Suchergebnisse

This article examines the disputes amongst Irish Presbyterians about the teaching of moral philosophy by Professor John Ferrie in the college department of the Royal Belfast Academical Institution in the early nineteenth century and the substantive philosophical and theological issues that were raised. These issues have largely been ignored by Irish historians, but a discussion of them is of general relevance to historians of ideas as they illuminate a series of broader questions about the definition and development of Scottish philosophy. These are represented in the move from two philosophers who had strong connections with Irish Presbyterianism-Francis Hutcheson, the early eighteenth-century moral sense philosopher and theological moderate from County Down, and James McCosh, nineteenth-century exponent of modified Common Sense philosophy at Queen's College Belfast and a committed evangelical. In particular, this article addresses three important themes-the definition and character of 'the Scottish philosophy', the relationship between evangelicalism and Common Sense philosophy, and the process of development and adaptation that occurred in eighteenth-century Scottish thought during the first half of the nineteenth century. [Copyright Elsevier Ltd.]

13. Hume and Superfluous Value (or the Problem with Epictetus' Slippers)14. Science and Superstition: Hume and Conservatism; 15. Hume on Happiness; Part III: Adam Smith; Introduction to Part III; 16. Adam Smith's 'Considerations' on Language; 17. Smith and Science; 18. Adam Smith: Commerce, Liberty and Modernity; 19. Adam Smith and the Virtues of a Modern Economy; 20. Adam Smith's 'Science of Human Nature'; 21. Adam Smith on Liberty 'in our present sense of the word'; Bibliography; Index

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of contributors -- List of abbreviations -- Introduction: Exploring Adam Smith's Theological Contexts, Sources, and Significance -- 1 Bourgeois Culture: Understanding Adam Smith's Moral Horizon -- 2 A Survey of Adam Smith's Theological Sources -- 3 Calvin and Smith on Providence, Morality, Virtues, and Human Flourishing -- 4 Self-Love and Its Discontents: Trajectories in Reformed Moral Philosophy and Theology before Adam Smith -- 5 Smith and the Scholastic Tradition on Markets and Their Moral Rationale -- 6 Adam Smith's Seventeenth-Century French Theological Sources -- 7 Smith and Enlightened Augustinianism -- 8 Adam Smith's Theological Hinterland -- 9 Butler and Smith's Ethical and Theological Framing of Commerce -- 10 Adam Smith's Theory of the Moral Vicegerents of God -- 11 Adam Smith's Theology and Virtues as Conditions for the Potential of Free-Market Economies to Contribute to Human Flourishing -- 12 The Adam Smith Problem Theologically Reconsidered -- 13 Smith on Moral Agency and the Significance of Context -- Index.

This book is about Enlightenment ideas of 'character'. It argues for their central importance in eighteenth-century thought and culture. The scope of this volume extends well beyond the confines of literary history. It examines discussions of race, nation, the self, virtue, sociability, and historical progress. The specially commissioned essays in this volume are the first, collectively, to address the broader significance of Enlightenment 'character', and to do so from an interdisciplinary perspective. The focus is on the Scottish Enlightenment, but contributors consider these debates in thei

The backdrop to this article is provided by the Better Health, Better Care Action Plan (Scottish Government, 2007), Section 1 of which is entitled 'Towards a Mutual NHS'. According to Better Health, Better Care (Scottish Government, 2007: 5): 'Mutual organisations are designed to serve their members. They are designed to gather people around a common sense of purpose. They are designed to bring the organisation together in what people often call "co-production."' The aim of this article is to précis the current knowledge of mutuality in the provision of Scottish healthcare. In detail, it will: introduce the 'mutual' organisation; offer a historical perspective of mutuality; suggest why healthcare mutuality is important; and briefly, detail the differences in mutual health-care policy in England and Scotland. It is hoped that this analysis will help researchers and practitioners alike appreciate further the philosophy of mutuality in the provision of Scottish healthcare.

The context for the study is the current curriculum reform in Scotland (Curriculum for Excellence) which demands that teachers enable children to become 'Responsible Citizens'. Education for Citizenship, as opposed to Citizenship Education, in Scotland is not a discrete subject; the objective is that citizenship permeates everything that happens throughout school, academically and socially. It is centrally situated alongside children becoming 'effective contributors', 'successful learners' and 'confident individuals'. The aim of the present study was to evaluate the use of Community of Philosophical Inquiry (CoPI) as a pedagogical tool to enhance citizenship attributes in Scottish children in a range of educational settings. In order, first, to get an insight into the teachers' perspectives on the Education for Citizenship agenda in Scotland, the teachers were asked for their definitions of 'citizen'. Similarly, the children were also asked about their notion of 'citizen'. The children's group betrayed a more political understanding of 'citizen' than the teachers. Before and after an extended series of CoPI sessions, the 133 participating children from the ages of five to eighteen, in formal and informal educational contexts, were presented with dilemmas designed to elicit responses which indicated their ability to make, what Curriculum for Excellence (Scottish Executive, 2004) would describe as 'informed choices and decisions and to articulate informed, ethical views of complex issues'. The sessions were facilitated by class teachers who were trained in CoPI. The results indicate that children's reason giving was enhanced by participation in CoPI. The article uses contributions from the children to highlight areas of their lives within school and in society beyond school, where doing philosophy has had an impact. The implications both for education for citizenship and the potential of Philosophy with Children to contribute to an enhanced school curriculum will also be discussed.

We continue to be intrigued by the Scottish Enlightenment. How was it that a relatively remote country on the geographical periphery of Europe—with a harsh climate, a largely mountainous terrain, a strict Calvinist creed, a small population and a history of civil strife—emerged in the 1740s as a "hotbed of genius" and a center of the European Enlightenment? The subject, to be sure, has been well studied. There is an immense literature and it can seem that there is little new to be said. Indeed, it may be, as the eminent historian Colin Kidd has observed in this journal, that "the very concept of the 'Scottish Enlightenment' has become a stale historiographical commonplace." And yet the subject continues to intrigue, continues to attract scholars from a variety of disciplines. For something extraordinary happened in eighteenth-century Scotland. Simply to list some of the names cannot fail to impress: David Hume in philosophy and historical writing, Frances Hutcheson in moral philosophy, Adam Smith in moral philosophy and economic thought, Adam Ferguson in social thought, Thomas Reid in philosophy, William Robertson in historical writing, Hugh Blair in rhetoric and literary studies, James Hutton in geology, and Joseph Black in chemistry. The achievements of the Scottish Enlightenment were immense; its world influence has been enduring. And at its heart was the study of moral philosophy and of the moral progress of humankind.