Education for metaphysical animals

Bibliographic Data

ID11952233
AuthorsD Bakhurst (0000-0001-9652-2839, Queen's University, corresponding author)
Year2022
Volume56
Issue6
Pages812-826
Publication date2022-09-30
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Philosophy of Education (JOURNAL)
Journal identifiersISSN: 0309-8249 • E-ISSN: 1467-9752
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1111/1467-9752.12693
OpenAlexW4298139904
LanguageEN
Citations received2
References cited21

This essay explores the legacy of the four philosophers now often referred to as ‘The Wartime Quartet’: G.E.M. Anscombe, Iris Murdoch, Philippa Foot and Mary Midgley. The life and work of the four, who studied together in Oxford during the Second World War, is the subject of two recently published books, The Women Are Up to Something, by Benjamin Lipscomb, and Metaphysical Animals, by Clare Mac Cumhaill and Rachael Wiseman. The two books show us how Anscombe, Murdoch, Foot and Midgley became friends united in their hostility to the logical-positivist orthodoxy of the day and its deleterious influence on Oxford moral philosophy. And we see how their friendship had a formative influence on their subsequent—highly distinguished—careers, so that it is possible to discern, if not exactly a school of thought, then various common themes, ideas and concerns, which are expressed and developed in contrasting ways. While Lipscomb represents the work of the Quartet as of largely historical significance, my paper defends what I take to be Mac Cumhaill and Wiseman's position that their legacy is very much a living one, containing insights that are not just of enduring relevance, but can transform how we see ourselves and how we do philosophy. For Mac Cumhaill and Wiseman, the key idea shared by the members of the Quartet is to place the concept of life at the centre of philosophical attention. This commitment has at least four dimensions: (i) an interest in the ordinary; (ii) a focus on virtue, goodness and human flourishing; (iii) an affirmation of our animal nature; (iv) recognition of the normative landscape that structures our lives. I try to bring out the philosophical significance of these themes in a way relevant to the philosophical elucidation of education

Epistemology · Higher education · Metaphysics · Pedagogy · Philosophy of education · Political science · Sociology · Animal and Plant Science Education · Law · Outdoor and Experiential Education · Philosophy · Psychology

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