Name der Zeitschrift: Semiotica Jahrgang: 2016 Heft: 209 Seiten: 167-185.

This article addresses two main questions: what is excellence and should epistemic excellence be the main purpose of education? Though references to excellence have become increasingly frequent in the UK education policy, these questions are perhaps especially important in Scotland where the curriculum is explicitly for excellence. Following Hirst and Peters, it is hypothesised that if the term ‘education’ implies possession of a certain breadth of general knowledge and understanding, then the term ‘excellence’ may imply a deep grasp of a (...) specific body of knowledge. However, after consideration of Dewey's suggestion that being present in the moment is an excellence of childhood, it is concluded that the development of epistemic excellence should be regarded as an educational purpose rather than the only educational purpose and pupil engagement with public traditions of knowledge provides necessary but not sufficient conditions for education. (shrink)

The paper aims to move the debate between Alston and critics of Perceiving God forward by asking if Alston’s book establishes a case for a realist interpretation of Christian mystical perception. It is argued that critical comments on Alston’s paper in Philosophy and Phenomenological Research by Richard Gale point, when reinterpreted, to a crucial disparity between mystical perception and sense perception. A realist interpretation of the former is not prima facie warranted but a realist interpretation of the latter is. (...) Alston confuses the question of whether mystical perception yields true outputs with the question of its realist status. (shrink)

Arthur Norman Prior (1914 – 1969) and Georg Henrik von Wright (1916 – 2003) both attended a conference in England sometime in the spring of 1956, after which they corresponded on Anselm’s ontological argument. Prior had at the conference presented a formal treatment of the ontological argument. Based upon notes from the Prior archive at the Bodleian Library, and correspondence with von Wright, we here presents Prior’s and von Wrights’ discussion of Anselm’s argument in light of Prior’s published, as well (...) as unpublished writings on the ontological argument. Three versions of the ontological argument from Prior’s unpublished as well as published papers is presented: a non-modal, an argument from possible existence and finally a modal version. While Prior dismissed the first on the basis of a meta-theorem for proof in argumentation, the second on the basis of a fallacious commutation of operators, he argued that a valid version of the ontological argument can be proven from the distinctive S5 thesis of Lewis modal logic. While Prior gave reasons for a rejection of those distinct S5 thesis, in favour of Lewis S4 system, he also provided a novel argument in favour of accepting the S5 thesis for necessity and possibility. Finally we relate Prior’s work to Plantinga (1974) and consider objections raised by Oppy (2012) and Gale (2007) toward the modal versions of the ontological argument. (shrink)

This volume brings together a distinguished, international list of scholars to explore the role of the learner's intention in knowledge change. Traditional views of knowledge reconstruction placed the impetus for thought change outside the learner's control. The teacher, instructional methods, materials, and activities were identified as the seat of change. Recent perspectives on learning, however, suggest that the learner can play an active, indeed, intentional role in the process of knowledge restructuring. This volume explores this new, innovative view of conceptual (...) change learning using original contributions drawn from renowned scholars in a variety of disciplines. The volume is intended for scholars or advanced students studying knowledge acquisition and change, including educational psychology, developmental psychology, science education, cognitive science, learning science, instructional psychology, and instructional and curriculum studies. (shrink)

Meta-analytic findings have suggested that individual differences are relatively weaker predictors of academic dishonesty than are situational factors. A robust literature on deviance correlates and workplace integrity testing, however, demonstrates that individual difference variables can be relatively strong predictors of a range of counterproductive work behaviors (CWBs). To the extent that academic cheating represents a kind of counterproductive behavior in the work role of "student", employment-type integrity measures should be strong predictors of academic dishonesty. Our results with a college student (...) sample showed that integrity test scores were moderate to strong correlates of self-reported academic cheating and that these relationships persisted even after controlling for a variety of measurement concerns such as item format similarity, concurrent assessment, and socially desirable responding. Implications for institutional honor codes and the broader relations between educational and workplace dishonesty are discussed. (shrink)

Margaret Macdonald was at the institutional heart of analytic philosophy in Britain in the mid-twentieth century. Yet, her views on the nature of philosophical theories diverge quite considerably from those of many of her contemporaries. In this paper, I focus on her 1953 article ‘Linguistic Philosophy and Perception’, a provocative paper in which Macdonald argues that the value of philosophical theories is more akin to that of poetry or art than science or mathematics. I do so for two reasons. First, (...) because it reveals just how far Macdonald’s meta- philosophical views diverged from those of many of her contemporaries. Second, because the discussion in LPP pre-empts recent literature on the nature of philosophical inquiry and the efficacy of philosophical arguments. Indeed, Macdonald’s paper is just as likely to provoke discussion today as it was in the 1950s. (shrink)

Berkeley’s likeness principle is the claim that “an idea can be like nothing but an idea”. The likeness principle is intended to undermine representationalism: the view (that Berkeley attributes to thinkers like Descartes and Locke) that all human knowledge is mediated by ideas in the mind which represent material objects. Yet, Berkeley appears to leave the likeness principle unargued for. This has led to several attempts to explain why Berkeley accepts it. In contrast to ‘metaphysical’ and ‘epistemological’ interpretations available in (...) the literature, in this paper I defend a ‘conceptual’ interpretation. I argue that Berkeley accepts the likeness principle on the basis of (i) his commitment to the transparency of ideas, and (ii) his account of resemblance which he sets out in his works on vision. Thus, I provide an explanation for Berkeley’s reasons for accepting the likeness principle which, appropriately, focuses on his views concerning ideas and likeness. (shrink)

It is sometimes said that reasoning, thought and judgement essentially involve action. It is sometimes said that they involve spontaneity, where spontaneity is taken to be connected in some constitutive way with action-intentional, voluntary and indeed free action. There is, however, a fundamental respect in which reason, thought and judgement neither are nor can be a matter of action; and any spontaneity they involve can be connected with freedom only when the word 'freedom' is used in the Spinozan-Kantian sense according (...) to which freedom is a matter of 'rational necessitation', determination by reason. (shrink)

This paper provides a philosophical evaluation of the concept of handedness prevalent but largely unspoken in the scientific literature. This literature defines handedness as the preference or ability to use one hand rather than the other across a range of common activities. Using the philosophical discipline of phenomenology, I articulate and critique this conceptualization of handedness. Phenomenology shows defining a concept of handedness by focusing on hand use leads to a right hand biased concept. I argue further that a phenomenological (...) model based in spatial orientation rather than hand use provides a more inclusive concept of handedness. (shrink)

It is argued that causal understanding originates in experiences of acting on objects. Such experiences have consistent features that can be used as clues to causal identification and judgment. These are singular clues, meaning that they can be detected in single instances. A catalog of 14 singular clues is proposed. The clues function as heuristics for generating causal judgments under uncertainty and are a pervasive source of bias in causal judgment. More sophisticated clues such as mechanism clues and repeated interventions (...) are derived from the 14. Research on the use of empirical information and conditional probabilities to identify causes has used scenarios in which several of the clues are present, and the use of empirical association information for causal judgment depends on the presence of singular clues. It is the singular clues and their origin that are basic to causal understanding, not multiple instance clues such as empirical association, contingency, and conditional probabilities. (shrink)

In this important new book in the IPPP series, a group of leading thinkers in psychiatry, psychology, and philosophy offer alternative perspectives that address both the scientific and clinical aspects of psychiatric validation, emphasizing throughout their philosophical and historical considerations.

There has been in recent years a plethora of defences of theism from analytical philosophers: Richard Gale's important book is a critical response to these writings. New versions of cosmological, ontological, and religious experience arguments are critically evaluated, along with pragmatic arguments to justify faith on the grounds of its prudential or moral benefits. In considering arguments for and against the existence of God, Gale is able to clarify many important philosophical concepts including exploration, time, free will, personhood, (...) actuality, and the objectivity of experience. (shrink)

William Molyneux was born in Dublin, studied in Trinity College Dublin, and was a founding member of the Dublin Philosophical Society (DPS), Ireland’s counterpart to the Royal Society in London. He was a central figure in the Irish intellectual milieu during the Early Modern period and – along with George Berkeley and Edmund Burke – is one of the best-known thinkers to have come out of that context and out of Irish thought more generally. In 1688, when Molyneux wrote the (...) letter to Locke in which he posed the now famous question about a man born blind made to see, he was an active member of the DPS and was on familiar terms with several other key figures in Irish philosophy at the time. For the most part, Irish thinkers in the seventeenth and eighteenth centuries answered “no” to Molyneux’s question of whether a blind man made to see could distinguish, by sight alone, between a cube and a sphere. (shrink)

Fiction has been of concern to both the aesthetician and the ontologist. The former is concerned with the criteria or standards by which we judge the aesthetic worth of a fictional work, the latter with whether our ontology must be enlarged to include possible or imaginary worlds in which are housed the characters and incidents referred to and depicted in such works. This is a paper on the ontology of fiction. It will attempt to answer these ontological questions concerning truth (...) and reference in fiction by clarifying the use of language. Our paradigm case of the fictive use of language will be one in which the story-teller orally relates the fictional story in the presence of his audience, rather than one in which he inscribes his story so that it may be read at a later date. The value of considering the use of language in a face-to-face situation is that it brings before us in their full explicitness all of the different facets of a speech act, many of which often lie dormant in non-face-to-face uses and therefore are hard to discover from a consideration of such uses. (shrink)

In this unique work, Ken Gale and Jonathan Wyatt bring together three areas of scholarship: collaborative writing as method of inquiry, the philosophical approaches of the French philosopher, Gilles Deleuze, and the performativity of both writing and the "self". The book is a reflexive exploration into the theory and practice of collaborative writing, with their between-the-twos sequences of exchanged writings using a variety of forms and genres at the book's heart. Their collaboration offers an experimental, transgressive and nomadic inquiry (...) into subjectivity. Based upon the authors' joint doctoral dissertation, the book draws for its theoretical base primarily from the work of Deleuze, from both his philosophical "figures" and the insights that he offers into his collaborations with others. It also tells a story, conveying a sense of a relationship developing over time. This book will interest both academics and postgraduate students in the field of qualitative inquiry, including those involved in narrative inquiry, cultural, communication and performance studies, and autoethnography. (shrink)

Narrative ambiguity is a deliberate stylistic device which engages the reader, seizes the imaginative processes, and creates an interaction with the characters of the story that a more explicitly detailed account does not allow to happen.

In September 2008, the European Organization for Nuclear Research (CERN) scientists successfully switched on the historic biggest physics device, the Large ...

"This book is an augmented and updated translation by the author of Theorie des Subjekts: Subjectiviteat und Identiteat zwischen Moderne und Postmoderne, Teubingen, Francke-UTB, 2010 (3rd ed.)"--Title page verso.

In my contribution to this Concise Collection on Margaret Cavendish, I focus on teaching Cavendish’s work in the context of philosophy (and, more specifically, Early Modern Philosophy). I have three aims. First, to explain why teaching women from philosophy’s history is crucially important to the discipline. Second, to outline my own reflections on teaching Cavendish’s philosophy. Third, to defend a specific claim about the benefits of teaching Cavendish to philosophy students; namely, that introducing biographical detail alongside philosophical ideas enriches the (...) learning experience. (shrink)

Since its original publication in 1975, this groundbreaking work has awakened millions of people to the existence of "speciesism"—our systematic disregard of nonhuman animals—inspiring a worldwide movement to transform our attitudes to animals and eliminate the cruelty we inflict on them. In Animal Liberation, author Peter Singer exposes the chilling realities of today’s "factory farms" and product-testing procedures—destroying the spurious justifications behind them, and offering alternatives to what has become a profound environmental and social as well as moral issue. (...) An important and persuasive appeal to conscience, fairness, decency, and justice, it is essential reading for the supporter and the skeptic alike. (shrink)

Prospect Theory: For Risk and Ambiguity, provides a comprehensive and accessible textbook treatment of the way decisions are made both when we have the statistical probabilities associated with uncertain future events and when we lack them. The book presents models, primarily prospect theory, that are both tractable and psychologically realistic. A method of presentation is chosen that makes the empirical meaning of each theoretical model completely transparent. Prospect theory has many applications in a wide variety of disciplines. The material in (...) the book has been carefully organized to allow readers to select pathways through the book relevant to their own interests. With numerous exercises and worked examples, the book is ideally suited to the needs of students taking courses in decision theory in economics, mathematics, finance, psychology, management science, health, computer science, Bayesian statistics, and engineering. (shrink)