Martin A. Coleman

The views of John Dewey and Kurt Vonnegut are often criticized for opposite reasons: Dewey’s philosophy is said to be naively optimistic while Vonnegut’s work is read as cynical. The standard debates over the views of the two thinkers cause readers to overlook the similarities in the way each approaches tragic experience. This paper examines Dewey’s philosophic account of time and meaning and Vonnegut’s use of time travel in his autobiographical novel Slaughterhouse-Five to illustrate these similarities. This essay demonstrates how both Dewey and Vonnegut embrace the ameliorative possibilities of art for preserving individuality and meaning in the face of tragic experience.

Donald T. Campbell outlines an epistemological theory that attempts to be faithful to evolution through natural selection. He takes his position to be consistent with that of Karl R. Popper, whom he credits as the primary advocate of his day for natural selection epistemology. Campbell writes that neither he nor Popper want to give up the goal of objectivity or objective truth, in spite of their evolutionary epistemology. In discussing the conflict between an epistemology based on natural selection and objective truth, Campbell cites an article by the German sociologist and philosopher Georg Simmel entitled 'On a Connection of Selection Theory to Epistemology', as presenting the issue in a notably forthright manner.The present essay summarizes Simmel's article, with the purpose of clarifying, in terms that Campbell apparently finds satisfactory, the conflict that Campbell acknowledges between an evolutionary epistemology and ultimate truth; the essay then examines the responses of Campbell and Popper to Simmel's position. While Campbell and Popper acknowledge the work of Simmel, their responses suggest something less than a full consideration of Simmel's position.

Richard Rorty has argued that Donald Davidson can be classified as a neopragmatist. To this end, Rorty has tried to show that Davidson's views share important similarities with those of Peirce, James, and Dewey. Davidson, for his part, has tended to resist Rorty's attempts to classify his views in this way. Interestingly, the reasons for Rorty's classification and the reasons for Davidson's resistance share a common trait: an appeal to the elimination of the dualism of conceptual scheme and experiential content on the basis of an assumed background of shared beliefs. According to Rorty, Davidson's background of shared beliefs is closely related to the notion of funded experience found in those thinkers often.

American poet Ezra Pound wrote a letter on February 6, 1940, inviting American philosopher George Santayana to join poet T. S. Eliot and himself in writing “a volume . . . on the Ideal University, or The Proper Curriculum, or how it would be possible to educate and/or (mostly or) civilize the university student.” Santayana declined the invitation and claimed to have no ideas on the subject of education. Participation would have been morally impossible, he wrote, because unlike Pound and Eliot, whom he regarded as “reformers, full of prophetic zeal and faith in the Advent of the Lord.” Santayana was “cynically content to let people educate or neglect themselves as they may prefer.”

There is a traditional interpretation of the work of Ralph Waldo Emerson that portrays him as a champion of nature, wilderness, or country life and an opponent of the city, technology, or urban life. Such a view, though, neglects the role of human activity in the universe as Emerson saw it. Furthermore, this view neglects the proper relation between soul and nature in the universe and risks entailing a philosophy of materialism--an unacceptable position for Emerson. An examination of Emerson's philosophy will show that it is not fundamentally hostile to urban life or technology, and that, in fact, an anti-urban position is opposed to the most central themes of Emerson's philosophical vision.

According to Larry Hickman, John Dewey’s general philosophical project of analyzing and critiquing human experience may be understood in terms of technological inquiry (Hickman 1990, 1). Following this, I contend that technology provides a model for Dewey’s analysis of language and meaning, and this analysis suggests a treatment of linguistic metaphor as a way of meeting new demands of experience with old tools of a known and understood language. An account of metaphor consistent with Dewey’s views on language and meaning avoids a strict dualism of literal meaning and metaphorical meaning as well as the explanatory shortcomings of a nondualistic theory like that found in Donald Davidson’s well-known paper ”What Metaphors Mean” (1978).2 A Deweyan explanation of

Although he was born in Spain, George Santayana became a uniquely American philosopher, critic, poet, and best-selling novelist. Along with his Harvard colleagues William James and Josiah Royce, he is best known as one of the founders of American pragmatism and recognized for his insights into the theory of knowledge, metaphysics, and moral philosophy. The Essential Santayana presents a selection of Santayana's most important and influential literary and philosophical work. Martin A. Coleman's critical introduction sets Santayana into the American philosophical tradition and provides context for contemporary readers, many of whom may be approaching Santayana's writings for the first time. This landmark collection reveals the intellectual and literary diversity of one of American philosophy's most lively minds

Santayana's Life of Reason, published in five books from 1905 to 1906, ranks as one of the greatest works in modern philosophical naturalism. Acknowledging the natural material bases of human life, Santayana traces the development of the human capacity for appreciating and cultivating the ideal. It is a capacity he exhibits as he articulates a continuity running through animal impulse, practical intelligence, and ideal harmony in reason, society, art, religion, and science. The work is an exquisitely rendered vision of human life lived sanely. In this first book of the work, Santayana provides an account of how the human animal develops instinct, passion, and chaotic experience into rationality and ideal life. Inspired by Aristotle's De Anima, Darwin's evolutionary theory, and William James's The Principles of Psychology, Santayana contends that the requirements of action in a hazardous and uncertain environment are the sources of the development of mind. More specifically, instinct and imagination are crucial to the emergence of reason from chaos. Separating himself from the typical thought of the time by his recognition of the imagination, Santayana in this volume offers extensive critiques of various philosophies of mind, including those of Kant and the British empiricists. This Critical Edition, volume VII of The Works of George Santayana, includes a chronology, notes, bibliography, textual commentary, lists of variants, and other tools useful to Santayana scholars. The other four books of the volume include Reason in Society, Reason in Religion, Reason in Art, and Reason in Science

Santayana's Life of Reason, published in five books from 1905 to 1906, ranks as one of the greatest works in modern philosophical naturalism. Acknowledging the natural material bases of human life, Santayana traces the development of the human capacity for appreciating and cultivating the ideal. It is a capacity he exhibits as he articulates a continuity running through animal impulse, practical intelligence, and ideal harmony in reason, society, art, religion, and science. The work is an exquisitely rendered vision of human life lived sanely. In this second book, Santayana analyzes several distinctive forms of human association, from political and economic orders to forms of friendship, to determine what possibilities they provide for the life of reason. He considers, among other topics, love and the affinity for the ideal, the family, aristocracy and democracy, the constituents of genuinely free friendship, patriotism, and the ideal society of kindred spirits. This Critical Edition, volume VII of The Works of George Santayana, includes a chronology, notes, bibliography, textual commentary, lists of variants, and other tools useful to Santayana scholars. The other four books of the volume include Reason in Common Sense, Reason in Religion, Reason in Art, and Reason in Science.

Examining literal meaning and the role it plays in the explanation of metaphor shows that the concept of meaning by itself is not powerful enough to answer questions about using and comprehending metaphorical utterances. A full theory of communication is required to give a positive account of metaphorical utterances. In "What Metaphors Mean," Donald Davidson uses his theory of meaning to clear up important confusions about metaphor and its accomplishments, but his account of metaphor is largely negative and leaves much to be explained. Davidson claims that a metaphor means only what the sentence used in the metaphor literally means. Anything else that a metaphor may prompt an interpreter to think is neither a meaning nor a cognitive content encoded in the metaphor and is not subject to linguistic conventions. He claims that the literal meaning of a sentence does play a role in a metaphorical utterance of the sentence, but he does not give a precise account of that role. An important insight in Davidson's account is that literal meaning does not tell the entire story of all important linguistic phenomena. In their book Relevance: Communication and Cognition, Dan Sperber and Deirdre Wilson give an account of metaphor that avoids Davidson's criticisms and goes beyond the vague positive comments he makes in his essay on metaphor. They propose a theory of communication that not only accommodates Davidson's theory of meaning but explains the role it plays in metaphorical utterances. Sperber and Wilson do not contradict Davidson, but they go beyond his claims and show how a metaphor does what it does. They claim that metaphorical utterances are not different in kind from literal utterances-both require the same interpretive abilities and procedures used in verbal communication. This claim is based on a view that limits the role of literal meaning not only in metaphor but in verbal communication generally

acknowledgment of a global pandemic in March 2020 and subsequent containment policies disrupted routines. Violent suppression of anti-racists and ongoing state-sanctioned killings in the United States made and continue to make plain the precariousness of justice. The disruption, violence, and uncertainty have resulted in strange, disturbing, and disorienting experiences of time, leading some to describe time as distorted and elastic.I have repeatedly forgotten what day it is and sometimes, upon being reminded of the month, had the shocking sense of weeks suddenly gone. After months of intentional practice, I have become better able to recall details of the recent past. Indistinct collections of days no longer fade...

This study examines the outcomes of a four-year faculty learning community (FLC) that aimed to transform departmental ethics curriculum by supporting Earth Sciences faculty members as they ethically inquired into their teaching of ethics and refined existing courses in alignment with an Integrated Community-Engaged Learning and Ethical Reflection (ICELER) framework. We present ethnographic case studies that unpack processes through which three faculty members transformed undergraduate courses. We assembled case studies by triangulating interview data, course artifacts, and faculty reflections. We examine how faculty (1) built awareness around teaching ethics, (2) took responsibility for and made judgments about teaching ethics, (3) experimented by designing and implementing ICELER-inspired courses, and (4) interrogated the outcomes of their ethics teaching, utilizing findings to enhance awareness and revise courses. The paper closes by introducing a model detailing how instructors inquire into ethics teaching and how model components might inspire future educational practice and research.