In the last 10 years, several authors including Griffiths and Matthen have employed classificatory principles from biology to argue for a radical revision in the way that we individuate psychological traits. Arguing that the fundamental basis for classification of traits in biology is that of ‘homology’ (similarity due to common descent) rather than ‘analogy’, or ‘shared function’, and that psychological traits are a special case of biological traits, they maintain that psychological categories should be individuated primarily by relations of homology (...) rather than in terms of shared function. This poses a direct challenge to the dominant philosophical view of how to define psychological categories, viz., ‘functionalism’. Although the implications of this position extend to all psychological traits, the debate has centered around ‘emotion’ as an example of a psychological category ripe for reinterpretation within this new framework of classification. I address arguments by Griffiths that emotions should be divided into at least two distinct classes, basic emotions and higher cognitive emotions, and that these two classes require radically different theories to explain them. Griffiths argues that while basic emotions in humans are homologous to the corresponding states in other animals, higher cognitive emotions are dependent on mental capacities unique to humans, and are therefore not homologous to basic emotions. Using the example of shame, I argue that (a) many emotions that are commonly classified as being higher cognitive emotions actually correspond to certain basic emotions, and that (b) the “higher cognitive forms” of these emotions are best seen as being homologous to their basic forms. (shrink)

Recently, many critics have argued that disgust is a morally harmful emotion, and that it should play no role in our moral and legal reasoning. Here we defend disgust as a morally beneficial moral capacity. We believe that a variety of liberal norms have been inappropriately imported into both moral psychology and ethical studies of disgust: disgust has been associated with conservative authors, values, value systems, and modes of moral reasoning that are seen as inferior to the values and moral (...) emotions that are endorsed by liberal critics. Here we argue that the meta-ethical assumptions employed by the critics of disgust are highly contentious and in some cases culture bound. Given this, we should avoid adopting simplified meta-ethical positions in experimental moral psychology, as these can skew the design and interpretation of experiments, and blind us to the potential value of moral disgust harnessed in the service of liberal ends. (shrink)

Many argue that higher-cognitive emotions such as pride arose de novo in humans, and thus fall outside of the scope of the kinds of evolutionary explanations offered for ?basic emotions,? like fear. This approach fractures the general category of ?emotion? into two deeply distinct kinds of emotion. However, an increasing number of emotion researchers are converging on the conclusion that higher-cognitive emotions are evolutionarily rooted in simpler emotional responses found in primates. I argue that pride fits this pattern, and then (...) consider some of the possible mechanisms by which the basic forms of these emotions have been transformed, arguing that we can see this transformation in part as the progressive internalization of originally externalized processes associated with norms, selfhood, and social structure. This connects the emotion literature with the literatures on the Social/Machiavellian Intelligence Hypothesis and situated cognition, offering the possibility of a more unified theory of human emotions. (shrink)

Tracy, Shariff, and Cheng (2010) propose that human pride has two facets (hubristic pride [HP] and authentic pride [AP]) which, despite their similarities, diverge in important ways, including their evolutionary histories and functions. Put simplistically, AP emerged from HP. While AP and HP are thus homologous, HP continues to exist in humans, alongside AP. This is problematic on the most common interpretation of homology, in which an ancestral trait transforms into a derived trait, but does not remain present independently. I (...) suggest that construing HP and AP as serial homologues (duplicated but varying traits within single organisms) solves this problem, and also resolves some of the other tensions in their account of pride as a “single” emotion with “two” facets. (shrink)

Strohminger criticizes McGinn for his lack of attention to recent scientific findings, and for ignoring common sense. This commentary deepens both of these criticisms via an exploration of McGinn’s account of the evolution of disgust.

Antimicrobial resistance (AMR) poses an increasing threat to patient care and population health and there is a growing need for novel therapies to tackle AMR. Bacteriophage (phage) therapy is a re-emerging antimicrobial strategy with the potential to transform how bacterial infections are treated in patients and populations. Currently, in the UK, phages can be used as unlicensed medicinal products on a ‘named-patient’ basis. We make an ethical case for why it is crucially important for the UK to invest in Good (...) Manufacturing Practice (GMP) for both ongoing unlicensed and future licensed phage therapy. Access to phages produced to GMP (GMP phages) will ensure effective patient care and better outcomes as well as health systems benefits. The UK also has the potential to become a global leader in the timely and cost-efficient manufacturing and supply of a therapy that meets internationally recognised standards. (shrink)

Throughout the biological and biomedical sciences there is a growing need for, prescriptive ‘minimum information’ (MI) checklists specifying the key information to include when reporting experimental results are beginning to find favor with experimentalists, analysts, publishers and funders alike. Such checklists aim to ensure that methods, data, analyses and results are described to a level sufficient to support the unambiguous interpretation, sophisticated search, reanalysis and experimental corroboration and reuse of data sets, facilitating the extraction of maximum value from data sets (...) them. However, such ‘minimum information’ MI checklists are usually developed independently by groups working within representatives of particular biologically- or technologically-delineated domains. Consequently, an overview of the full range of checklists can be difficult to establish without intensive searching, and even tracking thetheir individual evolution of single checklists may be a non-trivial exercise. Checklists are also inevitably partially redundant when measured one against another, and where they overlap is far from straightforward. Furthermore, conflicts in scope and arbitrary decisions on wording and sub-structuring make integration difficult. This presents inhibit their use in combination. Overall, these issues present significant difficulties for the users of checklists, especially those in areas such as systems biology, who routinely combine information from multiple biological domains and technology platforms. To address all of the above, we present MIBBI (Minimum Information for Biological and Biomedical Investigations); a web-based communal resource for such checklists, designed to act as a ‘one-stop shop’ for those exploring the range of extant checklist projects, and to foster collaborative, integrative development and ultimately promote gradual integration of checklists. (shrink)

Plausibly, any adequate theory of perception must (a) solve what Alva Noë calls 'the problem of perceptual presence,' and (b) do justice to the direct realist idea that what is given in perception are garden-variety spatiotemporal particulars. This paper shows that, while Noë's sensorimotor view arguably satisfies the first of these conditions, it does not satisfy the second. Moreover, Noë is wrong to think that a naïve realist approach to perception cannot handle the problem of perceptual presence. Section three of (...) this paper develops a version of naïve realism that meets both of the adequacy conditions above. This paper thus provides strong considerations in favor of naïve realism. (shrink)

On a standard reading of David Hume, we know two things about his analogy of morals to secondary qualities: first, it responds to the moral rationalism of Clarke and Wollaston; second, it broadcasts Hume’s realism or antirealism in ethics. I complicate that common narrative with a new intellectual contextualization of the analogy, the surprising outcome of which is that Hume’s analogy is neither realist nor antirealist in spirit, but quietist. My argument has three parts. First, I reconstruct Hume’s argument (...) against rationalist moral ontology in Treatise 3.1.1, revealing his attention to the Intellectualism/Voluntarism debate in rationalism. Second, I present evidence of Hume’s familiarity with the debate between Intellectualist moral realists and Voluntarist moral antirealists, notably Pufendorf. Third, I establish that Hume’s analogy undermines a key assumption structuring that debate, and that the analogy consequently signals his quietist abstention from his rationalist contemporaries’ realism/antirealism debate in ethics. (shrink)

From many Aboriginal elders, such as Tjangika Napaltjani, Bob Williams and Djiniyini Gondarra, to painters, such as Arthur Boyd, Pro Hart and John Forrester-Clack, from historians, such as Manning Clark, and poets, such as Maureen Watson, Francis Webb and Henry Lawson, to celebrated novelists, such as Joseph Furphy, Patrick White and Tim Winton, the figure of Jesus has occupied an endearing and idiosyncratic place in the Australian imagination. It is evidence enough that 'Australians have been anticlerical and antichurch, but rarely (...) antiJesus'. But which Jesus? In what follows, I seek to listen to what some Australians make of Jesus, and to consider some theological implications of their contributions for the enduring quest for an Australian Jesus. (shrink)

The Society of Professional Journalists' (SPJ) Code of Ethics divides the institutional duties of a journalist into four main categories, designed to capture the essence of what it means to be a good journalist: seek truth and report it, minimize harm, act independently, and be accountable. Clark Kent being Superman first and reporter second means his reporting suffers. He does pretty well with respect to the section of the code that concerns treating “sources, subjects and colleagues as human beings deserving (...) of respect. Clark Kent's dual life and the choices he makes as Superman keep him from meeting the minimum standards of journalistic ethics. Journalists are charged with revealing “unethical practices of journalists and the news media” and abiding “by the same high standards to which they hold others.”. (shrink)

Stephen R. L. Clark has authored twelve books covering three philosophical themes: religion, duties toward animals, and politics—“Unfortunately, however, those familiar with one realm of his work, tend not to be familiar with what he has done in other areas”. Even those who may be familiar with the whole of Clark’s corpus may find it difficult to discern a coherent philosophical message among these disparate themes. Dombrowski seeks to present a comprehensive overview of Clark’s thought, and to elucidate Clark’s primary (...) philosophical concerns and prejudices, which run through all his works. However, Dombrowski’s admiration for Clark’s philosophy does not preclude him from offering his own unique analysis and critique. (shrink)

A book review of Steve Clark's The Justification of Religious Violence.

This book is the first systematic treatment of 'responsibilist' or character-based virtue epistemology, an approach to epistemology that focuses on intellectual ...

From the Disney 'Teacher of the Year' and New York Times bestselling author comes a road map to enrich students' learning experiences, revised and updated for today's teachers and parents. After publishing the New York Times bestseller The Essential 55 (over 1 million copies sold), award-winning teacher Ron Clark took his rules on the road and traveled to schools and districts in 50 states. He met amazing teachers, administrators, students, parents, and all kinds of people involved in bringing up great (...) kids. These are the eleven qualities he describes in The Excellent 11: Enthusiasm, Adventure, Creativity, Reflection, Balance, Compassion, Confidence, Humor, Common Sense, Appreciation, and Resilience. Ron has filled this book with hundreds of suggestions, stories, and wonderfully funny anecdotes. You'll be smiling as you read--and finding the inspiration to change lives, one student at a time"--Back cover. (shrink)

Jason Stanley presents a startling and provocative claim about knowledge: that whether or not someone knows a proposition at a given time is in part determined by his or her practical interests, i.e. by how much is at stake for that person at that time. In defending this thesis, Stanley introduces readers to a number of strategies for resolving philosophical paradox, making the book essential not just for specialists in epistemology but for all philosophers interested in philosophical methodology. Since (...) a number of his strategies appeal to linguistic evidence, it will be of great interest to linguists as well. (shrink)

The words quoted above distill the common secular conception of death. If we decline the traditional religious reassurances of an afterlife, or their fuzzy new age equivalents, and instead take the hard-boiled and thoroughly modern materialist view of death, then we likely end up with Gonzalez-Cruzzi. Rejecting visions of reunions with loved ones or of crossing over into the light, we anticipate the opposite: darkness, silence, an engulfing emptiness. But we would be wrong.

With its focus on intellectual virtues and their role in the acquisition and transmission of knowledge and related epistemic goods, virtue epistemology provides a rich set of tools for educational theory and practice. In particular, characteristics under the rubric of "responsibilist" virtue epistemology, like curiosity, open-mindedness, attentiveness, intellectual courage, and intellectual tenacity, can help educators and students define and attain certain worthy but nebulous educational goals like a love of learning, lifelong learning, and critical thinking. This volume is devoted to (...) exploring the intersection between virtue epistemology and education. It assembles leading virtue epistemologists and philosophers of education to address such questions as: Which virtues are most essential to education? How exactly should these virtues be understood? How is the goal of intellectual character growth related to other educational goals, for example, to critical thinking and knowledge-acquisition? What are the "best practices" for achieving this goal? Can growth in intellectual virtues be measured? The chapters are a prime example of "applied epistemology" and promise to be a seminal contribution to an area of research that is rapidly gaining attention within epistemology and beyond. (shrink)

In the Theological-Political Treatise, published in 1670, Spinoza asked why people “fight for their servitude as if for salvation.” In doing so, he foregrounded the affective dimension of despotism, putting forward the idea that servitude is not just passively endured but passionately strived for—something people want and will. Three hundred years later, Gilles Deleuze and Félix Guattari repeated this formula in Anti-Oedipus, arguing that it was the central question of political philosophy. They read Spinoza through Wilhelm Reich, stating that the (...) astonishing thing is that “those who are exploited are not continually out on strike.” In doing so they shifted the political question from domination to exploitation. Following Deleuze and Guattari, I argue for an updated version of the question, asking why people fight for exploitation as if it were rebellion. Asking this question involves reexamining the way in which the critique of religion is the antechamber of the critique of political economy in Marx, and is the thread connecting Spinoza to Marx. Finally, I argue that reframing the question in terms of rebellion and exploitation is useful in making sense of contemporary forms of right populism that present themselves as rebellion, but actually deepen the domination of capitalism over our lives. (shrink)

This article examines two questions about scientists’ search for knowledge. First, which search strategies generate discoveries effectively? Second, is it advantageous to diversify search strategies? We argue pace Weisberg and Muldoon, “Epistemic Landscapes and the Division of Cognitive Labor”, that, on the first question, a search strategy that deliberately seeks novel research approaches need not be optimal. On the second question, we argue they have not shown epistemic reasons exist for the division of cognitive labor, identifying the errors that led (...) to their conclusions. Furthermore, we generalize the epistemic landscape model, showing that one should be skeptical about the benefits of social learning in epistemically complex environments. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Religious Epistemology Through Schillebeeckx and Tibetan Buddhism by Jason VonWachenfeldtRobert MagliolaRELIGIOUS EPISTEMOLOGY THROUGH SCHILLEBEECKX AND TIBETAN BUDDHISM. By Jason VonWachenfeldt. T&T Clark: London, 2021. 240 pp.In his "Introduction," Jason VonWachenfeldt explains the "crisis of authority" experienced by many religious believers, and then commits his book (hereinafter RET) to a "dialogic negotiation" offering middle ways between religious tradition and postmodernity. The "dialogic negotiation" is between the (...) brilliant but controversial Catholic theologian, Edward Schillebeeckx (1914–2009), and the brilliant but controversial Tibetan monk (then ex-monk), Gendun Chopel (1903–1951). They both deconstruct the epistemologies of their respective traditions, but insist on the orthodoxy of their "middle ways."VonWachenfeldt opts for Aaron Stalnaker's methodology of "bridge concepts" (topics enabling interfaith comparison) and the comparison of two "historically situated" individuals (13). He names "religious epistemology" as RET's "bridge-concept," and to further facilitate comparison, three epistemological "categories" are posited: "perspectivalism, hermeneutics, and apophaticism" (64). Schillebeeckx's "phenomenological Thomism" constitutes his perspectivalist first phase, and holds that revelation includes both a "concrete-existential" and non-conceptual "implicit intuition" of the divine reality (32). There is an antinomy between the individual's act of abstraction and the "implicit intuition" of the "reality of God in Godself" (33).Chopel's negative way is more extreme. Chopel is a Madhyamakin but rejects Prāsaṅgika-Madhyamaka's version which affirms the "conventional validity" of the mundane. For Chopel, all formations lack even conventional validity but "common [End Page 404] beings" falsely affirm them (35). The few "noble ones" (the enlightened) are those aware of pure emptiness (understood as "absence," not "openness"). Schillebeeckx's second phase affirms that one is embedded in ongoing history and cannot escape mundane finitude. God must be seen as "mystery" active within it (45). Chopel's second phase extends the notion that an unbridgeable chasm exists between the conventional and the ultimate but that the Buddha can manipulate the mundane so the leap to enlightenment can occur (49). Schillebeeckx's third phase practices a "negative realist metaphysic": The individual encounters the "really real" external to oneself only by way of "glimpses negative in nature" (58). Chopel's apophaticism describes ultimate reality in terms of a "nonaffirming negative" (63).Next, RET treats the role of religious community in knowledge formation (67). For Schillebeeckx, our "non-divine finitude is precisely the place where the infinite and the finite come most closely into contact" (90). The later Schillebeeckx retains loyalty to the institutional Church but because of the finitude of language and human nature he deems it necessarily subject to critique (92). Chopel practices a "pious skepticism" (97), and increasingly satirizes institutional monasticism (circa 1934, he disrobes). Addressing the role of historical founders of religions, Schillebeeckx maintains that theology should shift from an unsalvageable truth lost in the past to the more eschatological language of "the [always] Coming One" (123). Jesus's epistemological authority does not reside in his ability "to supply answers" as much as it is to open up individuals to "a future reality in the making" (148). Honorific titles such as "Savior" or "Christ" as such are not serviceable. Jesus's story is an exemplar of how to construct meaning in our lives by the "praxis" of helping the suffering. Chopel likewise demythologizes Sakyamuni Buddha (151), but—unlike Schillebeeckx—insists he does so endogenously. For example, he enters the definitive/provisional (nītārtha/neyārtha) debate, but argues that all the teachings of Śākyamuni are both—they are definitive for those whom they help toward emptiness and merely provisional for all others (157, 158).RET's chapter 5 addresses the authority of personal experience in the apophatic knowledge of ultimate reality. How is it possible for "true knowledge" to be "primarily experiential in nature as distinct from being conceptually or linguistically based?" (163). Schillebeeckx holds that our very experience of human finitude brings us negatively in contact with the "unknown ultimate reality itself" (169). He maintains that the apparent lack of ontological contact between beings and ultimate reality (God) is "one-sided," persisting only from the side of our finitude and not from the side of ultimate reality: Though humans can never directly... (shrink)

__Deep in Thought_ provides an introduction to intellectual virtues—the personal qualities and character strengths of good thinkers and learners—and outlines a pragmatic approach for teachers to reinforce them in the classroom._ With a combination of theoretical expertise and practical experience, philosopher Jason Baehr endorses intellectual virtues as a rich, meaningful way to think about and understand the purpose of education. He makes a persuasive case for prioritizing intellectual virtues in the classroom to facilitate deeper learning, encourage lifelong learning, and (...) enrich teacher practice. Baehr profiles nine key virtues that enable learners to initiate the process of learning, maintain forward momentum, and overcome common obstacles. With engaging anecdotes and concrete examples, he presents a wealth of principles, postures, and practices that educators can employ in promoting essential habits of mind such as curiosity, open-mindedness, and intellectual courage. Baehr illustrates how opportunities to practice these intellectual habits can be integrated into the classroom in ways that align with current teaching practices. In addition, he shows how educators can adapt these practices to accommodate students’ identities, developmental abilities, and interests. This thought-provoking book supports all educators, especially middle and high school teachers, in teaching for intellectual virtues. _Deep in Thought_ is a philosophical and yet practical guide to one of the most important aims of education: helping students become skilled thinkers and learners. (shrink)

This volume is the first in English to provide a full, systematic investigation into Aristotle's criticisms of earlier Greek theories of the soul from the perspective of his theory of scientific explanation. Some interpreters of the De Anima have seen Aristotle's criticisms of Presocratic, Platonic, and other views about the soul as unfair or dialectical, but Jason W. Carter argues that Aristotle's criticisms are in fact a justified attempt to test the adequacy of earlier theories in terms of the (...) theory of scientific knowledge he advances in the Posterior Analytics. Carter proposes a new interpretation of Aristotle's confrontations with earlier psychology, showing how his reception of other Greek philosophers shaped his own hylomorphic psychology and led him to adopt a novel dualist theory of the soul–body relation. His book will be important for students and scholars of Aristotle, ancient Greek psychology, and the history of the mind–body problem. (shrink)

After a brief overview of what intellectual virtues are, I offer three arguments for the claim that education should aim at fostering ‘intellectual character virtues’ like curiosity, open-mindedness, intellectual courage, and intellectual honesty. I then go on to discuss several pedagogical and related strategies for achieving this aim.

The value problem in epistemology is rooted in a commonsense intuition to the effect that knowledge is more valuable than true belief. Call this the “guiding intuition.” The guiding intuition generates a problem in light of two additional considerations. The first is that knowledge is (roughly) justified or warranted true belief.[1] The second is that on certain popular accounts of justification or warrant (e.g. reliabilism), its value is apparently instrumental to and hence derivative from the value of true belief.[2] But (...) if knowledge is justified true belief and the value of justification is derivative from that of true belief, how is it that knowledge is more valuable than true belief? (shrink)

In this paper, I respond to recent attempts by philosophers to deny the existence of something that is both real and significant: reasonable disagreements between epistemic peers. In their arguments against the possibility of such disagreements, skeptical philosophers typically invoke one or more of the following: indifference reasoning , equal weight principles , and uniqueness theses . I take up each of these in turn, finding ample reason to resist them. The arguments for indifference reasoning and equal weight principles tend (...) to overlook the possibility of a certain kind of agnostic credal state which I call deep agnosticism , the possibility of which derails the arguments. The arguments for uniqueness theses tend to invoke a flawed understanding of the evidential support relation. When these problems and misunderstandings are brought into the light and corrected, the threat to reasonable disagreement vanishes. (shrink)

The horrendous deeds objection to metaethical divine command theory (MDCT) says that since God can command anything whatsoever, even things that are horrendous, MDCT seems to imply that God can make any action, no matter how repugnant, morally obligatory. Defenders of MDCT frequently claim, by way of response, that since God is essentially omnibenevolent, it is impossible that he commands us to do horrendous things. I have recently argued that it is irrelevant that God cannot issue horrible commands. The argument (...) runs as follows: On MDCT, God has moral grounding power — the power to make an action morally obligatory by commanding that we do it. Given that omnipotence is possession of maximal power, every omnipotent being has this power. In some possible world, there exists a non-benevolent omnipotent being who issues horrible commands. Therefore, on MDCT, there is a possible world in which some horrendous action is morally obligatory. Matthew Flannagan has responded to this argument on behalf of the divine command theorist. Flannagan argues that since, on MDCT, moral obligations are constituted by God’s commands, and no other being can perform God’s actions, no other being can possess moral grounding power. In this paper, I criticize Flannagan’s argument. His argument assumes that when some phenomenon is constituted by the actions of an agent, no other agent’s actions can constitute this phenomenon. I argue that this assumption is false. (shrink)

In De interpretatione 9, Aristotle argues against the fatalist view that if statements about future contingent singular events (e.g. ‘There will be a sea battle tomorrow,’ ‘There will not be a sea battle tomorrow’) are already true or false, then the events to which those statements refer will necessarily occur or necessarily not occur. Scholars have generally held that, to refute this argument, Aristotle allows that future contingent statements are exempt from either the principle of bivalence, or the law of (...) excluded middle. This paper offers a new interpretation of Aristotle’s refutation of fatalism. According to this interpretation, each member of a pair of contradictory future contingent statements, in virtue of expressing modal necessity, is simply false. (shrink)

In this provocative book, Jason Brennan challenges our fundamental assumptions about voting, revealing why it is not a duty for most citizens--in fact, he ...

May you sell your vote? May you sell your kidney? May gay men pay surrogates to bear them children? May spouses pay each other to watch the kids, do the dishes, or have sex? Should we allow the rich to genetically engineer gifted, beautiful children? Should we allow betting markets on terrorist attacks and natural disasters? Most people shudder at the thought. To put some goods and services for sale offends human dignity. If everything is commodified , then nothing is (...) sacred. The market corrodes our character. Or so most people say. In Markets without Limits , Jason Brennan and Peter Jaworski give markets a fair hearing. The market does not introduce wrongness where there was not any previously. Thus, the authors claim, the question of what rightfully may be bought and sold has a simple answer: if you may do it for free, you may do it for money. Contrary to the conservative consensus, they claim there are no inherent limits to what can be bought and sold, but only restrictions on how we buy and sell. (shrink)

Virtue Epistemology Virtue epistemology is a collection of recent approaches to epistemology that give epistemic or intellectual virtue concepts an important and fundamental role. Virtue epistemologists can be divided into two groups, each accepting a different conception of what an intellectual virtue is. Virtue reliabilists conceive of intellectual virtues as stable, reliable and truth-conducive cognitive … Continue reading Virtue Epistemology →.

Returning to the Greek understanding of art to rethink its capacities, Creation and the Function of Art focuses on the relationship between techné and phusis (nature). Moving away from the theoretical Platonism which dominates contemporary understandings of art, this book instead reinvigorates Aristotelian causation. Beginning with the Greek topos and turning to insights from philosophy, pure mathematics, psychoanalysis and biology, Jason Tuckwell re-problematises techné in functional terms. This book examines the deviations at play within logical forms, the subject, and (...) upon phusis to better situate the role of the function in poiesis (art). In so doing, Tuckwell argues that art concerns a genuinely creative labour that cannot be resolved via an ontological or epistemological problem, but which instead constitutes an encounter with the problematic. As such, techné is shown to be a property of the living, of intelligence coupled to action, that not only enacts poiesis or art, but indicates a broader role for creative deviation in nature. (shrink)