In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 39.2 (2005) 97-103 [Access article in PDF] MoMA as Educator: The Legacy of Alfred H. Barr, Jr. Ralph A. Smith Professor Emeritus University of Illinois at Urbana-Champaign Alfred H. Barr, Jr. and the Intellectual Origins of the Museum of Modern Art by Sybil Gordon Kantor. Cambridge: The MIT Press, 2002, xxv, 472 pp., $39.95. ISBN 0-262-11258-2 Sybil Kantor's history of the intellectual origins (...) of the Museum of Modern Art (MoMA) is an engaging account of Alfred Barr, Jr.'s, pivotal role in acquainting an American audience with the modernist movement in art that had developed in Europe and the Soviet Union in the first part of the twentieth century. Scrupulously documented, Kantor's narrative relies heavily on interviews with Barr's contemporaries, his publications, and his extensive correspondence. She also limns portraits of major figures who either influenced his ideas or were instrumental in establishing MoMA. Although the book is very informative about modern art, according to its author it is not intended to be strictly a history of that art. Rather, it is devoted to Barr's early development, his personal characteristics, his attitude toward the cultural and political climate of the times, his definitions of modernism and formalism, and finally, his legacy.Kantor traces Barr's career through the decade of the 1920s, which culminated in his being named the first director of MoMA in 1929; the expansive years of the 1930s and 1940s when, as Kantor puts it, Barr and the museum were at full throttle; and the later years when Barr was relieved of his director's responsibilities to allow him to spend more time on writing and the mounting of exhibitions. He retired from the museum in 1967, began to show signs of ill health in the mid-1970s, and died at the age of 79 in 1981. The Early Years Barr began his studies in the history of art at Princeton where he took courses with Frank Jewett Mather, who taught about modern art, and with Charles Rufus Morey, a distinguished medievalist whose teaching ranged beyond the architecture and sculpture of the Middle Ages to the other arts of that era. Morey's example of comprehensiveness would later stimulate Barr to think along similar lines about modern art and the organization of MoMA. At Harvard's graduate school Barr learned the skills of connoisseurship and museum management from Paul Sachs whose students went on to become directors of major museums across America. Sachs also encouraged Barr's interest in modern art and provided him with numerous letters of [End Page 97] introduction to scholars and museum directors — and occasionally withfunds for his travels.1 Lincoln Kirstein was a close friend, art critic, and earlyally, while Henry-Russell Hitchcock, Walter Gropius, and Philip Johnson significantly affected Barr's understanding of architecture. A large cast of artists, patrons, collectors, writers, trustees, and editors of "little magazines"(so-called because of their relatively small numbers of readers) also enter the scene and play various roles. A few words are in order about Barr himself who, Kantor says, exhibited more rebelliousness, a larger vision, and greater discipline than most of those around him. Barr the Man Kantor portrays a mind and sensibility possessed of exceptional discernment for the new, the difficult, and the worthwhile in the art of the early twentieth century. Barr's feeling for order, organization, and clarity of relations; his commitment to perfection, freedom, and truth; and his faith in the capacity of modern art to overcome prejudices and improve the taste of Americans are not merely reflections of the disciplinary habits inculcated by Barr's Presbyterian upbringing. They also reveal the classical tastes acquired through his art-historical studies and echo the temper of the age.The time — the 1920s through the 1940s — valued both the rationalism of science with its methods of problem solving and the insights of psychoanalysis with its probing of the irrational. Belief in the inevitable progress promised by advances in technology was, however... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:On Reviewing: A Response to Mary Ann StankiewiczRalph A. Smith, Professor EmeritusI very much appreciate the positive comments made by Mary Ann Stankiewicz in her review published in Studies in Art Education of my Readings in Discipline-Based Art Education: A Literature of Educational Reform.1 I was gratified to read that she believes the volume is a comprehensive and valuable guide that all art educators should own as a reference (...) source for the intellectual history of American art education in the late-twentieth century. Stankiewicz further notes my steadfastness in holding to a vision ofaesthetic education that is firmly rooted in the humanities and my forthrightness in acknowledging that a different choice of selections might well convey a somewhat different picture of Discipline-Based Art Education (DBAE). Between encomia, however, Stankiewicz raises questions about my editorial politics (that is, opportunities editors have to make selections they think are important) and my views about art education.The format of Stankiewicz's review was patterned after an essay in the volume by Frances Schoonmaker who discusses the professional preparation of teachers in terms of autobiography, school contexts, and scholarship. Accordingly, Stankiewicz recalls in some detail her own extensive participation in the Getty's educational venture in art education. And instead of referring to the Introduction's discussion of historical antecedents of DBAE she provides her own account of events that were contemporaneous with Getty's period of operation and refers to some currents of contemporary thinking. In other words, she does not give the kind of space to the book's contents that reviewers usually do.2 This prompted me to recall some material from the book's Introduction, which is followed by a sketch of the DBAE literature project that furnished the impetus for the volume and rejoinders to some of Stankiewicz's concerns.DBAE RememberedThe Getty Center for Education in the Arts (later renamed the Getty Education Institute for the Arts and eventually discontinued) flourished mainly in the 1980s and 1990s and proceeded under the banner of DBAE. The Getty's notion of DBAE supported a major trend that had been growing in the field since the mid-1950s. In this respect the Getty initiative was neither novel nor revolutionary. Yet by correcting an error of certain reform movements, namely those whose tendency was to bypass professionals in the field, it did constitute a significant venture. Getty officers perceived the field to be [End Page 93] moving in the direction of strengthening the content of art education with additional content that was believed requisite for an intelligent and sensitive engagement with works of art. In effect the Getty position argued that a well-developed sense of art is composed not just of the rudiments of artistic creation art but also those of a number of other relevant disciplines, for example the interrelated disciplines of art making, art history, art criticism, and aesthetics (usually understood as the philosophy of art). It was acknowledged that these were not the only disciplines relevant to art education, but they were considered to be basic. Nor was it believed that these disciplines should be taught as separate subjects; rather, they were meant to suggest content and useful modes of inquiry. As Stankiewicz notes, DBAE endorsed both the substantive and procedural dimensions of the cognitive revolution that was occurring in thinking about mind and learning. Indeed, mind building emerged as one of the major themes in the theory underlying the Getty approach.3Not surprisingly, the Getty approach had its critics. As pointed out in my "Afterthoughts,"the Getty initiative was contemporaneous with the increasing politicization of cultural and educational life.4 The critical literature produced in this climate — subscribing variously to postmodernism, multiculturalism, feminism, cultural studies, social reconstructionism, and deconstruction — was often by turns extreme, dense, and intimidating. It further tended to be skeptical of Western cultural values and traditions. I think it is fair to say that many in the field of art education were ill prepared to digest these writings or to be alert to some of their potential negative consequences. I mention just a few of these.For example, although developing an appreciation for hitherto unfamiliar cultures is... (shrink)

Should arts education have a more significant place in our schools? An emphatic "Yes" comes from the editors and other contributors to this provocative volume. They build their case by drawing upon recent developments in cognitive theory and, in particular, upon contemporary thought regarding aesthetic knowing. They contend that aesthetic knowing constitutes a "special mode of cognition" and they see aesthetic learning as vital to intellectual growth and development. They argue that the arts should "constitute a foundational school subject." An (...) opening chapter reviews past practices in education in the arts, thus providing a needed historical context within which current thinking about aesthetic learning can be viewed. The following chapters elaborate on the idea and value of aesthetic knowing from various perspectives to buttress the case for its importance in education. Developmental issues are explored to deepen understanding of the nature of aesthetic growth. Studies reveal that children's art products have not changed over the years. But how has a cognitive perspective changed the way in which child art is interpreted? Can phases in general aesthetic development be identified? Or are such phases specific to each art form? What pedagogical issues arise in education in the arts? How are conceptual learnings important to the development of aesthetic understanding? Does the study of fine arts enrich the quality of life and shape human personality in positive ways. Given the long history of arts education as a peripheral matter in schools, is it now possible to envision a greater recognition of what study of the arts can accomplish by a proper focus on aesthetic knowing? These are some of the questions addressed in a volume that provides stimulating reading not only for arts educators but for all who are genuinely concerned about education. (shrink)

Researchers are often faced with attempting to estimate a correlation based on the aggregation of sample rs either from several samples or from repeated measures within a single sample. The usual approach is either to average the observed correlations or to average the Fisher’s z- transformed rs and to back-transform the average z value. This note describes a minimum-variance unbiased estimator for the situation that is superior to either approach and is also simple to compute.

Background -- Continental drift : a threat to the establishment -- Evolution and creationism : science vs religion -- Dietary fat : nutritional politics -- Climate change : environmental politics -- Vaccination : exploitation of fear -- Gmo foods : fear of a frankenstein -- Science under attack.

We combine state-of-the-art techniques from computational linguisticsand theorem proving to build an engine for playing text adventures,computer games with which the player interacts purely through naturallanguage. The system employs a parser for dependency grammar and ageneration system based on TAG, and has components for resolving andgenerating referring expressions. Most of these modules make heavy useof inferences offered by a modern theorem prover for descriptionlogic. Our game engine solves some problems inherent in classical textadventures, and is an interesting test case for (...) the interactionbetween natural language processing and inference. (shrink)

A deeply personal account of the scientific, shamanic, and metaphysical encounters that led to the development of Metzner's psychological methods Recounts the author's meetings and friendships with Albert Hofmann, Alexander Shulgin, the McKenna brothers, Wilson Van Dusen, Myron Stolaroff, and Leo Zeff Details his lucid dream encounters with G. I. Gurdjieff, profoundly healing sessions with Hawaiian healer Morrnah Simeona, experiences with plant teachers iboga and ayahuasca, and ecological and mystical lessons learned from animal teachers Shares his involvement in the (...) beginnings of the therapeutic use of MDMA and how it safely and effectively supports the healing of trauma, PTSD, and interpersonal relationships Just as the search for the philosopher's stone is the core symbol of the alchemical tradition, Ralph Metzner, Ph.D., psychotherapist and one of the respected elders of the psychedelic research community, sees it as the central metaphor of his life-long quest to find methods of healing and insight through heightened states of consciousness. Through captivating stories Metzner shares his encounters from the 1960s through the 1990s with genius scientists, shamanic healers, mystics, plant spirits, and animal guides that led to the development of his "alchemical divination" psychological methods, a structured intuitive process of accessing inner sources of healing and insight. He details lessons learned with psychedelic research legends Albert Hofmann, Alexander Shulgin, Terence McKenna, and Dennis McKenna. He reveals his deeply healing encounters with the Kahuna bodywork healer Morrnah Simeona, the first to introduce the Hawaiian Ho'oponopono healing method to the West, and his experiences with West African trance dancing and the psychoactive plant-drug iboga. Metzner recounts in vivid detail his unwelcome encounter with malignant sorcery during an ayahuasca experience in Ecuador and the lessons it taught him about connections with spirits, both harmful and beneficial. He tells of his involvement in the beginnings of the therapeutic use of MDMA and shows how it is an effective and safe substance to support psychotherapy for healing trauma, PTSD, and interpersonal relationships. In sharing his remarkable encounters, Metzner shows how the most meaningful lessons in the alchemy of life come not only from the geniuses we meet but also from the spirits we encounter along the way. (shrink)

A major strand of opposition to the West's/Global North's scientificising hegemony has recently been retrieved through Santos’ reinterpretation of Cusanus’ 15th-century doctrine of learned ignorance. Though Cusanus has been marginalised, his doctrine imbues a profound epistemic humility conducive to our present need to reconfigure education. Contributing to this retrieval, I define learned ignorance as an epistemic principle of humility, adherence to which conduces towards reconditioning learning and teaching as non-finalised, processual activities within a genuinely intercultural pluriverse of knowledges. Agreeing with (...) Santos’ marginalisation thesis and his advocacy of recovering similarly silenced voices from within Western discourse, I argue that learned ignorance in some works of English literature and philosophy has also been marginalised. One of the most famous lines from Pope—‘A little Learning is a dang'rous Thing’—has been widely misunderstood through failing to recognise the poem's learned ignorance elements. My reinterpretation of Pope suggests a possibly more extensive literary form of opposition to the scientificisation of knowledge. I also examine another marginalised, educationally significant retrieval of learned ignorance by Hamilton. His learned ignorance standpoint fundamentally opposes the scientificisation and instrumentalisation of knowledge and learning. The discussion identifies the counterhegemonic status of this epistemic principle of humility and intimates its paradigm-shifting opportunities through some brief closing suggestions concerning how learned ignorance enriches Freire's emphases on the importance of ‘love, humility and faith’ as essential to the ‘horizontal relationship’ between teacher and student of an educational dialogue founded on trust. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Pragmatism's Evolution: Organism and Environment in American Philosophy by Trevor PearceAlexander KleinTrevor Pearce. Pragmatism's Evolution: Organism and Environment in American Philosophy. Chicago: The University of Chicago Press, 2020. Pp. 384. Paperback, $35.00.Pragmatist pioneers were young lions in the days of Darwin. Evolutionary-biological thinking infused this philosophical movement from the start. And yet the last time a major monograph appeared on classic pragmatism and evolutionary biology—Philip Wiener's Evolution and (...) the Founders of Pragmatism (New York: Harper Torchbooks, 1949)—the author could personally thank Ralph Barton Perry, William James's junior colleague and eventual biographer. John Dewey himself wrote the foreword.Almost seventy-five years later, we have Trevor Pearce's painstakingly researched Pragmatism's Evolution. The author has graduate training in both biology and philosophy and is a former student of William Wimsatt and Robert Richards's (343). The book offers an intricate portrait of how debates about evolutionary biology informed the thinking of a loose-knit group of pragmatists between the years 1860 and 1910. While a remarkable variety of figures are discussed, ten pragmatists command the most attention: Chauncey Wright, C. S. Peirce, Francis Ellingwood Abbot, John Fiske, William James, Josiah Royce, John Dewey, Jane Addams, G. H. Mead, and W. E. B. Du Bois (18). Call them "the American Ten."Without downplaying Darwin, an overarching theme is the special significance of Herbert Spencer. Despite many specific disagreements with him (see e.g. 74, 207–8, 253–54, 281), the American Ten all accepted something more fundamental from Spencer: an intellectual framework that explains mind and morality in terms of functional relationships between organism and environment.After an introduction outlining what Pearce identifies as four chronological "cohorts" of pragmatists (more on this concept below), he examines the 1860s and 1870s reception of Darwin (chapter 1) and Spencer (chapter 2), showing how senior pragmatists like Wright, Peirce, and James defended evolution during this period. In chapter 2, we meet the Metaphysical Club's arch Spencerian, John Fiske, and we get a reading of James's critique of Spencer's psychology and sociology. Chapter 3 gives a highly detailed, reference-work-like portrait of the second cohort's training in evolutionary biology during the 1880s—chiefly Royce, Dewey, Addams, Mead, and Du Bois. In chapter 4, we learn that in the 1880s and 1890s, idealists like Edward Caird, Samuel Alexander, David George Ritchie, and Josiah Royce all co-opted ideas from evolutionary biology, which they apparently thought compatible with Hegelian dialectics. Chapter 5 shows that central planks of Peirce's metaphysics and Dewey's ethics are responsive to an 1890s dispute over the causes of the biological variation upon which selection acts (the so-called "factors" debate). The final two chapters show how pragmatist ethics (chapter 6) and epistemology (chapter 7) were infused with substantive ideas about evolution and about scientific experiment more generally.The depth and use of historical scholarship on offer here are both remarkable. On depth, Pearce draws from nineteen special collections and archives housed at institutions from California to Manchester, UK. The reference list (published on Pearce's website) runs [End Page 160] to 118 pages and was apparently too long for inclusion in the book. Archival research and lengthy bibliographies are to be expected in today's history of philosophy. But the sheer range of sources Pearce draws from is, by any measure, impressive.The use to which he puts those sources is provocative. Close reading, and in particular argument reconstruction, is usually the stock in trade for historians of philosophy. Pearce takes a different approach (7), seeking interpretive insight through a kind of philosophical network analysis. The nodes are mainly philosophers, scientists, and social critics. Unlike digital network analyses, Pearce connects his nodes by hand, via a great multiplicity of social, educational, and intellectual relations. We learn who studied evolution where, with whom, and when; what specific texts were assigned in classes taken, in classes taught; who attacked whom, who sided with whom; and so on.The resulting networks are rich, though they can be difficult to track due to their complexity. At its best, the book uses networks to produce genuine insights that... (shrink)

The goal of the book is to provide an anthology covering the reception of Plato's Republic in the Islamic world, with a focus on Averroes's outstanding but underappreciated commentary on Plato's most famous dialogue. Despite the publication of Ralph Lerner's excellent English translation almost 50 years ago, very few scholarly studies have been written on it. We propose the following chapters, keeping in mind that some might be changed owing to collaboration with contributors.

Volume 11 brings together all of Dewey's writings for 1918 and 1919. A Modern Language Association Committee on Scholarly Editions textual edition. Dewey's dominant theme in these pages is war and its after-math. In the Introduction, Oscar and Lilian Handlin discuss his philosophy within the historical context: The First World War slowly ground to its costly conclusion; and the immensely more difficult task of making peace got painfully under way. The armi-stice that some expected would permit a return to normalcy (...) opened instead upon a period of turbulence that agitated fur-ther a society already unsettled by preparations for battle and by debilitating conflict overseas. After spending the first half of 1918-19 on sabbatical from Columbia at the University of California, Dewey traveled to Japan and China, where he lectured, toured, and assessed in his essays the relationship between the two nations. From Peking he reported the student revolt known as the May Fourth Move-ment. The forty items in this volume also include an analysis of Thomas Hobbe's philosophy; an affectionate commemorative tribute to Theodore Roosevelt, our Teddy; the syllabus for Dewey's lectures at the Imperial University in Tokyo, which were later revised and published as Reconstruction in Philosophy; an exchange with former disciple Randolph Bourne about F. Mat-thias Alexander's Man's Supreme Inheritance; and, central to Dew-ey's creed, Philosophy and Democracy. His involvement in a study of the Polish-American community in Philadelphia--resulting in an article, two memoranda, and a lengthy report--is discussed in detail in the Introduction and in the Note on the Confidential Report ofConditions among the Poles in the United States. (shrink)

Let us take an example that Bernard Williams (1981: 102) made famous. Suppose that you want a gin and tonic, and you believe that the stuff in front of you is gin. In fact, however, the stuff is not gin but petrol. So if you drink the stuff (even mixed with tonic), it will be decidedly unpleasant, to say the least. Should you choose to drink the stuff or not?

Here is a definition of knowledge: for you to know a proposition p is for you to have an outright belief in p that is correct precisely because it manifests the virtue of rationality. This definition resembles Ernest Sosa’s “virtue theory”, except that on this definition, the only virtue that must be manifested in all instances of knowledge is rationality, and no reductive account of rationality is attempted—rationality is assumed to be an irreducibly normative notion. This definition is compatible with (...) “internalism” about rationality, and with a form of “pragmatic encroachment” on the conditions of rational outright belief. An interpretation is given of this definition, and especially of the sense of ’because’ that it involves. On this interpretation, this definition entails that both safety and adherence are necessary conditions on knowledge; it supports a kind of contextualism about terms like ‘knowledge’; and it provides resources to defend safety, adherence, and contextualism, against some recent objections. (shrink)

In this paper, I apply the "conceptual role semantics" approach that I have proposed elsewhere (according to which the meaning of normative terms is given by their role in practical reasoning or deliberation) to the meaning of the term 'ought'. I argue that this approach can do three things: It can give an adequate explanation of the special connection that normative judgments have to practical reasoning and motivation for action. It can give an adequate account of why the central principles (...) of deontic logic are correct. It can give an explanation of the precise ways in which the term 'ought' is systematically context-sensitive, so that the term expresses different (but systematically related) concepts in different contexts. (shrink)

Often, when one faces a choice between alternative actions, there are reasons both for and against each alternative. On one way of understanding these words, what one “ought to do all things considered (ATC)” is determined by the totality of these reasons. So, these reasons can somehow be “combined” or “aggregated” to yield an ATC verdict on these alternatives. First, various assumptions about this sort of aggregation of reasons are articulated. Then it is shown that these assumptions allow for the (...) proof of a “Reasons Aggregation Theorem” – parallel to John Harsanyi’s 1955 “Social Aggregation Theorem”. All reasons for action are grounded in reason-providing values; and, for every such reason-providing value, there is in principle a way of measuring how strongly this value counts against each alternative. The theorem tells us that the appropriate measure of how much reason ATC there is against each alternative is simply a weighted sum of the strengths with which these values count against that alternative; the agent ought not ATC to perform an action iff there is ATC more reason against it than against some available alternative. (shrink)

This essay offers an account of the truth conditions of sentences involving deontic modals like ‘ought’, designed to capture the difference between objective and subjective kinds of ‘ought’ This account resembles the classical semantics for deontic logic: according to this account, these truths conditions involve a function from the world of evaluation to a domain of worlds (equivalent to a so-called “modal base”), and an ordering of the worlds in such domains; this ordering of the worlds itself arises from two (...) further elements – a probability function and a value function – since this ordering ranks the worlds in accordance with the expected value of certain propositions that are true at those worlds. Thus, a proposition of the form ‘Ought (p)’ is true at a world of evaluation w if and only if p is true at all the top-ranked worlds in the domain assigned to w. This domain of worlds consists of metaphysically possible worlds, while the probability function is defined over a space of epistemically possible worlds (which may include metaphysically impossible worlds, such as worlds where Hesperus is not Phosphorus). Evidence is given that this account assigns the correct truth conditions to a wide range of sentences involving ‘ought’. Since these truth conditions involve both a domain of metaphysically possible worlds and a space of epistemically possible worlds, there are two corresponding kinds of conditional involving ‘ought’, depending on which space of worlds is restricted by the conditional. Finally, some objections that might be raised against this account are answered. (shrink)

Intuitively, it seems that some belief-forming practices have the following three properties: 1. They are rational practices, and the beliefs that we form by means of these practices are themselves rational or justified beliefs. 2. Even if in most cases these practices reliably lead to correct beliefs (i.e., beliefs in true propositions), they are not infallible: it is possible for beliefs that are formed by means of these practices to be incorrect (i.e., to be beliefs in false propositions). 3. The (...) rationality of these practices is basic or primitive. That is, the rationality of these practices is not due simply to the availability, by means of some process of reasoning that relies purely on other practices, of a rational or justified belief in the reliability of these practices. -/- How can there be such practices? This paper offers an answer to that question. (shrink)

Two sources of possible disagreement in bioethics may be associated with pessimism about what bioethics can achieve. First, pluralism implies that bioethics engages with interlocutors who hold divergent moral beliefs. Pessimists might believe that these disagreements significantly limit the extent to which bioethics can provide normatively robust guidance in relevant areas. Second, the interdisciplinary nature of bioethics suggests that interlocutors may hold divergent views on the nature of bioethics itself—particularly its practicality. Pessimists may suppose that interdisciplinary disagreements could frustrate the (...) goals of bioethics. In this article, I explore how wonder may alleviate the concerns of the first group of pessimists regarding problems associated with pluralism, provided that we are willing to accept some interdisciplinary frustrations. Then, I invite readers of this issue of The Journal of Medicine & Philosophy to test these intuitions by considering the role of wonder in these articles. (shrink)

Hierocles, a Stoic of the second century CE, famously deployed an image of the ‘concentric circles’ that surround each of us. The image should not be read as advocating absolute impartiality (in the style of classical utilitarianism) or as illustrating the Stoic theory of oikeiōsis. Instead, it is designed to illustrate how it is ‘appropriate to act’ in certain cases. Like other Stoics, Hierocles bases his investigation of appropriate acts on what is ‘in accordance with nature’. According to his view, (...) each of us has a duty of mutual aid towards every other human being—but a weightier duty towards those who are socially closer than those who are more distant. The fundamental principle is that each of us has the duty of being an ‘ally’ of every other human being in serving the natural purposes of all the circles to which we and that other human being both belong. (shrink)

Richard Price’s moral epistemology provides a distinctive account, not only of the sources of our moral knowledge, but also of its limits – that is, of the moral truths that we do not and even cannot know. According to this moral epistemology, the fundamental moral truths are necessary rather than contingent; if they are knowable at all, they are knowable a priori. In general, fundamental moral truths are akin to mathematical truths. Specifically, these necessary moral truths are grounded in the (...) essences of act-types, which are knowable through ‘intuition’ if knowable at all. However, Price firmly rejects utilitarianism, recognizing several different ‘branches of virtue’, which can conflict with each other. As he argues, we cannot know the truth about act-types that exemplify such conflicting branches of virtue if the competing considerations are too finely balanced. This view of moral epistemology is compared with those of several other philosophers, including W. D. Ross. It is argued that Price has a more unified view than Ross: for Price, all moral knowledge flows from a priori intuition, but this is compatible with our being ignorant of many of the fine details of the fundamental truths of morality. (shrink)

In this paper we discuss how Causal Decision Theory should be modified to handle a class of problematic cases involving deterministic laws. Causal Decision Theory, as it stands, is problematically biased against your endorsing deterministic propositions (for example it tells you to deny Newtonian physics, regardless of how confident you are of its truth). Our response is that this is not a problem for Causal Decision Theory per se, but arises because of the standard method for assessing the truth of (...) certain counterfactuals. The truth of deterministic laws is `modally fragile' on the standard semantics for counterfactuals: if determinism is true and you were to do otherwise, the laws would be different. We provide two ways of avoiding this problem: 1) supplement the standard semantics for counterfactuals with impossible worlds, or 2) introduce rigid designators into the description of problematic decision situations. We argue that both of these approaches are well-motivated and can be readily incorporated into Lewisian Causal Decision Theory. (shrink)

This chapter is concerned with the distinction that most contemporary epistemologists express by distinguishing between “propositional” and “doxastic” justification. The goal is to develop an account of this distinction that applies, not just to full or outright beliefs, but also to partial credences—and indeed, in principle, to attitudes of all kinds. The standard way of explaining this distinction, in terms of the “basing relation”, is criticized, and an alternative account—the “virtue manifestation” account—is proposed in its place. This account has a (...) certain kinship with the epistemological approach that is known as “reliabilism”, but it also has certain key differences—above all, it is compatible with an internalist view of rationality. (shrink)

Pursuing Justice, Second Edition, examines the issue of justice by considering the origins of the idea, formal systems of justice, current global issues of justice, and ways in which justice might be achieved by individuals, organizations, and the global community. Part 1 demonstrates how the idea of justice has emerged over time, starting with religion and philosophy, then moving to the justice as a concern of the state, and finally to the concept of social justice. Part 2 outlines the very (...) different mechanisms used by various nations for achieving state justice, including systems based on common law, civil law, and Islamic law, with a separate discussion of the US justice system. Part 3 focuses on four contemporary issues of justice: war, genocide, slavery, and the environment. Finally, Part 4 shows how individuals and organizations can go about pursuing justice, and describes the rise of global justice. This updated timely book helps students understand the complexities and nuances of a society's pursuit of justice. It provides students with the foundations of global justice systems, integrating Greek philosophies and major religious perspectives into a justice perspective, and contributes to undergraduate understanding of international justice bodies, NGOs, and institutions. New edition is completely updated and revised to achieve relevance for today's students Covers concepts of justice as well as ideas for pursuing and achieving justice Examines how our modern laws began, and traces their evolution to today's laws Presents concepts and issues in justice studies as well as a comparison of several systems of law Teaching resources include discussion questions and real-world examples. (shrink)

v. 1. Inheritance and vocation.--v. 2. Philosophy and psychology.

What reasons for action do we have? What explains why we have these reasons? This paper articulates some of the basic structural features of a theory that would provide answers to these questions. According to this theory, reasons for action are all grounded in intrinsic values, but in a way that makes room for a thoroughly non-consequentialist view of the way in which intrinsic values generate reasons for aaction.

A new speculative ontology of aesthetics. In Aesthesis and Perceptronium, Alexander Wilson presents a theory of materialist and posthumanist aesthetics founded on an original speculative ontology that addresses the interconnections of experience, cognition, organism, and matter. Entering the active fields of contemporary thought known as the new materialisms and realisms, Wilson argues for a rigorous redefining of the criteria that allow us to discriminate between those materials and objects where aesthesis (perception, cognition) takes place and those where it doesn't. (...) Aesthesis and Perceptronium negotiates between indiscriminately pluralist views that attribute mentation to all things and eliminative views that deny the existence of mentation even in humans. By recasting aesthetic questions within the framework of "epistemaesthetics," which considers cognition and aesthetics as belonging to a single category that can neither be fully disentangled nor fully reduced to either of its terms, Wilson forges a theory of nonhuman experience that avoids this untenable dilemma. Through a novel consideration of the evolutionary origins of cognition and its extension in technological developments, the investigation culminates in a rigorous reevaluation of the status of matter, information, computation, causality, and time in terms of their logical and causal engagement with the activities of human and nonhuman agents. (shrink)

Many philosophers have claimed that the intentional is normative. (This claim is the analogue, within the philosophy of mind, of the claim that is often made within the philosophy of language, that meaning is normative.) But what exactly does this claim mean? And what reason is there for believing it? In this paper, I shall first try to clarify the content of the claim that the intentional is normative. Then I shall examine a number of the arguments that philosophers have (...) advanced for this claim (and for the parallel claim that meaning is normative). As we shall see, many of these arguments are unsuccessful. However, I shall close by giving a sketch of what may be a successful argument for this claim. (shrink)

In the paper, a detailed analysis of some new logical aspects of Cantor’s diagonal proof of the uncountability of continuum is presented. For the first time, strict formal, axiomatic, and algorithmic definitions of the notions of potential and actual infinities are presented. It is shown that the actualization of infinite sets and sequences used in Cantor’s proof is a necessary, but hidden, condition of the proof. The explication of the necessary condition and its factual usage within the framework of Cantor’s (...) proof makes, Cantor’s proof invalid. It’s shown that traditional Cantor’s proof has a second necessary, but hidden as well, condition which is teleological by its nature, i.e., is not mathematical. The explication of the second necessary condition makes Cantor’s statement on the uncountability of continuum unprovable from the point of view of classical logic.One of the most dramatic facts in history of science is connected just with the notion of actual infinity and consists in the following. On the one hand, Aristotle, Berkeley, Locke, Descartes, Spinoza, Gauss, Kant, Cauchy, Kronecker, Hermite, Poincaré, Bair, Borel, Brouwer, Quine, Wittgenstein, Weyl, Luzin, and a lot of other outstanding creators of classical logic and classical mathematics, during millenniums, stated categorically and insistently warned about that the actual infinity is a self-contradictory notion and its usage in mathematics is inadmissible (e.g., according to Poincare, “There is no actual infinity. - Cantorians forgot that and fell into contradictions. Later generations will regard Mengenlehre (set theory) as a disease from which one has recovered”). On the other hand, a lot of outstanding scientists of the XX c.c., such as Hilbert, Church, Turing, Gödel, etc., and modern axiomatic set theory as a whole ignored this (intuitive though) opinion of genii and accepted Cantor’s “transfinite paradise”, based on the actual infinity. In the paper some logical, philosophical, and psychological aspects of this historical “favorable opposition” are analyzed, and the fact that the scientific intuition of genii has won the historical battle against the mytho-’logic’ of Cantor’s transfinite ‘paradise’ is explained and logically justified. (shrink)

In the paper, a detailed analysis of some new logical aspects of Cantor’s diagonal proof of the uncountability of continuum is presented. For the first time, strict formal, axiomatic, and algorithmic definitions of the notions of potential and actual infinities are presented. It is shown that the actualization of infinite sets and sequences used in Cantor’s proof is a necessary, but hidden, condition of the proof. The explication of the necessary condition and its factual usage within the framework of Cantor’s (...) proof makes, Cantor’s proof invalid. It’s shown that traditional Cantor’s proof has a second necessary, but hidden as well, condition which is teleological by its nature, i.e., is not mathematical. The explication of the second necessary condition makes Cantor’s statement on the uncountability of continuum unprovable from the point of view of classical logic.One of the most dramatic facts in history of science is connected just with the notion of actual infinity and consists in the following. On the one hand, Aristotle, Berkeley, Locke, Descartes, Spinoza, Gauss, Kant, Cauchy, Kronecker, Hermite, Poincaré, Bair, Borel, Brouwer, Quine, Wittgenstein, Weyl, Luzin, and a lot of other outstanding creators of classical logic and classical mathematics, during millenniums, stated categorically and insistently warned about that the actual infinity is a self-contradictory notion and its usage in mathematics is inadmissible (e.g., according to Poincare, “There is no actual infinity. - Cantorians forgot that and fell into contradictions. Later generations will regard Mengenlehre (set theory) as a disease from which one has recovered”). On the other hand, a lot of outstanding scientists of the XX c.c., such as Hilbert, Church, Turing, Gödel, etc., and modern axiomatic set theory as a whole ignored this (intuitive though) opinion of genii and accepted Cantor’s “transfinite paradise”, based on the actual infinity. In the paper some logical, philosophical, and psychological aspects of this historical “favorable opposition” are analyzed, and the fact that the scientific intuition of genii has won the historical battle against the mytho-’logic’ of Cantor’s transfinite ‘paradise’ is explained and logically justified. (shrink)

Trust is often an assumed outcome of participation in Alternative Food Networks (AFNs) as they directly connect producers with consumers. It is based on this potential for trust “between producers and consumers” that AFNs have emerged as a significant field of food studies analysis as it also suggests a capacity for AFNs to foster associated embedded qualities, like ‘morality’, ‘social justice’, ‘ecology’ and ‘equity’. These positive benefits of AFNs, however, cannot be taken for granted as trust is not necessarily an (...) outcome of AFN participation. Using Chinese case studies of AFNs, which are characterised by a distinct form of trust pressure—consumers who are particularly cynical about small scale farmers, food safety and the organic credentials of producers—this paper highlights how the dynamics of trust are in constant flux between producers and consumers. I suggest that it is the careful construction of the aesthetic and multi-sensory qualities of food, which is often celebrated via social media, that human centred relations in Chinese AFNs are mediated. This leads to two key conclusions: first, that the key variable for establishing trust is satisfying the consumer's desire for safe (i.e. "fresh") food; and second, the materiality of the food and the perception of foods materiality (especially through social media), must both be actively constructed by the farmer to fit the consumer's ideal of freshness. (shrink)

Even though disquotationalism is not correct as it is usually formulated, a deep insight lies behind it. Specifically, it can be argued that, modulo implicit commitment to reflection principles, all there is to the notion of truth is given by a simple, natural collection of truth-biconditionals.

Substance The term “substance” has two main uses in philosophy. Both originate in what is arguably the most influential work of philosophy ever written, Aristotle’s Categories. In its first sense, “substance” refers to those things that are object-like, rather that property-like. For example, an elephant is a substance in this sense, whereas the height or … Continue reading Substance →.