P EM Manifestos for History /EM is a thought-provoking and controversial text that, through a star studded collection of essays, presents a wide ranging ...

This volume aims to inspire a return to the energetics of Nietzsche's prose and the critical intensity of his approach to nihilism. For too long contemporary thought has been dominated by a depressed "what is to be done?" All is regarded to be in vain, nothing is deemed real, there is nothing new seen under the sun. Such a "postmodern" lament is easily confounded with an apathetic reluctance to think engagedly. Hence the contributors here draw on a variety of issues--the (...) future of life, the nature of life-forms, the techno-sciences, the body, religions--as a way of tackling the question of nihilism's pertinence to us now. (shrink)

This article undertakes a crucial examination of Kant’s depiction of the interconnectedness between human reason and the divine. The argument posits that Kant conceptualizes reason as inherently founded on a divine basis. The primary objective of this article is not to delve into whether Kant endorses or dismisses specific Christian doctrines, or if his portrayal of reason aligns with a particular strand of Christian thought. Instead, the aim is to chart an interpretive middle path – one that embraces the profound (...) philosophical underpinnings embedded in Kant’s rationalist legacy while recognizing the inherent limitations he imposes on human reason. The conclusion drawn is that Kant’s account of reason tends towards the divine, though the precise nature of this interconnectedness remains shrouded in mystery. (shrink)

In this study I provide a thematic comparison of Søren Kierkegaard’s Fear and Trembling and Immanuel Kant’s Groundwork of the Metaphysics of Morals to suggest that the representation of the ethical in Fear and Trembling is transparently Kantian. At times I draw on Kant’s Religion Within the Boundaries of Mere Reason, Conflict of the Faculties, and The Metaphysics of Morals to offer a comprehensive account of Kant’s ethical theory. Both philosophers hold profoundly important positions within the milieu of ethics, however (...) they have always shared a tenuous and at times negative relationship. In this study, I challenge such commentators by showing that when the figure of Abraham is taken typologically and excluded from the text, what emerges from Fear and Trembling is a Kantian based ethics. I argue that a comparative reading of Kant’s Groundwork and Kierkegaard’s Fear and Trembling reveals that Kierkegaard’s thought gravitates towards three central principles of Kant’s categorical imperative, as well sharing some similarities with Kant’s understanding of duty. (shrink)

The progression of research and scholarly inquiry does not occur in isolation and is wholly dependent on accurate reporting of methods and results, and successful replication of prior work. Without mechanisms to correct the literature, much time and money is wasted on research based on a crumbling foundation. These guidelines serve to outline the respective responsibilities of researchers, institutions, agencies, and publishers or editors in maintaining the integrity of the research record. Delineating these complementary roles and proposing solutions for common (...) barriers provide a foundation for best practices. (shrink)

This is an analysis of a large facial formation set within a glacial moraine along the southeast corner of Alberta, Canada, known as the Badlands Guardian. The formation is presented in one aerial and three satellite images acquired over the past 70 years by the Alberta Department of Lands & Forests and Google Earth. The images reveal a profiled portrait of a human head wearing a feathered headdress. The facial features include an eye, nose, mouth, chin, neck, and jawline. The (...) headdress consists of a headband containing a staggered set of feather-shaped extensions. When taken together these aesthetic features create the visual impression of a left-facing portrait of an indigenous tribesman wearing a feathered headdress. A claim of intelligent design is offered and a geologist and geoscientist examine natural mechanisms that could contribute to the formation of these aesthetic features. A comparison of the iconographic tribal motifs of both North and South America is presented and a request for an extensive ground exploration and additional satellite images of this formation is encouraged. (shrink)

In 1923, Sir Arthur Keith proposed that many common back problems are due to the stresses caused by our evolutionarily novel form of locomotion, bipedalism. In this article, we introduce an updated version of Keith’s hypothesis with a focus on acquired spinal conditions. We begin by outlining the main ways in which the human spine differs from those of our closest living relatives, the great apes. We then review evidence suggesting there is a link between spinal and vertebral (...) shape on the one hand and acquired spinal conditions on the other. Next, we discuss recent studies that not only indicate that two common acquired spinal conditions—intervertebral disc herniation and spondylolysis—are associated with vertebral shape, but also suggest that the pathology-prone vertebral shapes can be understood in terms of the shift from quadrupedalism to bipedalism in the course of human evolution. Subsequently, we place the aforementioned findings under an umbrella hypothesis, which we call the “Evolutionary Shape Hypothesis.” This hypothesis contends that individuals differ in their propensity to develop different acquired spinal conditions because of differences in vertebral shape that relate to the evolutionary history of our species. We end the article with some possible directions for future research. (shrink)

Keith Ansell Pearson and Diane Morgan , Nihilism Now! Monsters of Energy ISBN - 9780333732922Gary Banham and Charlie Blake , Evil Spirits: Nihilism and the Fate of Modernity ISBN - 9780719056420.

In this impressive second edition of Theory of Knowledge, Keith Lehrer introduces students to the major traditional and contemporary accounts of knowing. Beginning with the traditional definition of knowledge as justified true belief, Lehrer explores the truth, belief, and justification conditions on the way to a thorough examination of foundation theories of knowledge,the work of Platinga, externalism and naturalized epistemologies, internalism and modern coherence theories, contextualism, and recent reliabilist and causal theories. Lehrer gives all views careful examination and concludes (...) that external factors must be matched by appropriate internal factors to yield knowledge. This match of internal and external factors follows from Lehrer’s new coherence theory of undefeated justification. In addition to doing justice to the living epistemological traditions, the text smoothly integrates several new lines that will interest scholars. Also, a feature of special interest is Lehrer’s concept of a justification game.This second edition of Theory of Knowledge is a thoroughly revised and updated version that contains several completely new chapters. Written by a well-known scholar and contributor to modern epistemology, this text is distinguished by clarity of structure, accessible writing, and an elegant mix of traditional material, contemporary ideas, and well-motivated innovation. (shrink)

This paper uses the knowledge account of assertion (KAA) in defense of epistemological contextualism. Part 1 explores the main problem afflicting contextualism, what I call the "Generality Objection." Part 2 presents and defends both KAA and a powerful new positive argument that it provides for contextualism. Part 3 uses KAA to answer the Generality Objection, and also casts other shadows over the prospects for anti-contextualism.

This paper brings together two positions that for the most part have been developed and defended independently of one another: contextualism about knowledge attributions and the knowledge account of assertion.

The eminent philosopher Keith Lehrer offers an original and distinctively personal view of central aspects of the human condition, such as reason, knowledge, wisdom, autonomy, love, consensus, and consciousness. He argues that what is uniquely human is our capacity for evaluating our own mental states (such as beliefs and desires), and suggests that we have a system for such evaluation which allows the resolution of personal and interpersonal conflict. The keystone in this system is self-trust, on which reason, knowledge, (...) and wisdom are grounded. (shrink)

problems in psychology The three themes of this book are the relation of the brain's structure to psychological function, the problem of how people perceive ...

This paper brings together two positions that for the most part have been developed and defended independently of one another: contextualism about knowledge attributions and the knowledge account of assertion.

Counterfactual thinking involves the imagination of non-factual alternatives to reality. We investigated the spontaneous generation of both upward counterfactuals, which improve on reality, and downward counterfactuals, which worsen reality. All subjects gained $5 playing a computer-simulated blackjack game. However, this outcome was framed to be perceived as either a win, a neutral event, or a loss. "Loss" frames produced more upward and fewer downward counterfactuals than did either "win" or "neutral" frames, but the overall prevalence of counterfactual thinking did not (...) vary with outcome valence. In addition, subjects who expected to play the game again made more upward counterfactuals and were less satisfied with the outcome than were subjects who did not expect to play again. However, once subjects saw the cards from which they could have selected had they "hit" again (two winning cards and two losing cards), all subjects generated primarily upward counterfactuals and showed a corresponding decrease in satisfaction. These results implicate both cognitive and motivational factors in the generation of counterfactuals and tell us something about the functional value of counterfactual thinking: downward counterfactuals provide comfort; upward counterfactuals prepare one for the future. (shrink)

This article reviews research on counterfactual, social, and temporal comparisons and proposes a Reflection and Evaluation Model (REM) as an organizing framework. At the heart of the model is the assertion that 2 psychologically distinct modes of mental simulation operate during comparative thinking: reflection, an experiential (“as if”) mode of thinking characterized by vividly simulating that information about the comparison standard is true of, or part of, the self; and evaluation, an evaluative mode of thinking characterized by the use of (...) information about the standard as a reference point against which to evaluate one’s present standing. Reflection occurs when information about the standard is included in one’s self-construal, and evaluation occurs when such information is excluded. The result of reflection is that standard–consistent cognitions about the self become highly accessible, thereby yielding affective assimilation; whereas the result of evaluation is that comparison information is used as a standard against which one’s present standing is evaluated, thereby yielding affective contrast. The resulting affect leads to either an increase or decrease in behavioral persistence as a function of the type of task with which one is engaged, and a combination of comparison-derived causal inferences and regulatory focus strategies direct one toward adopting specific future action plans. (shrink)

fits our evidence.[1] I will propose some potential counter-examples to test this evidentialist thesis. My main intention in presenting the “counter-examples” is to better understand Feldman’s evidentialism, and evidentialism in general. How are we to understand what our evidence is, how it works, and how are we to understand the phrase “epistemically ought to believe” such that evidentialism might make sense as a plausible thesis in light of the examples? Of course, we may decide that there’s no such way to (...) understand evidentialism -- that it just isn’t a plausible thesis. I must admit that my suspicions lean in that direction. But the potential counter-examples are put forward, not in a refutational spirit (though I have nothing against good refutations in philosophy), but as an invitation to evidentialists and potential evidentialists to refine and/or explain their thesis in light of the at least apparent problems that the examples highlight. (shrink)

An Introduction to the Philosophy of Mind provides a lively and accessible introduction to all the main themes and arguments currently being debated in this area. The book examines and criticizes four major theories of mind: Dualism, Mind/Brain Identity, Behaviourism and Functionalism. It argues that while consciousness and our mental lives depend upon physical processes in the brain, they are not reducible to those processes. The differences between mental and physical states, mind/body causality, the problem of other minds, and personal (...) identity are also explored in full. The second edition of this well respected text has been revised to include a new chapter which explores Aristotle’s philosophy of psychology and mind. It also includes new material on the Turing test and has been expanded and updated throughout. The book is designed to help students think for themselves about all the issues identified above, and contains exercises throughout the text to stimulate and challenge the reader. Objectives are clearly set out at the start of every chapter to enable students to check their understanding as they proceed, and each chapter ends with questions to consider. There are discussions of the most cited contemporary writers in the field, so that the reader can gain a rounded perspective of the debates. (shrink)

My focus will be on Richard Feldman’s claim that what we epistemically ought to believe is what fits our evidence. I will propose some potential counter-examples to test this evidentialist thesis. My main intention in presenting the “counter-examples” is to better understand Feldman’s evidentialism, and evidentialism in general. How are we to understand what our evidence is, how it works, and how are we to understand the phrase “epistemically ought to believe” such that evidentialism might make sense as a plausible (...) thesis in light of the examples? Of course, we may decide that there’s no such way to understand evidentialism—that it just isn’t a plausible thesis. I must admit that my suspicions lean in that direction. But the potential counter-examples are put forward, not in a refutational spirit, but as an invitation to evidentialists and potential evidentialists to refine and/or explain their thesis in light of the at least apparent problems that the examples highlight. (shrink)

Previous research has suggested that an effective strategy for debiasing judgments is to have participants "consider the opposite." The present research proposes that considering any plausible alternative outcome for an event, not just the opposite outcome, leads participants to simulate multiple alternatives, resulting in debiased judgments. Three experiments tested this hypothesis using an explanation task paradigm. Participants in all studies were asked to explain either 1 hypothetical outcome (single explanation conditions) or 2 hypothetical outcomes (multiple explanation conditions) to an event; (...) after the explanation task, participants made likelihood judgments. The results of Studies 1 and 2 indicated that debiasing occurred in all multiple explanation conditions, including those that did not involve the opposite outcome. Furthermore, the findings indicated that debiased judgments resulted from participants' spontaneous consideration of additional alternatives in making their likelihood judgments. The results of Study 3 also identified the perceived plausibility of the explained alternative as an important moderating variable in debiasing. (shrink)

Counterfactual thinking—the capacity to reflect on what would, could, or should have been if events had transpired differently—is a pervasive, yet seemingly paradoxical human tendency. On the one hand, counterfactual thoughts can be comforting and inspiring (Carroll & Shepperd, Chapter 28), but on the other they can be anxiety provoking and depressing (Zeelenberg & Pieters, Chapter 27). Likewise, such thoughts can illuminate pathways toward better future outcomes (Wong, Galinsky, & Kray, Chapter 11), yet they can also promote confusion and lead (...) us astray (Sanna, Schwarz, & Kennedy, Chapter 13). The first part of this chapter focuses on work that supports the prevailing Zeitgeist in the counterfactual thinking literature: Counterfactual thinking is beneficial. The second part of the chapter, however, strikes a more cautionary tone by reviewing work that describes some deleterious consequences of counterfactual thinking. We conclude by offering a tentative reconciliation of these conflicting perspectives and suggesting directions for future research. (shrink)

The view that the mind-dependence of colour is implicit in our ordinary thinking has a distinguished history. With its origins in Berkeley, the view has proved especially popular amongst so-called ‘Oxford’ philosophers, proponents including Cook Wilson (1904: 773-4), Pritchard (1909: 86-7), Ryle (1949: 209), Kneale (1950: 123) and McDowell (1985: 112). Gareth Evans’s discussion of secondary qualities in “Things Without the Mind” is representative of this tradition. It is his version of the view that I consider in this paper.

This book derives from a 1993 National Endowment for the Humanities Summer Institute on Knowledge, Teaching, and Wisdom. The Institute took place at the University of California, Berkeley, and was co-directed by Keith Lehrer and Nicholas D. Smith. The aims of the Institute were several: we sought to reintroduce wisdom as a topic of discussion among contemporary philosophers, to undertake an historical investigation of how and when and why it was that wisdom faded from philosophical view, and to ask (...) how contemporary epistemological theories might apply to the obviously related subjects of teaching and wisdom. In recruiting participants, Lehrer and Smith put the greatest emphasis on those with professional interests in epistemology and the history of philosophy, of the ancient Greeks especially ancient Greek philosophy (because in the writings all three subjects of the Institute were explicitly related and discussed). But in addition to these two groups, some effort was made also to include others, with academic specializations in a variety of fields other than epistemology and the history of philosophy, to ensure that a broad perspective could be achieved in our discussions. To an obvious extent, the papers in this book reflect the recruitment emphases and variety. They also testify to the extent that the Institute managed to bring life to our subjects, and to raise very old questions in a contemporary context. (shrink)

Externalism holds, and internalism denies, that the individuation of many of an individual's mental states (e.g., thoughts about the physical world) depends necessarily on relations that individual bears to the physical and/or social environment. Many philosophers, externalists and internalists alike, believe that introspection yields knowledge of the contents of our thoughts that is direct and authoritative. It is not obvious, however, that the metaphysical claims of externalism are compatible with this epistemological thesis. Some (e.g., Burge, 1988; Falvey and Owens (F&O), (...) 1994) have sought to dispel the worry that there is a conflict, though they admit that if such a conflict exists, it spells trouble for externalism (see, e.g., F&O, 1994, p. 108). Boghossian has argued that there is indeed a conflict between externalism and introspective knowledge of content. Surprisingly, however, he also argues that there is a conflict between internalism and introspective knowledge of content. I will defend Boghossian's claim that there is a conflict between externalism and knowledge of content, but criticize his claim that there is a conflict between internalism and knowledge of content. (shrink)

Memory sometimes yields knowledge and sometimes does not. It is, however, natural to suppose that i f a man remembers that p, then he knows that p and formerly knew that p. Remembering something is plausibly construed as a f o rm of knowing something which one has not forgotten and which one knew previously. We argue, to the contrary, that this thesis is false. We present four counterexamples to the thesis that support a different analysis of remembering. We propose (...) that a person remembers that p (at t) if and only if the thought or conviction that p comes from memory (at t) when, in fact, it is true that p. (shrink)

In the present research, the authors hypothesized that additive counterfactual thinking mind-sets, activated by adding new antecedent elements to reconstruct reality, promote an expansive processing style that broadens conceptual attention and facilitates performance on creative generation tasks, whereas subtractive counterfactual thinking mind-sets, activated by removing antecedent elements to reconstruct reality, promote a relational processing style that enhances tendencies to consider relationships and associations and facilitates performance on analytical problem-solving tasks. A reanalysis of a published data set suggested that the counterfactual (...) mind-set primes previously used in the literature tend to evoke subtractive counterfactuals. Studies 1 and 2 then demonstrated that subtractive counterfactual mind-sets enhanced performance on analytical problem-solving tasks relative to additive counterfactual mind-sets, whereas Studies 3 and 4 found that additive counterfactual mind-sets enhanced performance on creative generation tasks relative to subtractive counterfactual mind-sets. (shrink)

Effects of perceived control and close alternative outcomes were examined. Subjects played a computer-simulated "wheel-of-fortune" game with another player in which two wheels spun simultaneously. Subjects had either control over spinning the wheel or control over which wheel would determine their outcome and which would determine the other player's outcome. Results showed that (a) subjects generated counterfactuals about the aspect of the game that they controlled, (b) the direction of these counterfactuals corresponded to the close outcome associated with the aspect (...) they controlled, and (c) close counterfactuals predicted affective responses to the outcome of the wheel spin. Cognitive and motivational implications of the influence of perceived control on counterfactual generation are discussed. (shrink)

Complexity theory challenges educational philosophy to reconsider accepted paradigms of teaching, learning and educational research. However, though attractive, not least because of its critique of positivism, its affinity to Dewey and Habermas, and its arguments for openness, diversity, relationships, agency and creativity, the theory is not without its difficulties. These are seen to lie in terms of complexity theory's nature, status, methodology, utility and contribution to the philosophy of education, being a descriptive theory that is easily misunderstood as a prescriptive (...) theory, silent on key issues of values and ethics that educational philosophy should embrace, of questionable internal consistency, and of limited ‘added value’ in educational philosophy. The paper sets out key tenets of complexity theory and argues that, though it is useful for educational philosophy, it requires new conceptual tools and mind‐sets to comprehend fully its significance. (shrink)

The present research extends previous functional accounts of counterfactual thinking by incorporating the notion of reflective and evaluative processing. Participants generated counterfactuals about their anagram performance, after which their persistence and performance on a second set of anagrams was measured. Evaluative processing of upward counterfactuals elicited a larger increase in persistence and better performance than did reflective processing of upward counterfactuals, whereas reflective processing of downward counterfactuals elicited a larger increase in persistence and better performance than did evaluative processing of (...) downward counterfactuals. Moreover, path analyses indicated that whereas the relationship between counterfactual thinking and persistence was accounted for by emotional responses following upward and downward counterfactual generation, the relationship between counterfactual thinking and performance was accounted for by enhanced persistence following reflective processing of downward counterfactuals, but was accounted for by both enhanced persistence and strategic thinking following evaluative processing of upward counterfactuals. (shrink)

This paper investigates the idea of clinical autonomy. Whilst there is a considerable literature on moral autonomy there is very little on clinical autonomy except as a sociological phenomenon. Using the results of interviews with Community Psychiatric Nurses in England, the three main theories that they have about clinical autonomy are examined. It is argued that there are substantial problems with these theories and an alternative way of understanding clinical autonomy is proposed, the idea of contractual space.

The claim is that some collective entities can be thought of as part of the moral realm by virtue of their status as objects of moral concern. Collectivities are defined in terms of irreducibly corporate action and distinctive conditions of persisting identity. Their lack of sentience does not preclude moral concern, and their raison d'être may render moral concern for them appropriate. Recent attempts by Pettit, McMahon, and Broome to limit the moral realm to individuals are considered. They are rebutted (...) on the grounds that they rest heavily on pre-existing moral intuitions; they ascribe a stronger thesis than is necessary to the sponsors of the moral significance of non-individuals; and they wrongly assume that what has value for individuals must have value because it has value for individuals. Collectivities can have moral importance even if they lack the intrinsic moral importance attaching to human beings, and substantial consequences follow from that fact. In particular, routine appeals to the distinctness of persons become more problematic when collectivities, themselves composed entirely of persons, have independent moral significance which needs to be taken into account. That will affect both assessment of moral consequences and the process of moral decision-making. (shrink)

Rubin and Pearl offered approaches to causal effect estimation and Lewis and Pearl offered theories of counterfactual conditionals. Arguments offered by Pearl and his collaborators support a weak form of equivalence such that notation from the rival theory can be re-purposed to express Pearl’s theory in a way that is equivalent to Pearl’s theory expressed in its native notation. Nonetheless, the many fundamental differences between the theories rule out any stronger form of equivalence. A renewed emphasis on comparative research can (...) help to guide applications, further develop each theory, and better understand their relative strengths and weaknesses. (shrink)

Coherence with a background system yields justification which, when undefeated by error, becomes knowledge. Undefeated justification is knowledge. So I have argued. I have, however, changed my conception of the details of the background system, justification in terms of it and undefeated justification even if the intuitions that drive the analysis are the same. The background system, which I call an evaluation system, contains not only acceptances, as I originally proposed, but also preferences concerning acceptance and reasoning based on acceptance. (...) Justification consists of the capacity to meet objections to a target acceptance, including those an externalist might raise, in terms of the evaluation system. Undefeated justification is justification that remains when the evaluation system is cleansed of error. It is, therefore, the result of a systematic match of internal justification and the external truth. (shrink)

Three studies examined the motivational implications of thinking about how things could have been worse. It was hypothesized that when these downward counterfactuals yield negative affect, through consideration of the possibility of a negative outcome, motivation to change and improve would be increased (the wake-up call). When downward counterfactuals yield positive affect, through diminishing the impact of a potentially negative outcome, motivation to change and improve should be reduced (the Pangloss effect). Results from three studies supported these hypotheses. Studies 1 (...) and 2 showed that a manipulation of the counterfactual made about an investment influenced decisions toward that investment. Study 3 showed that students’ academic motivation was influenced by a manipulation of the type of downward counterfactual they made after an exam and that affect mediated the relationship between the counterfactual and motivation. (shrink)