DOCSLIB.ORG

Development of the Ph.D. Program in United States in the Nineteenth Century

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

DEVELOPMENT OF THE PH.D. PROGRAM IN UNITED STATES IN THE NINETEENTH CENTURY DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By '/et'mce. Mary/yBean, B.A., A.M. * • » » t J ' I 1 I •> 3 ! • » • » » : i ' * i -J j > j C * • I » 3 . J » » » i . ) < > J ! » » * « ) ) J J , 1 J > »•* II I ) J 1 I J j ■ > The Ohio State University 1953 Approved byx ACKNO WLED GEMENTS This study was begun in 1933. Due to ill health it was not finished With improved health it was taken up in 1951. During the first year Dr. Arthur J. Klein, now Dean Emeritus, was adviser. The writer wishes to express appreciation for the inspiration and interest received from. Dr. Klein for the field of university education. The subject of this study, on a phase of university education, stems from that interest. I wish to' express appreciation to my family, Mr. and Mrs. «J. Russell Bean and to friends, Mr. and: Mrs. H. K. Filler, who encouraged me to take up the work and finish it. My deep and sincere debt of gratitude goes to Dr. Roscoe H. Eckelberry who has acted as advisor during the writing of the dissertation. The unlimited time he has made available through­ out the progress of this dissertation, the valuable criticisms and suggestions, his interest in the subject, his general knowledge and helpfulness have made this work a pleasant task. M. B. - ii - \ 16889 TABLE OP CONTENTS CHAPTER Pago GENERAL INTRODUCTION...................... x PAST I EUROPEAN BACKGROUNDS............................ 1 I ORIGIN IN MEDIEVAL EUROPE ...................... I Bologna, the earliest university . ......... 4 Statutes giving the university form. ...... '5 Course of study ............................. 8 Scholasticism, its influence................. 10 Contribution of Bologna to its successors. 11 University of Paris .................. 12 Position of the Rector....................... 14 Course of study ............................. 15 II UNIVERSITIES OF OXFORD AND CAMBRIDGE ........... 18 The o rigin of Oxford University . ...... 18 The Chancellor ......... ............. 19 The college ................................. 20 The H a l l s ..................................... 22 Professorships.......... 23 Origin of fellowships ..!..... ......... 24 Course of study ............................... 25 The University as a w h o l e ..................... 26 Cambridge University............. 27 III RISE OF THE MODERN UNIVERSITY IN G E R M A N Y .......... 31 Universities of Halle ....................... 31 The University of Gottingen. ........... 34 University of B e r l i n ...........................34 Universities, state institutions ............ 35 Freedom of teaching and learning ..............36 The philosophical faculty .................... 39 PART II EXPLORATORY PERIOD IN THE UNITED STATES FROM 1800 TO 1875 .................................. 43 - iii - TABLE OF CONTENTS (cont.) CHAPTER Page IT YALE••!»••••••••••••••••«•• 46 Status of the sciences at Yale College at the opening of the nineteenth century ...... .. 46 Establishment of first journal in United States for publishing research................ 51 Appointment of "University Professors" to offer advanced work......................... 54 Department of Philosophy and the Arts, 1847 . • 56 First Ph.D. in United States conferred in 1861. 60 Requirements for the Ph.D. degree at Yale 1861 to 1875.......................... 64 HARVARD................................... 71 Founding of Harvard in 1636 . 71 Resident graduates 1642................. 73 Lawrence Scientific School 1847........... 84 'University L0Ctures from 1860 to 1 8 7 1 .... 88 •••TI CORNELL................................... 108 Founded with emphasis on technical eduoation. 108 Ph.D. offered from outset................ 112 Course of study......... ... 119 VII MICHIGAN.................................. 129 A state university as par’ of the public educational system of une state. .......... 129 The elective system...................... 135 Advanced courses of instruction instituted in 1858............................... 137 Seminar introduced by Charles It. Adams . 139 Doctor of Philosophy degree offered, not conferred....................... 141 VIII JOHNS HOPKINS............................. 146 The privately endowed university ............. 146 Daniel Coit Gilman, president. ..... ... 148 The faculty.......................... 150 Students ................................. 153 IX SUMMARY OF PART I I ...................... 157 - iv - TABLE OF CONTENTS (cont.) CHAPTER Pago PART III PERIOD OF STANDARDIZATION IN THE UNITED STATES FROM 1876 TO 1900...................... 160 X YALE 1876-1900................. ................ 161 Courses o f graduate instruction .................. 161 Requirements for the Ph.D. degree................. 171 From courses of graduate instruction to graduate s c h o o l . ............ 172 Enrollments and degrees conferred................. 177 XI HARVARD 1876-1900................................... 185 Courses of graduate instruction ................ 185 Requirements for the Ph.D. degree................. 199 From graduate department to graduate school. ■ 202 Enrollments and degrees conferred................. 205 XII CORNELL 1876-1900................................... 220 Courses of graduate Instruction. ................ 220 Requirements for the Ph. Q. degree................ 230 The University faculty......................... ..233 Enrollments and degrees conferred................. 234 XIII MICHIGAN 1876-1900.................................. 245 Post-graduate courses. ...... .......... - • 245 Requirements for the Ph.D. degree. ........ ...252 From Department of Literature, Science and the Arts to Graduate School..........................257 Enrollments and degrees conferred................. 259 XIV JOHNS HOPKINS 1876-1900.............................. 268 Courses of instruction ...... ............ • 268 Requirements for the Ph.D. degree..................279 The University. ................................... 283 Enrollments and degrees conferred* .............. 284 XV SUMMARY OF PART III.................................. 292 XVI GENERAL SUMMARY...................................... 295 BIBLIOGRAPHY.........................................309 AUTOBIOGRAPHY 320 LIST OF TABLES TABLE Pago I COURSES OF GRADUATE INSTRUCTION AT YALE UNIVERSITY FROM 1800 TO 1900................................... 162 II DEPARTMENTAL GRADUATE CLUBS AT YALE UNIVERSITY FROM 1886 TO 1900....................... 169 III UNIVERSITY AND GRADUATE ENROLMENTS AMD NUMBER OF PH.D. DEGREES CONFERRED AT YALE UNIVERSITY FROM 1876 TO 1900. 179 IV NUMBER OF PH.D. DEGREES CONFERRED ON MEN AND WOMEN AT YALE U1HVERSITY FROM 1894 TO 1900.................... 180 V COURSES "PRIMARILY FOR GRADUATES" AT HARVARD UNIVER­ SITY FROM 1876 TO 1881................................ 186 VI ELECTIVE STUDIES OF HARVARD COLLEGE FROM 1876 TO 1881. 188 VII A COMPARISON OF THE DEPARTMENTS OF INSTRUCTION AT HARVARD UNIVERSITY IN 1882, 1890, AND 1900........... 193 VIII COURSES OF GRADUATE INSTRUCTION AS SUBDIVIDED INTO FOUR TYPES AT HARVARD UNIVERSITY FROM 1890 TO 1900. 195 IX A COMP ARISON OF THE NUMBER OF DEPARTMENTAL NON-CREDIT CLUBS AND DEPARTlfflNTAL CONFERENCES (OR SOCIETIES) AT HARVARD UNIVERSITY IN 1892 AND IN 1900............... 198 X CANDIDATES FOR HIGHER DEGREES VIZ. TO SUBJECT AT HARVARD UNIVERSITY FROM 1876 TO 1895................. 210 XI RESIDENT GRADUATES NOT CANDIDATES FOR A DEGREE AT HARVARD UNIVERSITY FROM 1876 TO 1885................. 212 XII NON-RESIDENT CANDIDATES FOR A DEGREE AT HARVARD UNIVERSITY FROM 1876 TO 1900........................ 212 XIII NUMBER OF DEGREES CONFERRED VIZ. SUBJECT AT HARVARD UNIVERSITY FROM 1876 TO 1900........................ 214 XIV PROPORTIONATE NUMBER OF CANDIDATES GRADUATES OF HARVARD AID OTHER INSTITUTIONS AT HARVARD UNIVERSITY FROM 1876 TO 1900................................... 216 - vi - LIST OF TABLES (cont.) TABLE Pag© XV NUMBER OF PH.D. DEGREES CONFERRED TO CANDIDATES M 10 HELD THE BACHELOR’S DEGREE FROM HARVARD OR FROM OTHER COLLEGES, HARVARD UNIVERSITY FROM 1876 TO 1900. 216 XVI COURSES OF STUDY AT CORNELL UNIVERSITY FROM 1876 TO 1900 UNDER ELECTIVE SYSTEM OF STUDIES.................. 221 XVII A COMPARISON OF LABORATORIES AND OTHER RESEARCH FACILITIES AT CORNELL UNIVERSITY IN 1876, 1890, 1895 AND 1900......................................... 228 XVIII MUSEUMS AS RESEARCH FACILITIES AT CORNELL UNIVERSITY IN 1876, 1890, 1895 AND 1900 ......................... 229 XIX UNIVERSITY AND RESIDENT GRADUATE ENROLLMENTS AND PH.D.'DEGREES CONFERRED AT CORNELL UNIVERSITY FROM 1876 TO 1900.......................................... 235 XX RESIDENT GRADUATES WHO HELD THE BACHELOR’S DEGREE FROM CORNELL UNIVERSITY AND THOSE VJHO HELD THE BACHELOR’S FROM OTHER COLLEGES AT CORNELL UNIVERSITY FROM 1876 TO 1900............................... 238 XXI RESIDENT GRADUATES AT CORNELL UNIVERSITY VIZ. PROPOR­ TION OF MEN AND VS/OMEN FROM 1876 TO 1900............... 238 XXII NUMBER OF PH.D. DEGREES' CONFERRED ON MEN AND Y/OMEN AT CORNELL UNIVERSITY FROM 1876 TO 1900 239 XXIII MAJORS AMD MINORS OF PH.D. CANDIDATES AT CORNELL UNIVERSITY FROM 1890 TO 1900.......................... 241 XXIV LEADING TEN STATES REPRESENTED AMONG CANDIDATES FOR PH.D. DEGREE AT CORNELL UNIVERSITY IN 1890, 1895 AND 1900.................................................. 242 XXV COMPARISON OF COURSE OFFERINGS AT THE UNIVERSITY OF MICHIGAN IN 1876 AND IN 1885.......................... 249 XXVI COURSES
Recommended publications
  • ERRS PRICE DESCRIPTORS the Tmergence.Of the Junior College In

    ERRS PRICE DESCRIPTORS the Tmergence.Of the Junior College In

    DOCUMENT RESUME ED 116.741 Ja 760 060 AUTHOR Cowley, W. H. TITLE The tmergence.of the Junior College in the EvolutiOn of American Education: A Memorandum for the Fund for / Advancement of Education. SPOTS AGENCY Ford Foundation, New York, N.Y. PUB DATE 10 Sep 55 NOTE 61p. ERRS PRICE MF-$0.76 HC-$3.32 Plus Postage DESCRIPTORS Change Agents; *Colleges; *Educational History; *Junior Colleges; Post Secondary Education; Professional Education; *Secondary-Schools; *Universities ABSTRACT In an/effort to elucidate the forces behind the emergence of the Ametican junior college, this document reviews the evolution of the structure of American education from 1874 to 1921. The historical review begins with 1874 because the decision made that year in the Kdlamazoo Case confirmed the right of communities to high schools by taxation. It ends with 1921 because two pisurrtt tal events occurred in that year: first, the organization of the American Association of Junior Colleges, and second, the establishtent of the first unitari.two..year junior college, namely, ,Modesto Junior College in Modesto, California. It reviews the historical development of secondary schools, liberal arts colleges, professional schools, universities, and junior colleges in that time period. The author/concludes that the junior college of today is an historical accident. A bibliography is appended. (DC) , *******************************************************t************ * Documents acquired by 'ERIC include many'-informal unpublished * * materials not available,from other sources. ERIC makes every effort*. * to obtain the bestopyNc available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * *via the ERIC Document Reproduction Servi9e (EDRS).
  • Education Colonial Architecture Connecticut Hall, Yale

    Education Colonial Architecture Connecticut Hall, Yale

    .1965-THEME: Arts and Sciences 1967-THEME: Architecture SUBTHEME: Education N^fcISTORIC LANDMARKS Colonial Architecture Form 10-300 UNITED STATEDTATE-Tc DEPARTMENT OF THE INTERIOR (Rev. 6-72) NATIONAL PARK SERVICE Connecticut COUNTY: L REGISTER OF HISTORIC PLACES New Haven - NOMINATION FORM FOR NPS USE ONLY ENTRY DATE (Type all entries complete applicable sections) Connecticut Hall, Yale University AND/OR HISTORIC: Connecticut Hall, Yale University STREET AND NUMBER: Old Campus, Yale University CITY OR TOWN: CONGRESSIONAL DISTRICT: New Haven Third STATE COUNTY: Connecticut 09 New Haven 009 CATEGORY ACCESSIBLE OWNERSHIP STATUS (Check One) TO THE PUBLIC D District ^ Building D Public Public Acquisition: Occupied Yes: D Restricted Q Site Q Structure Private D In Process Unoccupied D Unrestricted D Object D Both D Being Considered Preservotion work in progress BH No PRESENT USE (Check One or More as Appropriate) I I Agricultural I | Government O Pork I I Transportation CD Comments I I Commercial | | Industrial | | Private Residence D Other (Specify) £>3 Educational D Military I | Religious I I Entertainment Q Museum I I Scientific OWNER'S NAME: STATE Office of President, Yale University Connecticut STREET AND NUMBER: Woodbridge Hall CITY OR TOWN: STATE: CODF New Haven Connecticut 09 ^^i^ifj^§pF;::^^^-bl^»P:tf6N " ::: -v:: //;" :''i:i::" ^;:::i;':;::::;??iS; COURTHOUSE, REGISTRY OF DEEDS, ETC: COUNTY: New Haven Town Hall, Hall of Records NewHaven STREET AND NUMBER: 200 Orange Street CITY OR TOWN: STATE CODE New Haven Connecticut 09 |^Mi^^^i^^';^BfSHH!^vK,yfr'tv C':' 'B^;.^':S^ TITLE OF SURVEY: Historic American Buildings Survey (2 photographs, NUMBERENTRY 15 data sheets) Tl O DATE OF SURVEY: 1934 1X1 Federol ^] State | | County f"~| Local 70 Z DEPOSITORY FOR SURVEY RECORDS: -D in Division of Prints and Photographs C in STREET AND NUMBER: m O Library of Congress r-Z CITY OR TOWN: STATE: CODE Washington D.C.
  • View of the Law Relating to the Confisca- Tion of the Estates of Loyalists, and Furnishes Through Copies of the Papers in the Proceedings an Object Lesson for Lawyers

    View of the Law Relating to the Confisca- Tion of the Estates of Loyalists, and Furnishes Through Copies of the Papers in the Proceedings an Object Lesson for Lawyers

    1905.] R&port of the Council. 11 REPORT OF THE COUNCIL. THE Council are glad to report that with one exception our ranks are unbroken by death. By vote of the Council the Treasurer, in consultation with the President, has been authorized to procure book- plates (with engraved portraits) of Isaiah Thomas, our founder and first president, and of our fifth president, the late Stephen Salisbury, and this is being done. Mr. Nathaniel Paine has completed the Contents of the Society's Proceedings 1880-1903, which was recently an- nounced, and it is in print ready for distribution. This has involved much labor and will be highly appreciated by all interested in that period. Our associate Mr. Andrew McFarland Davis has presented to the Society about three hundred and fifty copies of his book, "The Confiscation of John Chandler's Estate," and about the same number of his work, "Tracts Relating to the Currency, 1681-1720." The former of these publi- cations contains a review of the law relating to the confisca- tion of the estates of loyalists, and furnishes through copies of the papers in the Proceedings an object lesson for lawyers. The latter contains reprints of the pamphlet literature of the period on the Currency question. There is room enough on the shelves of the libraries of the country for all of these books, although it may take several years for them to find their ultimate destination. Dr. G. Stanley Hall has prepared a memoir of the late Prof. H. B. Adams, and Dr. Jameson has prepared memoirs of the late Sir John G.
  • Edward Elbridge Salisbury and the AOS Roberta L Dougherty, Yale University

    Edward Elbridge Salisbury and the AOS Roberta L Dougherty, Yale University

    Yale University From the SelectedWorks of Roberta L. Dougherty Spring March 17, 2017 AOS 2017: Edward Elbridge Salisbury and the AOS Roberta L Dougherty, Yale University Available at: https://works.bepress.com/bintalbalad/23/ [SLIDE] An American Orientalist: Edward Elbridge Salisbury and the AOS AOS members probably know the subject of my paper this afternoon as one of the society’s prominent officers during its first half-century, having served as its Corresponding Secretary (1846-1857), President (twice, in 1863-1866, and again from 1873-1880),1 and, at various times, as member of the Board of Directors, a Vice President, and for his service on the publications committee of the Journal. The members may be less familiar with the fact that his appointment at Yale College as professor of Arabic and Sanskrit language and literature in 1841 was the first such professorship in the Americas--and in fact the first university professorship of any kind in the Americas.2 They may also be unaware of the extent to which Salisbury supported the early establishment of the Society not only with his time, but his means. Part of the AOS lore regarding Salisbury is that he was present at the society’s founding in 1842, but this was not actually the case. Although his name was indeed on the list of members first elected to the society after its founding, he may have remained unaware of his election for over a year. He was with some effort persuaded to serve as its Corresponding Secretary, and with even more difficulty persuaded to become its President.
  • Xerox University Microfilms

    Xerox University Microfilms

    INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target” for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning” the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation.
  • The Traditional Humanist in Conflict with the Liberal Ideologue

    The Traditional Humanist in Conflict with the Liberal Ideologue

    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1986 A history of liberal education and liberalism : the traditional humanist in conflict with the liberal ideologue. Richard A. Farrell University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Farrell, Richard A., "A history of liberal education and liberalism : the traditional humanist in conflict with the liberal ideologue." (1986). Doctoral Dissertations 1896 - February 2014. 4079. https://scholarworks.umass.edu/dissertations_1/4079 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. A HISTORY OF LIBERAL EDUCATION AND LIBERALISM: THE TRADITIONAL HUMANIST IN CONFLICT WITH THE LIBERAL IDEOLOGUE A Dissertation Presented By RICHARD A. FARRELL Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION February 1986 EDUCATION All Rights Reserved Richard A Farrell A HISTORY OF LIBERAL EDUCATION AND LIBERALISM: THE TRADITIONAL HUMANIST IN CONFLICT WITH THE LIBERAL IDEOLOGUE A Dissertation Presented By RICHARD A. FARRELL )rovec^^y to ^le and content by: David Schuman, Chairperson of Committee f UnMJt William Kornegay, Member Richard Trousdell, Member School of Education To Hannah Arendt, who helped me to see the world through fresh eyes. ACKNOWLEDGMENTS I first acknowledge David Schuman's contribution. I cannot imagine having initiated--let alone completed--this dissertation without the benefit of David's insights, humor, care, and his uncanny knack for knowing the right words to say at the right moment.
  • When Marriage Is Too Much: Reviving the Registered Partnership in a Diverse Society Abstract

    When Marriage Is Too Much: Reviving the Registered Partnership in a Diverse Society Abstract

    M ARY C HARLOTTE Y . C ARROLL When Marriage Is Too Much: Reviving the Registered Partnership in a Diverse Society abstract. In the years since same-sex marriage’s legalization, many states have repealed their civil union and domestic partnership laws, creating a marriage-or-nothing binary for couples in search of relationship recognition. This Note seeks to add to the growing call for legal recognition of partnership pluralism by illustrating why marriage is not the right fit—or even a realistic choice—for all couples. It highlights in particular the life-or-death consequences matrimony can bring for those reliant on government healthcare benefits because of a disability or a need for long- term care. Building upon interview data and a survey of state nonmarital partnership policies, it proposes the creation of a customizable marriage alternative: the registered partnership. author. Yale Law School, J.D. 2020; University of Cambridge, M.Phil. approved 2017; Rice University, B.A. 2016. I am grateful first and foremost to Anne Alstott, whose endless support, encouragement, and feedback enabled me to write this Note. I am further indebted to Frederik Swennen and Wilfried Rault for taking the time to speak with me about nonmarital partnerships in France and Belgium and to Kaiponanea T. Matsumura and Michael J. Higdon for invaluable guidance on nonmarital partnerships in the United States. Thanks also to the wonderful editors of the Yale Law Journal’s Notes & Comments Committee, especially Abigail Fisch, for their thoughtful comments; to the First- and Second-Year Editors, for their careful review of my Note; and to the Streicker Fund for Student Research, whose generosity made it possible for me to con- duct the research that informed this project.
  • Yale University Catalogue, 1857 Yale University

    Yale University Catalogue, 1857 Yale University

    Yale University EliScholar – A Digital Platform for Scholarly Publishing at Yale Yale University Catalogue Yale University Publications 1857 Yale University Catalogue, 1857 Yale University Follow this and additional works at: http://elischolar.library.yale.edu/yale_catalogue Part of the Curriculum and Instruction Commons, and the Higher Education Commons Recommended Citation Yale University, "Yale University Catalogue, 1857" (1857). Yale University Catalogue. 57. http://elischolar.library.yale.edu/yale_catalogue/57 This Book is brought to you for free and open access by the Yale University Publications at EliScholar – A Digital Platform for Scholarly Publishing at Yale. It has been accepted for inclusion in Yale University Catalogue by an authorized administrator of EliScholar – A Digital Platform for Scholarly Publishing at Yale. For more information, please contact [email protected]. CATALOGUE OF THE OFFICERS AND STUDENTS IN Y A L E C 0 1 L E G E, WITH A STATEMENT OF THE COURSE OF INSTRUCTION IN THE- VARIOUS DEPARTMENTS. 1857-58. NEW HAVEN: PRINTED BY E. H YES. 1857. 2 ~orporatfotl. THE GOVERNOR, LIEUTENANT GOVERNOR, A.."iD SIX SENIOR SENATORS OF THE STATE, ABE, ex officio, MEMBERS OF THE CORPORATION. PB.ES:IDENT. REv. THEODORE D. WOOLSEY, D. D., LL.D. .I FELLO'WS. His Exc. ALEXANDER H. HOLLEY, Gov., SALISBURY. His HoNOR ALFRED A. BURNHAM, Lt. Gov., WINDHAM. REv. DAVID SMITH, D. D., DuRHAM. REv. NOAH PORTER, D. D., FARMINGTON. REv. ABEL McEWEN, D. D., NEw LoNDON. REv. JEREMIAH DAY, D. D., LL.D., NEw HAVEN. REv. JOEL HAWES, D. D., HARTFORD. REv. JOSEPH ELDRIDGE, D. D., NoRFOLK. REv. GEORGE A. CALHOUN, D.
  • Sidgwick's Philosophical Intuitions

    Sidgwick's Philosophical Intuitions

    Etica & Politica / Ethics & Politics, X, 2008, 2, pp. 185-209 Sidgwick’s Philosophical Intuitions Anthony Skelton Department of Philosophy University of Western Ontario [email protected] ABSTRACT Sidgwick famously claimed that an argument in favour of utilitarianism might be provided by demonstrating that a set of defensible philosophical intuitions undergird it. This paper focuses on those philosophical intuitions. It aims to show which specific intuitions Sidgwick endorsed, and to shed light on their mutual connections. It argues against many rival interpretations that Sidgwick maintained that six philosophical intuitions constitute the self- evident grounds for utilitarianism, and that those intuitions appear to be specifications of a negative principle of universalization (according to which differential treatments must be based on reasonable grounds alone). In addition, this paper attempts to show how the intuitions function in the overall argument for utilitarianism. The suggestion is that the intuitions are the main positive part of the argument for the view, which includes Sidgwick's rejection of common-sense morality and its philosophical counterpart, dogmatic intuitionism. The paper concludes by arguing that some of Sidgwick's intuitions fail to meet the conditions for self-evidence which Sidgwick himself established and applied to the rules of common-sense morality. 0. One aim of Henry Sidgwick’s The Methods of Ethics is to provide an argument for utilitarianism, the view that an agent acts rightly insofar as she performs that
  • Curriculum Vitae

    Curriculum Vitae

    CURRICULUM VITAE THOMAS MICHAEL HURKA March, 2014 CONTACT INFORMATION Business Address: Department of Philosophy, University of Toronto, 4th floor, 170 St. George Street, Toronto, Ontario, Canada M5R 2M8 Business Phone: (416) 978-2056; Fax: (416) 978-8703; E-mail: [email protected] ACADEMIC APPOINTMENTS University of Toronto: University Professor, 2013-; Chancellor Henry N.R. Jackman Distinguished Chair in Philosophical Studies, 2003-; Professor, Department of Philosophy, 2002- University of Calgary: Professor, Department of Philosophy, 1992-2002; Associate Professor, 1984-92; Assistant Professor, 1979-84; Lecturer, 1978-79 EDUCATION D. Phil., Philosophy, Oxford University, 1980 (Thesis Title: “Perfectionist Ethics”; Supervisor: R.M. Hare; Examiners: Derek Parfit, C.C.W. Taylor) B. Phil. (also called M. Phil.), Philosophy, Oxford University, 1977 B.A. (Hons.), Philosophy, University of Toronto, 1975 ACADEMIC PRIZES AND AWARDS Character Book Prize, The Character Project, Wake Forest University and John Templeton Foundation (for The Best Things in Life), 2013 Killam Research Fellowship, Canada Council, 2011-2013 Keeley Visiting Fellow, Wadham College, Oxford University, April-June, 2009; Visiting Fellow, Merton College, Oxford University, January-March, 2009 Visiting Fellow, All Souls College, Oxford University, April-June, 2007; H L.A. Hart Visiting Fellow, University College, Oxford University, January-April, 2007 Guggenheim Fellowship, John Simon Guggenheim Memorial Foundation, 2006-07 Fellow of the Royal Society of Canada, elected
  • Justifying Atonement: an Anselmian Response to Modern Critics

    Justifying Atonement: an Anselmian Response to Modern Critics

    Justifying Atonement: An Anselmian Response to Modern Critics Daniel Shannon DePauw University This paper considers three modern objections to Anselm’s argument on atonement in book I of Cur Deus Homo. The objections are from Friedrich Nietzsche, R. C. Moberly, and Hastings Rashdall; each one makes the case that Anselm’s argument is fallacious. Each one interprets Anselm’s position as requiring that someone innocent suffer punishment in order to acquit guilt. I contend that these objectors do not offer a strong case against Anselm’s argument, principally because they have not examined it completely and have misunderstood his reasoning. In fine, Anselm’s case is (a) the Son’s obedience to the Father suffices for atonement, (b) the Son is an advocate for Adam and his heirs and stands in for them because of his blood ties to humanity, and (c) the Son is the advocate for the Father in the latter’s attempt to end human estrangement from justice. Being both an advocate of the Father and an heir to Adam, the Son’s Incarnation itself prepares the way of reconciliation and the life of the upright will resolves estrangement. The fact that the Son suffers pain and death is due not to the Father’s will but to our resistance to the justice of the Son’s upright will. In the paper I provide an outline of Anselm’s original argument and attempt to show through analyzing its various parts how Anselm avoids the objections made against him. The basic assumptions that Anselm has about the motivation for redemption—the role of sin and suffering in humanity—and the resolution through love and justice is not alien to the modern critic.
  • Yale and the Study of Near Eastern Languages in America, 1770-1930

    Yale and the Study of Near Eastern Languages in America, 1770-1930

    Yale and the Study of Near Easter n Languages in America, 1770-1930* Benjamin R. Foster “The very peculiarity of our national destiny, in a moral point of view, calls upon us not only not to be behind, but to be even foremost, in intimate acquain- tance with oriental languages and institutions. The countries of the West, including our own, have been largely indebted to the East for their various culture; the time has come when this debt should be repaid.” -Edward Salisbury, 1848 Introduction As the reverend Johann Christoph Kunze journeyed from Halle to Philadelphia in 1770, he noted with distaste that his shipmates were no representatives of the best educational tra- ditions of his land. Yet the sturdy farmers who accompanied him were to fare better professionally, as a group, than the learned Kunze, for events were to prove that no American col- lege had then a place or resources for a German scholar of Hebrew. Scarcely more than a century later, two American universities, one of them in Philadelphia, were proud to recruit two Leipziger Assyriologists to their nascent Semitic departments. What had occurred in the meantime? The history of American scholarship in biblical, Semitic, and Near Eastern languages may be divided into eight main Benjamin R. Foster, Professor of Assyriology Department of Near Eastern Languages & Civilizations Yale University, New Haven, Connecticut, USA 1 phases: (1) the Colonial period, in which biblical scholarship was honored in New England along the lines set by Cambridge, Oxford, and Scottish universities;