MOTIVES FOR PHILOSOPHIZING DEBUNKING AND WITTGENSTEIN'S PHILOSOPHICAL INVESTIGATIONS

Abstract: In this article I contest a reading of Wittgenstein's Philosophical Investigations —a reading of it as debunking philosophy. I concede that such a reading is not groundless, but I show why it is nonetheless mistaken. To do so, I distinguish two different ways of viewing Philosophical Investigations and its concern with philosophical problems, an External View and an Internal View. On the External View, readers of the book are taken to know ahead of time what philosophical problems are. On the Internal View, readers are not taken to know this ahead of time: the task of the book is to disclose what philosophical problems are, to show them coming into being. One thing disclosed is our participatory role in philosophical problems coming to be. Learning about the nature of philosophical problems is thus learning about our own nature; metaphilosophical knowledge is in part self-knowledge. If the Internal View is correct (as I believe it is), then Philosophical Investigations does not debunk philosophy but provides a different conception of philosophy and the philosopher's task.     

WAYS OF DISCOURSE AND WAYS OF LIFE

In book X of the Republic, Plato famously reports “a quarrel between poetry and philosophy.” The present essay examines this quarrel in book X, along with other relevant parts of the Republic, by understanding “philosophy” and “poetry” as rival ways of life and rival ways of discourse. The essay first explains why, in Plato’s view, poetic discourse weakens one’s power to reason and is at odds with philosophic discourse. Then it shows how poetic discourse is bound up with a way of life that champions the value of freedom. Such a life forms a contrast with the philosophic life, which is marked more by stability and unity than by freedom. The quarrel, however, is not a simple antagonism. The essay hence concludes by discussing why, despite the opposition between the two, philosophy cannot do without poetry.     

NEGOTIATING CLOSE FRIENDSHIP: THE DIALECTIC OF CONJUNCTIVE FREEDOMS

An empirical study was conducted to investigate the practical management of interactions sustaining close friendships. Ten pairs of close friends were interviewed individually on two occasions and together on a third occasion. An interpretive analysis of subjects' remarks identified a dialectical principle governing the communicative organization of friendship. The dialectic of the freedom to be independent/freedom to be dependent conceptualizes the patterns of availability and copresence in a close friendship. Basically, while each person is free to pursue individual interests apart from the other and without the friend's interference or help, each retains the liberty to rely on the other should it be necessary. In granting each other a combination of these two freedoms, the individuals co-create a basis for patterns of interaction in their relationship that may curtail their individual liberties. The paper closes with an overview of the choices and possible corruptions experienced by self and other due to the mutually contingent nature of these contradictory freedoms.     

SEXUAL DIFFERENCE AND TRINITARIAN DEATH: CROSS,KENOSIS, AND HIERARCHY IN THE THEO‐DRAMA

Hans Urs von Balthasar's “Theo‐Drama: Theological Dramatic Theory” exhibits a mutual funding of a hierarchical ordering of the relation between “man” and “woman” and a hierarchical ordering of the relation between the Father, the Son, and the Spirit. The two hierarchies explain, illustrate, and support one another. Von Balthasar's oscillation between hierarchy and equality, particularly in the divine case, results in a tortured understanding of personhood where being in relation means handing oneself over to another with the threat of death always present. Von Balthasar's understanding of personhood turns out to be fundamentally masochistic. Further, difference collapses into hierarchy and thus turns out to be no more than repetition in the mode of reception, which then poses a serious challenge to Balthasar's account of divine and human being. Since the point of connection between the two is found in his account of the way inner‐trinitarian relations of origin are extended into the world in the sending of the Son, this is the thesis which needs problematizing. For von Balthasar, the kenotic nature of the inner‐trinitarian processions explains what in the life of God makes the cross possible, but this move ascribes something like suffering and death to the inner life of God in a way that undercuts the fullness of divine love while undergirding a hierarchical understanding of divine relationality.     

ROLES OF EPISTEMOLOGY IN INVESTIGATING KNOWLEDGE: “PHILOSOPHIZING WITH”

Abstract: This article aims at elucidating the ways in which philosophy may engage in cooperation with other disciplines through “philosophy with” ( Hansson 2008 ). An exemplary investigation is undertaken of the roles of epistemology in investigating knowledge, that is, how epistemology may interact with sciences concerned with knowledge. Four possible roles are distinguished: provider of a priori conceptual analyses, clarifier of scientific concepts and their implications, interpreter of scientific results, and dialogue partner with a voice of its own. Each role is illustrated by contemporary texts, and it is argued that the role of dialogue partner is the most fruitful.     

TWO BAD WAYS TO ATTACK INTELLIGENT DESIGN AND TWO GOOD ONES

Four arguments are examined in order to assess the state of the Intelligent Design debate. First, critics continually cite the fact that ID proponents have religious motivations. When used as criticism of ID arguments, this is an obvious ad hominem. Nonetheless, philosophers and scientists alike continue to wield such arguments for their rhetorical value. Second, in his expert testimony in the Dover trial, philosopher Robert Pennock used repudiated claims in order to brand ID as a kind of pseudoscience. His arguments hinge on the nature of methodological naturalism as a metatheoretic shaping principle. We examine the use of such principles in science and the history of science. Special attention is given to the demarcation problem. Third, the scientific merits of ID are examined. Critics rightly demand more than promissory notes for ID to move beyond the fringe. Fourth, although methodological naturalism gets a lot of attention, there is another shaping principle to contend with, namely, conservatism. Science, like most disciplines, tends to change in an incremental rather than revolutionary manner. When ID is compared to other non‐ or quasi‐Darwinian proposals, it appears to be a more radical solution than is needed in the face of the anomalies.     

SOME WAYS EMERGING ADULTS ARE SHAPING THE FUTURE OF RELIGION AND SCIENCE

This article addresses how the field of religion and science will change in the coming decades by analyzing the attitudes of emerging adults (ages 18–30). I first present an overview of emerging adulthood to set the context for my analysis, especially highlighting the way in which emerging adults find themselves “in between” and in an “age of possibilities," free to explore a variety of options and thus often become “spiritual bricoleurs." Next, I expand on how a broadening pluralism in emerging adult culture changes both the conversation of “religion and science,” on one hand, and the locus for their interaction on the other. In the third section, I address the question of whether there exists a consensus view of how to relate religion and science. Paradoxically, though 18–30‐year‐olds perceive that there is conflict between science and religion, they personally endorse collaboration or independence. Finally, I draw conclusions for practitioners and theorists.     

99 MULTIPLE MEANING WORDS FOR PRIMARY STUDENTS AND WAYS TO TEACH THEM

The cumulative first grade word lists from three widely‐used basal series were combined and alphabetized through the use of a computer program. Of the 255 words common to all three lists, 228 (almost 90%) had multiple meanings. From these a basic list of 99 multiple meaning words was selected by applying three criteria: (a) all or most definitions of the word could be related to primary grade children's experiences; (b) the word was used as more than one part of speech; and (c) the word had four or more different definitions. Activities to develop children's knowledge of the multiple meanings of words are suggested through the use of pictures and objects, picture dictionaires and concept books, semantic mapping, and sentence context.