Why is there no sustained tradition of argument concerning the existence of a supreme (omniscient and omnipotent) being who is perfectly evil, as there is about one who is perfectly good? Arguments which are reflections of the ontological, cosmological and teleological arguments, and arguments based on personal experience or the occurrence of antimiracles (harmful events not explicable by science) could have provided at least as good grounds for belief in such a being (ie for antitheism) as their originals in fact (...) provide for theism. An imaginary encyclopedia entry, in which fictional antitheistic arguments and thinkers are presented, illustrates this point. The reason for the nonexistence of a tradition of antitheism seems therefore to be that it is merely emotionally, not that it is rationally, less inviting than theism. (shrink)

When a normative moral theory collides with our beliefs, we must change either our beliefs or our theory. It is not always clear which we should change; but it is clear that we must change something. I shall consider two collisions between utilitarianism and what we believe, or are supposed to believe. About the first collision, I am going to say that the belief is false and that therefore there is no call to change utilitarianism. About the second, I am (...) going to say that if the belief is true, utilitarianism cannot be changed to accommodate it; I shall leave it open, though, whether the belief is true. The two collisions are related, though different. They both concern the utilitarian thesis about self-sacrifice. (shrink)

Literature, like the visual arts, poses its own philosophical problems. While literary theorists have discussed the nature of literature intensively, analytic philosophers have usually dealt with literary problems either within the general framework of aesthetics or else in a way that is accessible only to a philosophical audience. The present book is unique in that it introduces the philosophy of literature from an analytic perspective accessible to both students of literature and students of philosophy. Specifically, the book addresses: the definition (...) of literature, the distinction between oral and written literature and the identity of literary works the nature of fiction and our emotional involvement with fictional characters the concept of imagination and its role in the apprehension of literary works theories of metaphor and postmodernist theory on the significance of the authors' intentions to the interpretationof their work an examination of the relevance of thruth and morality to literary appreciation Lucid and well organised and free from jargon, hilosophy of Literature: An Introduction offers fresh approaches to traditional problems and raises new issues in the philosophy of literature. (shrink)

By exploring the role of student identities in shaping attitudes to learning, this study asks how design students draw on experience to work across theory and practice. It explores how a specific group of design undergraduate students in a UK university perform on two distinct learning experiences on their course: work placement and dissertation. In particular, it considers the context for learning: the value placed on practice and scholarship; the role of social identity; links between art and design education. Using (...) Bourdieu’s concept of ‘habitus’ the discussion considers the role of experience and motivation in learning in design education, and questions how useful historical divisions drawn between theory and practice are to student learning in design education. By questioning the value of internal disciplinary conflicts to student learning, it asks how we distinguish between vital pedagogic processes and divisive practices in higher education. (shrink)