DOCSLIB.ORG

Ilosophy Philosophy Stephen Law EYEWITNESS Companions EYEWITNESS Companions Contents

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Ilosophy Philosophy Stephen Law EYEWITNESS Companions EYEWITNESS Companions Contents EYEWITNESS companions EYEWITNESS companions Philosophy Philosophy Stephen Law EYEWITNESS companions EYEWITNESS companions Contents Despite a checkered academic history, Philosophy Introducing Philosophy including expulsion from high school and Pages 12–21 a brief stint delivering mail, Stephen Law the history of philosophy graduated with honors in philosophy from Philosophy Pages 22–43 the City University, London. He continued branches of philosophy his studies at Oxford University, where he Philosophy Pages 44–189 stephen law was a junior research fellow for three years, The great thinkers Philosophy Toolkit and is currently a lecturer in philosophy Discover who’s who Pages 190–225 at Heythrop College, in the in philosophy, from Aristotle to Zeno, and who’s who in Philosophy University of London. their contributions to Pages 226–345 the way we think today. Stephen is the author of several books on philosophy, some written for adults and some for children. He is also the editor of THINK, Exercise your mind the Royal Institute of Philosophy’s popular Find out how to construct The defi nitive visual guide Evocative and imaginative new journal aimed at the general public; and communicate philosophical images illustrate the www.thinking-big.co.uk arguments. philosophical arguments. stephen law other eyewitness companions The big questions architecture • Art • astronomy Understand the debate cats • Classical Music • dogs • fi lm on such philosophical French Cheeses • French Wines • Golf enquiries as “Where did the universe come from?” East meets West Guitar • herbal remedies • Hiking Explore the history horse riding • Olive Oil • opera of Western thought as Photography • sailing • scuba diving well as traditions of Eastern philosophy. Trees • Wines of the World Printed in China Jacket images Front: Alamy Images: David Noton Photography (c); The Bridgeman Art Library: Private Collection (fbr); Vatican Museums KEY TO SYMBOLS USED IN THIS BOOK and Galleries, Vatican City, Italy (bl); Corbis: Bettmann (bc); Gregor Schuster/zefa (t); Getty Images: Amana Images/Teisuke Shinoda (c). Back: b Birth and death dates akg-images: (crb); Erich Lessing (t); Corbis: HO/epa (bl); Owaki - Kulla Discover more at (c); Archivo Iconografi co, S.A. (cr). Spine: Corbis: Jens Nieth/zefa www.dk.com n Place of birth All other images © Dorling Kindersley For further information see: www.dkimages.com history • ideas • THEORIES history • ideas • THEORIES $25.00 USA WHO’S WHO • how to think WHO’S WHO • how to think $30.00 Canada EYEWITNESS COMPANIONS Philosophy STEPHEN LAW “MAN IS A ROPE STRETCHED BETWEEN THE ANIMAL AND THE SUPERMAN A ROPE OVER AN ABYSS.” Friedrich Nietzsche, Thus Spoke Zarathustra “PHILOSOPHERS... ARE IRRESISTIBLY TEMPTED TO ASK AND ANSWER QUESTIONS IN THE WAY SCIENCE DOES.” Ludwig Wittgenstein, The Blue Book “THE WISEST HAVE THE MOST AUTHORITY.” Attributed to Plato LONDON, NEW YORK, MELBOURNE, MUNICH, AND DELHI Project Editor Sam Atkinson Project Designer Victoria Clark Production Controller Rita Sinha DTP John Goldsmid Managing Editor Debra Wolter Managing Art Editor Karen Self Art Director Bryn Walls Publisher Jonathan Metcalf Additional text contributions by Daniel Cardinal, Michael Lacewing, and Chris Horner. Produced for Dorling Kindersley by cobaltid Foreword 10 The Stables, Wood Farm, Deopham Road, Chapter One Attleborough, Norfolk NR17 1AJ, UK www.cobaltid.co.uk INTRODUCING PHILOSOPHY Editors Marek Walisiewicz, Kati Dye, Louise Abbott, Jamie Dickson, Maddy King What is philosophy? 14 Art Editors Paul Reid, Lloyd Tilbury, Pia Ingham, Darren Bland, Claire Oldman, Annika Skoog Chapter Two THE HISTORY First American Edition, 2007 Published in the United States by OF PHILOSOPHY DK Publishing 375 Hudson Street New York, NY 10014 The Ancients 24 07 08 09 10 11 10 9 8 7 6 5 4 3 2 1 The medieval world 30 PD108—April 2007 The early moderns 34 Copyright © 2007 Dorling Kindersley Limited The modern age 40 All rights reserved Without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior written permission of both the copyright owner and the above publisher of this book. Published in Great Britain by Dorling Kindersley Limited. A catalog record for this book is available from the Library of Congress. ISBN 978-0-75662-625-9 DK books are available at special discounts when purchased in bulk for sales promotions, premiums, fund-raising, or educational use. For details, contact: DK Publishing Special Markets, 375 Hudson Street, New York, New York 10014 or [email protected] Color reproduction by GRB, Italy. Printed and bound in China by Leo. Discover more at www.dk.com CONTENTS Chapter Three PHILOSOPHY OF PHILOSOPHY OF BRANCHES RELIGION 138 SCIENCE 178 OF PHILOSOPHY Does God exist? 140 The problem of induction 180 The problem of evil 153 Introduction 46 Falsificationism 186 Faith and reason 157 KNOWLEDGE 48 Scepticism 50 Chapter Four What is knowledge? 58 PHILOSOPHY Reason and TOOLKIT experience 66 Introduction 192 METAPHYSICS 74 Reasoning 194 Plato and the Forms 76 Fallacies 198 Mind-dependence 82 Thinking tools 212 MORAL PHILOSOPHY 100 Chapter Five What should I do? 102 WHO’S WHO IN So what is morality? 112 PHILOSOPHY Introduction 228 PHILOSOPHY OF Directory 230 MIND 122 POLITICAL The consciousness PHILOSOPHY 160 puzzle 124 The liberal ideal 162 Index 346 Could a machine think? 132 The common good 172 Acknowledgments 352 10 FOREWORD THINKING PHILOSOPHICALLY IS AN ADVENTURE. IT IS A JOURNEY TO THE OUTER LIMITS OF THOUGHT AND UNDERStanDING. MANY ARE faScinatED BY PHILOSOPHICAL QUESTIONS AND ISSUES, BUT ARE UNSURE WHERE TO BEGIN. THIS BOOK AIMS TO GIVE THOSE NEW TO PHILOSOPHY A CLEAR AND NON-TECHNICAL GUIDE. This companion guide to of the trickier passages a philosophy is written for the second time or even a third interested layperson, though time. And do regularly take it will also be of value to time out to reflect. students beginning a degree It is worth stressing that in philosophy. Within these this book is a “taster.” pages you will discover some No attempt has been made of the most extraordinary, to cover everything. The book baffling, inspiring, and offers readers a carefully in some cases downright chosen selection of questions, peculiar thoughts thinkers, and ideas. While ever entertained by “The safest general most of the main areas humankind. Many of characterization of the of Western philosophy the questions addressed are included, one or two in Classical times by European philosophical selections, such as the Plato, one of the greatest tradition is that it mirror puzzle, are rather philosophers of all time, consists of a series of more idiosyncratic. The are questions with which footnotes to Plato.” precise selection of philosophers are still topics explored in the Alfred North Whitehead grappling today. book reflects to some This is not a book to plow through extent the tastes and interests of the from cover to cover. You will no authors and what they happen to doubt find yourself delving into its most enjoy writing about, and should pages in a piecemeal way. That is not be taken to be definitive of what is exactly what is intended. Feel free to of greatest philosophical importance. jump from one chapter to another as you explore connections between different thinkers and ideas. The best way to engage with any philosophical text is to approach it actively, not passively. Think critically When we start to think philosophically, we about what you have read as you go take a step back and begin to question even those things that we ordinarily take for granted— along. Be prepared to read one or two such as if anything exists at all. FOREWORD 11 INTRODUCING PHILOSOPHY 14 INTRODUCING PHILOSOPHY WHAT IS PHILOSOPHY? Philosophical questions include some of the most exciting, puzzling, and important questions ever asked. They can challenge our most fundamental beliefs. This chapter asks: what are philosophical questions, and how do philosophers attempt to answer them? We all hold philosophical beliefs Philosophy is sometimes dismissed as possess immortal souls, while others a wholly “head in the clouds” discipline suppose we are purely material beings. with no relevance to everyday life. The Many believe things are morally right or truth is that philosophy can be, and very wrong independently of whatever we often is, very relevant indeed. might happen to suppose, while others Though we may not realize it, we all claim that right and wrong amounts to hold philosophical beliefs. For example, nothing more than subjective preference. I am sure that you, like me, suppose that We believe that the world we see around the past is a fairly reliable guide to the us is real, and that the world continues to future. That is a philosophical belief. We exist even when we are not observing it. may believe that God exists. Or we may Where did the universe come from? Why, indeed, is believe that he doesn’t. Again, these are there anything at all? Philosophy asks fundamental philosophical beliefs. Some believe we and often unsettling questions about life. WHAT IS PHILOSOPHY? 15 Goya’s etching The Sleep of Reason Brings Forth Monsters captures the spirit of the Enlightenment and its emphasis on the role of reason in dispelling fear, uncertainty, and superstition. Again, these are philosophical beliefs, and they have both been subjected to much scrutiny by philosophers. Clearly, these beliefs can have a signifi cant impact on our day-to-day lives. Someone who believes morality amounts to nothing more than subjective preference may end up behaving very differently from someone who believes that the wrongness of stealing or killing is a matter of objective fact. There is also a philosophical aspect to many contemporary moral and political debates.
Load more

Recommended publications
  • A-Level Philosophy Mark Scheme Unit 01
    A-LEVEL PHILOSOPHY PHIL1 An Introduction to Philosophy 1 Mark scheme 2170 June 2014 Version: 0.1 Final Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts: alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available from aqa.org.uk Copyright © 2014 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre.
    [Show full text]
  • Jackson, Roy ORCID: 0000-0003-3923-9513 (2018) Hayy Ibn Yaqzan: a Philosophical Novel by Ibn Tufayl
    This is a peer-reviewed, final published version of the following document and is licensed under Creative Commons: Attribution 4.0 license: Jackson, Roy ORCID: 0000-0003-3923-9513 (2018) Hayy ibn Yaqzan: A Philosophical Novel by Ibn Tufayl. Alfinge (29). pp. 83-101. doi:10.21071/arf.v0i29.10111 Official URL: https://doi.org/10.21071/arf.v0i29.10111 DOI: 10.21071/arf.v0i29.10111 EPrint URI: http://eprints.glos.ac.uk/id/eprint/8145 Disclaimer The University of Gloucestershire has obtained warranties from all depositors as to their title in the material deposited and as to their right to deposit such material. The University of Gloucestershire makes no representation or warranties of commercial utility, title, or fitness for a particular purpose or any other warranty, express or implied in respect of any material deposited. The University of Gloucestershire makes no representation that the use of the materials will not infringe any patent, copyright, trademark or other property or proprietary rights. The University of Gloucestershire accepts no liability for any infringement of intellectual property rights in any material deposited but will remove such material from public view pending investigation in the event of an allegation of any such infringement. PLEASE SCROLL DOWN FOR TEXT. ISSN: 0213-1854 Hayy ibn Yaqzan: Una novela filosófica de Ibn Tufayl (Hayy ibn Yaqzan: A Philosophical Novel by Ibn Tufayl) ROY JACKSON [email protected] University of Gloucestershire Fecha de recepción: 21 de febrero de 2017 Fecha de aceptación: 31 de marzo de 2017 Resumen: Trabajo que aborda el relato filosófico Hayy ibn Yaqzan, titulado así por el héroe de la historia y escrito por el filósofo musulmán Ibn Tufayl (1105- 1185).
    [Show full text]
  • Philosophy Sunday, July 8, 2018 12:01 PM
    Philosophy Sunday, July 8, 2018 12:01 PM Western Pre-Socratics Fanon Heraclitus- Greek 535-475 Bayle Panta rhei Marshall Mcluhan • "Everything flows" Roman Jakobson • "No man ever steps in the same river twice" Saussure • Doctrine of flux Butler Logos Harris • "Reason" or "Argument" • "All entities come to be in accordance with the Logos" Dike eris • "Strife is justice" • Oppositional process of dissolving and generating known as strife "The Obscure" and "The Weeping Philosopher" "The path up and down are one and the same" • Theory about unity of opposites • Bow and lyre Native of Ephesus "Follow the common" "Character is fate" "Lighting steers the universe" Neitzshce said he was "eternally right" for "declaring that Being was an empty illusion" and embracing "becoming" Subject of Heideggar and Eugen Fink's lecture Fire was the origin of everything Influenced the Stoics Protagoras- Greek 490-420 BCE Most influential of the Sophists • Derided by Plato and Socrates for being mere rhetoricians "Man is the measure of all things" • Found many things to be unknowable • What is true for one person is not for another Could "make the worse case better" • Focused on persuasiveness of an argument Names a Socratic dialogue about whether virtue can be taught Pythagoras of Samos- Greek 570-495 BCE Metempsychosis • "Transmigration of souls" • Every soul is immortal and upon death enters a new body Pythagorean Theorem Pythagorean Tuning • System of musical tuning where frequency rations are on intervals based on ration 3:2 • "Pure" perfect fifth • Inspired
    [Show full text]
  • Cartesian Idea of God As the Infinite
    FILOZOFIA ___________________________________________________________________________ Roč. 67, 2012, č. 4 CARTESIAN IDEA OF GOD AS THE INFINITE KSENIJA PUŠKARIĆ, Department of Philosophy, Saint Louis University, USA PUŠKARIĆ, K.: Cartesian Idea of God as the Infinite FILOZOFIA 67, 2012, No. 4, p. 282 The paper discusses presuppositions of the so-called trademark argument for the existence of God presented by René Descartes (1596 – 1650) in his Meditations on First Philosophy. The author explores the interpretation of Descartes’s idea of God as the infinite that provides a response to a difficult philosophical and theological question: How can the human mind obtain a coherent idea of God, whose infinite and transcendent greatness reaches beyond reason? I propose a conceptual distinction to defend the Cartesian thesis, namely, that it is possible to have a clear and distinct idea of the infinite, while consistently sustaining the negative theological element of God as ultimately incomprehensible. Keywords: Philosophy of religion – God – Idea of infinity Descartes claimed to be able to perceive the idea of the infinite most clearly and dis- tinctly, though he admitted its ultimate incomprehensibility. My discussion of this appa- rent contradiction will be centered upon two objections to Descartes, which were put forward by Pierre Gassendi (1592 – 1655) and Bernard Williams (1929 – 2003): 1) that the idea of the infinite is impossible; and 2) that the incomprehensibility of the idea is not compatible with its clearness and distinctness. I will discuss and defend the coherence of Descartes’ conception of God as the ac- 1 tual infinite in contrast with the potential infinite (or the “indefinite”). I conclude that clarity is reconcilable with the incomprehensibility of such idea, because to the human mind, the idea of God has an indefinite dimension – a point that I believe ought to be conceded to Descartes’s objectors.
    [Show full text]
  • 1 UNIT 2 ARGUMENTS for the EXISTENCE of GOD Contents 2.0 Objectives 2.1 Introduction 2.2 Earlier Arguments on the E
    UNIT 2 ARGUMENTS FOR THE EXISTENCE OF GOD Contents 2.0 Objectives 2.1 Introduction 2.2 Earlier Arguments on the Existence of God 2.3 Scholastic Arguments on the Existence of God 2.4 Other Arguments for Existence of God 2.5 Modern Philosophers on Existence of God 2.6 Let Us Sum Up 2.7 Key Words 2.8 Further Readings and References 2.0 OBJECTIVES This Unit is to give the student some arguments about the Existence of God. The basis for these arguments is reason, but then we realize and have to accept that the topic we are studying, namely, the Existence of God, is such that we cannot come to any universal conclusion, given the topic of our study. 2.1 INTRODUCTION Believers might not need proofs for the existence of God, even so we feel the need to speak of arguments in favour of the existence of God. On the other hand most non-believers or atheists would not feel the need of proving their non-belief or non-acceptance of God, because they see this as most natural. The responsibility then seems to be on the believers to give some arguments to prove the existence of God. While we agree that there can never be a universal proof for the existence of God, even so we can definitely speak of arguments in favour of the existence of God. The aim of this chapter is to examine certain arguments that have traditionally been used to prove or demonstrate the existence of God. We shall examine different types of arguments and we shall also look at some individual philosophers who had significant arguments to prove the existence of God.
    [Show full text]
  • Issue No. 39 September/October 2016 3 Videogames Have Become Bonafide EYE Entertainment Franchises
    Press Play LÉON Lewis Del Mar Luna Aura Marshmello NAO and more THE STORM ISSUE NO. 39 REPORT SEPTEMBER/OCTOBER 2016 TABLE OF CONTENTS 4 EYE OF THE STORM Press Play: How videogames could save the music industry 5 STORM TRACKER Roadies Roll Call, Kiira Is Killing It, The Best and the Brightest 6 STORM FORECAST What to look forward to this month. Award Shows, Concert Tours, Album Releases, and more 7 STORM WARNING Our signature countdown of 20 buzzworthy bands and artists on our radar. 19 SOURCES & FOOTNOTES On the Cover: Martin Garrix. Photo provided by management ABOUT A LETTER THE STORM FROM THE REPORT EDITOR STORM = STRATEGIC TRACKING OF RELEVANT MEDIA Hello STORM Readers! The STORM Report is a compilation of up-and-coming bands and Videogames have become a lucrative channel artists who are worth watching. Only those showing the most for musicians seeking incremental revenue promising potential for future commercial success make it onto our as well as exposure to a captive and highly monthly list. engaged audience. Soundtracks for games include a varied combination of original How do we know? music scores, sound effects and licensed tracks. Artists from Journey (yes, Journey) Through correspondence with industry insiders and our own ravenous to Linkin Park have created gamified music media consumption, we spend our month gathering names of artists experiences to bring their songs to visual who are “bubbling under”. We then extensively vet this information, life. In the wake of Spotify announcing an analyzing an artist’s print & digital media coverage, social media entire section of its streaming platform growth, sales chart statistics, and various other checks and balances to dedicated to videogame music, we’ve used ensure that our list represents the cream of the crop.
    [Show full text]
  • Slugmag.Com 1
    slugmag.com 1 SaltLakeUnderGround • Vol. 25 • Issue #311 • November 2014 • slugmag.com Publisher: Eighteen Percent Gray Marketing Coordinator: CONTRIBUTOR LIMELIGHT: Editor: Angela H. Brown Robin Sessions Managing Editor: Alexander Ortega Marketing Team: Alex Topolewski, Carl Acheson, Alex Springer Junior Editor: Christian Schultz Cassie Anderson, Cassandra Loveless, Ischa B., Janie Senior Staff Writer Office Coordinator:Gavin Sheehan Greenberg, Jono Martinez, Kendal Gillett, Lindsay Digital Content Coordinator: Henry Glasheen Clark, Raffi Shahinian, Robin Sessions, Zac Freeman Fact Checker: Henry Glasheen Social Media Coordinator: Catie Weimer Copy Editing Team: Alex Cragun, Alexander Distribution Manager: Eric Granato Ortega, Allison Shephard, Christian Schultz, Cody Distro: Andrea Silva, Daniel Alexander, Eric Kirkland, Henry Glasheen, John Ford, Jordan Granato, John Ford, Jordan Deveraux, Julia Sachs, Deveraux, Julia Sachs, Laikwan Waigwa-Stone, Maria Valenzuela, Michael Sanchez, Nancy Maria Valenzuela, Mary E. Duncan, Shawn Soward, Burkhart, Nancy Perkins, Phil Cannon, Ricky Vigil, Traci Grant Ryan Worwood, Tommy Dolph, Tony Bassett, Content Consultants: Jon Christiansen, Xkot Toxsik Matt Hoenes Senior Staff Writers: Alex Springer, Alexander Cover Photo: Chad Kirkland Ortega, Ben Trentelman, Brian Kubarycz, Brinley Lead Designer: Joshua Joye Froelich, Bryer Wharton, Christian Schultz, Cody Design Team: Chad Pinckney, Lenny Riccardi, Hudson, Cody Kirkland, Dean O. Hillis, Gavin Mason Rodrickc, Paul Mason Sheehan, Henry Glasheen, Ischa
    [Show full text]
  • 24.01S16 Descartes on God and Matter (Meditations 3-5)
    24.01: Classics of Western Philosophy Descartes on God and Matter (Meditations 3-5) I. Review of some key results from Med 1 and 2 A. From Meditation 1: i. Nearly everything is subject to doubt. Until this doubt is removed, any (system of) knowledge lacks adequate justification. B. From Meditation 2: i. The meditator discovers something that appears immune to doubt (the cogito) ii. The meditator discovers something about her nature or essence: she is a thinking thing (sum res cogitans) iii. The meditator discovers something about a faculty of the mind (our intellect)—namely, that through the use of it (alone) we can discover metaphysical truths about essences. (Wax example.) II. The criterion of clarity and distinctness The meditator makes a general observation about the cogito: Surely in this first instance of knowledge, there is nothing but a certain clear and distinct perception of what I affirm. And thus I now seem able to posit as a general rule that everything I very clearly and distinctly perceive is true. (70). If clarity and distinctness is a sure sign of truth, then it looks like we have a path out of the skeptical scenarios. We note what we clearly and distinctly perceive, and then reason from that. Descartes does not define ‘clear’ or ‘distinct’ in the Meditations , but he does other work. [See below, “Quotes on clarity and distinctness.”] The problem is that we seem to be prone to error both about what we clearly and distinctly perceive and in our reasoning. How do we address this? Descartes suggests: I should at the first opportunity inquire whether there is a God, and, if there is, whether or not he can be a deceiver.
    [Show full text]
  • HL-Philosophy
    N15/3/PHILO/HP1/ENG/TZ0/XX – 2 – N15/3/PHILO/HP1/ENG/TZ0/XX In your answers you are expected to: Philosophy • argue in an organized way using clear, precise language, which is appropriate to philosophy Higher level • demonstrate knowledge and understanding of appropriate philosophical issues Paper 1 • analyse, develop and critically evaluate relevant ideas and arguments • present appropriate examples providing support for your overall argument • identify and analyse counter-arguments Thursday 5 November 2015 (afternoon) • provide relevant supporting material, illustrations and/or examples • offer a clear and philosophically relevant personal response to the examination question. 2 hours 30 minutes Section A Instructions to candidates Answer one question from this section. Each question in this section is worth [30 marks]. Do not open this examination paper until instructed to do so. Core Theme: What is a human being? Section A: answer one question. Section B: answer two questions, each chosen from a different Optional Theme. 1. Read the following passage and develop your response as indicated below. The maximum mark for this examination paper is [90 marks]. ‘”Animal” is a negative term, but only because man has been made inappropriately privileged. It has been argued that whereas the traditional view supports Hamlet’s exclamation, “How like a god,” Pavlov emphasizes “How like a dog.” But is that a step too far? A god is the archetypal pattern of an explanatory fiction, of a miracle-working mind, of the metaphysical. Man is much more
    [Show full text]
  • The Imaginary Trademark Parody Crisis (And the Real One)
    Scholarship Repository University of Minnesota Law School Articles Faculty Scholarship 2015 The Imaginary Trademark Parody Crisis (and the Real One) William McGeveran University of Minnesota Law School, [email protected] Follow this and additional works at: https://scholarship.law.umn.edu/faculty_articles Part of the Law Commons Recommended Citation William McGeveran, The Imaginary Trademark Parody Crisis (and the Real One), 90 WASH L. REV. 713 (2015), available at https://scholarship.law.umn.edu/faculty_articles/614. This Article is brought to you for free and open access by the University of Minnesota Law School. It has been accepted for inclusion in the Faculty Scholarship collection by an authorized administrator of the Scholarship Repository. For more information, please contact [email protected]. 10 - McGeveran Returned Final Review.docx (Do Not Delete) 6/3/2015 1:28 PM THE IMAGINARY TRADEMARK PARODY CRISIS (AND THE REAL ONE) William McGeveran* Abstract: In the two decades since the Supreme Court protected a crude rap spoof from copyright liability in Campbell v. Acuff-Rose Music, Inc., courts have grown to understand the great value of parodic expression in trademark cases as well. Today, plausible claims of parody almost always prevail over trademark rights in judicial rulings. This Article demonstrates that it is simply wrong to suggest, as commentators often do, that we face a crisis in the results of trademark parody cases. That distortion is harmful because it distracts reform efforts and it lends credence to overbroad assertions of trademarks against parody and other speech. Demand letters and other pre-litigation maneuvering by markholders exemplify the real crisis in the law of trademark parody.
    [Show full text]
  • Higher Philosophy Course Specification
    Higher Philosophy Course code: C854 76 Course assessment code: X854 76 SCQF: level 6 (24 SCQF credit points) Valid from: session 2018–19 This document provides detailed information about the course and course assessment to ensure consistent and transparent assessment year on year. It describes the structure of the course and the course assessment in terms of the skills, knowledge and understanding that are assessed. This document is for teachers and lecturers and contains all the mandatory information you need to deliver the course. The information in this publication may be reproduced in support of SQA qualifications only on a non-commercial basis. If it is reproduced, SQA must be clearly acknowledged as the source. If it is to be reproduced for any other purpose, written permission must be obtained from [email protected]. Where this publication includes materials from sources other than SQA (secondary copyright) this material must only be reproduced for the purposes of instruction in an educational establishment. If it is to be reproduced for any other purpose, it is the user’s responsibility to obtain the necessary copyright clearance. This edition: September 2018 (version 2.0) © Scottish Qualifications Authority 2013, 2018 Contents Course overview 1 Course rationale 2 Purpose and aims 2 Who is this course for? 2 Course content 3 Skills, knowledge and understanding 3 Skills for learning, skills for life and skills for work 11 Course assessment 12 Course assessment structure: question papers 12 Grading 14 Equality and inclusion
    [Show full text]
  • Create & Motivate
    Create & motivate 07.03.06 Using technology to encourage creativity in class educationguardian.co.uk/appleeducation Produced by the Guardian in association with Apple PHOTOGRAPH ANDREW FOX PHOTOGRAPH 2 Create & motivate What is creativity? Inside Introduction Stephen Heppell 4 Digital trends From podcasting to internet telephony, digital music to Wanted: creative politicians making movies for online broadcasts... the latest developments in creative ICT the breadth and diversity of children’s creativity with the annual DfES 6 Primary best practice supported “Be Very Afraid" event. This Literacy is perhaps the subject where creativity works best with year it included a kinetic “garden” of young children, but science, optic rods, representing a student’s music and citizenship come a communications with friends and family, close second... and a primary school adventure spanning mobile texting, books and websites. CHRISTPHER JONES Apple did some really useful Creativity is tough to define, but every pioneering work in the early 90s where it teacher knows it when they see it. In the paired schoolchildren with cinema icons 1950s we sought conformingly uniform like Ken Russell and music stars like ANNA GORDON children, for the conformingly uniform Bryan Adams. The results were stunning jobs of late industrial Britain. Any and, since then, it has supported a 10 Secondary best practice creativity was strictly extra-curricular. regular showcase for creativity a the When schools use creativity But as the mundane tasks have moved annual ICT in education show, Bett, and across the curriculum, students overseas, or become tasks for robots, much teacher development. take note. So what technology creativity has replaced conformity.
    [Show full text]