Reichenbach's well-known distinction between the context of discovery and the context of justification has recently come under attack from several quarters. In this paper I attempt to reconsider the distinction and evaluate various recent criticisms of it. These criticisms fall into two main groups: those which directly challenge Reichenbach's distinction; and those which (I argue) indirectly but no less seriously challenge that distinction by rejecting the related distinction between psychology and epistemology, and defending the "naturalizing" of epistemology. I argue that (...) these recent criticisms fail, and that the distinction remains an important conceptual tool necessary for an adequate understanding of the way in which scientific claims purport to appropriately portray our natural environment. (shrink)

The fairness of agricultural markets is frequently invoked, especially by farmers. But fairness is difficult to define and measure. In this paper we link fairness and power with the concept of constrained choice to develop a framework for assessing fairness in agricultural markets. We use network exchange theory to define power from the dependencies that exist in agricultural networks. The structure of agricultural networks and the options that agricultural producers have to participate in agricultural networks affect the degree to which (...) they are dependent on others within the network. Dependency, in turn, affects the choices that agricultural producers have. We consider both the number and nature of these choices. We argue that constraining or limiting choices—both in number and type—violates principles of justice. Importantly, network exchange theory provides a method for assessing constraints in choices and, hence, the fairness of agricultural markets. Such an assessment could potentially lead to new policies that safeguard the liberties of marketplace participants. We present a brief case to illustrate how this framework can inform on the fairness of agricultural markets and conclude with considerations of what this means for policy, particularly in the arena of anti-trust. (shrink)

How should we think about the interrelationships that obtain among Philosophy, Education, and Culture? In this paper I explore the contours of one such interrelationship: namely, the way in which educational and (other) philosophical ideals transcend individual cultures. I do so by considering the contemporary educational and philosophical commitment to multiculturalism. Consideration of multiculturalism, I argue, reveals important aspects of the character of both educational and philosophical ideals. Specifically, I advance the following claims: i) We are obliged to embrace the (...) moral and political directives of multiculturalism. ii) This obligation is a moral one: that is, multiculturalism is justified on moral grounds. iii) Far from entailing any philosophically problematic form of cultural relativism, multiculturalism is itself a ‘universal’ or ‘transcultural’ ideal. iv) Moreover, the advocacy of multiculturalism presupposes another kind of universality, dubbed below ‘transcultural normative reach.’ v) Consequently, multiculturalism should not be understood as entailing the demise of ‘universalistic’ dimensions of either philosophy or education. (shrink)

Recent work in epistemology has focused increasingly on the social dimensions of knowledge and inquiry. Education is one important social arena in which knowledge plays a leading role, and in which knowledge-claims are presented, analyzed, evaluated, and transmitted. Philosophers of education have long attended to the epistemological issues raised by the theory and practice of education . While historically philosophical issues concerning education were treated alongside other philosophical issues, in recent times the former set of issues have been largely neglected (...) by philosophers working in the core areas of the discipline. Interestingly, the rise of social epistemology has been accompanied by a renewed interest by mainstream philosophers in philosophical questions concerning education. Whether or not this accompaniment is accidental, or is legitimately explainable in terms of broad intellectual, philosophical, or social/political currents and movements, I will not endeavor to address here. The increasing respectability of and philosophical interest in both social epistemology and philosophy of education are in any case salutary developments, each signaling both a broadening of the set of interests and issues deemed legitimate by practitioners of the parent discipline, and an increased willingness to take seriously the philosophical problems raised by the ubiquitous social/communal effort to transmit/transform culture by way of education. (shrink)

Nelson Goodman’s work is universally regarded as pioneering and fundamental, and his attempts to clarify the nature of induction, symbol systems, art, theorizing and understanding have received and continue to receive great attention. Central to that work is a view Goodman describes as “radically relativist.” Goodman’s unusual brand of relativism, however, while basic to the entire Goodman corpus, has yet to be carefully delineated and studied. I hope in this paper to begin such a study. I will first briefly review (...) the development of Goodmanian relativism through his earlier books and articles. Then I will develop a more detailed and elaborate account of the relativist position Goodman develops in his most recent book, Ways of Worldmaking. Because Goodman’s relativism is significantly different from more traditional accounts of relativism, I will attempt to shed light on Goodmanian relativism by contrasting it with those more traditional accounts. Finally, I will argue that there is a crucial ambiguity in Goodman’s portrayal and defense of relativism, having to do with the role of “criteria of rightness” in Goodman’s system, and that this ambiguity licenses two quite distinct versions of Goodmanian relativism. I will argue that the weak version of relativism is defensible, and important, but that the strong, or “radical,” relativist position suffers from a fatal flaw. My hope is that the paper will serve to clarify not only Goodman’s position, but epistemological relativism more generally. (shrink)

Connie Missimer (1990) challenges what she calls the Character View, according to which critical thinking involves both skill and character, and argues for a rival conception-the Skill View-according to which critical thinking is a matter of skill alone. In this paper I criticize the Skill View and defend the Character View from Missimer's critical arguments.

In this review of Christopher Winch's new book, Education, Autonomy and Critical Thinking (2006), I discuss its main theses, supporting some and criticising others. In particular, I take issue with several of Winch's claims and arguments concerning critical thinking and rationality, and deplore his reliance on what I suggest are problematic strains of the later Wittgenstein. But these criticisms are not such as to upend Winch's powerful critique of antiperfectionism and 'strong autonomy' or his defence of 'weak autonomy'. His account (...) of autonomy as an educational aim is important and in several respects compelling. (shrink)

For over two decades, something akin to a scientific revolution in philosophy of science has been taking place. So, at any rate, claims Harold I. Brown, in his book Perception, Theory and Commitment: The New Philosophy of Science, in which he chronicles and defends the demise of logical empiricism and offers a new philosophy of science in its stead. The new philosophy of science, drawing on the work of Kuhn, Toulmin, Hanson, Lakatos, Polanyi, and others, but effectively structured, enhanced, and (...) defended by Brown, replaces logical empiricism's fundamental presuppositions of Principia logic and observation-based empiricism with a new approach which emphasizes the theory-ladenness of perception, the unavoidability of paradigmatic presuppositions, conceptual change and scientific revolutions, dialectic (as opposed to algorithmic) reasoning as the model of rational thinking in science, and a sharp rejection of the discovery/justification distinction. Brown develops a new epistemology of science to complement and underlie the new philosophy of science, including alternative conceptions of rationality, scientific knowledge, truth, objectivity, and relativism. Later in this essay I will attempt to recount, and bring to light some flaws in, both the new philosophy and the new epistemology of science Brown defends. First, however, it will be helpful to follow Brown's account of the nature and failings of the logical empiricist research program. (shrink)

We consider the implications of trends in the number of U.S. farmers and food imports on the question of what role U.S. farmers have in an increasingly global agrifood system. Our discussion stems from the argument some scholars have made that American consumers can import their food more cheaply from other countries than it can produce it. We consider the distinction between U.S. farmers and agriculture and the effect of the U.S. food footprint on developing nations to argue there might (...) be an important role for U.S. farmers, even if it appears Americans don’t need them. For instance, we may need to protect U.S. farmland and, by implication, U.S. farmers, for future food security needs both domestic and international. We also explore the role of U.S. farmers by considering the question of whether food is a privilege or a right. Although Americans seem to accept that food is a privilege, many scholars and commentators argue that, at least on a global scale, food is a right, particularly for the world’s poor and hungry. If this is the case, then U.S. farmers might have a role in meeting the associated obligation to ensure that the poor of the world have enough food to eat. We look at the consequences of determining that food is a right versus a privilege and the implications of that decision for agricultural subsidies as well as U.S. agriculture and nutrition policies. (shrink)

In this article, we give much needed attention to the nature and value of corporate prayer by drawing together insights from theology, philosophy, and psychology. First, we explain what it is that distinguishes corporate from private prayer by drawing on the psychological literature on joint attention and the philosophical notion of shared situations. We suggest that what is central to corporate prayer is a “sense of sharedness,” which can be established through a variety of means—through bodily interactions or through certain (...) environments. Second, we argue that corporate prayer, when understood as a kind of shared situation, enables common knowledge, as well as a kind of alignment between participants. Through this process, participants’ attention is focused on the same target and affiliation between participants increases. Thus, we suggest, one benefit of understanding corporate prayer as a shared situation is that it establishes and deepens a sense of community in such a way that common purposes and goals can be enacted more effectively. (shrink)

The industrialization of agriculture not only alters the ways in which agricultural production occurs, but it also impacts the decisions farmers make in important ways. First, constraints created by the economic environment of farming limit what options a farmer has available to him. Second, because of the industrialization of agriculture and the resulting economic pressures it creates for farmers, the fact that decisions are constrained creates new ethical challenges for farmers. Having fewer options when faced with severe economic pressures is (...) a very different situation for farmers than having many options available. We discuss the implications of constrained choice and show that it increases the likelihood that farmers will consider unethical behavior. (shrink)

Recent studies have characterized R. Hayyim of Volozhin as actively preparing for the messianic redemption. Contrary to this, I maintain that R. Hayyim was concerned with the immediate potential of the world in the context of historical time , rather than with a world-to-come, in the context of messianic time . To R. Hayyim, the existence of the cosmos and the stability of a dynamic life-giving universe are fraught with contingency because of the interdependent organic naturality shared by man and (...) world. This contingency is constant, placing man's conduct as the central determinant of the world's future. R. Hayyim's theory and practice attest to a concern for the immanent and transcendent aspects of this world and for the meanings of our everyday experienced relationship to its variegated pragmata. (shrink)

Jim Garrison’s recent criticisms of what he refers to as ‘dangerous dualisms’ in my theory of critical thinking are unsuccessful. They fail, in large part, because of misinterpretations of my view, but also because of Garrison’s systematic reliance on problematic aspects of Dewey’s terminology and philosophy.

El Pensamiento crítico como un ideal educacional.

BackgroundThe international crisis of declining learner wellbeing exacerbated by the COVID-19 pandemic with its devastating effects on physical health and wellbeing, impels the prioritization of initiatives for specifically enabling academic and personal wellbeing among school learners to ensure autonomous functioning and flourishing in academic and daily life. Research emphasizes the role of self-directed action in fostering wellbeing. However, there is limited research evidence of how self-directed action among school learners could be advanced.AimWe explore the effectiveness of an intervention initiative that (...) exposes teachers to foregrounding Cognitive Education – the explicit and purposeful teaching of thinking skills and dispositions to learners that would advance self-regulated action - to establish the latent potential of the intervention for assisting learners to develop self-regulating abilities that progressively inspires increased self-directed action.MethodWe illuminate the qualitative outcomes of an exploratory pilot study with a heterogeneous group of willing in-service teachers from two public primary schools, one private primary school, and one pre-school in South Africa who received exposure to an 80-h intervention that comprised seven study units. The article delineates the experiences of the teachers concerning their participation in the intervention as reflected in their written reflections, as well as their perceptions about the value of the intervention probed with semi-structured one-on-one interviews after completion of the intervention.ResultsThe findings revealed that exposure to the intervention holds benefits for equipping teachers with teaching strategies to create classroom conditions that nurture the development of thinking skills and dispositions that are important for self-regulating, and ultimately self-directing academic and personal wellbeing.ConclusionCognitive Education is a form of strengths-based education that can play an indispensable role in enabling self-directed academic and personal wellbeing among school learners. (shrink)

This paper is a response to van Haaften's attempt to build ‘a natural bridge from “is” to “ought”’ and in doing so to provide a general account of how, in developmental theory, a claim that ‘a later stage in conceptual development is somehow better or more adequate than preceding ones’ can itself be justified. The account by van Haaften violates the ‘seems justified/is justified’ distinction and embroils him in a problematic form of relativism. This paper offers an alternative account of (...) such claims in terms of stage-independent criteria of adequacy. (shrink)

An analysis of the relationship between organized religion and secular states in modern Africa.

Often implicit in visual display design and development is a gold standard of photorealism. By approximating direct perception, photorealism appeals to users and designers by being both attractive and apparently effortless. The vexing result from numerous performance evaluations, though, is that increasing realism often impairs performance. Smallman and St. John (2005) labeled misplaced faith in realistic information display Naïve Realism and theorized it resulted from a triplet of folk fallacies about perception. Here, we illustrate issues associated with the wider trend (...) towards realism by focusing on a specific current trend for high-fidelity perspective view (3D) geospatial displays. In two experiments, we validated Naïve Realism for different terrain understanding tasks, explored whether certain individuals are particularly prone to Naïve Realism, and determined the ability of task feedback to mitigate Naïve Realism. Performance was measured for laying and judging a concealed route across realistic terrain shown in different display formats. Task feedback was either implicit, in Experiment 1, or explicit in Experiment 2. Prospective and retrospective intuitions about the best display formats for the tasks were recorded and then related to task performance and participant spatial ability. Participants generally intuited they would perform tasks better with more realism than they actually required. For example, counter to intuitions, lowering fidelity of the terrain display revealed the gross scene layout needed to lay a well-concealed route. Individuals of high spatial ability calibrated their intuitions with only implicit task feedback, whereas those of low spatial ability required salient, explicit feedback to calibrate their intuitions about display realism. Results are discussed in the wider context of applying perceptual science to display design, and combating folk fallacies. (shrink)

The German word Festschrift is a compound of fest, which derives from the Latin festum, meaning “festival,” and schrift, an abstractum of schreiben, which means “writing.” It literally means “festival-writing,” though in keeping with an academic tradition extending back to the nineteenth century, a more appropriate translation is “celebratory volume.” And that is precisely what this is. The essays collected here celebrate Nancy Siraisi, distinguished professor emerita in history at Hunter College and the City University of New York. Most Festschriften (...) are tied to a momentous occasion, such as a seventieth birthday or a retirement, but this volume arose sui generis, from a collective desire to celebrate Siraisi’s scholarly achievements and to acknowledge the professional and personal impact she has had on each of us, on the discipline of history, and on the history of medicine and science in particular. Siraisi’s work is marked by lucid prose, profound originality, authoritative analysis of texts, and an accessibility that invites attention and response: she has been an invaluable guide through the periods spanning the Middle Ages to the seventeenth century, always with an eye toward a better understanding of medicine’s connections to the broader intellectual, social, and cultural context in which it was taught, studied, and practiced. Her work embodies that rare combination of impeccable scholarship and deep insight guaranteeing its endurance, not only on its own terms but also through its influence on the rest of us. (shrink)