The traditional fallacy of many questions, also known as the fallacy of complex question, illustrated by the question, "Have you stopped sexually harassing your students?", has been known since ancient times, but is still alive and well. What is of practical importance about this fallacy is that it represents a tactic of entrapment that is very common in everyday argumentation, as well as in special kinds of argumentation like that in a legal trial or (...) a parliamentary debate. The tactic combines the use of loaded questions with the complexity of the question. A key notion is that of the presupposition of the question. How to deal with such questions is a point of departure for interrogative theory, and for any attempts to construct formal dialogues of a kind that can be used as normative models of argumentation. (shrink)

This chapter focuses on one of the common fallacies in Western philosophy called 'complex question (CQ)'. The fallacy of the CQ appears in two varieties. The implicit form distracts an interlocutor by assuming the truth of an unproven premise and shifting the focus of the argument in an unfounded direction. While the explicit form collapses two distinct questions into a single question such that a single answer would appear to satisfy both inquiries. The possibility that an (...) undetected CQ might lead a speaker to affirm additional, unspoken premises unintentionally makes this a popular tactic in police interrogations and debate cross‐examinations. Avoiding this rhetorical trap is only possible either by rejecting the question as posed and extemporaneously clarifying the situation on one's own terms or by remaining silent. (shrink)

The belief that we are living in a post-truth age raises a number of complex, paradoxical questions. Does it suggest, for example, that truth no longer matters? Or, that the idea of truth no longer exists? The university, of course, has long been associated with the interests of truth – not only in searching for truth, but in telling the truth. This is made evident in its emphasis on logic, rationality, deliberation, debate, reason, contemplation, reflection and academic freedom. Truth, (...) and its ensuing perspectives, perceptions, agreements and conflicts, are what makes a university what it is. As such, the university is as enmeshed in versions of truth, as it is in versions of power – which serves only to confirm the necessity for a continuous interrogation of these truths, and hence, power. In principle, academic freedom infers that both members of staff and students at universities have the right to engage in intellectual engagement and debate, without fear of censorship. In practice, however, when we take stock of academic freedom in spaces of higher education, we see growing patterns of shutting down, and closing off, rather than opening up. The interest of this article, therefore, is to consider how the university can remain discursively open to that which is new, unfamiliar and unpopular, while simultaneously, doing no harm – either to itself or its students. (shrink)

In a recent review article published in this journal, Hansen and Schaltegger discuss the architecture of sustainability balanced scorecards. They link the architecture of SBSCs to the maturity of the value system of a firm as well as to the proactiveness of a firm’s sustainability strategy. We contend that this argument is flawed and that the architecture of SBSC does not matter since—irrespective of their architecture—SBSCs are ill-suited to achieve substantive corporate contributions to sustainability. First, we assess the SBSC against (...) three fundamental conditions for an effective management of corporate sustainability—the generation of positive outcomes at the societal level, the consideration of complexities and tensions, and the integration of heterogeneous and competing logics—to show that the SBSC is diametrically opposed to the complex and multi-facetted nature of corporate sustainability and ill-suited to achieve transformational change of for-profit organisations towards sustainability. Second, we address the question whether architecture of the SBSC matters and find that it is a fallacy to believe that the architecture of SBSCs can address this fundamental misfit. Rather, our argument reveals that irrespective of its architecture the SBSC is not a suitable tool for achieving strategic change for sustainability beyond incrementalism because it is deeply rooted in the idea of aligning sustainability with established core business routines. We propose that the emerging integrative view on corporate sustainability offers a more promising route for scholars and practitioners who are truly concerned with a deep transformation of private firms towards more sustainability. (shrink)

In this paper I focus on the fallacy known as Complex Question or Many Questions. After a brief introduction, in Sect. 2 I highlight its pragmatic dimension, and in Sect. 3 its dialectical dimension. In Sect. 4 I present two accounts of this fallacy developed in argumentation theory, Douglas Walton’s and the Pragma-Dialectics’, which have resources to capture both its pragmatic and its dialectical nature. However, these accounts are unsatisfactory for various reasons. In Sect. 5 I (...) focus on the pragmatic dimension of the fallacy and I suggest amendments to the accounts mentioned drawing on the study of the phenomenon of presupposition in theoretical pragmatics. I argue that the central notion in the definition of the fallacy is that of an informative presupposition. In Sect. 6 I focus on the dialectical dimension of the fallacy. This dimension needs to be explicitly acknowledged in the definition of the fallacy in order to distinguish it from a different, non-dialectical, fallacious argumentative move involving presuppositions. (shrink)

In international politics, bridging the gap between the real and knowledge poses a persistent challenge as translating the real into concepts and narratives can nurture the epistemic fallacy. Critical realism addresses this by separating ontology from epistemology at the meta-theoretical level, yet in practical research, critical realism tends to impose assumptions about the ontological complexity of the real at the transcendental level. This paper examines the practical difficulty of overcoming the epistemic fallacy in International Relations inquiries, asserting that (...) critical realism does not effectively guide practical inquiries in separating ontology from epistemology at a methodological level. Despite the meta-theoretical separation, research inquiries can remain theory-laden and epistemically dependent. The solution lies in problematizing ontological presentation, and sustaining critique at the discursive level on International Relations theories, methodologies, and implications. This approach maintains a critical focus on ontological aspects at the practical level to deal with the challenge of the epistemic fallacy. (shrink)

ABSTRACT: This paper discusses ancient versions of paradoxes today classified as paradoxes of presupposition and how their ancient solutions compare with contemporary ones. Sections 1-4 air ancient evidence for the Fallacy of Complex Question and suggested solutions, introduce the Horn Paradox, consider its authorship and contemporary solutions. Section 5 reconstructs the Stoic solution, suggesting the Stoics produced a Russellian-type solution based on a hidden scope ambiguity of negation. The difference to Russell's explanation of definite descriptions is that (...) in the Horn Paradox the Stoics uncovered a hidden conjunction rather than a hidden existential sentence. Sections 6 and 7 investigate hidden ambiguities in 'to have' and 'to lose' (including inalienable and alienable possession) and ambiguities of quantification based on substitution of indefinite plural expressions for indefinite or anaphoric pronouns, and Stoic awareness of these. Section 8 considers metaphorical readings and allusions that add further spice to the paradox. (shrink)

In this article I explore two accounts of the Fallacy of Many Questions made famous by the question "Have you stopped beating your wife?" The accounts are from the works of Lennart Aqvist and Noel Belnap, and the two authors differ in their accounts of the fallacy. Then I give my own account based on understanding a facet of erotetic logic, i. e., the logic of questions.

The Continuous Parameter Estimation Model is applied to develop individual genomic-level heritabilities for the latent hierarchical structure and developmental dynamics of Life History (LH) strategy LH strategies relate to the allocations of bioenergetic resources into different domains of fitness. LH has moderate to high population-level heritability in humans, both at the level of the high-order Super-K Factor and the lower-order factors, the K-Factor, Covitality Factor, and General Factor of Personality (GFP). Several important questions remain unexplored. We developed measures of genome-level (...) heritabilities employing an American sample of 316 monozygotic (MZ) and 274 dizygotic (DZ) twin dyads and a Swedish sample of 863 MZ and 475 DZ twin dyads. This novel heritability index measures individual genetic transmissibility, therefore opening new avenues for analyzing complex interactions among heritable traits inaccessible to standard structural equations methods. For these samples: (1) moderate to high heritability of factor loadings of Super-K on its lower-order factors is demonstrated, evidencing biological preparedness, genetic accommodation, and the gene-culture coevolution of biased epigenetic rules of development; (2) moderate to high heritability of the magnitudes of the effect of the higher-order factors upon their loadings on their constituent factors, evidencing genetic constraints upon phenotypic plasticity; and (3) that heritability of the LH factors, of factor loadings, and of the magnitudes of the correlations among factors are weaker among those with slower LH speeds, demonstrating that inter-individual variation in transmissibility is a function of individual socioecological selection pressures. (shrink)

The fallacy of many questions or the complex question, popularized by the sophism ‘Have you stopped beating your spouse?’ (when a yes-or-no answer is required), is similar to the fallacy of begging the question orpetitio principii. Douglas N. Walton inBegging the Question has recently argued that the two forms are alike in trying unfairly to elicit an admission from a dialectical opponent without meeting burden of proof, but distinct because of the circularity of (...) class='Hi'>question-begging argument and noncircularity of many questions. I offer a reconstruction of the many questions fallacy according to which it is just as circular as begging the question, concluding that many questions begs the question. The same analysis contradicts Walton's claim that questions can beg the question, drawing a distinction between questions as the instruments of question-begging, and as vehicles for categorical noninterrogative presuppositions that beg the question. (shrink)

According to John A Barker, whether an argument begs the question is purely a matter of logical form. According to me, it is also a matter of epistemic conditions; some arguments which beg the question in some contexts need not beg the question in every context. I point out difficulties in Barker's treatment and defend my own views against some of his criticisms. In the concluding section, "Alleged difficulties with disjunctive syllogism," I defend the validity of disjunctive (...) syllogism against the views of Alan Ross Anderson and Nuel D Belnap, Jr., ask pointed questions about the notion of intensional disjunction, and suggest how my treatment of begging the question can be extended to deal with the so-called paradoxes of strict implication. (shrink)

Begging the question — roughly, positing in the premises what is to be proved in the conclusion — is a perplexing fallacy.1 Are not question-begging arguments valid? Yes, we may find ourselves saying, but they are fallacious despite their validity, owing to their inability to establish the truth of a conclusion which is not already known. But are not question-begging arguments sometimes effective in bringing an audience to an awareness of the truth of the conclusion? How (...) can a dialectical maneuver which is capable of effecting epistemic progress be a fallacy, an illegitimate maneuver? In such cases of success, we can reply, the audience was simply in need of some logical coaching — a question-begging argument is of its very nature ill-suited for producing new knowledge in someone who is being fully rational. But then are not all valid arguments question-begging, since the conclusions are at least implicitly contained in the premises in such a way that a fully rational individual can never augment his knowledge through such arguments? No, we may answer, only those valid arguments in which the proposition constituting the conclusion appears, whether distinguised or not, as a distinct premise are question-begging; if several premises go together to imply a conclusion, the argument does not beg the question, But why is it legitimate to posit premises which more-or-less implicitly contain the conclusion, while it is illegitimate to posit premises which more-or-less explicitly contain the conclusion? Because, we are tempted to say, a question-begging argument is one in which what is to be proved in the conclusion is posited in the premises, and this positing must be more-or-less explicit in order for a fallacy to be committed! (shrink)

The heart of philosophy is metaphysics, and at the heart of the heart lie two questions about existence. What is it for any contingent thing to exist? Why does any contingent thing exist? Call these the nature question and the ground question, respectively. The first concerns the nature of the existence of the contingent existent; the second concerns the ground of the contingent existent. Both questions are ancient, and yet perennial in their appeal; both have presided over the (...) burial of so many of their would-be undertakers that it is a good induction that they will continue to do so. For some time now, the preferred style in addressing such questions has been deflationary when it has not been eliminativist. Ask Willard Quine what existence is, and you will hear that "Existence is what existential quantification expresses. "! Ask Bertrand Russell what it is for an individual to exist, and he will tell you that an individual can no more exist than it can be numerous: there 2 just is no such thing as the existence of individuals. And of course Russell's eliminativist answer implies that one cannot even ask, on pain of succumbing to the fallacy of complex question, why any contingent individual exists: if no individual exists, there can be no question why any individual exists. Not to mention Russell's modal corollary: 'contingent' and 'necessary' can only be said de dicto (of propositions) and not de re (of things). (shrink)

This study analyzes the ideals of responsibility and accountability, asking such questions as when it is legitimate to blame top officials of an organization for mistakes made by personnel below them in the bureaucratic hierarchy; when things go wrong in a large and complex organization like the Canadian Forces, who is responsible and accountable; and whether a plea of ignorance is a good excuse. The study also analyzes the doctrine of ministerial responsibility in both the British and Canadian parliamentary (...) traditions, asking whether it is realistic to expect that a government minister should be held responsible for everything that goes wrong in his/her department. Finally, traditional military values are examined, considering the kinds of attitudes and values expected from Canada's armed forces and the differences between the military and civilian sectors. (shrink)

Some argue that emotions represent so-called core relational themes. A core relational theme describes a relation between a particular event and an organism’s well-being. For instance, the core relational theme of anger is ‘a demeaning offense against me and mine’. I argue that a core relational theme is a summary or generalization of a more complex mental content. Defenders of the Simple Core Relational Theme View reject the idea that emotional content is complex. Instead, they argue that the (...) content of emotion simply consists of a core relational theme. I argue that this view commits the linguistic fallacy: it confuses a theory of emotion categorization with a theory of emotional content. (shrink)

In the present world, where the sphere of knowledge and social relations have become extremely complex, the problem of insufficient competency and inability to manage efficiently the accumulation and distribution process of various professional skills, has grown very urgent. Paradoxically, the insufficient knowledge,lacking skill or competence may be advantageous. To a certain extent, it reduces the threat of arrogant technocracy and meritocracy, while supporting innovation and creative search process, in which the burden of excessive erudition has often slowed down (...) progress. I will focus on some fallacies common in many countries undergoing modernization process, connected to the lack of clear awareness of the reasonably expected results of the medical university education(not quite professional if related to the background of the scientific state of the matter), to the dangerous “dissemination” of responsibility for a patient in the medical bureaucracy as well as to the overrepresentation of doctors among the managerial staff. To take advantage from some portion of ignorance in the medical life it needs to be acknowledged and reflected on. (shrink)

The rapidly changing field of genetics affects society through advances in health-care and through implications of genetic research. This study addresses the impacts of new genetic discoveries and technologies on different segments of today's society. The book begins with a chapter on genetic complexity, and subsequent chapters discuss moral and ethical questions arising from today's genetics from the perspectives of health care professionals, the media, the general public, special interest groups and commercial interests.

Several of the so-called “fallacies” in Aristotle are not in fact mistaken inference-types, but mistakes or breaches of rules in the questioning games which were practiced in the Academy and in the Lyceum. Hence the entire Aristotelian theory of “fallacies” ought to be studied by reference to the author's interrogative model of inquiry, based on his theory of questions and answers, rather than as a part of the theory of inference. Most of the “fallacies” mentioned by Aristotle can in fact (...) be diagnosed by means of the interrogative model, including petitio principii, multiple questions, “babbling’, etc., and so can Aristotle's alleged anticipation of the fallacy of argumentum ad hominem. The entire Aristotelian conception of inquiry is an interrogative one. Deductive conclusions caught Aristotle's attention in the form of answers that every rational interlocutor must give, assuming only his own earlier answers. Several features of Aristotle's methodology can be understood by means of the interrogative model, including the role of endoxa in it. Theoretically, there is also considerable leeway as to whether “fallacies” are conceived of as mistakes in questioning or as breaches of the rules that govern questioning games. (shrink)

Abstract:What forms of practices can we observe in music education settings? Is it always music just because there are instruments in the room and some sounds are produced or because we can identify some pieces of a musical work now and then? Or is it because the children are engaged in self-determined activities? Or does the verbalization of behavior in musical terms prove this to be musical practice? This and other thoughts that guided the initial interpretations in a teaching research (...) project based on video materials have shown to be fallacies during deeper analyses. Since the indicators that this paper argues to be fallacies seem to be quite common–some in participatory observation of music practice (reflective practice of music educators) and others in theoretical and research work on music education–the identification and reflection of these fallacies could be of general value for music education discourse and practice. Various examples demonstrate how undifferentiated or even fallacious interpretations of practices in music education settings can undermine possibilities for aesthetic experience and musical practice. The paper argues that the necessary differentiation in observation depends on a reconsideration of philosophical questions and concepts from the past. (shrink)

Philosophers of science have given up on the quest for a silver bullet to put an end to all pseudoscience, as such a neat formal criterion to separate good science from its contenders has proven elusive. In the literature on critical thinking and in some philosophical quarters, however, this search for silver bullets lives on in the taxonomies of fallacies. The attractive idea is to have a handy list of abstract definitions or argumentation schemes, on the basis of which one (...) can identify bad or invalid types of reasoning, abstracting away from the specific content and dialectical context. Such shortcuts for debunking arguments are tempting, but alas, the promise is hardly if ever fulfilled. Different strands of research on the pragmatics of argumentation, probabilistic reasoning and ecological rationality have shown that almost every known type of fallacy is a close neighbor to sound inferences or acceptable moves in a debate. Nonetheless, the kernel idea of a fallacy as an erroneous type of argument is still retained by most authors. We outline a destructive dilemma we refer to as the Fallacy Fork: on the one hand, if fallacies are construed as demonstrably invalid form of reasoning, then they have very limited applicability in real life. On the other hand, if our definitions of fallacies are sophisticated enough to capture real-life complexities, they can no longer be held up as an effective tool for discriminating good and bad forms of reasoning. As we bring our schematic “fallacies” in touch with reality, we seem to lose grip on normative questions. Even approaches that do not rely on argumentation schemes to identify fallacies fail to escape the Fallacy Fork, and run up against their own version of it. (shrink)

Background:Moral courage is defined as courage to act according to one’s own ethical values and principles even at the risk of negative consequences for the individual. In a complex nursing practice, ethical considerations are integral. Moral courage is needed throughout nurses’ career.Aim:To analyse graduating nursing students’ moral courage and the factors associated with it in six European countries.Research design:A cross-sectional design, using a structured questionnaire, as part of a larger international ProCompNurse study. In the questionnaire, moral courage was assessed (...) with a single question (visual analogue scale 0–100), the questionnaire also covered several background variables.Participants and research context:The sample comprised graduating nursing students (n = 1796) from all participating countries. To get a comprehensive view about graduating nursing students’ moral courage, the views of nurse managers (n = 538) and patients (n = 1327) from the same units in which the graduating nursing students practised were also explored, with parallel questionnaires.Ethical considerations:Ethical approvals and research permissions were obtained according to national standards in every country and all participants gave their informed consent.Results:The mean of graduating nursing students’ self-assessed moral courage was 77.8 (standard deviation 17.0; on a 0–100 scale), with statistically significant differences between countries. Higher moral courage was associated with many factors, especially the level of professional competence. The managers assessed the graduating nursing students’ moral courage lower (66.5; standard deviation 18.4) and the patients slightly higher (80.6; standard deviation 19.4) than the graduating nursing students themselves.Discussion and conclusions:In all countries, the graduating nursing students’ moral courage was assessed as rather high, with differences between countries and populations. These differences and associations between moral courage and ethics education require further research. (shrink)

According to G E Moore,1 we commit the naturalistic fallacy when we infer ‘x is good’ from non-evaluative premises involving x such as ‘ x is pleasant’ or ‘ x is desired’. On Moore’s view, the mistake is to think that we can reduce moral goodness to anything else or explain it in any other terms. We cannot analyse ‘good’, Moore thought, because goodness is simple, non-natural and sui generis. If Moore were alive today, and if he were to (...) ask contemporary bioethicists the right questions, he would probably find that many of them commit the naturalistic fallacy when they move from empirical premises to normative conclusions or when they articulate complex notions of the good. Pugh et al 2 might commit the naturalistic fallacy themselves when they conclude that people with natural immunity to COVID-19 should be exempt from vaccine mandates because such exemptions would achieve desired public health benefits. Moore would probably find me guilty of committing the naturalistic fallacy if I were to present my arguments against such exemptions. A reanimated Moore would find that the naturalistic fallacy pervades bioethics and public health. In contrast, as I shall argue, the un naturalistic fallacy is probably nowhere to be found. In this commentary, I explain what the so-called unnaturalistic fallacy really is and raise doubts about whether anyone really commits it. Decades after Moore published Principia Ethica, Bernard Williams observed that the naturalistic fallacy is unfortunately named since it is neither a fallacy nor an argumentative tendency unique to ethical naturalists.3 Ethical non-naturalists make the same mistake—if it is a mistake—when they move from, say, ‘x is commanded by the gods’ to ‘x is good’. Just as Moore’s ‘naturalistic fallacy’ misnames, Pugh et al ’s ‘unnaturalistic fallacy’ misleads. To be …. (shrink)

One of the widely held philosophical doctrines of this century in the English speaking world is that there is no logical bridge between fact and value, between the ‘is’ and the ‘ought’. Human nature may be such that all or most of us approve common states of affairs. That is, there seem to be experiential or psychological ways of bridging the gap. But, on this view, no value judgment is ever inconsistent with any description of the world or of part (...) of the world. Describe the world as you will, there is no logical reason to move on to any specific value judgment about the event or events under the given description. (shrink)

The purpose of this study is to provide an account of the fallaciousness of begging the question without thereby indicting as fallacious all otherwise acceptable deductively valid reasoning. The solution that we suggest exploits the intuition that all good arguments are weakly circular. The fallaciousness of begging the question is not that the reasoning is circular simpliciter. Rather, begging the question is a fallacy because the conclusion relies on an undischarged assumption that the audience cannot accept (...) without further argumentation. In the face of such an argument the arguer might just as well have merely asserted the conclusion. (shrink)

This chapter contains sections titled: Types of Fallacy Logical Fallacies of Historians Fallacies and Historians References.

Prior research on student question-asking has primarily been conducted from a cognitive, epistemological standpoint. In contrast, we present a hermeneutic-phenomenological investigation that emphasizes the moral-practical context in which question-asking functions as a situated way of being in the midst of practice. More particularly, we present a hermeneutic study of student question-asking in a graduate seminar on design theory. The study offers a unique moral-practical perspective on this commonly studied phenomenon. Our analysis yielded four themes regarding the moral-practical (...) intricacies of question-asking in this setting, with a particular focus on time-related constraints on participation, various types of background understanding, and value-laden expectations that participants encountered in this complex ecology of practice. (shrink)

No topic in informal logic is more important than begging the question. Also, none is more subtle or complex. We cannot even begin to understand the fallacy of begging the question without getting clear about arguments, their purposes, and circularity. So I will discuss these preliminary topics first. This will clear the path to my own account of begging the question. Then I will anticipate some objections. Finally, I will apply my account to a well-known (...) and popular response to scepticism by G. E. Moore. (shrink)

The article examines Aristotle’s seminal discussion of the fallacy of begging the question, reconstructing its complex articulation within a variety of different, but related, contexts. I suggest that close analysis of Aristotle’s understanding of the fallacy should prompt critical reconsideration of the scope and articulation of the fallacy in modern discussions and usages, suggesting how begging the question should be distinguished from a number of only partially related argumentative faults.

Bernard Stiegler depicts technics as the human's tertiary memory retention generating a pharmakon with both curative and malignant potential. He additionally rues the posthuman epoch's depletion of a 'time of the question': revealed in the prevalent inaptitude for wisdom -scilicet long-term acuity. We offer Christian liturgy as an abeyant psychotechnique arcing the current pharmakon to cure through soliciting a 'time of the question'. Rejuvenating Christian liturgy as a psychotechnique can bolster a broader societal 'time of the question'. (...) Firstly, we describe technic's du jour mise on scène. Secondly, we constrain Christian liturgies as complex systems incorporating malleability, temporality, and instability. Thirdly, we imagine Christian liturgy as empty tradition allowing amateur repetition of ancient art enticing a 'time of the question'. (shrink)

ABSTRACT: This paper discusses the Stoic treatment of fallacies that are based on lexical ambiguities. It provides a detailed analysis of the relevant passages, lays bare textual and interpretative difficulties, explores what the Stoic view on the matter implies for their theory of language, and compares their view with Aristotle’s. In the paper I aim to show that, for the Stoics, fallacies of ambiguity are complexes of propositions and sentences and thus straddle the realms of meaning (which is the domain (...) of logic) and of linguistic expressions (which is the domain of linguistics), but also involve a pragmatic element; that the Stoics believe that the premises of the fallacies, when uttered, have only one meaning and are true, and thus should be conceded; that hence there is no need for a mental process of disambiguation in the listeners; that Aristotle, by contrast, appears to assume that the premises always have all their meanings, and accordingly recommends that the listeners explicitly disambiguate them, which presupposes a process of mental disambiguation. I proffer two readings of the Stoic advice that we ‘be silent’ when confronted with a fallacy of ambiguity in dialectical discourse, and explicate how each leads to an overall consistent interpretation of the textual evidence. Finally, I demonstrate that the method advocated by the Stoics works in all cases of fallacies of lexical ambiguity. (shrink)

The recent rapprochement between Science and Technology Studies and Political Science is induced by the broadened understanding of political action. The debate concerning the nature of ``the political'' produces an important question concerning the possibilities of an issue- or object-oriented focus for understanding political action. The purpose of this article is to contribute to this debate through an analysis of how relations between material and social entities are continuously recontextualized and decontextualized in social and political interaction. The authors discuss (...) established approaches to explain the concept of virtualization. Virtualization is then used in a case study on the implementation of manure regulation in East Fryslân, the Netherlands, to illustrate how cases or issues are virtualized in political decision making, which produces initial presumptions that carry conclusive weight. The authors conclude that a broad understanding of the political in both STS and PS can only be sustained through an understanding of how relations between social and material entities are continuously decontextualized and recontextualized in political and social interaction. (shrink)

La question de ce petit livre est simple : peut-on aller au-delà du constat de crise et d'impuissance dont le philosophe se fait le prophète depuis plus d'un siècle? Peut-on parler de la science sans complexe d'infériorité, de Dieu sans obscurantisme, d'existence sans tomber dans la banalité du café du commerce, de politique sans consacrer le cynisme, de morale sans faire dans le sermon? Bref, la philosophie peut-elle aider à faire comprendre et à dépasser les apories du temps présent (...) qu'elle a fait siennes, comme un malade ressasse sa propre maladie pour se donner le sentiment qu'ainsi il peut la mettre à distance à défaut de la vaincre? Toutes ces questions sont aujourd'hui les nôtres, et il ne faut pas avoir peur de parler des grands problèmes qui agitent les hommes depuis l'aube des temps, car si la philosophie a un sens, c'est bien en ce qu'elle envisage les questions ultimes dans une plus ou moins grande systématicité selon les époques. (shrink)

This chapter contains sections titled: The False Dilemma Begging the Question Two Wrongs The Straw Man The Slippery Slope Conclusion.

The claim that certain fundamental constants of nature are fine tuned for life and that this provides strong evidence for supernatural design is perhaps the best scientific argument for the existence of God since Paley’s watch. Even atheist physicists find these so called “anthropic coincidences” difficult to explain and need to invoke the Weak Anthropic Principle and multiple universes to do so. Certainly if there are many universes, fine tuning is simple. Our form of life was fined tuned to our (...) universe by evolution. While multiple universes are expected from modern cosmological theories, theists and some scientists object that invoking the unobservable is not science. Of course, God is unobservable too, so the best theists can claim is a standoff. This is the first in a series of columns based on a book in the works that attempts to show that the apparent fine tuning of fundamental constants can be understood from basic physics without invoking multiple universes. In some cases the explanation is provable. In other cases, it is not provable but plausible. Fine tuning by design is a God of the Gaps argument. The proponent has the burden if proving that no possible natural explanation can be found. Thus a plausible natural explanation is sufficient to defeat the argument. A list of thirty four parameters that seem to be fine tuned has been assembled by Rich Deem on the God and Science website. Several of Deem’s constants, such as the speed of light in a vacuum, c, Newton’s constant of gravity, G, and Planck’s constant, h, are just arbitrary numbers that are determined simply by the unit system you are using. They can be set equal to any number you want, except zero, with no impact on the physics. So no fine tuning can possibly be involved, just as the number p is not fine tuned. I will focus first on the five parameters that have the most significance because, if interpreted correctly, they seem to pretty much rule out almost any conceivable kind of life without fine tuning: · Ratio of electrons to protons · Ratio of electromagnetic force to gravity Expansion rate of the universe · Mass density of the universe · Cosmological constant I will admit that the features a universe would have for slightly different values of these parameters, all other parameters remaining the same, would render unlikely any form of life even remotely like ours, that is, one that is based on a lengthy process, chemical or otherwise, by which complex matter evolved from simpler matter. Let me discuss each in turn, with the last, the most difficult, reserved for a future column.. (shrink)

The COVID-19 pandemic highlights the relevance of adequate decision making at both public health and healthcare levels. A bioethical response to the demand for medical care, supplies and access to critical care is needed. Ethically sound strategies are required for the allocation of increasingly scarce resources, such as rationing critical care beds. In this regard, it is worth mentioning the so-called ‘last bed dilemma’. In this paper, we examine this dilemma, pointing out the main criteria used to solve it and (...) argue that we cannot face these ethical issues as though they are only a dilemma. A more complex ethical view regarding the care of COVID-19 patients that is focused on proportional and ordinary treatments is required. Furthermore, discussions and forward planning are essential because deliberation becomes extremely complex during an emergency and the physicians’ sense of responsibility may be increased if it is faced only as a moral dilemma. (shrink)

This is a book about the concept of a physical thing and about how the names of things relate to the things they name. It questions the prevalent view that names 'refer to' or 'denote' the things they name. Instead it presents a new theory of proper names, according to which names express certain special properties that the things they name exhibit. This theory leads to some important conclusions about whether things have any of their properties as a matter of (...) necessity. This will be an important book for philosophers in metaphysics and the philosophy of language, though it will also interest linguists concerned with the semantics of natural language. (shrink)

I argue that there is no fallacy of argument from authority. I first show the weakness of the case for there being such a fallacy: text-book presentations are confused, alleged examples are not genuinely exemplary, reasons given for its alleged fallaciousness are not convincing. Then I analyse arguing from authority as a complex speech act. Rejecting the popular but unjustified category of the "part-time fallacy", I show that bad arguments which appeal to authority are defective through (...) breach of some felicity condition on argument as a speech act, not through employing a bad principle of inference. (shrink)

This paper addresses a problem for theories of epistemic democracy. In a decision on a complex issue which can be decomposed into several parts, a collective can use different voting procedures: Either its members vote on each sub-question and the answers that gain majority support are used as premises for the conclusion on the main issue, or the vote is conducted on the main issue itself. The two procedures can lead to different results. We investigate which of these (...) procedures is better as a truth-tracker, assuming that there exists a true answer to be reached. On the basis of the Condorcet jury theorem, we show that the pbp is universally superior if the objective is to reach truth for the right reasons. If one instead is after truth for whatever reasons, right or wrong, there will be cases in which the cbp is more reliable, even though, for the most part, the pbp still is to be preferred. (shrink)

In this article I reconsider the question of anthropological difference. I demonstrate that at least three motives prevent us from facing up to the originality of human behavior: science, morals, and also philosophy want us to believe that this question is a thing of the past. I come back to these three motives so as to criticize them and to reveal their flimsiness. And I try to show that one may advocate, in a naturalistic way and without metaphysics, (...) the idea that there remains something that is “proper to humankind.”. (shrink)

This is a book about the concept of a physical thing and about how the names of things relate to the things they name. It questions the prevalent view that names 'refer to' or 'denote' the things they name. Instead it presents a new theory of proper names, according to which names express certain special properties that the things they name exhibit. This theory leads to some important conclusions about whether things have any of their properties as a matter of (...) necessity. This will be an important book for philosophers in metaphysics and the philosophy of language, though it will also interest linguists concerned with the semantics of natural language. (shrink)

Those who favor and those who oppose the interruption of pregnancy with anencephalic fetuses answer the question ‘what is the right to life?’ differently. Those in favor argue that life exists only when it is ‘viable’; that is to say, when cerebral activities occur or may occur. Those who oppose it argue that it is not possible to describe ‘life’ as residing in a particular quality, since life ‘exists from conception’. In fact, in both cases, the noun ‘life’ is (...) being defined by a particular quality, either as ‘viable’ or as ‘existing from the time of conception’. Also, simply saying that ‘there is life’ cannot count as a neutral answer since those who utter such a sentence employ an unspecified criterion to establish if there is life or not. There are two possible ways to investigate this controversial matter: either we look for a definition of ‘life’ which is neutral and objective and does not reside in a particular quality or we try to establish whether or not the search for a neutral point of view can lead to a satisfactory answer. In this article we explore the argument against the interruption of pregnancy – as defined above – in order to show 1) the impossibility of establishing a neutral point of view regarding knowledge; 2) the existence of a psychological motivation which justifies the longing for an absolute criterion for the evaluation of human actions. This psychological motivation is analyzed from a Nietzschean perspective. (shrink)

Those who favor and those who oppose the interruption of pregnancy with anencephalic fetuses answer the question ‘what is the right to life?’ differently. Those in favor argue that life exists only when it is ‘viable’; that is to say, when cerebral activities occur or may occur. Those who oppose it argue that it is not possible to describe ‘life’ as residing in a particular quality, since life ‘exists from conception’. In fact, in both cases, the noun ‘life’ is (...) being defined by a particular quality, either as ‘viable’ or as ‘existing from the time of conception’. Also, simply saying that ‘there is life’ cannot count as a neutral answer since those who utter such a sentence employ an unspecified criterion to establish if there is life or not. There are two possible ways to investigate this controversial matter: either we look for a definition of ‘life’ which is neutral and objective and does not reside in a particular quality or we try to establish whether or not the search for a neutral point of view can lead to a satisfactory answer. In this article we explore the argument against the interruption of pregnancy – as defined above – in order to show 1) the impossibility of establishing a neutral point of view regarding knowledge; 2) the existence of a psychological motivation which justifies the longing for an absolute criterion for the evaluation of human actions. This psychological motivation is analyzed from a Nietzschean perspective. (shrink)