hibbert Trust, which was founded in 1847 by the Unitarian Robert Hibbert to “uphold the unfettered exercise of private judgment in matters of religion.” Though Manchester College is located in Oxford, it was not until recently (1996) that it became one of the colleges of Oxford University. At the time of James’ visit, it was outside the university and part of Great Britain’s accommodation to Christian non-conformists.

Newly re-printed, Sydney Hook’s classic (1939) work on Dewey appears with an Introduction by Richard Rorty. Hook may help us see how Dewey fit into his own time. That story is important. The new printing may also help us see how Dewey fits into our time. Rorty lauds more recent treatments of Dewey’s work, especially Robert Westbrook’s intellectual biography John Dewey and American Democracy (1991), and Steven Rockefeller’s John Dewey: Religious Faith and Democratic Humanism (1991) gets honorable mention. Specific comments focus on Alan Ryan’s John Dewey and the High Tide of American Liberalism (1995). “It may be that Dewey and Hook witnessed, as Alan Ryan suggests,... ‘the high tide of American liberalism,’ but if this is so, then America has lost its soul.”1 Even future-focused pragmatists need to look back to Dewey and Hook. They were “Americans” who, in the final words of the Hook volume, “still had hope for what America may yet be.”

This paper focuses on the preliminary evaluation of expressions of moral sentiment under conditions of cultural pluralism. The advance of science and technology puts ever new power over nature in human hands, and if this new power is to more fully serve human ends, then it must become the means or material of human virtue. This prospect poses the question of the relationship between power and virtue, and equally, the question of how scientific advances may be understood to enter into a pluralism of moral doctrines and deliberations. Taking a page from the philosophy of science, the present approach examines the relationship between scientific advances and moral evaluations of developing practices as mediated by contemporary accounts of the virtues of hypotheses. If we conceive of expressions of moral sentiment as hypotheses for the amendment or expansion of existing moral doctrines in the light of new possibilities for action, then this suggests that expressions of moral sentiment may be evaluated, in a preliminary way, by reference to standard lists of the virtues of hypotheses: refutability, conservatism, modesty or simplicity, precision, elegance, and generality. Expressions of moral sentiment are subject to preliminary evaluation, on cognitive grounds, by reference to their prospective integration and/or modification of on-going moral traditions.

This book focuses on issues in epistemology, semantics and logic with Quine’s views always setting the themes, even if Quine does not always remain quite at center stage. Gochet, Professor at Liège and Secretary to the Editorial Board of Logique et Analyse is a prominent of Quine’s views in Europe. The author does not aim to take up the whole of Quine’s philosophy here. Rather, the aim is to “focus on a few central themes...and to treat them thoroughly.” Continental Europe not only recognizes Quine’s importance, then, but it is prepared to talk back: a point which has become increasingly evident in the wake of several recent works on Quine by W.K. Essler (1975), J. Largeault (1980) and Henri Lauener (1982). Gochet has made an earlier contribution to this in the form of his Quine en Perspective (1978) and its German translation (1984). But the present volume is not a further translation of the earlier work. Rather, the author “tried to avoid overlap.”

This paper focuses on John Witherspoon (1723-1794) and the religious background of the American conception of religious liberty and church-state separation, as found in the First Amendment. Witherspoon was strongly influenced by debates and conflicts concerning liberty of conscience and the independence of the congregations in his native Scotland; and he brought to his work, as President of the (Presbyterian) College of New Jersey, a moderate Calvinism challenging the conception of “true virtue” found in Jonathan Edwards. Witherspoon was teacher to James Madison who would substantially write the First Amendment. Religious freedom, focused on freedom of conscience, and ‘Christian magnanimity’ stand in considerable tension with the prior orthodoxy of predetermination and the historical tradition of Calvinistic theocracy. Understanding Witherspoon, we better understand the reformation background of the American Enlightenment and how his conception of the freedom of conscience contributed to American conceptions of freedom generally.

The author's prior book, a very Aristotelian look at Dewey's Metaphysics (1988) starts from a criticism of the idea of freedom as autonomy. That theme persists, along with an Aristotelian flavoring in the present account of Dewey. "Autonomy as a model of freedom," Boisvert says, "leads in practice to a separation from others, not toward democratic community" (p.64). While it is true that emphasis on autonomy may put community under strain, we must ask if this is not sometimes needed to ensure its democratic character.

In a series of interesting and influential papers on semantics, Hilary Putnam has developed what he calls a “post-verificationist” theory of meaning. As part of this work, and not I think the most important part, Putnam defends a limited version of the analytic-synthetic distinction. In this paper I will survey and evaluate Putnam’s defense of analyticity and explore its relationship to broader concerns in semantics. Putnam’s defense of analyticity ultimately fails, and I want to show here exactly why it fails. However, I will also argue that this very failure helps open the prospect of a new optimism concerning the theory of meaning, a theory of meaning finally liberated from the dead weight of the notions of analyticity and necessary truth. Putnam’s work, in fact, makes valuable contributions to such a theory.

Davidson approaches the notions of meaning and interpretation with the aim of characterizing semantic competence in the syntactically characterized natural language. The objective is to provide a truth-theory for a language, generating T-sentences expressed in the semantic metalanguage, so that each sentence of the object language receives an appropriate interpretation. Proceeding within the constraints of referential semantics, I will argue for the viability of reconstructing the notion of linguistic meaning within the Tarskian theory of reference. However, the view proposed here involves a revision of Davidson’s con-ception of the object of semantic investigation. Taking (idealized) language-theories as the proper object of semantic characterization, provides solutions to outstanding problems in Davidson’s views, better approximates the practice in standard model-theoretic semantics, and incorporates the elements of semantic competence sought for in tradi¬tional theories of lexical analysis. Sources of evidence beyond those emphasized by Davidson will be invoked in order to allow for the selection of interpre¬tive T-sentences. In the final section, possible Quinean objections will be considered.

The opening essay of Emerson’s 1860 book, The Conduct of Life, posed, in that fateful year of threatening Civil War and disunion, the philosophical problem of human freedom and fate. The essay “Fate” is followed in the present book by a series of essays on related themes, including: “Power,” “Wealth,” “Culture,” “Worship,” “Beauty” and “Illusions.” The central question of the volume is, “How shall I live?” Appreciating both our freedom and its limits, we understand the vitality of power to acquire what wealth is needed to scale the corrections and heights of culture and worship, find beauty in life and human society, wary still of the illusions. Overall, the book is a call for creative solutions. Yet the nation, in the year of Abraham Lincoln’s election, seemed fated to war or disunion in spite of all its dedication to freedom.