This article examines and assesses Bernard Hodgson’s critique of the Neoclassical concept of rationality and its place in the literature. It is argued that Hodgson’s Trojan horse critique is superior to the others because it addresses the role of empiricist epistemology in reducing reason to instrumental rationality and consequent disappearance of the human subject of political economy. The second phase of the empiricist level of analysis reintroduces the capacities for ethical deliberation, self-determination, and the socio-historical conditions and institutional setting of (...) the economic agent. Because Hodgson’s solutions presuppose empiricist terrain, they are arbitrary. This occurs because the fundamental problem of Neoclassical rationality is its ontology. Yet by introducing the human subject into economic theory, Hodgson’s solutions move onto an ontological terrain adequate for economic analysis of human subjects. (shrink)

Ethnomethodology is in trouble, its conceptual apparatus prone to indifference or misunderstanding both from "conventional" sociologists and from its own practitioners. This article describes some of these loci of confusion and suggests that they have a common root in the relationship between ethnomethodology and conventional sociology. Ethnomethodologists' desire to find a principled theoretical framework for dealing with this relationship is shown to be the common basis for subsequent confusion, and some of the corollaries of their putative solution(s) are elaborated with (...) regard to their philosophical and programmatic implications. Key Words: ethnomethodology • social constructionism • situated action • social structures. (shrink)

Journal for the Theory of Social Behaviour, EarlyView.

A recent dispute between Richard Dawkins and Edward O. Wilson concerning fundamental concepts in sociobiology is examined. It is argued that sociobiology has not fared well since the 1970s, and that its survival as a ‘scientific’ perspective has been increasingly tenuous. This is, at least in part, because it has failed to move forward in the ways its developers anticipated, but also because it has not seen the developments in natural history, genomics and social science it was relying upon. It (...) is argued that sociobiology has become a purely utilitarian perspective, a way of looking at things, reliant increasingly on studies of the behaviour of social insects for its scientific credentials. The dispute between Dawkins and Wilson is then reconsidered in this light, and it is argued that – regardless of which position prevails – sociobiology’s parlous state as a means of explaining action is now difficult to disguise. (shrink)

This volume presents the concept of Ecoscape as spatial interrelations, or spatially patterned processes, that are constitutive of an environment_an ecosystem. Contributors investigate environmental issues concerning the human impact on geohistory, food distribution, genetically modified biota, waste management, scientific mapping, and the rethinking of human identity.

_‘For geographers across the globe this book provides the arguments for a return to the teaching of geography and why they should reject the politicisation of the subject by education policy makers and politicians. Standish’s careful critique shows the necessity of a depoliticised geography curriculum the irony of which would be that it would ensure that every child could point to Iraq, Iran and Afghanistan on a map.’_ Prof. Dennis Hayes – Oxford Brookes University, UK _'A prescient and critical (...) analysis of the changing face of geography teaching. This book deserves to be widely read and debated. Alex Standish's book puts current trends in geography teaching in historical and critical context. It comprises a forthright and timely defence of geographical education for its own sake.'_ Dr Jim Butcher, FRSA, Department of Sport Science, Tourism and Leisure, Canterbury Christ Church University. Since the early 1990s, educational policy makers and some subject leaders have been seeking to fundamentally change the teaching of geography in UK and US schools, from a subject which encourages students to explore spatial concepts, ideas and skills, to a more ethics based subject concerned with the promotion of environmentalism, cultural diversity and social justice. In this book the new approach is critically examined, within a historical and ideological context, addressing a number of fundamental questions: Should geography be used as a tool for the delivery of citizenship ideals? How does this affect the intellectual and moral value of geographical education for young people? If the state and teachers are taking more responsibility for the values, attitudes and emotional responses of students, how will they learn to develop these qualities for themselves? If global perspectives shift the focus of education from learning about the outside world to learning about the self, what is its vision of social progress and conception of social change? This book advocates a return to liberal models of education, arguing that the new approach to geography currently being promoted for schools fundamentally undermines the educational value of the subject, and the freedom of young people to shape the world in which they live. A vital resource for teachers and student teachers alike, Global Perspectives in the Geography Curriculum makes a significant contribution to the growing debate about the future direction of the discipline itself. (shrink)

Response-dependence theories have historically been very popular in aesthetics, and aesthetic response-dependence has motivated response-dependence in ethics. This chapter closely examines the prospects for such theories. It breaks this category down into dispositional and fittingness strands of response-dependence, corresponding to descriptive and normative ideal observer theories. It argues that the latter have advantages over the former but are not themselves without issue. Special attention is paid to the relationship between hedonism and response-dependence. The chapter also introduces two aesthetic properties that (...) lead to wrong kinds of reasons problems for aesthetic response-dependence: insightfulness and the capacity to change one’s perspective. These properties do not have obvious parallels in the ethical domain, and so present an obstacle for response-dependence even in aesthetics. The chapter ends by examining replies on behalf of the response-dependence theorist, ultimately suggesting that a restricted form of response-dependence is the most promising way forward for fans of such theories. (shrink)

This chapter is centered around an apparent tension that research on implicit bias raises between virtue and social knowledge. Research suggests that simply knowing what the prevalent stereotypes are leads individuals to act in prejudiced ways—biasing decisions about whom to trust and whom to ignore, whom to promote and whom to imprison—even if they reflectively reject those stereotypes. Because efforts to combat discrimination obviously depend on knowledge of stereotypes, a question arises about what to do next. This chapter argues that (...) the obstacle to virtue is not knowledge of stereotypes as such, but the “accessibility” of such knowledge to the agent who has it. “Accessibility” refers to how easily knowledge comes to mind. Social agents can acquire the requisite knowledge of stereotypes while resisting their pernicious influence, so long as that knowledge remains, in relevant contexts, relatively inaccessible. (shrink)

Perceptual experiences justify beliefs—that much seems obvious. As Brewer puts it, “sense experiential states provide reasons for empirical beliefs” (this volume, xx). In Mind and World McDowell argues that we can get from this apparent platitude to the controversial claim that perceptual experiences have conceptual content: [W]e can coherently credit experiences with rational relations to judgement and belief, but only if we take it that spontaneity is already implicated in receptivity; that is, only if we take it that experiences have (...) conceptual content. (1994, 162) Brewer agrees. Their view is sometimes called conceptualism; nonconceptualism is the rival position, that experiences have nonconceptual content. One initial obstacle is understanding what the issue is. What is conceptual content, and how is it different from nonconceptual content? Section 1 of this paper explains two versions of each of the rival positions: state (non)conceptualism and content (non)conceptualism; the latter pair is the locus of the relevant dispute. Two prominent arguments for content nonconceptualism—the richness argument and the continuity argument—both fail (section 2). McDowell’s and Brewer’s epistemological defenses of content conceptualism are also faulty (section 3). Section 4 gives a more simple-minded case for conceptualism; finally, some reasons are given for rejecting the claim—on one natural interpretation—that experiences justify beliefs. (shrink)

A fascinating recent turn in epistemology focuses on inquiring attitudes like wondering and being curious. Many have argued that these attitudes are governed by norms similar to those that govern our doxastic attitudes. Yet, to date, this work has only considered norms that might *prohibit* having certain inquiring attitudes (``norms of restriction''), while ignoring those that might *require* having them (``norms of expansion''). We aim to address that omission by offering a framework that generates norms of expansion for inquiring attitudes. (...) The framework draws on inferential erotetic logic, which we explain and augment with some theorems. We explore several of the norms that it yields - some sympathetically, others unsympathetically. (shrink)

This paper extends several themes from recent work on norms of assertion. It does as much by applying those themes to the speech act of asking. In particular, it argues for the view that there is a species of asking which is governed by a certain norm, a norm to the effect that one should ask a question only if one doesn’t know its answer.

There are at least two different aspects of our rational evaluation of agents’ doxastic attitudes. First, we evaluate these attitudes according to whether they are supported by one’s evidence (substantive rationality). Second, we evaluate these attitudes according to how well they cohere with one another (structural rationality). In previous work, I’ve argued that substantive and structural rationality really are distinct, sui generis, kinds of rationality – call this view ‘dualism’, as opposed to ‘monism’, about rationality – by arguing that the (...) requirements of substantive and structural rationality can come into conflict. In this paper, I push the dialectic on this issue forward in two main ways. First, I argue that the most promising ways of resisting the diagnosis of my cases as conflicts still end up undermining monism in different ways. Second, supposing for the sake of argument that we should understand the cases as conflicts, I address the question of what we should do when such conflicts arise. I argue that, at least in a prominent kind of conflict case, the coherence requirements take precedence over the evidential requirements. (shrink)

This paper explores the nature of curiosity from an epistemological point of view. First it motivates this exploration by explaining why epistemologists do and should care about what curiosity is. Then it surveys the relevant literature and develops a particular approach.

This book represents a considerable revision and expansion of Public Choice II. Six new chapters have been added, and several chapters from the previous edition have been extensively revised. The discussion of empirical work in public choice has been greatly expanded. As in the previous editions, all of the major topics of public choice are covered. These include: why the state exists, voting rules, federalism, the theory of clubs, two-party and multiparty electoral systems, rent seeking, bureaucracy, interest groups, dictatorship, the (...) size of government, voter participation, and political business cycles. Normative issues in public choice are also examined including a normative analysis of the simple majority rule, Bergson–Samuelson social welfare functions, the Arrow and Sen impossibility theorems, Rawls's social contract theory and the constitutional political economy of Buchanan and Tullock. (shrink)

Context-sensitive expressions appear ill suited to the purpose of sharing content across contexts. Yet we regularly use them to that end (in regulations, textbooks, memos, guidelines, laws, minutes, etc.). This paper describes the utility of the concept of a metacontext for understanding cross-contextual content-sharing with context-sensitive expressions. A metacontext is the context of a group of contexts: an infrastructure that can channel non-linguistic incentives on content ascription so as to homogenize the content ascribed to context-sensitive expressions in each context in (...) the group. Documents composed of context-sensitive expressions can share content across contexts when supported by an appropriate metacontext. The bible has its church, the textbook its education system, the form its bureaucracy, and the manifesto its social movement. Some metacontexts support cross-contextual content-sharing. Some don’t. A promising research programme (one with practical importance) would take metacontexts as its unit of analysis. (shrink)

I discuss the relationship between different versions of the equivalence principle in general relativity, among them Einstein's equivalence principle, the weak equivalence principle, and the strong equivalence principle. I show that Einstein's version of the equivalence principle is intimately linked to his idea that in GR gravity and inertia are unified to a single field, quite like the electric and magnetic field had been unified in special relativistic electrodynamics. At the same time, what is now often called the strong equivalence (...) principle, related to the local validity of special relativity, can also be found in Einstein's writings, albeit by a different name and clearly separated from what he calls the equivalence principle. I discuss both the development of Einstein's thoughts on the different versions of the equivalence principle, their relationship to the relativity principle, as well as later reflections and variants proposed. (shrink)

I have been trying to understand the moral aspect of human nature for several decades. Several years ago, after publishing The Origins of Morality, an editor from Oxford Press suggested that I write up the theory and research I reviewed in this academic book in a manner that would be accessible to people with relatively little background knowledge in the area. A few years later, I launched this project, which ended up in this book. In it, I trace the grown (...) of my understanding of morality. (shrink)

This contributed volume is the result of a July 2010 workshop at the University of Wuppertal Interdisciplinary Centre for Science and Technology Studies which brought together world-wide experts from physics, philosophy and history, in order to address a set of questions first posed in the 1950s: How do we compare spacetime theories? How do we judge, objectively, which is the “best” theory? Is there even a unique answer to this question? -/- The goal of the workshop, and of this book, (...) is to contribute to the development of a meta-theory of spacetime theories. Such a meta-theory would reveal insights about specific spacetime theories by distilling their essential similarities and differences, deliver a framework for a class of theories that could be helpful as a blueprint to build other meta-theories, and provide a higher-level viewpoint for judging which theory most accurately describes nature. But rather than drawing a map in broad strokes, the focus is on particularly rich regions in the “space of spacetime theories.” -/- This work will be of interest to physicists, as well as philosophers and historians of science working with or interested in General Relativity and/or Space, Time and Gravitation more generally. (shrink)

Does a flourishing life involve pursuing passionate attachments? Can we choose what these passionate attachments will be? This book offers an original theory of how we can actively cultivate our passionate attachments. The author argues that not only do we have reason to view passionate attachments as susceptible to growth, change, and improvement, but we should view these entities as amenable to self-cultivation. He uses Pierre Hadot's and Michel Foucault's accounts of Hellenistic self-cultivation as vital conceptual tools to formulate a (...) theory of cultivating our passionate attachments. First, their accounts offer the conceptual resources for a philosophical theory of how we can cultivate our passionate attachments. Second, the exercises of self-cultivation they focus on allow us to outline a practical method though which we can cultivate our passionate character. Doing this brings out a significantly new dimension to the role of the passionate attachments in the flourishing life and offers theoretical and practical accounts of how we can cultivate them based on the Hellenistic conception of self-directed character change. Cultivating Our Passionate Attachments will be of interest to advanced students and scholars working in virtue ethics, moral philosophy, and ancient philosophy. (shrink)

Comment on Brogaard's Seeing and Saying (OUP 2018).

A survey of color science and color vision.

Money isn’t everything, so what is? Many government leaders, social policy theorists, and members of the general public have a ready answer: happiness. This paper examines an opposing view due to Robert Nozick, which centres on his experience-machine thought experiment. Despite the example's influence among philosophers, the argument behind it is riddled with difficulties. Dropping the example allows us to re-version Nozick's argument in a way that makes it far more forceful - and less dependent on people's often divergent intutions (...) about the experience machine. [DOWNLOAD AVAILABLE at oro.open.ac.uk repository, link below]. (shrink)

Within the history of African American struggle against racist oppression that often verges on dystopia, a hidden tradition has depicted a transfigured world. Daring to speculate on a future beyond white supremacy, black utopian artists and thinkers offer powerful visions of ways of being that are built on radical concepts of justice and freedom. They imagine a new black citizen who would inhabit a world that soars above all existing notions of the possible. In Black Utopia, Alex Zamalin offers (...) a groundbreaking examination of African American visions of social transformation and their counterutopian counterparts. Considering figures associated with racial separatism, postracialism, anticolonialism, Pan-Africanism, and Afrofuturism, he argues that the black utopian tradition continues to challenge American political thought and culture. Black Utopia spans black nationalist visions of an ideal Africa, the fiction of W. E. B. Du Bois, and Sun Ra’s cosmic mythology of alien abduction. Zamalin casts Samuel R. Delany and Octavia E. Butler as political theorists and reflects on the antiutopian challenges of George S. Schuyler and Richard Wright. Their thought proves that utopianism, rather than being politically immature or dangerous, can invigorate political imagination. Both an inspiring intellectual history and a critique of present power relations, this book suggests that, with democracy under siege across the globe, the black utopian tradition may be our best hope for combating injustice. (shrink)

Skepticism about the internal world is actually more troubling than skepticism about the external world.

There is a correlation between positions taken on some scientific questions and political leaning. One way to explain this correlation is the cultural cognition hypothesis (CCH): people's political leanings are causing them to process evidence to maintain fixed answers to the questions, rather than to seek the truth. Another way is the different background belief hypothesis (DBBH): people of different political leanings have different background beliefs which rationalize different positions on these scientific questions. In this article, I argue for two (...) things. I argue that two attempts by proponents of the CCH to discredit the DBBH fail. And I argue that this matters, because while the CCH makes epistemic paternalistic interventions seem called for (as some philosophers have argued compellingly), the DBBH does not. The DBBH makes it much easier to stay closer to an ideal of deliberative democracy. (shrink)

What can we do—and what should we do—to fight against bias? This final chapter introduces empirically-tested interventions for combating implicit (and explicit) bias and promoting a fairer world, from small daily-life debiasing tricks to larger structural interventions. Along the way, this chapter raises a range of moral, political, and strategic questions about these interventions. This chapter further stresses the importance of admitting that we don’t have all the answers. We should be humble about how much we still don’t know and (...) dedicate efforts to gathering as much knowledge as possible. Even so, we know enough now to start making a difference, and this chapter ultimately aims to chip away at the gap between our abstract commitments to treat people fairly and our lived habits and experiences, which continue to be shaped by implicit and explicit prejudices and stereotypes about race, gender, and other social categories. (shrink)

A 20th anniversary edition of the art classic that celebrates the intersection of creative expression and spirituality—from one of the greatest living artists of our time Twenty years after the original publication of The Mission of Art, Alex Grey’s inspirational message affirming art’s power for personal catharsis and spiritual awakening is stronger than ever. In this special anniversary edition, Grey—visionary painter, spiritual leader, and best-selling author—combines his extensive knowledge of art history with his own experiences in creating art at (...) the boundaries of consciousness. Grey examines the roles of conscience and intention in the creative process, including practical techniques and exercises useful in exploring the spiritual dimensions of art. Challenging and thought-provoking, The Mission of Art will be appreciated by everyone who has ever contemplated the deeper purpose of creative expression. (shrink)

A survey of arguments for and against the view that colors are physical properties.

The Dangerous Book for Boys Abstract: Seventeenth and eighteenth century discussions of the senses are often thought to contain a profound truth: some perceptible properties are secondary qualities, dispositions to produce certain sorts of experiences in perceivers. In particular, colors are secondary qualities: for example, an object is green iff it is disposed to look green to standard perceivers in standard conditions. After rebutting Boghossian and Velleman’s argument that a certain kind of secondary quality theory is viciously circular, we discuss (...) three main lines of argument for the secondary quality theory. The first is inspired by an intuitively compelling picture of perception articulated by Reid; the second is that the secondary quality theory is a conceptual truth; the third line of argument is presented in Johnston’s influential paper ‘How to speak of the colors’. We conclude that all these arguments fail, and that the secondary quality theory is unmotivated. Keywords: color, secondary quality, disposition, vision, perception.. (shrink)

The position that I seek to defend in this article is that the epistemological hegemony that is presently one of the defining characters of the relationship between Africa and the global North is a form of injustice which makes the talk of ‘global justice’ illusory. In arguing thus, I submit that denying the indigenous people of Africa an epistemology that is comparable to epistemologies from other geopolitical centres translates to questioning their humanity which is a form of injustice. I thus (...) proceed to argue that, as a precondition to an authentic discourse on the possibility of ‘global justice’; epistemic injustice must first be challenged and rejected. In so doing, I am defending the position that the acceptance and respect for the diversity of the peoples of this world and their epistemologies is imperative if genuine justice at global level is to be realised. (shrink)

The surprising aspects of quantum information are due to two distinctly non-classical features of the quantum world: first, different quantum states need not be orthogonal and, second, quantum states may be entangled. Non-orthogonality leads to the blurring of classical distinctions. On the other hand, entanglement leads via non-locality to teleportation and other ``entanglement-assisted'' forms of communication that go beyond what is classically possible. In this article we attempt to understand these new possibilities via an analysis of the significance of entanglement (...) for the basic physical concepts of a ``particle'' and a ``localized physical system''. Classical particles can be individuated on the basis of qualitative differences in their sets of properties. But in entangled states the ``particle labels'' of the quantum formalism usually do not pick out such sets of individuating particle properties. It is sometimes nevertheless possible to think in terms of individual particles, which may be localized; but we argue that in general the structure of quantum mechanics is at odds with such a particle interpretation. This finally leads us to the conclusion that quantum mechanics is best seen as not belonging to the category of space-time theories, in which physical quantities are functions on space-time points. The resulting picture of the quantum world is relevant for our understanding of the way in which quantum theory is non-local, and it sheds light on the novel aspects of quantum information. (shrink)

This book discusses that imagination is as important to thinking and reasoning as it is to making and acting. By reexamining our philosophical and psychological heritage, it traces a framework, a conceptual topology, that underlies the most disparate theories: a framework that presents imagination as founded in the placement of appearances. It shows how this framework was progressively developed by thinkers like Plato, Aristotle, Descartes, and Kant, and how it is reflected in more recent developments in theorists as different as (...) Peirce, Saussure, Wittgenstein, Benjamin, and Bachelard. The conceptual topology of imagination incorporates logic, mathematics, and science as well as production, play, and art. Recognizing this topology can move us past the confusions to a unifying view of imagination for the future. (shrink)

This paper argues that climate injustice will be compounded in the future as a result of the deferred nature of many climate impacts. My claim is that the temporal disconnect between emissions and climate harm threatens future people’s ability to access what I call “resistance goods,” which rely on forms of address, often realised in oppositional political action. I identify three resistance goods—self-assertion, solidarity and testimony—and show that each is threatened by the temporality of climate change. A compound of climate (...) injustice is that it will be experienced as demeaning, isolating and silencing by many future people. (shrink)

A hallmark of Western culture is a massive moral confusion, rendering the very idea of virtue "exotic and incomprehensible." McInerny here drags the conversation back to the beginning, establishing the terms and the tools of what it means to think and to do what is moral. As he asserts, the virtuous life and the moral life are one and the same. To be moral is to be good, and the goodness of one's acts reflects the fundamentals of thought placed in (...) the service of a pursuit of a virtuous life. Why is the concept of a virtuous life so foreign to many? We do not know the basics of a moral life. As McInerny states, "To be good we have to know what that means." The two biggest judgments one will make during life pertain to knowing what is good, what is bad, and the difference between the two. This bleeds into a study of morality and ethics when it pertains to concrete acts, but in reality all aspects of our lives bear on these judgments. "Being ethical is not simply a state of mind, it is a state of being, a way of living one's life that reflects the fundamental principles of ethics [...] [it is one] who lives in a certain way." Nevertheless, the subject of this book focuses on ethics--namely, the goodness or badness of human acts. McInerny's great reason for writing this work is to teach the reader that he or she cannot properly tackle ethical questions (even if they are not identified as such) if one is not himself or herself actually ethical (living virtuously). Writing very much as a teacher of teachers, McInerny relies on the foundations of Aristotle and Thomas Aquinas, as well as his late brother, Ralph McInerny, to reiterate the principles of ethics that inform both thought and act. To speak of ethics, then, is to admit a commitment to virtue and how the theoretical distinction of good and bad is necessarily practical. Acting well will lead to thinking better, but McInerny notes that culture has lost sight of the former and thereby the coherency to address ethical questions. Being Ethical aims to correct this disconnect in forty-eight cogent lessons. Being Ethical is fundamentally intended to serve as a sequel to D. Q. McInerny's Being Logical (Random House, 2004), which has remained in print and has been translated into six languages. Its style lends itself to being used as a textbook in liberal studies. More generally, it is a refreshing presentation of this topic and timely and timeless exhortation to readers of the necessity of a love of virtue for ethical thought. For friends and students of Aristotle, Thomas Aquinas and Ralph McInerny, this book bears a style and manner that is both familiar and much loved. (shrink)