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Elgin, Z. Catherine. Take it from me – the epistemological status of testimony
2002, Philosophy and Phenomenological Research, LXV (2002), 291-308.
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Added by: Giada Fratantonio
Summary: In this paper, the author addresses the problem of to what provides epistemic justification for taking someone's testimony as true. That is, to what extent testimony provides conveys warrant? More precisely, the author argues, contra C. J. A. Coady, that testimony does not easily provide warrant in most of the cases, yet the whether a testimony conveys warrant is context-sensitive: different levels of warrant are transmitted in different contexts.
Comment: This could work as secondary reading for a postgraduate course in epistemology, focusin on the epistemology of testimony.
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Nzegwu, Nkiru. African Art in Deep Time: De‐race‐ing Aesthetics and De‐racializing Visual Art
2019, Journal of Aesthetics and Art Criticism 77 (4): 367-378.
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Added by: Simon Fokt

Abstract: In two essays in the ART/Artifact(1988) exhibition catalog, white American museum curator Susan Vogel and white American philosopher Arthur Danto pronounce that Africans do not distinguish between art and nonart. Although seemingly objective empirical statements, their assertions about Africa and its art are racially based ruminations of a white supremacist worldview. I argue that in theorizing within the category of race they produced racialized aesthetics that commit the Eurocentric fallacy of upholding systemic racist objectives. I argue that (1) their assertions fail to be about African art, but about hegemony and power; (2) as the longest enduring artistic activity of humanity, African art is an important check to racialized aesthetics; (3) art is produced outside the category of race and from a critically conscious awareness of the world; and (4) art bespeaks creativity and presupposes the artistic and moral values of a culture in the manipulation and transformation of physical reality.

Comment: Written in an engaging way, this paper invites the reader to re-evaluate some common assumptions about art from different cultures. Exposing the prevalent Western approach to African art as racialised, it can be a great tool in making students understand both the structural-societal, as well as own biases in approaching other cultures. Ngzewu defends a powerful thesis: that ‘the West’s conception of art and creativity presupposes white racial hegemony.’ She exposes the way in which Western art is tacitly assumed to be a yardstick against which all is measured, and the Westerners have become the ‘purveyors of knowledge’ who apply this yardstick to decide whether works of other cultures are art, all without any need to consult the creators of those works, or to revise own concept of art. As such, the paper can be very empowering to some students, while also being very uncomfortable to others – teaching it might require some skill in leading the discussion in a constructive way. The import of Ngzewu’s argumentis that while racism and white domination rest on the assumption of cognitive and moral superiority of white people, the approach to African art she criticises serves to reinforce this assumption. This can inspire further class discussion on the importance and value of aesthetics. Best used before assigning other texts on non-Western art, which should all be read in light of Ngzewu’s criticism. Written in an engaging way, this paper invites the reader to re-evaluate some common assumptions about art from different cultures. Exposing the prevalent Western approach to African art as racialised, it can be a great tool in making students understand both the structural-societal, as well as own biases in approaching other cultures. Ngzewu defends a powerful thesis: that ‘the West’s conception of art and creativity presupposes white racial hegemony.’ She exposes the way in which Western art is tacitly assumed to be a yardstick against which all is measured, and the Westerners have become the ‘purveyors of knowledge’ who apply this yardstick to decide whether works of other cultures are art, all without any need to consult the creators of those works, or to revise own concept of art. As such, the paper can be very empowering to some students, while also being very uncomfortable to others – teaching it might require some skill in leading the discussion in a constructive way. The import of Ngzewu’s argumentis that while racism and white domination rest on the assumption of cognitive and moral superiority of white people, the approach to African art she criticises serves to reinforce this assumption. This can inspire further class discussion on the importance and value of aesthetics. Best used before assigning other texts on non-Western art, which should all be read in light of Ngzewu’s criticism.
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Anscombe, G. Elizabeth M.. Thought and Action in Aristotle: What is ‘Practical Truth’?
1981, in Collected Philosophical Papers, Volume One: From Parmenides to Wittgenstein. Oxford: Basil Blackwell.
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Added by: Anne-Marie McCallion

Introduction: Is Aristotle inconsistent in the different things he says about προαιρεσις‚ mostly translated "choice", in the different parts of the Ethics? The following seems to be a striking inconsistency. In Book III (113a 4) he says that what is "decided by deliberation" is chosen, but he also often insists that the uncontrolled man, the άκρατης, does not choose to do what he does; that is to say, what he does in doing the kind of thing that he disapproves of, is not what Aristotle will call exer-cising choice; the uncontrolled man does not act from choice, έκ προαιρεσεως, or choosing, προαιρουμενος. However, in Book VI (1142b 18) he mentions the possibility of a calculating uncontrolled man who will get what he arrived at by calculation, έκ τουλογισμου ΤΕΥΞΕΤΑΙ, and so will have deliberated correctly: òρθως έσται βεβουλευμενος . Thus we have the three theses: (a) choice is what is determined by deliberation; (b) what the uncontrolled man does qua uncontrolled, he does not choose to do; (c) the uncontrolled man, even when acting against his convictions, does on occasion determine what to do by deliberation.

Comment: This text offers an in depth analysis of Aristotle’s account of choice and practical reasoning. This text would be suitable for advanced courses on Aristotle’s ethics or virtue ethics more broadly. It requires a good quantity of knowledge on Aristotle’s philosophy in order to be appropriately accessible and as such is recommended for postgraduate or advanced undergraduate students.
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MacCumhaill, Clare, Rachael Wiseman. A Female School of Analytic Philosophy? Anscombe, Foot, Midgley and Murdoch
2018, Women in Parenthesis website
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Added by: Anne-Marie McCallion

Introduction: The history of Analytic Philosophy we are familiar with is a story about men. It begins with Frege, Russell, Moore. Wittgenstein appears twice, once as the author of the Tractatus and then again later as the author of the Philosophical Investigations. Between Wittgenstein’s first and second appearance are Carnap and Ayer and the all-male Vienna Circle. Then come the post-second-world war Ordinary Language Philosophers – Ryle, and Austin. After that Strawson and Grice, Quine and Davidson.

The male dominance is not just in the names of the ‘star’ players. Michael Beaney’s 2013 Oxford Handbook of the History of Analytic Philosophy begins by listing the 150 most important analytic philosophers. 146 of them are men. For women who wish to join in this conversation, the odds seem formidably against one.

Today we will be speaking about two of the four women who warrant an entry in Beaney’s list – Elizabeth Anscombe and Philippa Foot. We will be talking about them alongside two other women Iris Murdoch and Mary Midgley. We think they should also be in the top 150, but our broader aims are more ambitious than increasing the proportion of important women from 2.7% to 4%.

Comment: This text offers a very accessible introduction to the work of the Wartime Quartet as well as a biographical and historical overview of their philosophical school status. It would be suitable for history of philosophy courses – especially those which emphasise or centre upon 20th century analytic philosophy. This text will also be essential for students who wish to set-up an In Parenthesis reading group, please see here for more information: http://www.womeninparenthesis.co.uk/curated-resources/for-students/new-undergraduate-reading-list/#intro
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Anscombe, G. Elizabeth M.. The First Person
1975, In Collected Philosophical Papers, Volume Two: Metaphysics and the Philosophy of Mind. Oxford: Basil Blackwell.
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Added by: Anne-Marie McCallion and Giada Fratantonio

Introduction: Descartes and St Augustine share not only the argument Cogtto ergo sum - in Augustine Si fallor, sum (De Civitate Dei, XI, 26) - but also the corollary argument claiming to prove that the mind (Augustine) or, as Descartes puts it, this I, is not any kind of body. "I could suppose I had no body," wrote Descartes, "but not that I was not", and inferred that "this I" is not a body. Augustine says "The mind knows itself to think", and "it knows its own substance": hence "it is certain of being that alone, which alone it is certain of being" (De Trinitate, Book XI. Augustine is not here explicitly offering an argument in the first person, as Descartes is. The first-person character of Descartes' argument means that each person must administer it to himself in the first person; and the assent to St Augustine's various propositions will equally be made, if at all, by appropriating them in the first person. In these writers there is the assumption that when one says "I" or "the mind", one is naming something such that the knowledge of its existence, which is a knowledge of itself as thinking in all the various modes, determines what it is that is known to exist.

Comment: This text is best suited to more advanced readers. Anscombe shows that ‘I’ is not a referring expression by taking the arguments to this effect to their logical conclusions, thus demonstrating their absurdity. She then moves on, in light of this, to explore the relationship between our command of the first person and self-consciousness - thus demonstrating the pragmatic role of ‘I’. The text is quite dense and some knowledge of arguments to the effect that ‘I’ is a referring expression (as well as the common issues with these) is required. This text would be suitable for advanced courses on the philosophy of language, philosophy of mind or 20th century analytic philosophy.
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Murdoch, Iris. The Darkness of Practical Reason
1998, in Existentialists and Mystics: Writings on Philosophy and Literature. Allen Lane/the Penguin Press, 193-202
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Added by: Anne-Marie McCallion

Introduction: In his book, Freedom of the Individual, Stuart Hampshire argues as follows. In human beings (as opposed to things) power a function of will and will is a function of desire. Some desires are "thought-dependent" in that they depend on statable beliefs which, if they altered,- would alter the desires, and so such desires cannot be defined by purely behavioural criteria, since the subject’s conception of what he wants is constitutive of the wanting. We do not discover our thought-dependent desires inductively, by observation, we formulate them in the light of our beliefs. We have the experience of being convinced by evidence and of changing our beliefs and so willing differently, and there seems to be no set of sufficient conditions outside our thinking which could explain this situation equally well. [...] I wish to make an entry into Professor Hampshire’s argument at the point where he dismisses the doctrine of the transcendent will.

Comment: This text offers an advanced-level criticism of Stuart Hampshire’s account of practical reason, it would be suitable for courses on the philosophy of action, philosophy of mind or philosophy of psychology. Since this text is very short, it would be best utilised as a supplement to Stuart Hampshire’s Thought and Action as knowledge of Hampshire’s account is necessary in order to follow this text. It could also be useful for facilitating/incorporating discussions of the imagination into any of the aforementioned potential courses.
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Foot, Philippa. The Philosopher’s Defence of Morality
1952, Philosophy 27(103): 311-328
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Added by: Anne-Marie McCallion

Introduction: Philosophers are often asked whether they can provide a defence against hostile theories which are said to be “undermining the foundations of morality,” and they often try to do so. But before anything of this kind is attempted we should surely ask whether morality could be threatened in this way. If what people have in mind is simply that the spread of certain doctrines leads to the growth of indifference about right and wrong there is no philosophical problem involved. So long as we treat the matter as a case of cause and effect it will belong rather to the psychologist than the philosopher, and we have no reason for questioning that correlations of this kind may exist. But this is not the assumption, or not the only one, for people undoubtedly do think that if certain doctrines could be proved then moral judgment would have been shown to be “nonsensical,” “meaningless,” or “invalid,” so that thereafter it would be not merely difficult but positively irrational to formulate and attempt to follow moral principles. It would be simple enough if the attack was supposed to be against some particular moral code, for there are recognized ways of arguing that a thing is not right but wrong. But when it is morality in general which is to be disproved or discredited it is difficult to see what this means or how it could be done. What would have to be shown is not that this or that is not right, but that nothing is—or not in the old sense so that attacking moral judgment is not like attacking a theory but more like attacking theorizing itself, which shows where the difficulty lies. If something is stated it can be denied or disproved, but a moral judgment does not contain statements except about what in particular is right or wrong. Yet many people, though they would probably reject a request for a justification of morality in the form of some argument as to why we should do our duty, feel that morality would be in a positive sense unjustifiable if certain supporting truths were knocked away from the structure. This may indeed be so, but we are unable to show that it is, or to explain the matter by appealing to “presuppositions” of morality, which besides being far too vague would too easily include much that was linked merely psychologically to the recognition of obligation. I propose, therefore, to look at some specific arguments which are supposed by those who resist them to constitute a threat to morality, and to ask whether this supposition is justified.

Comment: This text offers a persuasive and creative attack on the dominant meta-ethical views of the 20th century. Foot offers insightful reasons to reject the subjectivist, relativist and amoralist positions on ethics. As such this text would be suitable for intermediate level courses on moral philosophy, history of philosophy classes as well as – potentially – critical thinking courses, as Foot’s argumentational style in this paper would likely be illuminating to students when analysed.
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Foot, Philippa. Natural Goodness
2001, Oxford University Press.
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Added by: Anne-Marie McCallion

Publisher's Note: Philippa Foot has for many years been one of the most distinctive and influential thinkers in moral philosophy. Long dissatisfied with the moral theories of her contemporaries, she has gradually evolved a theory of her own that is radically opposed not only to emotivism and prescriptivism but also to the whole subjectivist, anti-naturalist movement deriving from David Hume. Dissatisfied with both Kantian and utilitarian ethics, she claims to have isolated a special form of evaluation that predicates goodness and defect only to living things considered as such; she finds this form of evaluation in moral judgements. Her vivid discussion covers topics such as practical rationality, erring conscience, and the relation between virtue and happiness, ending with a critique of Nietzsche's immoralism. This long-awaited book exposes a highly original approach to moral philosophy and represents a fundamental break from the assumptions of recent debates. Foot challenges many prominent philosophical arguments and attitudes; but hers is a work full of life and feeling, written for anyone intrigued by the deepest questions about goodness and human.

Comment: This is an intermediate text which outlines and argues for the primary methodological differences between Foot’s account of the relationship between reason and morality, and the standard (broadly Humean) approach against which she is arguing. Some understanding of this standard approach is required to get the most out of this text. The text is clear throughout and would make a good compliment to courses which deal with the Humean account of Action or 20th century discussions concerning meta-ethics.
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Midgley, Mary. Individualism and the Concept of Gaia
2001, Science and Poetry, chapter 17. Routledge.
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Added by: Anne-Marie McCallion

Abstract: The idea of Gaia—of life on earth as a self-sustaining natural system—is not a gratuitous, semi-mystical fantasy. It is a really useful idea, a cure for distortions that spoil our current world-view. Its most obvious use is, of course, in suggesting practical solutions to environmental problems. But, more widely, it also attacks deeper tangles which now block our thinking. Some of these are puzzles about the reasons why the fate of our planet should concern us. We are bewildered by the thought that we might have a duty to something so clearly non-human. But more centrally, too, we are puzzled about how we should view ourselves. Current ways of thought still tend to trap us in the narrow, atomistic, seventeenth-century image of social life which grounds today's crude and arid individualism, though there are currently signs that we are beginning to move away from it. A more realistic view of the earth can give us a more realistic view of ourselves as its inhabitants.

Comment: This is an easy text to read and so would be fine for less experienced philosophers. Midgley argues that Lovelock’s Gaia constitutes a way of seeing the world (or myth) that has important consequences for multiple aspects of our lives (social, political, moral, etc.) by combating the unhelpful individualism she sees as stemming from the social contract myth. Whilst this text is easy to read, there is a lot going on under the surface which arguably conflicts with standard assumptions about philosophical practice (in particular, Midgley’s pluralism and account of myths). As such, it is a great text for bringing these things to the fore and exploring a different view of what philosophy is for. It would be suitable for courses pertaining to environmental ethics, animal ethics or interdisciplinary discussions regarding the environment and ecology.
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Midgley, Mary. Philosophical Plumbing
1992, Royal Institute of Philosophy Supplements 33: 139-151
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Added by: Anne-Marie McCallion

Introduction: Is philosophy like plumbing? I have made this comparison a number of times when I have wanted to stress that philosophising is not just grand and elegant and difficult, but is also needed. It is not optional. The idea has caused mild surprise, and has sometimes been thought rather undignified. The question of dignity is a very interesting one, and I shall come back to it at the end of this article. But first, I would like to work the comparison out a bit more fully.

Comment: This text offers an accessible and vibrant discussion of meta-philosophical concerns regarding the nature and purpose of philosophical enquiry. It raises questions about what philosophy is, and what philosophy is for. No prior knowledge is assumed, and the text would make for a fruitful starting point – or introductory reading to – the topic of metaphilosophy or philosophical methods. It will be particularly useful for sparking interest in philosophical methods and demonstrating to students the purpose and value of asking meta-philosophical questions. Very suitable for students that are new to philosophy, for example in a first year History of Philosophy module.