Paul Gomberg

This book is unique in its treatment of critical thinking not as a body of knowledge but instead as a subject for critical reflection. The purpose of the anthology is to turn critical thinking classes into invitations to philosophical conversations. The collection introduces students to difficult philosophical questions that surround critical thinking, moving away from dogmatism and towards philosophical dialogue. In developing these discussions, the anthology introduces students to issues in the philosophy of science, epistemology, and philosophy of religion. Selections include works by Charles S. Peirce, Stephen Jay Gould, Elizabeth Anscombe, and Richard Dawkins.

In the United States there have been brilliant examples of anti-racist struggle-black soldiers in the Civil War, coal miners of Alabama, and especially the anti-racist working-class struggles led by the Communist Party. Yet racism persists: Jim Crow replaced racial slavery, and mass incarceration has replaced Jim Crow. Why? Paul Gomberg argues that racism is functional for capitalism, supplying low-wage, vulnerable labor and driving down conditions for all workers. How can anti-racists put an end to racist society? Gomberg argues for race-centered Marxism: anti-racism must lead working-class struggle, but racism will end only in a communist society that creates opportunity for all. In paperback on Bloomsbury and Amazon. Open access at Bloomsbury Collections. To download the book click on the ↓ symbol near (not at) the top of the page.

In the United States the Civil Rights Movement emerging after World War II ended Jim Crow racism, with its legal segregation and stigmatization of black people. Yet black people, both in chattel slavery and under Jim Crow, had provided abundant labor subject to racist terror; they were workers who could be recruited for work others were unwilling to do. What was to replace this labor, which had been the source of so much wealth and power? Three federal initiatives helped to create new workers without rights: the welfare reform law of 1996 and the changes in immigration and crime law and policy both starting in the mid-1960s. These changes re-created vulnerable labor, disproportionately marked and stigmatized as black or Mexican. These workers create a central strength of U.S. imperialism: cheap food. Because workers without rights have an important function in a capitalist economy, a society where all workers can flourish is not capitalist but communist.

In "Freedom and Resentment" P.F. Strawson proposes that the dispute between compatibilists and incompatibilists can be resolved if we can identify what is missing in the compatibilist account of our morality, an account intended to reconcile determinism and moral responsibility. Strawson argues that our common morality requires us to take an involved attitude toward others. He says that compatibilist accounts of that morality suggest that we take an objective attitude toward others, which precludes being morally involved with them. I argue, on the contrary, that taking an objective, results-oriented attitude toward others does not preclude moral involvement and moral community. This leaves us with the original problem of why compatibilism seems to leave something out. I argue that compatibilist accounts of morality lead to a radically altered conception of individual responsibility and its relation to general social causes of individual wrongdoing.

Austin tried to forstall skeptical conclusions from the alleged ever present possibility of error. He felt that knowledge did not preclude the possibility of error and that the appearance that it did was due to a pragmatic requirement of saying one knows. Moreover, he seemed to feel that we were often right to say we know even though it is always possible that we are mistaken. The present paper argues, contra Austin, that if it is always possible that we are mistaken, then the skeptic is right that we never know and that it is never right to say we know.

Are skeptical arguments invalid because they trade on an ambiguity of the word "possible," asserting that it is possible that our experiences are not of anything outside our own minds and concluding that it is not certain that there is an external world outside our own minds? It is sometimes asserted that such arguments invalidly trade on an ambiguity of "possible" where the premise is true only in the sense "logically possible" while the inference is valid only in the sense "empirically possible." However, once we distinguish different grammatical complements of the phrase "it is possible" we recognize that, when used with the same complement, "possible" is not ambiguous. So the claim that skeptical arguments trade on an ambiguity of "possible" fails.

John Stuart Mill wrote in the opening chapter of Utilitarianism, ‘A test of right and wrong must be the means, one would think, of ascertaining what is right or wrong,’ thus explaining why he thought the work to follow was practically important. In Chapter 3, ‘On the Ultimate Sanction of the Principle of Utility,’ he answers the question, ‘What are the motives to obey the principle of utility?’ This principle is presented as a morality to be adopted. Yet before the nineteenth century was over Henry Sidgwick was proposing that it may well be best, from a utilitarian view, that the utilitarian doctrine is not too widely adopted. Perhaps it should be an esoteric morality.Moreover, Sidgwick argues, it seems contrary to self interest to adhere to an impartially benevolent morality. Devotion to utilitarian duty seems to require that the agent sacrifice his or her own happiness in a devotion to the relief of others that can only ‘partially mitigate’ their distress. Such a morality seems impossibly demanding. Sidgwick’s argument challenges Mill's claim that there is an adequate sanction for adoption of utilitarian morality.

This book is unique in its treatment of critical thinking not as a body of knowledge but instead as a subject for critical reflection. The purpose of the anthology is to turn critical thinking classes into invitations to philosophical conversations. The collection introduces students to difficult philosophical questions that surround critical thinking, moving away from dogmatism and towards philosophical dialogue. In developing these discussions, the anthology introduces students to issues in the philosophy of science, epistemology, and philosophy of religion. Selections include works by Charles S. Peirce, Stephen Jay Gould, Elizabeth Anscombe, and Richard Dawkins