Let us call the Dependency Theses the view, first stated by Kant, that certain versions of the cosmological argument depend on the ontological argument. At least two different reasons have been given for the supposed dependence. Given the DT, some of Aquinas' views about God's essence, and about our knowledge of God's existence, can seem, at least at first, to be inconsistent. I consider two different ways of defending Aquinas against this suspicion of inconsistency. On the first defence, based on (...) a widespread understanding of his notion of ‘necessary being’, Aquinas' views fall outside the scope of the DT. The success of this defence is doubtful. There is, however, another defence to be found in Aquinas' work, one directed not to avoiding, but actually to rejecting, the DT. In this second defence, the DT is not a correct assessment even of those views that do fall within its scope. Its success means that Aquinas had available a principled refutation of the DT some five hundred years before it was first formulated. (shrink)

I formulate a counterfactual version of the notorious ‘Ramsey Test’. Whereas the Ramsey Test for indicative conditionals links credence in indicatives to conditional credences, the counterfactual version links credence in counterfactuals to expected conditional chance. I outline two forms: a Ramsey Identity on which the probability of the conditional should be identical to the corresponding conditional probability/expectation of chance; and a Ramsey Bound on which credence in the conditional should never exceed the latter. Even in the weaker, bound, form, the (...) counterfactual Ramsey Test makes counterfactuals subject to the very argument that Lewis used to argue against the indicative version of the Ramsey Test. I compare the assumptions needed to run each, pointing to assumptions about the time‐evolution of chances that can replace the appeal to Bayesian assumptions about credence update in motivating the assumptions of the argument. I finish by outlining two reactions to the discussion: to indicativize the debate on counterfactuals; or to counterfactualize the debate on indicatives. (shrink)

In this reply to James H. Fetzer’s “Minds and Machines: Limits to Simulations of Thought and Action”, I argue that computationalism should not be the view that (human) cognition is computation, but that it should be the view that cognition (simpliciter) is computable. It follows that computationalism can be true even if (human) cognition is not the result of computations in the brain. I also argue that, if semiotic systems are systems that interpret signs, then both humans and computers are (...) semiotic systems. Finally, I suggest that minds can be considered as virtual machines implemented in certain semiotic systems, primarily the brain, but also AI computers. In doing so, I take issue with Fetzer’s arguments to the contrary. (shrink)

The Doctrine of Double Effect (DDE) is an influential non-consequentialist principle positing a role for intention in affecting the moral permissibility of some actions. In particular, the DDE focuses on the intend/foresee distinction, the core claim being that it is sometimes permissible to bring about as a foreseen but unintended side-effect of one’s action some harm it would have been impermissible to aim at as a means or as an end, all else being equal. This article explores the meaning and (...) application of the DDE along with current debates over the nature of the intend/foresee distinction and its moral significance. How is the line between intended effects and merely foreseen but unintended side-effects to be drawn, and how are problem cases best handled? What is an appropriate methodology for debating the tenability of the DDE? How might the DDE interact with other non-consequentialist principles, and how might it be modified to capture other related factors (resulting perhaps in a Doctrine of Triple Effect) or to avoid certain problem cases? Does the DDE make permissibility turn on the actual intentions of particular agents, as critics such as Thomson and Scanlon assume, or is the role of intention more abstract? (shrink)

This essay presents a philosophical and computational theory of the representation of de re, de dicto, nested, and quasi-indexical belief reports expressed in natural language. The propositional Semantic Network Processing System (SNePS) is used for representing and reasoning about these reports. In particular, quasi-indicators (indexical expressions occurring in intentional contexts and representing uses of indicators by another speaker) pose problems for natural-language representation and reasoning systems, because--unlike pure indicators--they cannot be replaced by coreferential NPs without changing the meaning of the (...) embedding sentence. Therefore, the referent of the quasi-indicator must be represented in such a way that no invalid coreferential claims are entailed. The importance of quasi-indicators is discussed, and it is shown that all four of the above categories of belief reports can be handled by a single representational technique using belief spaces containing intensional entities. Inference rules and belief-revision techniques for the system are also examined. (shrink)

This article presents findings from a series of research studies designed to identify classroom teaching practices that can enhance moral reasoning of undergraduate students in business foundational courses. The research, conducted over five semesters at a Midwestern university, resulted in the development of teaching methods and materials that can, when properly sequenced and integrated into undergraduate business courses, increase levels of student moral reasoning as measured by the revised version of the Defining Issues Test (DIT-2). Findings in this research demonstrate (...) that faculty members who are not specialists in business ethics can effect positive increases in student moral reasoning in non-ethics business courses. However, significant time and effort must be invested in case-based moral decision making, and grade incentives for students to engage the use of an ethical decision-making framework are required. (shrink)

A computer can come to understand natural language the same way Helen Keller did: by using “syntactic semantics”—a theory of how syntax can suffice for semantics, i.e., how semantics for natural language can be provided by means of computational symbol manipulation. This essay considers real-life approximations of Chinese Rooms, focusing on Helen Keller’s experiences growing up deaf and blind, locked in a sort of Chinese Room yet learning how to communicate with the outside world. Using the SNePS computational knowledge-representation system, (...) the essay analyzes Keller’s belief that learning that “everything has a name” was the key to her success, enabling her to “partition” her mental concepts into mental representations of: words, objects, and the naming relations between them. It next looks at Herbert Terrace’s theory of naming, which is akin to Keller’s, and which only humans are supposed to be capable of. The essay suggests that computers at least, and perhaps non-human primates, are also capable of this kind of naming. (shrink)

In this comment I discuss the role of an ethics case consultant in an institutional setting, in contrast to situations when an ethics consultant serves an individual client. In the former situation, I believe the case consultant should articulate ethical issues, options, and arguments, but not recommend a particular course of conduct. In the latter situation, the role of the ethics consultant can be defined and determined in negotiations with the client.

“Contextual” vocabulary acquisition is the active, deliberate acquisition of a meaning for a word in a text by reasoning from textual clues and prior knowledge, including language knowledge and hypotheses developed from prior encounters with the word, but without external sources of help such as dictionaries or people. But what is “context”? Is it just the surrounding text? Does it include the reader’s background knowledge? I argue that the appropriate context for contextual vocabulary acquisition is the reader’s “internalization” of the (...) text “integrated” into the reader’s “prior” knowledge via belief revision. (shrink)

This article explores atheist meaning-making by employing a multidimensional model of meaning operationalized by the Sources of Meaning and Meaning in Life Questionnaire. When compared to a representative sample of “religionists” and “nones”, atheists show lower degrees of meaningfulness, but they do not suffer from crises of meaning more frequently. However, subsequent cluster analysis reveals that heterogeneity within atheism has to be taken into account. Three types of atheists are identified. ‘Low-commitment’ atheists are characterised by generally low commitment; they report (...) very low meaningfulness and a high frequency of crises of meaning. ‘Broad-commitment’ atheists exhibit considerably higher levels of meaningfulness and rare crises of meaning. They evidence, in particular, high scores on the dimension of well-being and relatedness. The third type, primarily committed to “selfactualization,” exhibits moderate levels of meaningfulness, with crises of meaning being literally absent. Common to most atheists is a particular commitment to self-knowledge, freedom, knowledge, individualism, and comfort. In comparing male and female atheists, gendered patterns of commitment are discovered. (shrink)

This article presents findings from a series of research studies designed to identify classroom teaching practices that can enhance moral reasoning of undergraduate students in business foundational courses. The research, conducted over five semesters at a Midwestern university, resulted in the development of teaching methods and materials that can, when properly sequenced and integrated into undergraduate business courses, increase levels of student moral reasoning as measured by the revised version of the Defining Issues Test (DIT-2). Findings in this research demonstrate (...) that faculty members who are not specialists in business ethics can effect positive increases in student moral reasoning in non-ethics business courses. However, significant time and effort must be invested in case-based moral decision making, and grade incentives for students to engage the use of an ethical decision-making framework are required. (shrink)

Section I argues that theistic religions incorporate metaphysical systems and that these systems are explanatory. Section II defends these claims against D. Z. Phillips ''s objections to the epistemic realism and correspondence theory of truth which they imply. I conclude by raising questions about the status of Phillips ''s own project.

Ford’s Helen Keller Was Never in a Chinese Room claims that my argument in How Helen Keller Used Syntactic Semantics to Escape from a Chinese Room fails because Searle and I use the terms ‘syntax’ and ‘semantics’ differently, hence are at cross purposes. Ford has misunderstood me; this reply clarifies my theory.

It is often said that the ontological argument fails because it wrongly treats existence as a first-level property or predicate. This has proved a controversial claim, and efforts to evaluate it are complicated by the fact that the words ‘existence is not a property/predicate’ have been used by philosophers to make at least three different negative claims: (a) one about a first-level phenomenon possessed by objects like horses, stones, you and me; (b) another about the logical form of assertions of (...) existence; and (c) still another about a second-level phenomenon possessed by concepts when they are instantiated. I argue that only the last of these claims, originally voiced by Kant, is both plausible and relevant to the ontological argument. And I try to show that the relevance of the Kantian version comes from its providing the underlying justification for a different, and far less controversial, criticism of the ontological argument. (shrink)

We discuss a research project that develops and applies algorithms for computational contextual vocabulary acquisition (CVA): learning the meaning of unknown words from context. We try to unify a disparate literature on the topic of CVA from psychology, first- and secondlanguage acquisition, and reading science, in order to help develop these algorithms: We use the knowledge gained from the computational CVA system to build an educational curriculum for enhancing students’ abilities to use CVA strategies in their reading of science texts (...) at the middle-school and college undergraduate levels. The knowledge gained from case studies of students using our CVA techniques feeds back into further development of our computational theory. Keywords: artificial intelligence, knowledge representation, reading, reasoning, science education, vocabulary acquisition. (shrink)

This project continues our interdisciplinary research into computational and cognitive aspects of narrative comprehension. Our ultimate goal is the development of a computational theory of how humans understand narrative texts. The theory will be informed by joint research from the viewpoints of linguistics, cognitive psychology, the study of language acquisition, literary theory, geography, philosophy, and artificial intelligence. The linguists, literary theorists, and geographers in our group are developing theories of narrative language and spatial understanding that are being tested by the (...) cognitive psychologists and language researchers in our group, and a computational model of a reader of narrative text is being developed by the AI researchers, based in part on these theories and results and in part on research on knowledge representation and reasoning. This proposal describes the knowledge-representation and natural-language-processing issues involved in the computational implementation of the theory; discusses a contrast between communicative and narrative uses of language and of the relation of the narrative text to the story world it describes; investigates linguistic, literary, and hermeneutic dimensions of our research; presents a computational investigation of subjective sentences and reference in narrative; studies children’s acquisition of the ability to take third-person perspective in their own storytelling; describes the psychological validation of various linguistic devices; and examines how readers develop an understanding of the geographical space of a story. This report is a longer version of a project description submitted to NSF. This document, produced in May 2007, is a L ATEX version of Technical Report 89-07 (Buffalo: SUNY Buffalo Department of Computer Science, August 1989), with slightly.. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS Galileo: For Copemicanism and for the Church. By ANNIBALE FANTOLI. Translated by George V. Coyne, S.J. Studi Galileiani Vol. 3. Vatican City: Vatican Observatory Publications, 1994. Distributed by the University of Notre Dame Press, Notre Dame, Indiana. Pp. xix+ 540. $21.95 (paper). This exhaustive treatment of Galileo and his relationship to the Church was first published in Italian by the Vatican Observatory in 1993 as Vol. 2 (...) of its Studi Galileiani series, bearing the title Galileo: Per il Copemicanesimo e per la Chiesa. So excellent was the study that Father George Coyne, the director of the Vatican Observatory, took it on himself personally to translate the volume into English. Although not a member of the Galileo Commission set up by Pope John Paul II to review the Galileo case, as were Coyne and myself, Fantoli has admirably complemented the work of the Commission and his book surely belongs in the Studi Galileiani collection. A former Jesuit with degrees in mathematics and physics, Fantoli began the book more than twenty-five years ago when he was preparing a course on Galileo at Sophia University in Tokyo. His intention was to show that for Galileo it was never a question of choosing between Copernicanism and the Church, and that the saddest drama of his life was being faced with an injunction that forced him to befor the Church and against Copemicanism. The subtitle of his book proclaims Galileo's true intentions, despite his failure to convince others that this was what his life was all about. A great strength of Fantoli's treatment is its documentation, which abounds in excerpts from Galileo's writings and his correspondence as found in the National Edition of his works and also in citations from new materials that have been uncovered by the Galileo Commission. Thanks to Coyne, all of these texts, many of which were hitherto available only in Latin or Italian, can now be easily accessed in English translation. Another strength of Fantoli's work is that he has kept abreast of Galileo literature over the years and thus is able to offer scholarly critiques of authors whose works exhibit a bias against the Church. Especially welcome are his careful discussions of the positions of earlier writers such as Giorgio de Santillana, Ludovico Geymonat, and Stillman Drake, as well as those of more recent authors, Mario Biagioli, Maurice Finocchiaro, Pietro Redondi, William R. Shea, and Richard S. Westfall. The book is a tour de force and there is little to criticize in it. Unfortunately, however, a typesetting error at its very beginning might create 317 318 BOOK REVIEWS the wrong impression and throw off prospective readers. About six lines of text were omitted at the bottom of page 9. To remedy this the following words should be inserted between the end of page 9 and the beginning of page 10: confused with the Sun) which had heen worked out by Philolaus (about 475 B.C.) within the context of the Pythagorean school.9 In a further modification of this theory the central fire as well as the hypothesis of an anti-earth were done away with, which left the earth at the center of the universe. To offset this addition, the last six lines on the bottom of page 10 should be deleted, for these lines are repeated at the top of page 11. Otherwise, with this change, the exposition reads correctly. The remaining typographical errors are few and in no case do they affect the sense. After a brief introduction in which he presents the astronomical concepts necessary for understanding the details of the Copernican debate, Fantoli divides his treatment into seven chapters. The first two of these are devoted to Galileo's early life and teaching at the Universities of Pisa and Padua, his perfection of the telescope, and the beginnings of the controversies about the earth's motion that were provoked by his telescopic discoveries, The next three chapters then take up the scriptural arguments in detail, Galileo's battle with the Jesuits over the comets of 1618 and his The Assayer of 1623, and his resumption of the Copernican program with the publication of his Dialogue... (shrink)

Contextual vocabulary acquisition (CVA) is the deliberate acquisition of a meaning for a word in a text by reasoning from context, where “context” includes: (1) the reader’s “internalization” of the surrounding text, i.e., the reader’s “mental model” of the word’s “textual context” (hereafter, “co-text” [3]) integrated with (2) the reader’s prior knowledge (PK), but it excludes (3) external sources such as dictionaries or people. CVA is what you do when you come across an unfamiliar word in your reading, realize that (...) you don’t know what it means, decide that you need to know what it means in order to understand the passage, but there is no one around to ask, and it is not in the dictionary (or you are too lazy to look it up). In such a case, you can try to figure out its meaning “from context”, i.e., from clues in the co-text together with your prior knowledge. Our computational theory of CVA—implemented in a the SNePS knowledge representation and reasoning system [28]—begins with a stored knowledge base containing SNePS representations of relevant PK, inputs SNePS representations of a passage containing an unfamiliar word, and draws inferences from these two (integrated) information sources. When asked to define the word, definition algorithms deductively search the resulting network for information of the sort that might be found in a dictionary definition, outputting a definition frame whose slots are the kinds of features that a definition might contain (e.g., class membership, properties, actions, spatio-temporal information, etc.) and whose slot-fillers contain information gleaned from the network [6–8,20,23,24]. We are investigating ways to make our system more robust, to embed it in a naturallanguage-processing system, and to incorporate morphological information. Our research group, including reading educators, is also applying our methods to the develop-. (shrink)

The increasing role played by medical ethicists in the clinical setting both as teachers and consultants has brought with it a demand for new methodologies that speak more precisely to the multiple problems encountered in actual attempts at case resolution. Some of these moves have to do with a revival of the truly classic case study approach to ethics, casuistry. This approach is anchored in the revelatory text of Jonsen and Toulmin, TheAbuseofCasuistry. A fine example of this methodology is an (...) article in TheJournalofClinicalEthics, Conjoined to this approach is a renewed interest in virtue ethics. The groundwork for this was laid by MacIntyre's masterful history of its demise in AfterVirtue. A clear and concise application of this ancient but always new approach is given in Pellegrino and Thomasma's book TheVirtuesinMedicalPractice. This way of doing ethics is particularly congenial to the practice of healthcare ethics in that it understands that virtue is just a rather fancy name for a good habit or skill. Since the practice of clinical medicine is quintessentially the learning and application of a range of often highly complex patterns of professional abilities and skills, a virtue ethics approach will allow for the concomitant development of a whole set of ethical skills. But both casuistry and virtue ethics may well be seen to be operative in a larger context now known as narrative ethics. (shrink)

Persons who commit crimes involving sexual abuse of children exploit their victims in several ways. Sex offenders use their power and authority over vulnerable children to whom they have easy access. Teachers, coaches, clergy, family members and childcare workers have been exposed as sex offenders. The Pennsylvania State University football coach, Jerry Sandusky, is now in prison for his many crimes. The widespread cover up of sexual abuse by Catholic priests in the USA and other countries is a horrendous scandal. (...) It is not surprising that law enforcement, mental health professionals, victims and their families are outraged. It is no surprise that radical interventions such as chemical or surgical castration are a response to the public pressure to protect children from molestation.I agree with Professor John McMillan's thoughtful discussion and nuanced analysis of surgical castration.1i He concludes that surgical castration of sex offenders is ethically permissible if these conditions are met: Castration should be requested by the sex offender. Informed consent from a competent sex offender is required. Consent to castration must not be coerced via threats or inducements.He also says that “castration might be useful for the reconfiguring of a life that has gone badly awry.”To supplement his discussion I will describe a state law in Texas2 that permits voluntary surgical castration for repeat child molesters while they are incarcerated as …. (shrink)

It is often said that the ontological argument fails because it wrongly treats existence as a first-level property or predicate. This has proved a controversial claim, and efforts to evaluate it are complicated by the fact that the words ‘existence is not a property/predicate’ have been used by philosophers to make at least three different negative claims: (a) one about a first-level phenomenon possessed by objects like horses, stones, you and me; (b) another about the logical form of assertions of (...) existence; and (c) still another about a second-level phenomenon possessed by concepts when they are instantiated. I argue that only the last of these claims, originally voiced by Kant, is both plausible and relevant to the ontological argument. And I try to show that the relevance of the Kantian version comes from its providing the underlying justification for a different, and far less controversial, criticism of the ontological argument. (shrink)

By whatever and by however many predicates we may think a thing – even if we completely determine it – we do not make the least addition to the thing when we further declare that this thing is. Otherwise, it would not be exactly the same thing that exists, but something more than we had thought in the concept; and we could not, therefore, say that the exact object of my concept exists.

H´ector-Neri Casta˜neda-Calder´on (December 13, 1924–September 7, 1991) was born in San Vicente Zacapa, Guatemala. He attended the Normal School for Boys in Guatemala City, later called the Military Normal School for Boys, from which he was expelled for refusing to fight a bully; the dramatic story, worthy of being filmed, is told in the “De Re” section of his autobiography, “Self-Profile” (1986). He then attended a normal school in Costa Rica, followed by studies in philosophy at the University of San (...) Carlos, Guatemala. He won a scholarship to the University of Minnesota, where he received his B.A. (1950), M.A. (1952), and Ph.D. (1954), all in philosophy. His dissertation, “The Logical Structure of Moral Reasoning”, was written under the direction of Wilfrid Sellars. He returned to teach in Guatemala, and then received a scholarship to study at Oxford University (1955–1956), after which he took a sabbatical-replacement position in philosophy at Duke University (1956). His first full-time academic appointment was at Wayne State University (1957– 1969), where he founded the philosophy journal Noˆus (1967, a counter-offer made to him by Wayne State to encourage him to stay there rather than to take the chairmanship of philosophy at the University of Pennsylvania). In 1969, he moved (along with several of his Wayne colleagues) to Indiana University, where he eventually became the Mahlon Powell Professor of Philosophy and, later, its first Dean of Latino Affairs (1978–1981). He remained at Indiana until his death. He was also a visiting professor of philosophy at the University of Texas at Austin (1962–1963) and a fellow at the Center for Advanced Study in the Behavioral Sciences (1981–1982). He received grants and fellowships from the Guggenheim Foundation (1967–1968), the T. Andrew Mellon Foundation, the National Endowment for the Humanities, and the National Science Foundation. He was elected President of the American Philosophical Association Central Division (1979– 1980), named to the American Academy of Arts and Sciences (1990), and received the Presidential Medal of Honor from the Government of Guatemala (1991). Casta˜neda’s philosophical interests spanned virtually the entire spectrum of philosophy, and his theories form a highly interconnected whole.. (shrink)

An accessible introduction to the topic with essays covering religious pluralism, teleological and moral arguments for God's existence, and the problem of evil.

Book reviewed in this article: Sex, Drugs, Death and the Law: An Essay on Human Rights and Overcriminalization. By David A. J. Richards. Totowa, NJ: Rowman and Littlefield, 1982. xii + 316 pp. $26.95.

I distinguish between a causeless being, An essentially causeless being, And a logically necessary being, And argue that only a logically necessary being can provide an adequate answer to the question, "why do contingent and dependent beings exist?" I also argue that recent attempts to show that if a being is essentially causeless, It is logically necessary, Are unsound.