Lester Hunt

Utilizing a series of essays examining the broad philosophical concepts embedded in Rod Serling's series, _The Twilight Zone_, __Philosophy in The Twilight Zone__ provides a platform for further philosophical discussion. Features essays by eminent contemporary philosophers concerning the over-arching themes in _The Twilight Zone,_ as well as in-depth discussions of particular episodes Fuses popular cult entertainment with classical philosophical perspectives Acts as a guide to unearthing larger questions - from human nature to the nature of reality and beyond - posed in the series Includes substantial critical and biographical information on series creator Rob Serling

In lieu of an abstract, here is a brief excerpt of the content:Literature as Fable, Fable as ArgumentLester H. HuntIIn an ancient Chinese text we find the following exchange between the Confucian sage Mencius and one of his adversaries:Kao Tzu said, "Human nature is like whirling water. Give it an outlet in the east and it will flow east; give an outlet in the west and it will flow west. Human nature does not show any preference for either good or bad, just as water does not show any preference for either east or west.""It certainly is the case," said Mencius, "that water does not show any preference for either east or west, but does it show the same indifference to high and low? Human nature is good just as water seeks low ground. There is no man who is not good; there is no water that does not flow downwards."1The subject of this colloquy is a familiar one in philosophy as we know it in the West. Its form and style are also vaguely familiar: it is a clashing exchange of theories, in which the speakers do not seem to be speaking merely to express themselves, but in order to persuade others that they are right. Yet at the same time it seems quite alien to us. It would be hard to find anything in it that a Western philosopher since the time of Plato would recognize as an argument. The participants seem to be speaking entirely in illustrative analogies and clever aphorisms, not in arguments at all. The style seems to be literary rather than philosophical. Yet what they are doing does look curiously like arguing. There is a rhythm of statement and counter-statement, in which each speaker seems to be answering the claims of the other.A related, though different, sort of ambiguity, in which the author [End Page 369] really does seem to be both arguing and not arguing, can be found in the following text, traditionally attributed to a Westerner of the sixth century B.C.:Between the North Wind and the Sun, they say, a contest of this sort arose, to wit, which of the two would strip the goatskin from a farmer plodding on his way. The North Wind first began to blow as he does when he blows from Thrace, thinking by sheer force to rob the wearer of his cloak. And yet no more on that account did he, the man, relax his hold; instead he shivered, drew the borders of his garment tight about him every way, and rested with his back against a spur of rock. Then the Sun peeped forth, welcome at first, bringing the man relief from the cold, raw wind. Next, changing, he turned the heat on more, and suddenly the farmer felt too hot and of his own accord threw off the cloak, and so was stripped.Thus was the North Wind beaten in the contest. And the story means: "Cultivate gentleness, my son; you will get results oftener by persuasion than by the use of force."2Here Aesop, to use the traditional name for the author of this ancient fable, is plainly doing something "literary": he is telling a story. But narration in the Aesopian mode is never simply telling a story, and in this case what is present in addition to the story seems to have something logical about it. Personally, I read this fable with a certain sense, however faint, that I am being enlightened by it. That of course is Aesop's aim. He is not merely expressing his opinion, but in some way showing us the truth of it. This is the sort of thing that, in philosophy, is done through argument. However, as in the text from the Mencius, it seems there may be no argument here.Clearly, we are dealing with forms of persuasion that are common at certain times in the development of a culture: namely, those periods when the philosophical muse is a mere suckling babe. We are looking, one might think, at a level of development so rudimentary that the distinction between argument as we think of it today and other forms of persuasion has not been made...

_Anarchy, State, and Utopia: An Advanced Guide_ presents a comprehensive and accessible introduction to the ideas expressed in Robert Nozick’s highly influential 1974 work on free-market libertarianism—considered one of the most important and influential works of political philosophy published in the latter half of the 20th-century. Makes accessible all the major ideas and arguments presented in Nozick’s complex masterpiece Explains, as well as critiques, Robert Nozick’s theory of free market libertarianism Enables a new generation of readers to draw their own conclusions about the wealth of timely ideas on individualism and libertarian philosophy Indicates where Nozick’s theory has explanatory power, where it is implausible, and where there are loose ends with further work to be done

I sometimes entertain my non-academic friends by telling them that, at the end of each course I teach, before I compute my students’ grades, I pause nervously while I wait to be graded by my students. This process can be described less paradoxically, but surely no more truthfully, as follows. In my department, and as far as I know all the departments at my university, each course ends with students anonymously filling out forms in which they evaluate the teacher and the course. The form includes several questions in which the student is asked to rate the teacher in various respects (such as clarity and organization, availability outside the classroom, and so forth) along a numbered scale (in our case, from one to five); they are also asked one very general question in which they are told to rate the instructor’s overall effectiveness. They are also invited to write comments on these matters. Mean scores (in effect, grades) are calculated for each question and published by the university. In addition, these student evaluations of teaching (often called SETs for short) are used each year by the committee that decides merit pay increases for faculty. When the faculty member is being considered for advancement to tenure or promotion to the rank of Full Professor, these evaluation forms are supplemented by faculty evaluation of teaching, in which faculty members visit the candidate’s classes and report on her or his effectiveness as a teacher. Except for these two once-in-a-lifetime events, the student evaluation forms are the only way in which we judge the quality of teaching. In other words, teaching is for the most part evaluated by students and not by faculty.

Lester Hunt reviews Tara Smith's Viable Values: A Study of the Root and Reward of Morality. He finds it an excellent contribution to the ongoing discussion of Objectivist ethics. Especially noteworthy, he says, are Smith's treatment of the concept of intrinsic value, her use of the concept of flourishing, and her treatment of the relations between the interests of different people. Though the book provides no sustained discussion of casuistical applications, epistemological assumptions, or potentially interesting side-issues, it raises many provocative questions that will fuel further debate

1. Two IssuesIn recent years, a number of philosophers have discussed the possibility that the widely recognized right of self-defense includes another, more controversial right: a right to arms, where “arms” is understood to include guns. I will argue in what follows that the right of self-defense does indeed have this feature, and I will offer a new explanation of why it does so—an explanation that, despite its novelty is, I believe, deeply rooted in common sense.I n Section 2, I will clarify the issue to be addressed and define a spectrum of possible solutions to it. Underlying the narrow issue of the relation between the right of self-defense and the putative right to arms is a broader issue of more general interest, between two classes of rights: what I will call option-rights and means-rights. My ultimate purpose will be to propose a solution to both issues. In Section 3, I attempt to show that the most extreme solutions to the issue of self-defense and arms are not very plausible. In Section 4, I will lay down some desiderata concerning some features that an ideally illuminating solution to these issues should have. These will serve as a rough guide as I attempt to discuss the more moderate solutions. In Section 5, I discuss one such potential solution—one grounded in the distinction between reasonable and unreasonable costs. I argue that, though it may be plausible enough as a guide to policy, it does not satisfy any of my desiderata, nor does it answer my original question, about what is included in the right of self–defense. In Sections 6 and 7, I propose my own solution to both the narrower and broader issues—one that is grounded in the nature of action itself

Utilizing a series of essays examining the broad philosophical concepts embedded in Rod Serling's series, The Twilight Zone, Philosophy in The Twilight Zone provides a platform for further philosophical discussion. Features essays by eminent contemporary philosophers concerning the over-arching themes in The Twilight Zone, as well as in-depth discussions of particular episodes Fuses popular cult entertainment with classical philosophical perspectives Acts as a guide to unearthing larger questions - from human nature to the nature of reality and beyond - posed in the series Includes substantial critical and biographical information on series creator Rob Serling.

© 2016 The AuthorsStomatal opening and closure depends on changes in turgor pressure acting within guard cells to alter cell shape [1]. The extent of these shape changes is limited by the mechanical properties of the cells, which will be largely dependent on the structure of the cell walls. Although it has long been observed that guard cells are anisotropic due to differential thickening and the orientation of cellulose microfibrils [2], our understanding of the composition of the cell wall that allows them to undergo repeated swelling and deflation remains surprisingly poor. Here, we show that the walls of guard cells are rich in un-esterified pectins. We identify a pectin methylesterase gene, PME6, which is highly expressed in guard cells and required for stomatal function. pme6-1 mutant guard cells have walls enriched in methyl-esterified pectin and show a decreased dynamic range in response to triggers of stomatal opening/closure, including elevated osmoticum, suggesting that abrogation of stomatal function reflects a mechanical change in the guard cell wall. Altered stomatal function leads to increased conductance and evaporative cooling, as well as decreased plant growth. The growth defect of the pme6-1 mutant is rescued by maintaining the plants in elevated CO2, substantiating gas exchange analyses, indicating that the mutant stomata can bestow an improved assimilation rate. Restoration of PME6 rescues guard cell wall pectin methyl-esterification status, stomatal function, and plant growth. Our results establish a link between gene expression in guard cells and their cell wall properties, with a corresponding effect on stomatal function and plant physiology.

Character and Culture presents an integrated account of the nature of character and a discussion of the various ways in which it is influenced, for better and worse, by social and political institutions. Through a careful analysis of virtue and vice, Hunt argues that character traits consist, in part but very crucially, of certain ideas on which the individual acts. Institutions such as commerce and private gift exchange, says Hunt, can encourage people to possess positive character traits—not by offering bribes or threats, but by shaping our vision of the importance of the goods that are pursued by human action and of the limits of right conduct. He is less optimistic about the effects of democracy on character, suggesting that they depend on whether or not the power of the voters to control one another is constrained by institutions that protect individual rights

This chapter describes the story of Ayn Rand's changing attitude toward Friedrich Nietzsche. One thing that can make the relationship between them difficult to understand is the fact that Rand's relation to Nietzsche changes considerably over the years. The history of this relationship can be divided roughly into three different periods. The first begins during her years as a student in Russia and ends with the completion of The Fountainhead (approximately 1921–1942). The second period follows upon the completion of The Fountainhead and ends with the completion of Atlas Shrugged (1942–1957). The third and last period (1957–1982) follows the writing of Atlas and ends with her death. When people associate Nietzsche with Rand, as they often do, they are not thinking of the metaphysical and epistemological issues as determinism and the validity of reason. They are probably thinking mainly of ethical issues.