Read Mann's notes, which contain precise accounts of cholera and its symptoms, and observe how careful he is throughout his fiction in getting medical details straight - then you might begin to wonder whether cholera is the only candidate for the cause of Aschenbach's death. What results from this, I think, is a deeper appreciation of Mann's brilliance in keeping so many possibilities in play. The ambiguity is even more artful than people have realized.

When I try to outline the history of ethical life, it's sometimes possible to find evidence for a hypothesis about how important transitions actually went. Often, however, that isn't so. There are many facts about human life in the Paleolithic we're never likely to know.

I don't think that anything of any consequence is known a priori: all our knowledge is built up by modifying the lore passed on to us by our ancestors in light of our experiences, and the best a philosopher can do is to learn as much about what has been discovered in various empirical fields, and use it to try to craft an improved synthesis.

Anxieties about ourselves endure. If our proper study is indeed the study of humankind, then it has seemed-and still seems-to many that the study is dangerous. Perhaps we shall find out that we were not what we took ourselves to be. But if the historical development of science has indeed sometimes pricked our vanity, it has not plunged us into an abyss of immorality. Arguably, it has liberated us from misconceptions, and thereby aided us in our moral progress.

In my view, all students should be given an initial opportunity to pursue the science track as far as it goes. But for those who quickly decide that track isn't for them, a different style of teaching is in order.

To my mind, Death in Venice represents an enormous advance in Mann's literary development, not simply for the commonly appreciated reason that he crafted a superbly supple and elegant style, apparently well suited to the kind of prose Aschenbach is supposed to write.

So this is my attempt to give a preliminary - probably far too crude - account of how philosophy by showing can really teach us. The attempts we make to work through problems by reasoning always presuppose starting points, and even the most self-critical philosophers adopt some of those starting points simply by picking them up from the social environments in which they grow up.