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.

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.

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.

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.

This article discusses the image of the ghost as adapted by and to photography. It focuses on the evolution of the photographic ghost in relation to a distinctive manifestation of psychic photography (or spirit photography) prevalent during the early twentieth century. Psychic investigators observed that in some photographs the faces of spirits that developed on the glass-plate negatives appeared to have been handmade.1 More specifically, they looked like collages, composed of fragments of existing portrait photographs and prints, and of everyday materials, re-photographed, and superimposed on the plate in the manner of a double-exposure (Fig. 1). Several notable investigators advocated that this phenomenon need not be construed as evidence of fakery. There was another explanation: that psychic photographs contained portraits not of but by disincarnate souls, made from images drawn from the Spiritualist medium’s or the spirit’s visual memories of photographs of themselves, others, and objects, which were assembled, reproduced, and imprinted upon the photographic plate. Thus, psychic photographs were interpreted as being fabricated artefacts, born of an interactive collaboration between disincarnate and embodied consciousness, created (somehow) in the ether or a psychic aura, mediated via the camera (in some cases), and made tangible on the sensitized emulsion. This paper examines the unique and overlooked interaction between science and spirit, apparatus and appearances, and matter and minds, involving and connecting attendant and (purportedly) remote psyches.

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