Science is not the truth, and it does not give us the truth. Radical idea, as noted by Kuhn.
By understanding the notion of human equality along a single axis (i.e. human rights), we have failed to appreciate the importance of properly identifying and accounting for functional differences. This has, among other things, led to an important problem posed by elements of the politically correct speech and
What does it mean to engage in rebellion against a state? What are the ethical and practical implications of rebellion? Under what conditions is rebellion an option? Given our frequent training and arming of foreign rebels, it behooves us to have a functional understanding of these questions.
Having previously sketched out my perspective on the phenomenon of school shootings, this article delves into the proposed solutions by the generally two sides of the gun-control debate. It points out the problems with the many of the solutions proposed thus far, and makes a tentative proposal on a meaningful solution.
The way we think about school shootings (and mass shootings in general) may be flawed; and a flawed diagnosis results in the wrong treatment. In this intellectual sketch, I offer a different take on the diagnosis.
Having covered the responsibilities of students in the previous post, it’s time to shift focus to educators. It should be…
Does being a student have obligations and responsibilities? If so, what might these be, and why?
Education is murder – literally!
Why does philosophy matter? Does it matter? I’d like to think so, and I’d like you to think so as well. Here’s a good reason to do so.
Even in this age of “unique” individuals, the problems noted back as far as 1500 BC (or earlier) continue to plague us as a society. Blind following necessitates the surrender of reason, and thus negates our humanity, as we try to fit into our surroundings.