Margaret Macdonald and Gilbert Ryle: a Philosophical Friendship
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Andrew Laird
Curriculum Vitae: Andrew Laird Email [email protected] Position and current affiliations John Rowe Workman Distinguished Professor of Classics and Humanities, Professor of Hispanic Studies, Brown University Director, Brown Center for the Study of the Early Modern World Previous positions Fellow by Examination in Classical Literature, Magdalen College, Oxford Lecturer (equivalent to Assitant/Associate Professor) in Latin, Newcastle Reader and Professor of Classical Literature, Warwick Education and qualifications Magdalen College, Oxford: MA in Literae Humaniores King’s College, London: MA in Classics Magdalen College College, Oxford: D.Phil in Classical Literature Professional societies The Roman Society (Council 2007-10) Society for Latin American Studies (UK) International Association for Neo-Latin Studies Society for Classical Studies Latin American Studies Association Virgil Society (UK) Northeastern Group of Nahuatl Studies Current research collaborations • La ‘imitatio’ ecléctica de modelos clásicos y humanísticos: la poética de Zeuxis de España a Nueva España en los siglos XVI –XVIII (IIFL, UNAM, Mexico). Initiated January 2018 Previous visting positions and research awards Cátedra Extraordinaria Méndez Plancarte, Filosofía y Letras, UNAM, Mexico, 2008-9. Leverhulme Major Research Fellowship: Culture of Latin in Colonial Mexico 2009-12, Co-Investigator, European Research Council project Living Poets (2012-2015) Visting Professor, Facultad de Filología Clásica, Salamanca, March 2012 Visiting Professor and Webster Distinguished -
An Evaluation of Elizabeth Anscombe Thoughts On
International Journal of Public Administration and Management Research (IJPAMR), Vol. 4, No 3, April, 2018. Available online at http://www.rcmss.com/index.php/ijpamr; www.academix.ng ISSN: 2350 - 2231(E) ISSN: 2 346 - 7215 (P) Tamunosiki V. Ogan , 2018, 4(3) :86 - 90 AN EVALUATION OF ELIZABETH ANSCOMBE THOUGHTS O N CONSEQUENTIALISM Tamunosiki V. Ogan , PhD Depart ment of Philosophy, University o f Port Harcourt , Nigeria ABSTRACT All human actions revolve around being right or wrong, good or bad. Humans are therefore sadd led with the responsibility of carrying out right actions. Value statements as well as value in terms of good or bad are given to human actions, and it is the responsibility of ethics to give value judgement. The giving of this judgement is formed against various paradigm s for judgment. The consequences of action become important for those who consider themselves as consequentialist s . For them, the moral rightness of an action is determined by the level of good that emerges from a given action. Could this b e generally acceptable? Should the consequences of actions be the background on which value judgements are to be made or human actions? The emergence of Anscombe’s critique on utilitarianism is formed against this backdrop. For her virtue ethics should tak e the driver’s seat hence actions ought not to be evaluated using the “morally ought” because it gives room for any possible action provided the consequences is good. In up - holding this, she postulates moral psychology as a way forward which she also consi ders to be problematic because the content needs to be properly understood and explained. -
The Philosophical Development of Gilbert Ryle
THE PHILOSOPHICAL DEVELOPMENT OF GILBERT RYLE A Study of His Published and Unpublished Writings © Charlotte Vrijen 2007 Illustrations front cover: 1) Ryle’s annotations to Wittgenstein’s Tractatus 2) Notes (miscellaneous) from ‘the red box’, Linacre College Library Illustration back cover: Rodin’s Le Penseur RIJKSUNIVERSITEIT GRONINGEN The Philosophical Development of Gilbert Ryle A Study of His Published and Unpublished Writings Proefschrift ter verkrijging van het doctoraat in de Wijsbegeerte aan de Rijksuniversiteit Groningen op gezag van de Rector Magnificus, dr. F. Zwarts, in het openbaar te verdedigen op donderdag 14 juni 2007 om 16.15 uur door Charlotte Vrijen geboren op 11 maart 1978 te Rolde Promotor: Prof. Dr. L.W. Nauta Copromotor: Prof. Dr. M.R.M. ter Hark Beoordelingscommissie: Prof. Dr. D.H.K. Pätzold Prof. Dr. B.F. McGuinness Prof. Dr. J.M. Connelly ISBN: 978-90-367-3049-5 Preface I am indebted to many people for being able to finish this dissertation. First of all I would like to thank my supervisor and promotor Lodi Nauta for his comments on an enormous variety of drafts and for the many stimulating discussions we had throughout the project. He did not limit himself to deeply theoretical discussions but also saved me from grammatical and stylish sloppiness. (He would, for example, have suggested to leave out the ‘enormous’ and ‘many’ above, as well as by far most of the ‘very’’s and ‘greatly’’s in the sentences to come.) After I had already started my new job outside the academic world, Lodi regularly – but always in a pleasant way – reminded me of this other job that still had to be finished. -
“490 BC Project”?
Independent Institute POLICY REPORT Is it Time for a “490 B.C. Project”? High Schoolers Need to Know Our Classical Heritage By Morgan E. Hunter, Williamson M. Evers, and Victor Davis Hanson CONTENTS In recent decades, K-12 education policy has • Introduction been roiled by both the “Math Wars,” discovery • Part 1: The Classical World in American learning versus explicit instruction as the best way Education to teach math;1 and the “Reading Wars,” phonics • Part 2: The Ancient World under the versus whole language as the best way to teach Common Core 2 • Part 3: Conclusions and Recommendations children to read. Our current report finds that • Appendix: Errors in Another a new, extremely significant education issue has Common-Core-Inspired Textbook emerged—and that educators, parents, and citi- • Notes zens in general need to familiarize themselves with it, because the fight over this topic may be the most INTRODUCTION important of all the previous cultural fault lines. When Americans knew classical history, they could The issue is the systematic neglect of the content of reach beyond partisan differences by drawing on history and literature in favor of reading skills— the shared roots of our civilization. American stu- how to analyze a paragraph of text in a preconceived dents once learned, for example, about the Greek mode, with no concern with the actual content or victory at Marathon in 490 B.C. This kept Greece meaning of the work—and also the overemphasis from being swallowed up by the Persian Empire and on STEM (Science, Technology, Engineering, and ushered in the Golden Age of Athenian democracy Mathematics) and the corresponding neglect of the which, for all its shortcomings, was a pathbreaking humanities. -
CURRICULUM VITAE RICHARD BETT Department of Philosophy
CURRICULUM VITAE RICHARD BETT Department of Philosophy The Johns Hopkins University Citizen of U.K. Baltimore, MD 21218-2686 Permanent Resident of U.S. Phone: (410) 516-6863 Fax: (410) 516-6848 e-mail: <[email protected]> EDUCATION B.A. Oxford University, 1980, Literae Humaniores (Classics and Philosophy). First Class Honours, Final Examinations, 1980; First Class Honours, Honour Moderations in Greek & Latin Literature, 1978 Ph.D. University of California, Berkeley, 1986, Philosophy. Dissertation Title: “Moral Scepticism: Why Ask ‘Why Should I be Moral?’” CURRENT POSITION Professor and Chair of Philosophy, The Johns Hopkins University; secondary appointment in Classics PREVIOUS POSITIONS Assistant Professor of Philosophy, University of Texas at Arlington, 1986-1991 Visiting Assistant Professor of Philosophy, Johns Hopkins, Jan.-June 1991 Assistant Professor of Philosophy, Johns Hopkins, 1991-1994 Associate Professor of Philosophy, Johns Hopkins, 1994-2000; secondary appointment in Classics, 1996-2000 Acting Executive Director, The American Philosophical Association, Jan. 2000-June 2001 PUBLICATIONS a) Books Sextus Empiricus, Against the Ethicists (Adversus Mathematicos XI): Introduction, Translation and Commentary (Oxford: Clarendon Press, 1997, paperback 2000). Pp. xxxiv + 302 Pyrrho, his Antecedents and his Legacy (Oxford: Clarendon Press, 2000, paperback 2003). Pp. xi + 264 Sextus Empiricus, Against the Logicians (Adversus Mathematicos VII-VIII): Introduction, Translation and Notes (Cambridge: Cambridge University Press, 2005). Pp. xliv -
1 Angelos Chaniotis 1959 Born in Athens, Greece. Research Interests
1 Angelos Chaniotis Curiculum vitae 1959 Born in Athens, Greece. Research interests Hellenistic history. History of Greek religion. Cultural history of the Roman East. History of Crete. Greek epigraphy. Education - Academic degrees 1978-82 Study of Ancient History, Archaeology and Classical Philology at the University of Athens. 1982 B.A. in History and Archaeology, University of Athens. 1982-84 Graduate studies in Ancient History, Classical Archaeology and Prehistorical Archaeology at the University of Heidelberg. 1984 Ph.D. in Ancient History, University of Heidelberg. 1985-86 Study of Law at the University of Bonn. 1992 Dr. habil. (Habilitation) in Ancient History at the University of Heidelberg. Employment, Academic appointments 1984-86 Military Service in the Greek Army; 1985-85 Member of the Staff of the Greek Military Attaché in Bonn. 1986-87 Research Fellow at the Department of Ancient History, University of Heidelberg. 1987-92 Hochschulassistent (Assistant Professor) at the Department of Ancient History, University of Heidelberg. 1992-94 Hochschuldozent (Associate Professor) at the Department of Ancient History, University of Heidelberg. 1993 Visiting Professor at the Department of Classics and the Alexander S. Onassis Center for Hellenic Studies, New York University. 1994-98 Associate Professor of Greek History at the Department of Classics, New York University. 1996 Acting Chair of the Department of Classics at N.Y.U. 1997-98 Professor of Greek History at the Department of Classics, New York University. Director of Graduate Studies. 1998-2006 Professor of Ancient History and Chair of the Department of Ancient History, University of Heidelberg. 2000-01 Associate Dean of the Faculty of Oriental and Ancient Studies, University of Heidelberg. -
“Why We Must Teach Western Civilization”
WHY WE MUST TEACH WESTERN CIVILIZATION By Andrew Roberts National Review, April 30, 2020 (MAY 18, 2020, Issue) On Tuesday, December 3, 1940, Winston Churchill read a memorandum by the military strategist Basil Liddell Hart that advocated making peace with Nazi Germany. It argued, in a summary written by Churchill’s private secretary, Jock Colville, that otherwise Britain would soon see “Western Europe racked by warfare and economic hardship; the legacy of centuries, in art and culture, swept away; the health of the nation dangerously impaired by malnutrition, nervous strains and epidemics; Russia . profiting from our exhaustion.” Colville admitted it was “a terrible glimpse of the future,” but nonetheless courageously concluded that “we should be wrong to hesitate” in rejecting any negotiation with Adolf Hitler. It is illuminating — especially in our own time of “nervous strains and epidemics” — that in that list of horrors, the fear of losing the “legacy of centuries” of Western European art and culture rated above almost everything else. For Churchill and Colville, the prospect of losing the legacy of Western civilization was worse even than that of succumbing to the hegemony of the Soviet Union. Yet today, only eight decades later, we have somehow reached a situation in which Sonalee Rashatwar, who is described by the Philadelphia Inquirer as a “fat-positivity activist and Instagram therapist,” can tell that newspaper, “I love to talk about undoing Western civilization because it’s just so romantic to me.” Whilst their methods are obviously not so appallingly extreme, Ms. Rashatwar and the cohorts who genuinely want to “undo” Western civilization are now succeeding where Adolf Hitler and the Nazis failed. -
Curriculum Vitae
Curriculum Vitae Jonathan Mark HALL Updated September 2020 Department of History University of Chicago 1126 E. 59th St Chicago IL 60637 [email protected] EDUCATION 1989-1993 University of Cambridge: Faculty of Classics and King’s College (Ph.D. 1993. Dissertation title: Ethnic Identity in the Argolid, 900-600 BC). [1991-1992] British School at Athens. 1984-1988 University of Oxford: Faculty of Literae Humaniores and Hertford College (BA with First Class Honours 1988; MA 1991). EMPLOYMENT 1996- University of Chicago: Departments of History and Classics and the College. Assistant Professor (1996-2001); Associate Professor (2001- 2002); Professor (2002-); Phyllis Fay Horton Professor in the Humanities (2005-2009); Phyllis Fay Horton Distinguished Service Professor in the Humanities (2009-). [2002-2003] Università degli Studi di Roma “La Sapienza”: Facoltà di Lettere e Filosofia. Professore Associato di Storia Regionale del Mondo Greco. 1993-1996 University of Cambridge: Downing College. Research Fellow in Classics. 1988-1989 Marlboro College, Vermont. Teaching Fellow in Classics. PRIZES AND FELLOWSHIPS 2009 Llewellyn John and Harriet Manchester Quantrell Award for Excellence in Undergraduate Teaching, University of Chicago. 2005 2004 Gordon J. Laing Award, presented by the University of Chicago Press. 1999 Charles J. Goodwin Award for Merit, presented by the American Philological Association 1998-1999 Junior Fellowship, Center for Hellenic Studies, Washington D.C. 1991-1992 L.H. Jeffery Studentship in Archaic Greek Archaeology and Epigraphy, British School at Athens. 1989-1993 British Academy Major State Studentship, University of Cambridge. 1987-1988 Scholarship, University of Oxford: Hertford College. 1987 University Prize for Fieldwork in Ancient History and Archaeology, University of Oxford: Faculty of Literae Humaniores. -
Mackil Cv.Pdf
E MILY M ACKIL Professor ½ Department of History ½ University of California, Berkeley 3229 Dwinelle Hall ½ Berkeley, CA 94720–2550 ½ USA (510) 316-8423 (m) | [email protected] A CADEMIC A PPOINTMENTS UNIVERSITY OF CALIFORNIA, BERKELEY, Berkeley, CA Professor, Department of History, 2020-. Associate Professor, Department of History, 2012–2020. Assistant Professor, Department of History, 2005–2012. Faculty member of the Graduate Group in Ancient History and Mediterranean Archaeology, 2005–. UNIVERSITY OF CHICAGO, Chicago, IL Visiting Associate Professor, Department of Classics, Fall 2016. WESLEYAN UNIVERSITY, Middletown, CT Assistant Professor, Department of Classical Studies, 2003–2005. E DUCATION PRINCETON UNIVERSITY, Princeton, NJ MA 2000, PhD 2003, Department of Classics, Program in the Ancient World. UNIVERSITY OF OXFORD, St. John's College, Oxford BA, Honour School of Literae Humaniores, 1997. ST JOHN’S COLLEGE, Santa Fe, NM BA, Liberal Arts, 1994. P UBLICATIONS Books Property Power: The Politics of Ownership in the Ancient Greek World. Work in progress. Creating a Common Polity: Religion, Economy, and Politics in the Making of the Greek Koinon. Berkeley, CA: University of California Press, 2013. Winner of the Charles J. Goodwin Award of Merit, Society for Classical Studies (2016). Edited Volume Emily Mackil and Nikolaos Papazarkadas, eds. 2020. Greek Epigraphy and Religion: Papers in Memory of Sara B. Aleshire from the Second North American Congress of Greek and Latin Epigraphy. Leiden: E.J. Brill. Articles “Assessing the Scale of Property Confiscation in the Classical Greek World.” In Uncertainty and Probability in Historical Analysis, edited by Daniel Jew and Myles Lavan. Cambridge (forthcoming). “The Classical Period.” In The Cambridge Companion to the Greek Economy, edited by Sitta von Reden. -
1 Emma DENCH, Professor of the Classics and of History, Harvard
Emma DENCH, Professor of the Classics and of History, Harvard University, Department of the Classics, 204 Boylston Hall, Cambridge, MA 02138 Citizenship: British; Permanent Resident of the United States of America Degrees Held: University of Oxford: DPhil in Ancient History 1993 University of Oxford: MA 1989 University of Oxford: BA (Hons.) Literae Humaniores: First Class 1987 University of Oxford: Honour Moderations in Classics: First Class 1984 Scholarships and Awards: Gray Lecturer, University of Cambridge 2016 Visiting Professor, Harvard Business School 2015-16 Loeb Classical Library Foundation Fellowship 2011-12 Harvard College Professor 2010-15 Visiting Professor of the Classics and of History, Harvard University 2005-06 Member, School of Historical Studies, Institute for Advanced Study, 2002-03 Princeton, NJ Cotton Fellow, Dr. M. Aylwin Cotton Foundation 1997-98 Hugh Last Fellow, British School at Rome 2006 (fall) Rome Scholar, British School at Rome 1991-92 Craven Fellow, Oxford University 1989-91 1 Graduate Scholar, St. Hugh’s College, Oxford 1989-91 Undergraduate Scholar, Wadham College, Oxford 1982-5; ’86-7 Academic Positions Held: Professor of the Classics and of History, Harvard University 1 Jan. ’07-date Stipendiary Research Professor of Ancient History, Birkbeck College, University of London Jan.’07-Dec.’09 Professor of Ancient History, Birkbeck College, London 2005-06 Reader in Ancient History, Birkbeck College, London 2004-05 Senior Lecturer in Ancient History, Birkbeck College, London 1998-2004 Lecturer in Ancient History, Birkbeck College, London 1992-98 Internship in Classics, Hobart and William Smith Colleges, Geneva, NY 1987-8 Publications: Books (single-authored monographs) Romulus’ Asylum: Roman Identities from the Age of Alexander to the Age of Hadrian (Oxford, Oxford University Press, June 2005). -
Boriss Body: a First Body Book. Free
FREE BORISS BODY: A FIRST BODY BOOK. PDF Spike Gerrell | 14 pages | 02 Aug 2012 | Pan MacMillan | 9780230759176 | English | London, United Kingdom Boris's Body: A first body book - My Booktopia He was Foreign Secretary from to and Mayor of London from to Ideologically, he identifies as a one-nation conservative. He was elected President of the Oxford Union in Inhe became the Brussels correspondent and later a political columnist for The Daily Telegraphwhere his articles exerted a strong Eurosceptic influence on the British right. He was the editor of The Spectator magazine from to Inhe was elected Mayor of London and resigned from the House of Commons ; he was re- elected as Mayor in During his mayoralty, Johnson oversaw the Summer Olympicsintroduced the New Routemaster buses, a cycle hire scheme and the Thames cable carand banned alcohol consumption on much of London's public transport. InJohnson was elected MP for Uxbridge and South Ruislip; he stepped down as mayor the following year, during which he became a prominent figure in the successful Vote Leave campaign for Brexit in the EU membership referendum. He then served as Foreign Secretary during the earlier stages of Theresa May 's premiership; he resigned from the post two years later, in criticism of May's approach to Brexit and the Chequers Agreement. Boriss Body: A First Body Book. May resigned inhe was elected Conservative leader and appointed prime minister. His September prorogation of Parliament was ruled unlawful by the Supreme Court. The United Kingdom withdrew from the European Union under the terms of a revised Brexit withdrawal agreemententering into a transition period. -
What Is Analytic Philosophy?
WHAT IS ANALYTIC PHILOSOPHY? 1. OPENING At the onset, a Methodological Remark: In trying to answer the question What is analytic philosophy? I shall follow two methodological principles. (1) The first was suggested by Peter Hacker and reads: ‘Any characterisation of “analytic philosophy” which excludes Moore, Russell and the later Wittgenstein, as well as the leading figures of post-War analytic philosophy [for us these are John Wisdom, Ryle, Austin, Strawson and Dummett], must surely be rejected.’ (Hacker 1996a, p. 247) The correct definition of analytic philosophy must cohere with the philosophy of its generally recognized founding fathers. (2) Any characterisation of ‘analytic philosophy’ which was mas- sively represented in the history of philosophy in the past, must be rejected too. To be sure, Moore, Russell and Wittgenstein, and later also Ryle, Austin and their friends, were doing a type of philosophy which they consciously understood as new—it was in- trinsically New Philosophy. The problem was only that this newness was difficult to identify and define. 2. MISLEADING DEFINITIONS There is a host of definitions of analytic philosophy which fail to meet our two methodological requirements. (a) Analytic Philosophy is Philosophical Logic. Many authors believe that despite all diffusion of the subject, analytic philosophy typically accepts the ‘theory of logical form as a regulating ideal relative to which all philosophical analyses are ultimately to 2 be given’ (Cocchiarella 1987, p. 2). Originally, this understanding was introduced by Frege who persistently discriminated between true and apparent logical form. Since Wittgenstein, and partly also Russell, followed this practice, many believe that it is es- sential to the New Philosophy.