Speakers are confused about identity if they mistake one thing for two or two things for one. I present two plausible models of confusion, the Frege model and the Millikan model. I show how a prominent objection to Fregean models fails and argue that confusion consists in having false implicit beliefs involving the identity relation. Further, I argue that confused identity has characteristic corruptive effects on singular cognition and on the proper function of singular terms in linguistic communication.

Can normative words like "good," "ought," and "reason" be defined in non-normative terms? Stephen Finlay argues that they can, advancing a new theory of the meaning of this language and providing pragmatic explanations of the specially problematic features of its moral and deliberative uses which comprise the puzzles of metaethics.

As well as contributing to contemporary debate about how to read Kierkegaard's and Wittgenstein's work, A Confusion of the Spheres addresses issues which not ...

In Talking about, Unnsteinsson defends an intentionalist theory of reference by arguing that confused referential intentions degrade reference. Central to this project is a “belief model” of both identity confusion and unconfused thought. By appealing to a well‐known argument from Campbell, I argue that this belief model falls short, because it fails to explain the inferential behavior it promises to explain. Campbell's argument has been central in the contemporary literature on Frege's puzzle, but Unnsteinsson's account of confusion provides (...) an opportunity for more clarity about how the argument is best interpreted, and what it shows. (shrink)

Confused terms appear to signify more than one entity. Carnap maintained that any putative name that is associated with more than one object in a relevant universe of discourse fails to be a genuine name. Although many philosophers have agreed with Carnap, they have not always agreed among themselves about the truth-values of atomic sentences containing such terms. Some hold that such atomic sentences are always false, and others claim they are always truth-valueless. Field maintained that confused terms can still (...) refer, albeit partially, and offered a supervaluational account of their semantic properties on which some atomic sentences with confused terms can be true. After outlining many of the most important theoretical considerations for and against various semantic theories for such terms, we report the results of a study designed to investigate which of these accounts best accords with the truth-value judgments of ordinary language users about sentences containing these terms. We found that naïve participants view confused names as capable of successfully referring to one or more objects. Thus, semantic theories that judge them to involve total reference failure do not comport well with patterns of ordinary usage. (shrink)

Concessive knowledge attributions (CKAs) are knowledge attributions of the form ‘S knows p, but it’s possible that q’, where q obviously entails not-p (Rysiew, Nous (Detroit, Mich.) 35:477–514, 2001). The significance of CKAs has been widely discussed recently. It’s agreed by all that CKAs are infelicitous, at least typically. But the agreement ends there. Different writers have invoked them in their defenses of all sorts of philosophical theses; to name just a few: contextualism, invariantism, fallibilism, infallibilism, and that the knowledge (...) rules for assertion and practical reasoning are false. In fact, there is a lot of confusion about CKAs and their significance. I try to clear some of this confusion up, as well as show what their significance is with respect to the debate between fallibilists and infallibilists about knowledge in particular. (shrink)

When we consider early modern philosophers who engage with sceptical arguments, Nicolas Malebranche is not usually among the first names to come to mind. But, while Malebranche does not spend much time with this topic, the way in which he responds to it when he does is nevertheless valuable. This is because his response underlines the central role of a particular principle in his system: the utter dependence of all created things on God. In this paper, I argue that the (...) end of Malebranche’s engagement with scepticism in general is to show that it is a position, like atheism, that is only possible if one has a disordered imagination. And, importantly, one feature of a disordered imagination is the questioning or denial of what Malebranche takes to be a foundational principle of human knowledge: that we, and all other finite things, utterly depend on God for everything. (shrink)

Recent advancements in artificial intelligence have fueled widespread academic discourse on the ethics of AI within and across a diverse set of disciplines. One notable subfield of AI ethics is machine ethics, which seeks to implement ethical considerations into AI systems. However, since different research efforts within machine ethics have discipline-specific concepts, practices, and goals, the resulting body of work is pestered with conflict and confusion as opposed to fruitful synergies. The aim of this paper is to explore ways (...) to alleviate these issues, both on a practical and theoretical level of analysis. First, we describe two approaches to machine ethics: the philosophical approach and the engineering approach and show how tensions between the two arise due to discipline specific practices and aims. Using the concept of disciplinary capture, we then discuss potential promises and pitfalls to cross-disciplinary collaboration. Drawing on recent work in philosophy of science, we finally describe how metacognitive scaffolds can be used to avoid epistemological obstacles and foster innovative collaboration in AI ethics in general and machine ethics in particular. (shrink)

Internet-based religious learning has presented a new face to the diversity of Muslim youth. This article aims to analyse and evaluate Muslim youth’s understanding, attitudes, and religious practices and demonstrate the impact of internet-based Islamic learning. As many as 23 Muslim youths in Jepara, Central Java, aged 17–20 years, became the informants of this study. Data were collected through in-depth interviews and observations. Further research data were analysed descriptively and interpretatively. This study found that most Muslim youths who studied Islam (...) online experienced confusion and emptiness in religion caused by an incomplete learning process. Most Muslim youths do not have solid theological views, pseudo-worship practices and weak religious ideologies. This study suggests that teenagers acquire essential Islamic knowledge from credible sources such as kyai with clear scientific credentials. This foundation enables them to discern reliable Islamic content in cyberspace, safeguarding against distortions in their understanding of Islam and spirituality.Contribution: This research provides a more comprehensive understanding of the complexities of the impact of internet-based learning on the diverse experiences of Muslim youth. Although the internet has the potential to be an invaluable source of knowledge, the challenges of integrating information with traditional understanding require serious attention. (shrink)

The purpose of our study is to investigate the effects of the number of products, product attributes, and prices on consumer confusion, conduct a numerical analysis to check the robustness of the results, and present an example of the cell phone market in Japan. Following an ideal point model and embedding the number of products and product attributes, we clarify how these factors affect consumer confusion and purchase probability. We show that as the number of product attributes increases, (...) the choice probability of each product becomes equal, implying that consumer confusion occurs. This result is robust to the introduction of prices as strategic variables. (shrink)

This is a short precis of my 2014 book Confusion of Tongues: A Theory of Normative Language, accompanying my Reply to Worsnip, Dowell, and Koehn in the same volume.

Ruth Millikan has long argued that the phenomenon of confused thought requires us to abandon certain traditional programmes for mental semantics. On the one hand she argues that confused thought involves confused concepts, and on the other that Fregean senses, or modes of presentation, cannot be useful in theorizing about minds capable of confused thinking. I argue that while we might accept that concepts can be confused, we have no reason to abandon modes of presentation. Making sense of confused thought (...) requires recognizing modes of presentation. (shrink)

Kearns (2021) reconstructs Berkeley’s (1713) Master Argument as a formally valid argument against the Materialist Thesis, with the key premise the Distinct Conceivability Thesis, namely the thesis that truths about sensible objects having or lacking thinkable qualities are (distinctly) conceivable and as its conclusion that all sensible objects are conceived. It will be shown that Distinct Conceivability Thesis entails the Reduction Thesis, which states that de dicto propositional (ordinary or distinct) conceivability reduces to de re propositional (ordinary or distinct) conceivability. (...) While Kearns (2021) set out to avoid the confusion of a de re claim with a de dicto claim, which Prior (1955) accused Berkeley of, Kearns can be accused of making a similar conceptual confusion. (shrink)

To attribute confusion to someone is to take up a paternalistic stance in evaluating his reasoning.

The central point of this essay is to demonstrate the incommensurability of ‘Darwinian fitness’ with the numeric values associated with reproductive rates used in population genetics. While sometimes both are called ‘fitness’, they are distinct concepts coming from distinct explanatory schemes. Further, we try to outline a possible answer to the following question: from the natural properties of organisms and a knowledge of their environment, can we construct an algorithm for a particular kind of organismic life-history pattern that itself will (...) allow us to predict whether a type in the population will increase or decrease relative to other types? 1. Introduction2. Darwinian fitness3. Reproductive fitness and genetical models of evolution4. The models of reproductive fitness4.1 The Standard Viability Model4.2 Frequency-dependent selection4.3 Fertility models4.4 Overlapping generations5. Fitness as outcome5.1 Fitness as actual increase in type5.2 Fitness as expected increase in type5.2.1 Expected increase within a generation5.2.2 Expected increase between generations5.2.3 Postponed reproductive fitness effects6. The book-keeping problem7. Conclusion. (shrink)

l i ver Cromwell delivered history's most famous rebuke to the heroworshiping that irons all subtlety into flawless cardboard: Mr. Lely, I desire you would use all your skill to paint my picture truly like me, and not flatter me at al l ; but remark all these roughnesses, pimples, warts, and everything as you see me, otherwise I will never pay a farthing for it. Helena Cronin, in The Ant and the Peacock , displays a raw talent clearly equal (...) to that of our finest portraitists, but has placed herself into a position even worse than Mr. Lely's. Cromwell's painter at least faced the subject himself; Cronin has produced an uncritical gloss upon a false and simplistic view that never was more than a caricature of Darwinian theory. (shrink)

Twice in the 2020 term, in Bostock and Comcast, the Supreme Court doubled down on the reasoning of “but-for causation” to interpret antidiscrimination statutes. According to this reasoning, an outcome is discriminatory because of some status—say, sex or race—just in case the outcome would not have occurred “but-for” the plaintiff’s status. We think this reasoning embeds profound conceptual errors that render the decisions deeply confused. Furthermore, those conceptual errors tend to limit the reach of antidiscrimination law. In this essay, we (...) first unpack the ambiguity of this but-for causal reasoning. We then show that this reasoning arises from a misapplication of tort law principles within antidiscrimination law, and that, as a result, it is both conceptually and normatively indeterminate. (shrink)

Everyone has mistaken one thing for another, such as a stranger for an acquaintance. A person who has mistaken two things, Joseph Camp argues, even on a massive scale, is still capable of logical thought. In order to make that idea precise, one needs a logic of confused thought that is blind to the distinction between the objects that have been confused. Confused thought and language cannot be characterized as true or false even though reasoning conducted in such language can (...) be classified as valid or invalid. To the extent that philosophers have addressed this issue at all, they take it for granted that confusion is a kind of ambiguity. Camp rejects this notion; his fundamental claim is that confusion is not a mental state. To attribute confusion to someone is to take up a paternalistic stance in evaluating his reasoning. Camp proposes a novel characterization of confusion, and then demonstrates its fruitfulness with several applications in the history of philosophy and the history of science. (shrink)

Bayesian probabilistic explication of inductive inference conflates neutrality of supporting evidence for some hypothesis H (“not supporting H”) with disfavoring evidence (“supporting not-H”). This expressive inadequacy leads to spurious results that are artifacts of a poor choice of inductive logic. I illustrate how such artifacts have arisen in simple inductive inferences in cosmology. In the inductive disjunctive fallacy, neutral support for many possibilities is spuriously converted into strong support for their disjunction. The Bayesian “doomsday argument” is shown to rely entirely (...) on a similar artifact, for the result disappears in a reanalysis that employs fragments of inductive logic able to represent evidential neutrality. Finally, the mere supposition of a multiverse is not yet enough to warrant the introduction of probabilities without some factual analog of a randomizer over the multiverses. (shrink)

Priest argued in Fusion and Confusion (Priest in Topoi 34(1):55–61, 2015a) for a new concept of logical consequence over the relevant logic B, one where premises my be “confused” together. This paper develops Priest’s idea. Whereas Priest uses a substructural proof calculus, this paper provides a Hilbert proof calculus for it. Using this it is shown that Priest’s consequence relation is weaker than the standard Hilbert consequence relation for B, but strictly stronger than Anderson and Belnap’s original relevant notion (...) of consequence. Unlike the latter, however, Priest’s consequence relation does not satisfy a variant of the variable sharing property. This paper shows that how it can be modified so as to do so. Priest’s consequence relation turns out to be surprisingly weak in some respects. The prospects of strengthening it is raised and discussed in a broader philosophical context. (shrink)

In his criticism of my paper on the concept of race (Sesardic, 2010), Adam Hochman raises many issues that deserve further clarification. First, I will comment on Hochman’s claim that I attack a straw man version of racial constructionism. Second, I will try to correct what I see as a distorted historical picture of the debate between racial naturalists and racial constructionists. Third, I will point out the main weaknesses in Hochman’s own defense of constructionism about race. And fourth, I (...) will briefly comment on why I think that Hochman unjustifiably dismisses one of the potential sources of racial differentiation that were suggested in my paper. Before I start, though, a preliminary clarification is in order. Hochman kindly calls my article ‘‘one of the strongest defenses of racial naturalism in recent times’’, which might suggest to the reader that my goal was to offer a full-fledged biological explication of the concept of race. But in fact my ambition was more limited. As I explained: My aim in this paper was not to prove the biological reality of race. Rather, more modestly, I have tried to show that typical attempts to disconnect the concept of race from genetics have too quickly and too uncritically been accepted by many ‘‘race critics’’. (Sesardic, 2010, p. 160; italics added) I will continue defending the same position in this article. (shrink)

Forthcoming in Philosophy of Science. Despite some recent advances, multiple realization remains a largely misunderstood thesis. Consider the dispute between Lawrence Shapiro and Carl Gillett over the application of Shapiro’s recipe for deciding when we have genuine cases of multiple realization. I argue that Gillett follows many philosophers in mistakenly supposing that multiple realization is absolute and transitive. Both of these are problematic. They are tempting only when we extract the question of multiple realization from the explanatory context in which (...) it is invoked. Anchoring multiple realizability in its theoretical context provides grounds for arbitrating disagreements. Doing so, I argue, favors the view advanced by Shapiro. (shrink)

Recently, Jakob Thraine Mainz and Rasmus Uhrenfeldt defended a control-based conception of a moral right to privacy —focusing on conceptualizing necessary and jointly sufficient conditions for a privacy right violation. This reply comments on a number of mistakes they make, which have long reverberated through the debate on the conceptions of privacy and the right to privacy and therefore deserve to be corrected. Moreover, the reply provides a sketch of a general response for defending the limited access conception of the (...) right to privacy against control-based intuitions. (shrink)

Feeling confused can sometimes lead us to give up on the task, frustrated. What is less emphasized is that confusion may also promote happy (epistemic) endings to our inquiries. It has recently been argued that confusion motivates effortful investigative behaviors which can help us acquire hard-to-get epistemic goods (DiLeo et al., 2019; D’Mello & Graesser, 2012). While the motivational power of confusion and its benefits for learning has been uncovered in recent years, the exact nature of the (...) phenomenon remains obscure. In this paper we attempt to shed light on the nature and epistemic value of an experience we are all familiar with: the experience of being confused at an object, a statement, etc. We first review the psychological literature on confusion, where it is most often considered to be an epistemic emotion. We then propose a refined account of confusion, by drawing on the literature on metacognitive or noetic feelings, both in psychology and in the philosophy of mind. In particular, we claim that confusion centrally involves the experience of the limits of one’s cognitive capacities, because it results from a monitoring of our cognitive activities as we encounter a cognitive obstacle while processing a given content. Finally we show how our account may explain findings about the role of the experience of confusion in motivating deeper inquiry into complex problems and bringing about epistemic success in these cases. (shrink)

This reply to an ongoing debate between conspiracy theory researchers from different disciplines exposes the conceptual confusions that underlie some of the disagreements in conspiracy theory research. Reconciling these conceptual confusions is important because conspiracy theories are a multidisciplinary topic and a profound understanding of them requires integrative insights from different fields. Specifically, we distinguish research focussing on conspiracy *theories* (and theorizing) from research of conspiracy *belief* (and mindset, theorists) and explain how particularism with regards to conspiracy theories does not (...) mean we cannot define a problematic subclass of conspiracy beliefs, while avoiding the problems of generalism. We hope this reply helps conspiracy theory researchers recognize the differences between studying conspiracy theories and conspiracy beliefs and appreciate the possibilities for fruitful, integrative, and interdisciplinary research. (shrink)

The central point of this essay is to demonstrate the incommensurability of ‘Darwinian fitness’ with the numeric values associated with reproductive rates used in population genetics. While sometimes both are called ‘fitness’, they are distinct concepts coming from distinct explanatory schemes. Further, we try to outline a possible answer to the following question: from the natural properties of organisms and a knowledge of their environment, can we construct an algorithm for a particular kind of organismic life-history pattern that itself will (...) allow us to predict whether a type in the population will increase or decrease relative to other types? Introduction Darwinian fitness Reproductive fitness and genetical models of evolution The models of reproductive fitness 4.1 The Standard Viability Model 4.2 Frequency-dependent selection 4.3 Fertility models 4.4 Overlapping generations Fitness as outcome 5.1 Fitness as actual increase in type 5.2 Fitness as expected increase in type 5.2.1 Expected increase within a generation 5.2.2 Expected increase between generations 5.2.3 Postponed reproductive fitness effects The book-keeping problem Conclusion. (shrink)

The interest to connect results of neuroscientific research to educational contexts has increasingly grown in recent years. Actors from neuroscience and education show the explicit intention to approach each other. Still, issues and debates exist in the relation between them. This paper aims to bring to the fore one such specific issue that is not only relevant to be mindful of, but also raises questions of an organisational and pedagogical nature. The issue concerns the possible occurrences of conceptual confusion (...) on the bridge from neuroscience to education. I present this paper as a thought experiment that hopes to make public not only the respective issue, but also some of its related questions, such as ‘neuroprofessionalisation’ and ‘relevant knowledge for educational actors’. In doing so, I attempt to make the issue and its questions a concern of ours, and invite readers to join in a collective and vivid conversation about it. (shrink)

In this article, we discuss the notion of merely confused supposition as it arose in the medieval theory of suppositio personalis. The context of our analysis is our formalization of William of Ockham's theory of supposition sketched in Mind 86 (1977), 109-13. The present paper is, however, self-contained, although we assume a basic acquaintance with supposition theory. The detailed aims of the paper are: to look at the tasks that supposition theory took on itself and to use our formalization to (...) relate them to more modern ideas; to explain the notion of merely confused supposition and to defend it against certain criticisms; and to discuss two issues closely related to the idea of merely confused supposition which we could not broach in a shorter article: the mode of supposition of terms in intensional contexts, and the possible existence of a fourth mode, often called suppositio copulatim. (shrink)

In Phylogenetic Systematics (1966), Willi Hennig conflates the Linnaean hierarchy with what Hennig refers to as the divisional hierarchy. In doing so, he lays the foundations of that school of biological taxonomy known as cladism on a philosophically ambiguous basis. This paper compares and contrasts the two hierarchies and demonstrates that Hennig conflates them. It shows that Hennig's followers also conflate them. Finally, it illuminates five persistent problems in cladism by suggesting that they arise from Hennig's original confusion.

Bayesian probabilistic explication of inductive inference conflates neutrality of supporting evidence for some hypothesis H ("not supporting H") with disfavoring evidence ("supporting not-H"). This expressive inadequacy leads to spurious results that are artifacts of a poor choice of inductive logic. I illustrate how such artifacts have arisen in simple inductive inferences in cosmology. In the inductive disjunctive fallacy, neutral support for many possibilities is spuriously converted into strong support for their disjunction. The Bayesian "doomsday argument" is shown to rely entirely (...) on a similar artifact. Copyright 2010 by the Philosophy of Science Association. All rights reserved. (shrink)

This chapter focuses on one of the common fallacies in Western philosophy, 'confusing an explanation for an excuse'. This fallacy occurs when there is an uncritical assumption that an explanation given for an action or event is an attempt to justify it. Sometimes this fallacy comes about when there is general confusion about the difference between an explanation and an excuse. Other times, we see this fallacy committed intentionally when someone is attempting to use an explanation of facts as (...) some kind of justification or proof for an action. One of the best ways to avoid this fallacy is simply to ask someone if he/she is stating facts or justifying some event or action rather than assuming. Another way to avoid committing this fallacy is to listen carefully to what someone is saying, especially when the argument is rather emotionally charged. (shrink)

This paper considers the nature of a curriculum as presented in formal curriculum documents, and the inherent difficulties of representing formal disciplinary knowledge in a prescription for teaching and learning. The general points are illustrated by examining aspects of a specific example, taken from the chemistry subject content included in the science programmes of study that are part of the National Curriculum in England. In particular, it is suggested that some statements in the official curriculum document are problematic if we (...) expect a curriculum to represent canonical disciplinary knowledge in an unambiguous and authentic manner. The paper examines the example of the requirement for English school children to be taught that chemical reactions take place in only three different ways and considers how this might be interpreted in terms of canonical chemistry and within the wider context of other curriculum statements, in order to make sense of neutralisation and precipitation reactions. It is argued that although target knowledge that is set out as the focus of teaching and learning cannot be identical to disciplinary knowledge, the English National Curriculum offers a representation of chemistry which distorts and confuses canonical ideas. It is suggested that the process of representing the disciplinary knowledge of chemistry as curriculum specifications is worthy of more scholarly attention. (shrink)

The words “idea” and “concept” have been, and still are, the source of so much confusion in psychology that we shall do well to banish them from the vocabulary of that science. I have urged this reform and have endeavoured to promote it by writing a psychology without ideas.It has seemed to me that the word “concept” plays a no less pernicious rôle in logic. But it was not until I began to look into the matter with a view (...) to writing this article that I became aware of the desperate degree and extent of the confusion obtaining in all that pertains to the concepts of logic. (shrink)

It is said that when Socrates is made to ask questions like "What is the pious and what the impious?", "What is courage?", or "What is the beautiful?", he is asking for the definition of a universal. For the "average" Greek of his time, however, this is a radically new question about a radically new sort of object, and Socrates’ interlocutors do not understand it. They usually answer it as if it were a different, if related, question: they tend to (...) provide concrete instances of the universal in question rather than a definition, however inadequate, of the universal itself. Socrates always tries, but does not always succeed, to make himself clear: Meno, for example, is supposed never to get the point. (shrink)

Consumers are bombarded with labels and claims that are intended to address their concerns about how food products are produced, processed, and regulated. Among those are the natural or all-natural claims and the certified organic label. In this study, two focus groups were conducted to explore consumers’ attitudes toward all-natural and organic pork and to gather their reactions to the USDA organic standards for meat, and the policy for natural claims. Results indicated that participants had positive associations with the terms (...) “organic” and “all-natural” with exceptions regarding the trustworthiness of all-natural claims. Participants perceived the “no” labeling theme (no antibiotics, no hormones, no chemicals, etc.) often coupled with the all-natural label on pork products as identifying potential health and animal welfare risks. In response to the USDA standards and policies for labeling pork products as organic or all-natural, participants expressed confusion and had many unanswered questions. (shrink)

Consciousness has suddenly become an extremely fashionable topic in certain scientific circles. Many thinkers are now touting consciousness as the last unconquered region of science, and theorists from many different disciplines are racing to find a "theory of consciousness" which will unlock this final secret of nature. I am suspicious about all this enthusiasm. I think that much of the brouhaha is generated by philosophical confusion. In the end, I fear, there is no special secret of consciousness, and no (...) special key needed to unlock it. (shrink)

The hunt for a biologically respectable definition for the folk concept of innateness is still on. I defend Ariew’s Canalization account of innateness against the criticisms of Griffiths and Machery, but highlight the remaining flaws in this proposal. I develop a new analysis based on the notion of environmental induction. A trait is innate, I argue, iff it is not environmentally induced. I augment this definition with a novel analysis of environmental induction that draws on the contrastive nature of causal (...) explanation. Whether a trait is environmentally induced, I argue, depends on a context sensitive contrast class. I argue that a “Noninduction” analysis of innateness allows the concept an explanatory role in biology. I show how my proposal co-opts the successes of the Canalization account whilst avoiding its pitfalls, and I account for why biologists associate a range of disparate properties with innateness. (shrink)

The extent of confusion between symbols and that which is symbolised is examined across five institutional spheres. Religion is the institution most marked by confusion of this type; indeed in some respects the symbolic mes- sage of religion may be the extent of the substantive reality. On the other hand, the very existence of the nation state may be judged to depend upon the exercise of the human imagination; hence providing a source of instability which may lead to (...) the excesses of nationalism. In regard to social status, the main problematical element is a certain circularity: it is necessary to get peo- ple to exhibit differences in behaviour which are then used to justify or con- stitute the status differences themselves. In politics, the symbolism of left and right threatens to strangle creative thinking, while in education the tendency on all sides to orient towards public systems of measurement and grading undermines the claim that what is really important is pupil and student learn- ing. A social cost is being paid for the failure to recognise and, where possible, address the issues identified. (shrink)

There is growing evidence demonstrating that nursing students encounter unsafe and poor clinical practice when on clinical placement. The impact on nursing students remains relatively under‐explored, especially in the Australian context. This two‐phased qualitative study used Interpretive Description to explore 53 pre‐registration nursing students’ perceptions and experiences of speaking up for patient safety. Results of the study identified students believe speaking up is the right thing to do, and their professional responsibility. The study results add to previous research by describing (...) the dissonance students experience due to the inconsistencies between what is taught at university and performed in practice. Student's distress arises when observing nurses taking short cuts, justifying such actions and making excuses about poor practice. Students report experiencing dissonance, bewilderment and confusion and at times, anger when observing poor practice. The clinical environment culture influences students’ decisions to speak up or remain silent. Understanding students’ perceptions and responses will promote awareness and discussion essential to the future development of curricula and clinical support strategies that will enable students to speak up. (shrink)

Open peer commentary on the article “Lived Experience and Cognitive Science Reappraising Enactivism’s Jonasian Turn” by Mario Villalobos & Dave Ward. Upshot: I shall not address directly the article on which I am supposed to comment, and that I find very interesting, but I shall make four commentaries on the general subject of the confusion of domains in our reflection on biological and cultural phenomena.