John Harvey

Philosophical clarity is not simply a matter of style; it affects the quality of the thinking and writing and so the level of intellectual rigor. Achieving maximum clarity requires both intellectual and perceptual skills. The intellectual grasp of what philosophical clarity involves motivates writing with greater clarity. The perceptual skill of seeing exactly what we have written enables such improvement to occur. This paper explains a technique used in graduate-level courses to move both sets of skills, which in turn typically changes the students’ approach to writing and moves their written presentation skills quite dramatically.

Dispositionalist accounts of colour concepts are now largely discarded. But a number of recent and influential objections to this type of theory can be readily answered providing the dispositionalist account contains the key elements it should---which actual versions in the literature do not. I explicate some of the conceptual components needed in such an account once we correctly understand the anthropocentricity of the colour concepts involved. When these components are incorporated into dispositionalism, including one crucial distinction in particular, some powerful seeming objections against this revised dispositionalism fail. In addition, dispositionalism has extra advantages over the far more popular physicalist theories, and I therefore contend that we should explore vigorously this kind of enriched dispositionalist account

I examine some common trends in ‘conflict management skills’, particularly those focused on practical results, and argue that they involve some moral problems, like the reliance on offensive stereotypes, the censorship of moral language, the promotion of distorted relationships, and sometimes the suppression of basic rights and obligations that constitute non–consequentialist moral constraints on human interactions (including dispute resolution). Since these approaches now appear in educational institutions, they are sending dangerous messages to those least able to critically assess them, messages that denigrate the language, reflection, and interactions on which the moral life depends, thus undermining the possibility of moral education in the most fundamental sense of the phrase.

Philosophical clarity is not simply a matter of style; it affects the quality of the thinking and writing and so the level of intellectual rigor. Achieving maximum clarity requires both intellectual and perceptual skills. The intellectual grasp of what philosophical clarity involves motivates writing with greater clarity. The perceptual skill of seeing exactly what we have written enables such improvement to occur. This paper explains a technique used in graduate-level courses to move both sets of skills, which in turn typically changes the students’ approach to writing and moves their written presentation skills quite dramatically.

Dispositionalist accounts of colour concepts are now largely discarded. But a number of recent and influential objections to this type of theory can be readily answered providing the dispositionalist account contains the key elements it should---which actual versions in the literature do not. I explicate some of the conceptual components needed in such an account once we correctly understand the anthropocentricity of the colour concepts involved. When these components are incorporated into dispositionalism, including one crucial distinction in particular, some powerful seeming objections against this revised dispositionalism fail. In addition, dispositionalism has extra advantages over the far more popular physicalist theories, and I therefore contend that we should explore vigorously this kind of enriched dispositionalist account.

First published in 1942, Reflections documents the life of John Henry Muirhead and the philosophical age that he observed. The first part of the volume derives from Muirhead’s own autobiographical narrative, left unfinished when he died in May 1940. The second part features two final chapters written by John W. Harvey that comprehensively record the final stages of Muirhead’s life. Harvey’s chapters incorporate Muirhead’s unfinished final years of commentary and begin at the man’s retirement from Birmingham Chair in 1921. As a student and teacher of philosophy, Muirhead’s life ran almost precisely parallel to what he himself refers to as ‘one of the most vivid and important movements in British and American philosophy’. He came into contact with some of the age’s primary thinkers and as such, his own autobiography is important in providing an insight into his contemporary philosophical environment

I examine some common trends in ‘conflict management skills’, particularly those focused on practical results, and argue that they involve some moral problems, like the reliance on offensive stereotypes, the censorship of moral language, the promotion of distorted relationships, and sometimes the suppression of basic rights and obligations that constitute non–consequentialist moral constraints on human interactions (including dispute resolution). Since these approaches now appear in educational institutions, they are sending dangerous messages to those least able to critically assess them, messages that denigrate the language, reflection, and interactions on which the moral life depends, thus undermining the possibility of moral education in the most fundamental sense of the phrase.