Many theorists claim that the reactive emotions, even in their private form, are communicative entities. But as widely endorsed as this claim is, it has not been redeemed: the literature lacks a clear and compelling account of the sense in which reactive attitudes qua private mental states are essentially communicative. In this paper, I fill this gap. I propose that it is apt to characterize privately held reactive attitudes as communicative in nature because they, like many paradigmatic forms of communication, (...) have representational content and the function of evoking uptake of this content in a recipient. (shrink)

Many important theorists – e.g., Gary Watson and Stephen Darwall – characterize blame as a communicative entity and argue that this entails that morally responsible agency requires not just rational but moral competence. In this paper, I defend this argument from communication against three objections found in the literature. The first two reject the argument’s characterization of the reactive attitudes. The third urges that the argument is committed to a false claim.

The idea that demands are a key constituent of any analysis of the negative reactive attitudes is rarely challenged, enjoying a freedom from scrutiny uncommon in philosophy. In this paper I press on this orthodox view, arguing that there are broadly speaking, three ways in which the term ‘demand’ is used in discussions of the negative reactive attitudes and that each is problematic.

If I do you a good turn, you may respond with gratitude and express that gratitude by saying “Thank you.” Similarly, if I insult you, you may react with resentment which you express by shouting, “Screw you!” or something of the sort. Broadly put, when confronted with another’s morally significant conduct, we are inclined to respond with a reactive attitude and to express that reactive attitude in speech. A number of familiar speech acts have a call-and-response structure. Questions, demands and (...) hails are all call-types, and each seeks a defining response. Questions seek answers, demands seek compliance, and a hail, for example, “Hi Coleen” seeks a “Hi” in return. Many theorists claim that expressions of the reactive attitudes also have this structure. Yet, this insight raises a number of questions. There are, after all, many familiar call-types, not only questions, demands and hails, but also requests, invitations, recommendations and entreaties. Given this, it is natural to wonder whether the expressed reactive attitudes are a sui generis call-type or whether they can be properly assimilated to one of the better-known forms. Further, we might wonder about the response component. It is utterly familiar that the response suited to a demand is compliance, and that the response sought by a question is an answer, but what response do the expressed reactive attitudes seek? The answer to this question is not similarly ready to hand. In this paper, I provide a recognition-based theory of the call-and-response structure of the expressed reactive attitudes. On my account, both the positive and negative expressed reactive attitudes are modes of recognition that seek for their target to give expression to her recognition of having been appropriately recognized. In the negative case, the target does this by feeling and expressing guilt or remorse, and in the positive case, by feeling and expressing self-approbation. (shrink)

Theorists have spent considerable time discussing the concept of responsibility. Their discussions, however, have generally focused on the question of who counts as responsible, and for what. But as Gary Watson has noted, “Responsibility is a triadic relationship: an individual (or group) is responsible to others for something” (Watson Agency and answerability: selected essays, 2004 , p. 7). Thus, theorizing about responsibility ought to involve theorizing not just about the actor and her conduct, but also about those the actor is (...) responsible to—and specifically about how these people hold the actor responsible for her conduct. In this paper, I give a topology of the terrain of holding others responsible. Over the course of the paper I disambiguate two very broad senses of holding responsible—regarding another as a responsible agent and holding another responsible for a particular piece of conduct. Next, I argue that the latter sense of holding responsible is a genus with two species—what I will call “holding responsible as deep moral appraisal” and “holding responsible as accountability.” Appreciating these distinctions, I argue, sheds considerable light on a number of questions concerning the scope and nature of our practices of holding others responsible. Finally, illuminating these distinct senses of holding responsible and highlighting their features reveals an awkwardness in the most carefully explicated and influential account of holding responsible, namely R. Jay Wallace’s account in Responsibility and the Moral Sentiments. (shrink)

Coleen Zoller - Interpreting Plato's Dialogues - Journal of the History of Philosophy 45:3 Journal of the History of Philosophy 45.3 486-487 Muse Search Journals This Journal Contents Reviewed by Coleen Zoller Susquehanna University J. Angelo Corlett. Interpreting Plato's Dialogues. Las Vegas: Parmenides Publishing, 2005. Pp. xii + 137. Cloth, $28.00. In Interpreting Plato's Dialogues, J. Angelo Corlett succeeds at offering a concise summary of various competing answers to the question of how Plato's dialogues ought to be interpreted. (...) The significance of the question is rooted in the fact that one's assumptions about Plato's mode of expression inevitably influence how one interprets the dialogues. Meanwhile, the question is bewildering because, as Corlett quotes Woodruff, "reading.. (shrink)

Desert-realists maintain that those who do wrong without an excuse deserve blame. Desert-skeptics deny this, holding that though we may be responsible for our actions in some sense, we lack the kind of responsibility needed to deserve blame. In two recent papers, Randolph Clarke advances an innovative defense of desert-realism. He argues for deserved-guilt, the thesis that the guilty deserve to feel guilt. In his 2013 paper, Clarke suggests two strategies for defending deserved-guilt: the fitting-guilt strategy and the good-guilt strategy. (...) In his 2016 paper, Clarke issues a challenge to the desert-skeptic: he calls on them to provide a non-desert based account of guilt’s fittingness. In the first two thirds of the paper, I respond to Clarke’s challenge to the desert-skeptic, showing that guilt felt by the guilty is alethic-fitting, reason-fitting, and value-fitting. None of these notions of fittingness, I argue, are desert based. In the last third of the paper, I show how the work done in previous sections affords us the tools to finely diagnose the failures of both the fitting-guilt and the good-guilt strategies. Here, I draw on one of Clarke’s own insights—namely, that desert is intimately connected to the value of justice. I propose that showing that guilt is fitting, or again non-instrumentally good, fails to show that it is deserved because to show that it is deserved one must show that guilt is fitting or good in a sense that implicates justice. (shrink)

Most moral theorists agree that it is one thing to believe that someone has slighted you and another to resent her for the insult; one thing to believe that someone did you a favor and another to feel gratitude toward her for her kindness. While all of these ways of responding to another's conduct are forms of moral appraisal, the reactive attitudes are said to 'go beyond' beliefs in some way. We think this claim is adequately explained only when we (...) take seriously the fact that reactive attitudes are emotions. In this paper, we appeal to insights of the emotions literature to highlight one key way in which reactive attitudes go beyond beliefs: beliefs about a person and her morally significant conduct merely ascribe to the person the property of having performed a morally significant action, while reactive attitudes are ways of experiencing that person as having performed a morally significant action. We then suggest that appreciating this is a crucial first step toward understanding why reactive emotions play roles in our practices around responsibility that beliefs do not. (shrink)

Emotions are typically dual-faced: they involve both an evaluative and a practical aspect. What is more, an emotion's evaluative and practical aspects tend to exhibit a kind of fit. For example, Sakshi's fear of the bear involves apprehending the bear as a threat to something she cares about, i.e., her wellbeing. And it motivates her to act on behalf of this care: it motivates her to act in ways that protect her wellbeing. Both dimensions of Sakshi's fear are about her (...) wellbeing. Typically, characterizations of gratitude speak to both its evaluative and practical dimensions. Gratitude is described as a way of apprehending the significance of one's benefactor's kindness, and it is said to involve a disposition to thank one's benefactor and to return the kindness. In this article I show that this characterization is incomplete insofar as it leaves us without the resources needed to discern the link between gratitude's two dimensions. I argue that discerning the fit requires an account of gratitude's focus and goal. I urge that the beneficiary's communal relationship with her benefactor is gratitude's focus and that promoting this relationship is gratitude's goal. Both dimensions of a beneficiary's gratitude are about her communal relationship with her benefactor. (shrink)

The global pandemic needs to mark a turning point for the peoples of Aotearoa New Zealand. How can we make sure that our culturally diverse nation charts an equitable and sustainable path through and beyond this new world? In a less affluent future, how can we ensure that all New Zealanders have fair access to opportunities? One challenge is to preserve the sense of common purpose so critical to protecting each other in the face of Covid-19. How can we centre (...) what we have learnt about resilience within Māori and wider Pacific communities in our reforms? How can public understanding of Covid-19 science create a platform for the future social valuing of expertise? How can we ensure that the impact of Covid-19 in New Zealand results in a more sustainable, and inclusive workforce–for instance by expanding our perceptions of the value of our workers through promoting digital inclusion? To meet these challenges, we must reimagine our existing traditions of thought, breathing new life into perennial concepts and debates. Our paper indicates some of the ways that Philosophy is central to this collective reimagining, highlighting solutions to be found across our rich philosophical traditions. (shrink)

This paper shows that Thomas Aquinas has a compatibilist position on the freedom of the will, where compatibilism is understood as the doctrine that determinism does not preclude freedom. Thomas’s position concerning free will is compatibilist regarding both the divine and human wills. Thomas pioneers the idea that human freedom is an image of divine freedom. It is on account of the notion that god is the exemplar toward which human beings proceed that it is much easier to understand why, (...) if the freedom of god’s will is compatible with the determinism of omnibenevolence, it is acceptable that the freedom of the human will is compatible with the determinism that ensues from what Thomas calls the “natural necessity” of the human will. The evidence for his compatibilist stance on divine freedom emerges from Summa Contra Gentiles (SCG) I.74–91, whereas the strongest evidence for Thomas’s compatibilist position about human freedom derives from the Summa Theologiae (ST) and Quaestiones Disputatae De Malo (QDM) 6. This paper establishes a compatibilist reading of Thomas’s account of the freedom of the divine will and shows that Thomas’s theory of human freedom is modeled upon his treatment of divine freedom. Finally, I argue that the position maintained in QDM 6 does not abandon the theory presented in ST but instead is a clarification of it. Thus, Thomas presents a theory of freedom that is uniformly compatibilist. (shrink)

Offers an innovative reading of Plato, analyzing his metaphysical, ethical, and political commitments in connection with feminist critiques. For centuries, it has been the prevailing view that in prioritizing the soul, Plato ignores or even abhors the body; however, in Plato and the Body Coleen P. Zoller argues that Plato does value the body and the role it plays in philosophical life, focusing on Plato’s use of Socrates as an exemplar. Zoller reveals a more refined conception of the ascetic (...) lifestyle epitomized by Socrates in Plato’s Phaedo, Symposium, Phaedrus, Gorgias, and Republic. Her interpretation illuminates why those who want to be wise and good have reason to be curious about and love the natural world and the bodies in it, and has implications for how we understand Plato’s metaphysical and political commitments. This book shows the relevance of this broader understanding of Plato for work on a variety of relevant contemporary issues, including sexual morality, poverty, wealth inequality, and peace. “Zoller gives us a new way of going forward in Plato studies. Her reading of the Platonic conception of embodiment frees it from the negative associations of the past. Plato and the Body will radically shift the scholarly conversation. The book is truly an exhilarating read.” — Anne-Marie Schultz, author of Plato’s Socrates as Narrator: A Philosophical Muse. (shrink)

This paper shows that Thomas Aquinas has a compatibilist position on the freedom of the will, where compatibilism is understood as the doctrine that determinism does not preclude freedom. Thomas’s position concerning free will is compatibilist regarding both the divine and human wills. Thomas pioneers the idea that human freedom is an image of divine freedom. It is on account of the notion that god is the exemplar toward which human beings proceed that it is much easier to understand why, (...) if the freedom of god’s will is compatible with the determinism of omnibenevolence, it is acceptable that the freedom of the human will is compatible with the determinism that ensues from what Thomas calls the “natural necessity” of the human will. The evidence for his compatibilist stance on divine freedom emerges from Summa Contra Gentiles (SCG) I.74–91, whereas the strongest evidence for Thomas’s compatibilist position about human freedom derives from the Summa Theologiae (ST) and Quaestiones Disputatae De Malo (QDM) 6. This paper establishes a compatibilist reading of Thomas’s account of the freedom of the divine will and shows that Thomas’s theory of human freedom is modeled upon his treatment of divine freedom. Finally, I argue that the position maintained in QDM 6 does not abandon the theory presented in ST but instead is a clarification of it. Thus, Thomas presents a theory of freedom that is uniformly compatibilist. (shrink)

This dissertation concerns Plato's theory of education and the problem of how one can actually acquire knowledge of the Forms. Plato's theory of education aims to make one a good person, which requires knowledge of the Form of the Good. Yet, how exactly one would acquire such knowledge has remained a mystery. Various models of learning are presented by Plato: elenctic refutation ; hypothesis; recollection; the mathematical, dialectical, and political studies of the Republic's curriculum; and diairesis to name just those (...) that are explicit. I have argued here that as rich as these learning strategies are we need to augment our examination of Socratic pedagogy with a full exegesis of Platonic epistemology. ;In order finally to appreciate how they, Socratic education and Platonic epistemology, are meaningfully inseparable, I have explored the following questions: what kind of teacher Socrates is and the way in which he struggles against the sophistic methods of teaching; why Plato has Socrates include ten years of mathematical study in the ideal philosophical curriculum and how we can take the Republic's paradoxical curriculum seriously; how the philosopher utilizes the mathematical training in coming to know a Platonic Form; what role opposites play in Plato's metaphysical imagination; and what kind of person would one be if one actually knew the Form of the Good. I have shown that if one were to partake of a Socratic education, to pursue the requisite mathematical training, and to arrive finally at knowledge of the Platonic Forms, then one would be the sort of person that Socrates has in mind when he articulates the principles of Socratic intellectualism. ;What has been novel about this approach is its demonstration of how, despite the fact that Socratic learning and Platonic epistemology have separately been the object of perennial scholarly attention, the two taken genuinely together have been in need of fresh critical engagement. This inquiry reveals the metaphysical constraints on knowledge and in so doing reconciles Plato's theory of knowledge with Socrates' style of educating potential philosophers. (shrink)

This paper offers an innovative interpretation of Socrates' disavowal of being a teacher as well as a new way of understanding Plato's depiction of sophistry. The author identifies two different types of sophists, forthrightly frivolous sophists and slyly flattering sophists, in order to compare the pedagogical methods and political motives of each of these two types of sophists with those of Plato's Socrates. In the course of this comparison it is made clear that Socrates endeavours to be not a teacher (...) but a 'cowherder', to use Plato's agricultural hunger imagery. He rejects the conventional pedagogy that endeavours to 'feed' information to students. Instead he fosters learning by putting students in a position to think ideas through for themselves, just as a cowherder puts the herd out to graze in the pasture. This pedagogy alone has the potential to produce citizens who assume responsibility for their own education. (shrink)

This paper offers an innovative interpretation of Socrates’ disavowal of being a teacher as well as a new way of understanding Plato’s depiction of sophistry. The author identifies two different types of sophists, forthrightly frivolous sophists and slyly flattering sophists, in order to compare the pedagogical methods and political motives of each of these two types of sophists with those of Plato’s Socrates. In the course of this comparison it is made clear that Socrates endeavours to be not a teacher (...) but a ‘cowherder’, to use Plato’s agricultural hunger imagery. He rejects the conventional pedagogy that endeavours to ‘feed’ information to students. Instead he fosters learning by putting students in a position to think ideas through for themselves, just as a cowherder puts the herd out to graze in the pasture. This pedagogy alone has the potential to produce citizens who assume responsibility for their own education. (shrink)

Although other scholars have pointed out why reading Kant as a compatibilist is superior to interpreting him as a libertarian incompatibilist, the infancy of his unique compatibilism has not been amply addressed. Here I marshal evidence from Kant’s pre-critical works (specifically the Nova Dilucidatio, the Inaugural Dissertation, and “An Attempt at Some Reflections on Optimism”) to demonstrate that what the pre-critical Kant calls ‘freedom’ is consistent with what Kant will later call ‘autonomy.’ Once a pre-critical version of autonomy is acknowledged, (...) one will see that both the positive and negative formulations of freedom that pervade the critical philosophy are latent in the pre-critical period. (shrink)

Publication date: 15 October 2018 Source: Author: Jude Nwafor Eze, Coleen Vogel, Philip Audu Ibrahim Flood is known to cause devastating livelihood impacts, suffering and economic damages. To reduce the impact of floods, it is very important to identify and understand the socio-economic factors that determine people’s ability to cope with stress or change. Consequently, the study assesses the social vulnerability of the households to floods in Niger State, in order to provide the empirical evidence necessary for flood adaptation (...) policies and strategies in the state. The data for the research were obtained from the household survey and Dartmouth Flood Observatory. The data obtained were analysed using descriptive and statistical analysis. The results show that flood events in the study area were caused by heavy rainfall, compounded by the opening of the Shiroro dam gate to release the excess flood in the reservoir. Moreover, results of Student “t” test and One-Way Analysis of Variance on socio-economic characteristics show that households’ major economic activities, educational status, household size, income distribution, and membership of cooperative society were significant at p 10, do not belong to cooperative society and earn less that N21000 per month have higher mean frequency, thus, the predominant households were, therefore, farmers, illiterate, have large family size, poor, and have no access to loan. Thus, the socio-economic characteristics of the households in the study area contribute to their vulnerability to floods by reducing their coping capacity. Based on the results of the assessment, it is recommended that measures are taken to mainstream flood adaptation into the development process. (shrink)

Matter and Form explores the relationship between natural science and political philosophy from the classical to contemporary eras, taking an interdisciplinary approach to the philosophic understanding of the structure and process of the natural world and its impact on the history of political philosophy. It illuminates the importance of philosophic reflection on material nature to moral and political theorizing, mediating between the sciences and humanities and making a contribution to ending the isolation between them.

According to the theory of internal working model, belief in altruistic human nature positively influences prosocial behavior. However, the precise influencing mechanism remains unclear. Based on the determinants of human behavior theory and self-efficacy theory, we hypothesized that belief in altruistic human nature indirectly influences prosocial behavior through causally linked multiple mediators of prosocial attitude and prosocial self-efficacy. The results of the current research supported our hypothesis and demonstrated that this serial mediation model could be generalized across individualistic and collectivistic (...) cultures. (shrink)

Ayn Rand argued that “selfish” is the correct designation for a person living according to the Objectivist ethics and that selfishness is a virtue. The accuracy of this claim is examined along with the meaning of “selfish,” the wider implications for the Objectivist ethics, and ethics in general. Alternatives to the term are suggested.

Brings into conversation research in two separate disciplines, offering readers a comprehensive guide to current forgiveness research. Its 42 chapters are divided into five sections: I. Religious Traditions; II. Historic Treatments; III. The Nature of Forgiveness; IV. Normative Issues; V. Empirical Findings.

Brings into conversation research in two separate disciplines, offering readers a comprehensive guide to current forgiveness research. Its 42 chapters are divided into five sections: I. Religious Traditions; II. Historic Treatments; III. The Nature of Forgiveness; IV. Normative Issues; V. Empirical Findings.

This paper examines Irish campaigns for condom access in the early 1990s. Against the backdrop of the AIDS crisis, activists campaigned against a law which would not allow condoms to be sold from ordinary commercial spaces or vending machines, and restricted sale to young people. Advancing a conception of ‘transformative illegality’, we show that illegal action was fundamental to the eventual legalisation of commercial condom sale. However, rather than foregrounding illegal condom sale as a mode of spectacular direct action, we (...) show that tactics of illegal sale in the 1990s built on 20 years of everyday illegal sale within the Irish family planning movement. Everyday illegal sale was a long-term world-making practice, which gradually transformed condoms’ legal meanings, eventually enabling new forms of provocative and irreverent protest. Condoms ‘became legal’ when the state recognised modes of condom sale, gradually built up over many years and publicised in direct action and in the courts. (shrink)

Forgiveness education has demonstrated psychological, social and academic benefits; however, it has not been discussed as a means of promoting character development for children and adolescents. In this paper, we discuss forgiveness as a moral concept and explain how forgiveness can contribute to current discussions of character education. After reviewing relevant literature we describe how a forgiveness programme can be an effective form of character education and attempt to clarify the contributions the forgiveness literature can make to the field of (...) character education. We argue that forgiveness provides those interested in character development with a programme that can enhance educational initiatives and advance the character education research agenda. (shrink)

The Repeal campaign articulated new and transformative relationships between law, reproduction and the political in Ireland. During the campaign, ordinary people took ownership of and participated in mutual teaching and critique of law on a wide scale. Art, along these lines, was often used to document and archive the injustices worked by the 8th Amendment. However, art also became a means of imagining law otherwise. In this piece, I use Jacques Rancière’s work on the relationship between aesthetics and politics to (...) analyse artistic contributions to feminist legal discourses associated with Repeal. (shrink)

Due to a widespread belief in mechano-reductionism, most intellectuals reject the idea that nonconscious living beings act toward goals. Proposing otherwise is mostly rejected as unscientific anthropomorphizing or necessitating appeals to a supernatural power. This false dichotomy has stymied biology and its related sciences. Herein, I present a new naturalistic gestalt on the nature of life—one based on facts and evidence. It incorporates Ludwig von Bertalanffy’s and Arthur Koestler’s theories of systems and hierarchies with the ideas of Aristotle, Hans Jonas, (...) and Ayn Rand, to identify fundamental formulations on the nature of life, consciousness, free will, and meaning. (shrink)

Can a bomb ever be "clean"? Are we relieved to be warned that there will be an " odor " when once we were told that something would "stink"? Or, to put it another way, when is a euphemism a mark of good taste and when is it a sign of verbal obfuscation? To answer such questions, D.J. Enright invited sixteen distinguished writers to ponder and explore the ubiquitous phenomenon of euphemism. The result is a delightful and provocative collection (...) that not only includes general reflections on euphemism and its history but also treats such specific categories as sex, death, and other natural functions; politics; the language of the great Christian texts; euphamisms spoken to and by children; the law; medicine; office life; and the jargon of official spokesmen, military communiques, and tyrants. Such writers as Diane Johnson, Robert Nisbet, John Gross, Robert Burchfield, and Joseph Epstein bring a variety of perspectives and sensibilities to bear on these topics. Because euphemisms are so intimate and integral to our thinking, any study of them is bound to throw light on the human condition, both past and present. In these essays, humor jostles horror and the homely alternates with the farfetched. Taken together they form an eloquent and often amusing testament to the richness of the subject. About the Author: D.J. Enright is a noted English poet and critic. He recently compiled and edited The Oxford Book of Death. (shrink)

This article compares case studies to better understand how third grade teachers, serving low-income (including Title I) schools, adapted their instruction in the midst of a global pandemic to better support their students’ learning about locally-relevant civic issues. Civic perspective-taking components were embedded in the unit design with the aim of building deliberative, inclusive classrooms. The team designed lessons drawing from theories of culturally sustaining pedagogy. Using semi-structured interview data, we examined teachers’ reported thinking and perceptions about students’ needs and (...) their own struggles to deliver purposeful, equitable instruction. Findings indicate that as teachers collaboratively designed the lessons they discussed how to balance relevance and sensitivity in relation to content that mirrored students lived realities. This study advances our understanding of what challenges teachers overcome to integrate culturally-sustaining practices in their social studies instruction. (shrink)

Though the literature on the topic has been slim, several recent commentators have identified a close affinity between the philosophical project of Giorgio Agamben, as articulated in his Homo Sacer series, and René Girard's theory of mimetic rivalry with its resolution through sacrificial scapegoating.1 Both are theories of social unity made possible through highly ritualized forms of exclusion. Girard's work posits desire and its conflictual consequences as the ultimate ground for all social systems, while Agamben views the same systems with (...) an eye toward the maintenance of sovereign power. Agamben begins his study with an obscure figure of Roman law, the "sacred man," who is excluded from the laws of both the... (shrink)