My colleagues in the Department of Philosophy, Shawn Klein and Matthew Flamm, will be leading a reading group on Adam Smith’s The Theory of Moral Sentiments. Adam Smith is best known as an economist and a critic of mercantilism and as an early advocate of market economies. Less well known is Smith the moral philosopher. […]
Reading group on Adam Smith’s Theory of Moral Sentiments Read More »
I’m reading Steven Johnson’s The Invention of Air, which is primarily about the Joseph Priestley, the great chemist and adviser to the American founding fathers. Along the way, Johnson quotes historian Tom Standage: “The impact of the introduction of coffee into Europe during the seventeenth century was particularly noticeable since the most common beverages of
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A warning to start: This video is repulsive, but I can’t stop thinking about it. The scene is Christmas morning, and we see a youth opening a present. He first thinks he’s gotten an Xbox — but then he realizes that his present is clothes packaged in an Xbox container. We see the kid’s emotions
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Heard on a call-in talk show about this year’s most popular songs. A young woman phoned in to give her opinion about the rankings and along the way made this comment: “A lot of radio stations have ‘The Drive at 5’ shows, when they play a lot of cool songs without commercials. I think it’s
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[This excerpt is from Chapter 4 of Explaining Postmodernism: Skepticism and Socialism from Rousseau to Foucault] Fichte on education as socialization Johann Fichte was a disciple of Kant. Born in 1762, he studied theology and philosophy at Jena, Wittenberg, and Leipzig. In 1788 he read Kant’s Critique of Practical Reason, and that reading changed Fichte’s
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Business education is often good at teaching useful business theories and skills, but it is less often good at teaching ethics. Ethics is often seen as irrelevant or as an obstacle, so business ethics is either not included in the core business curriculum or offered as an elective ornament. Claim: Ethics is organically central to
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[This is Section 16 of Nietzsche and the Nazis.] 16. Eugenics Nazi education and censorship attempted to control people’s minds. The Nazis also controlled the bodies of their citizens as much as possible. Milder controls involved new public-health measures such as an aggressive campaign against smoking: the Nazis banned smoking in certain public places, ran
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[This is Section 17 of Nietzsche and the Nazis.] 17. Economic controls Through education and censorship, the Nazis attempted to socialize the German mind. Through public health measures and eugenics, they attempted to socialize the German body. A natural extension of both policies was to socialize German economic production. As would be expected by the
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[This is Section 18 of Nietzsche and the Nazis.] 18. Militarization The most important part of the new Germany was the military. On a historically unprecedented scale, the German economy became a war economy. Conscription had been reintroduced in 1935, and in 1936 Hermann Göring took over as Germany’s economic minister. Under Göring’s direction, Germany
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Following up on an earlier post contrasting modernism with pre-modernism, I here contrast post-modernism to both. Postmodernism as a philosophical system is defined by means of its characteristic claims in the five major branches of philosophy: metaphysics, epistemology, human nature, ethics, and politics. Postmodernism as a historical movement is defined by the time of its
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