McTaggart′s father and mother were both members of a prosperous Wiltshire family, the Ellises: in fact they were first cousins, and this inbreeding may account for his premature death from a circulatory disease to which several Ellises succumbed. The Ellises were of yeoman stock, and had enriched themselves by West Indian enterprises; they had risen in the social scale via the practice of law. It is rather reminiscent of the The Forsyte Saga, a saga, as Galsworthy said, of the Sense of Property.

In spite of his profound influence on philosophy in general, Wittgenstein has had no discernible effect upon the philosophy of education. It was not to be expected that his rejection of doctrine in favour of the clarification of language as the goal of philosophical activity would readily find favour with those for whom the medium was intrinsically less important than the message it was intended to convey. Nevertheless philosophers of education have no medium other than language and no means of identifying the subject of their discourse other than the word ‘education’. They cannot convey a clear message if the meaning of their words, ‘education’ in particular, is not clear. Accordingly they cannot take for granted but must clarify in accordance with a postulated theory of meaning the nexus between ‘education’ and education. In his early Tractatus and his later Philosophical Investigations respectively, Wittgenstein proposes alternative theories of meaning. I apply each in turn to ‘education’ and sketch my view of a Wittgensteinian philosophy of education.

This paper analyzes the concept of truth in terms of an account of Fregean sense as cognitive value. The account highlights the importance of understanding-based knowledge of co-reference for the individuation of senses. Explicit truth attributions, like ‘that I smell the scent of violets is true’ involve an inter-level version of understanding-based knowledge of co-reference in the that-clause concepts of thoughts that they employ: one cannot understand the that-clause concept of the thought in the truth attribution without understanding the thought the that-clause concept is a concept of. This is not a redundancy that eliminates or deflates cognitive value, but an exploitation, by the concept of truth, of the inter-level version of understanding-based knowledge of co-reference in critical reflective thinking. The cognitive value of the concept of truth is to combine semantically with explicit ways of thinking of thoughts to make critical reflective thinking possible. This account of the cognitive value of the concept of truth assigns cognitive value not by construing the concept of truth as a way of thinking about some thing, but by articulating its broader cognitive role.

Professor Hamlyn (in ‘Unconscious Intentions’, Philosophy, 1971) defen the idea of unconscious intentions independently of its place in Freudian theory. If successful, his argument would show that arguments such as Frederick Siegler's (in ‘Unconscious Intentions’, Inquiry, 1967), would not succeed in demonstrating the incoherence of the Freudian notion(s) of unconscious intention. Further, if Hamlyn is successful, he provides conceptual grounds from ordinary, non-psychoanalytic cases from which the Freudian notion of unconscious intention could be reconstructed.

Plato was the first feminist. In the Republic he puts forward the view that women are just the same as men, only not quite so good. It is a view which has often been expressed in recent years, and generates strong passions. Some of these have deep biological origins, which a philosopher can only hope to recognize and not to assuage. But much of the heat engendered is due to unnecessary friction between views which are certainly compatible and probably correct. And here a philosopher can help. If we can divide the issues neatly, at the joints, then we need not quarrel with one another for saying something, probably true, because what is being maintained is misconstrued and taken to mean something else, probably false.

A few months ago General Smuts, as Rector of St. Andrews University, addressed a stirring appeal to the youth of the world to dedicate itself to the defence of the threatened cause of Freedom. As a young man, General Smuts fought in the Anglo-Boer war for the political freedom of the South African Republics. As a member of the British War Cabinet during the Great War, he was prominent among the Allied leaders in what was declared to be a war to “make the world safe for democracy”. As a signatory of the Treaty of Versailles, he was the first outstanding statesman who, on the very morrow of the signing, had the courage to confess the inadequacies of that settlement, and to appeal to a war-torn world to lay aside the passions of bitter conflict and return to sanity and co-operation. In the League of Nations, which he, more than anyone else, helped to conceive and bring into being, he has sought to create the machinery for the peaceful co-operation between nations.

During the last few years many writers have pointed out that notions like ‘family resemblance’, ‘open texture’ and ‘systematic ambiguity’ which play a considerable role in contemporary philosophy are akin to Aquinas' concept of analogy. Yet no one has made a thorough comparison between modern linguistic philosophy and the Thomistic doctrine of analogy. In this article I want to explore their relationship and to assess the value of the latter. Just how much has Aquinas to contribute to modern discussions about the nature of language and about God's attributes? And does modern philosophy of language destroy Aquinas' case, or can it rather be used to supplement it?

One of the greatest of Hume's philosophical achievements, which becomes in its turn an assumption presupposed by some of the others, is perhaps best stated at the end of the First Enquiry: ‘If we reason a priori, anything may appear able to produce anything. The falling of a pebble may, for aught we know, extinguish the sun; or the wish of a man control the planets in their orbits. It is only experience, which teaches us the nature and bounds of cause and effect, and enables us to infer the existence of one object from that of another’ (XII (iii) 164).

In earlier articles an account has been given of some of the chief notions in the Organic Philosophy, namely Creativity, Actual Entities, Eternal Objects, God. In the present article the writer will endeavour to present Whitehead's doctrine concerning the space-time continuum and the nature of enduring objects implicated therein.

It sometimes happens that a philosopher will develop a view on some topic and then later come to reject it. J. L. Austin was perhaps unique in that he not only rejected a philosophical view of which he himself was the author, he patiently developed the view and then showed it to be ultimately unsatisfactory within the compass of the same work. And he did this not once but three times, in material intended for publication. I am thinking, of course, of his notion of performative utterances: the view that there is a class of utterance, the members of which would on standard grammatical grounds be classed as statements, yet whose proper business is not to state anything but to perform some act. For example, to say ‘I promise to be there’ is to promise to be there, and not (or at least not merely) to state that one promises nor even to state that one will be there.

Professor D. Z. Phillips in ‘Bad Faith and Sartre's Waiter’ (Philosophy56, 1981) assigns to Sartre the view that ‘waiters are necessarily in bad faith’, i.e. the profession of waiting as such is in bad faith. What could this mean in the context of Sartre's philosophy? That waiters as a class seek to flee their freedom by adopting that vocation? It must mean something on those lines since, for Sartre, to engage in bad faith is (in a certain mode) to deny one's freedom. The question then arises: could Sartre have heldsuch a view ? And, if he could not have, how does Phillips manage tothink he did ?

Professor Körner's Experience and Conduct, like many other notable entities, is divided into three parts. Part I contains accounts of what Körner calls factual and constructive logic, some remarks on the logic of maxims and their consistency and adequacy, a chapter on probabilistic thinking, and another on preference theory. Part II contains chapters on the logic of action, on attitudes, upon the distinction between regulative and evaluative standards of conduct, on morality, justice, welfare, prudence, legality, and what Körner calls ‘idealizations’. Part III, on the epistemology and metaphysics of practical thinking, contains chapters on rationality, evidence, moral pluralism and a final chapter on moral guidance. The amount of guidance one gets from this last chapter is, as one might expect, small.