As the research integrity officer at my university for two years, I handled eight allegations of plagiarism. These eight cases show that initial appearances can be mistaken, that policies for handling allegations of research misconduct cannot cover every contingency, and that many cases can be resolved collegially without resort to formal procedures.

To support the teaching of ethics in science and engineering, educational technologies offer a variety of functions: communication between students and instructors, production of documents, distribution of documents, archiving of class sessions, and access to remote resources. Instructors may choose to use these functions of the technologies at different levels of intensity, to support a variety of pedagogies, consistent with accepted good practices. Good pedagogical practices are illustrated in this paper with four examples of uses of educational technologies in the (...) teaching of ethics in science and engineering. Educational technologies impose costs for the purchase of hardware, licensing of software, hiring of support personnel, and training of instructors. Whether the benefits justify these costs is an unsettled question. While many researchers are studying the possible benefits of educational technologies, all instructors should assess the effectiveness of their practices. (shrink)

Many college and university courses are complemented by collaborative or cooperative activities such as role playing, team projects, or problem solving in small groups. This paper summarizes the importance of multidisciplinary collaboration in professional ethics, describes two courses (Engineering Ethics and Professional Ethics) that involved a fieldwork component where students were required to interview a group of professional who deal with an ethical problem, and articulates the pedagogical value of complementing a course using a fieldwork assignment. By integrating a fieldwork (...) assignment into philosophy courses, students are not only better able to connect classroom learning to concrete ethical problems associated with a given profession but also, since fieldwork is conducted in groups, acquire a deeper understanding of collective moral responsibility. (shrink)

In a small course on technology and society, students participated in an extended role-play simulation for two weeks. Each student played a different adult character in a fictional community, which faces technological decisions in three scenarios set in the near future. The three scenarios involved stem cell research, nanotechnology, and privacy. Each student had an active role in two scenarios and served as an observer for the third. At the beginning, students were apprehensive, excited, and uncertain. During the first and (...) second sessions, they experienced some frustration, but by the end, they were generally satisfied with the outcomes. Over the two weeks, students changed their definitions of success: Initially they tried to convince others to agree with their positions; at the end, they felt that a consensus represented success. In their final reflective essays, students reported that the role-play experience helped them learn to understand the perspectives of others. (shrink)

This anthology includes 75 articles in nine areas of philosophy of religion. These areas include: traditional arguments for the existence of God; on the validity of religious experience; the problem of evil and other atheological arguments; the attributes of God; miracles and revelation; death and immortality; faith and reason; religious pluralism; and ethics and religion. The articles are arranged in a coherent framework, with the presentation of each area progressing from the classical to the contemporary and treated in a dialectic (...) (pro and con) fashion. (shrink)

The most comprehensive text in its field, this anthology includes 74 articles in 9 areas of philosophy of religion: The Concept of God; Traditional Arguments for the Existence of God; Religious Experience; The Problem of Evil; Miracles, Death and Immortality; Faith and Reason; Science, Religion, and Evolution; and Religious Pluralism. The arrangement of the articles and the introductions which accompany them help students place the readings in their historical or contemporary context, and to ensure that students can be exposed to (...) a spectrum of viewpoints. (shrink)

PHILOSOPHY OF RELIGION: AN ANTHOLOGY, 7E introduces students to the philosophy of religion through a balanced blend of classic and contemporary articles. Using a topical approach, this engaging textbook begins by outlining traditional concepts of God, then moves into related fields of inquiry such as the problem of evil, feminist perspectives of God, and mystical experiences. In addition, the textbook presents traditional proofs of God's existence, along with counter arguments. PHILOSOPHY OF RELIGION: AN ANTHOLOGY, 7E also examines the interplay between (...) religion and science, religion and faith, and religion and epistemology. (shrink)

This paper offers a definition of quality for products, explains why engineers are morally responsible for quality, and outlines how engineers can fulfill this responsibility.

How can a course on engineering ethics affect an undergraduate student’s feelings of responsibility about moral problems? In this study, three groups of students were interviewed: six students who had completed a specific course on engineering ethics, six who had registered for the course but had not yet started it, and six who had not taken or registered for the course. Students were asked what they would do as the central character, an engineer, in each of two short cases that (...) posed moral problems. For each case, the role of the engineer was successively changed and the student was asked how each change altered his or her decisions about the case. Students who had completed the ethics course considered more options before making a decision, and they responded consistently despite changes in the cases. For both cases, even when they were not directly involved, they were more likely to feel responsible and take corrective action. Students who were less successful in the ethics course gave answers similar to students who had not taken the course. This latter group of students seemed to have weaker feelings of responsibility: they would say that a problem was “not my business.” It appears that instruction in ethics can increase awareness of responsibility, knowledge about how to handle a difficult situation, and confidence in taking action. (shrink)

Whereas previous studies have criticized low-quality products for inadequate safety, this paper considers only safe products, and it examines the ethics of designing and selling low-quality products. Product quality is defined as suitability to a general purpose. The duty that companies owe to consumers is summarized in the Consumer-Oriented Process principle: “to place an increase in the consumer’s quality of life as the primary goal for producing products.” This principle is applied in analyzing the primary ethical justifications for low-quality products: (...) availability and applicability. Finally, a low-quality product should be designed afresh, not by altering an existing high-quality product. (shrink)

We consider the privacy of personal information on the World Wide Web, emphasizing a concept of privacy as an aspect of social relationships between individuals. We make three contributions to understanding the right to privacy on the Web: we highlight the role of informed consent as an important consideration for privacy, we identify conditions under which the collection and centralization of personal information can be ethically justified, and we offer an interpretation of a "reasonable expectation of privacy" for Internet cookies, (...) a mechanism used by Web sites to remember information about visits to that site.The views, opinions, and conclusions of this paper are not necessarily those of the University of Illinois. Preliminary versions of this paper were presented at the Seventh Annual Meeting of the Association for Practical and Professional Ethics, Dallas, TX, February 26[28, 1998, and the ACM Policy 98 Conference, Washington D.C., May 10-12, 1998.Address for correspondence: Michael C. Loui, Graduate College, 801 S. Wright Street, Champaign, IL 61820-6210, e-mail: m-loui@uiuc.edu, telephone: 333-6715, fax: 333-8019. (shrink)

Whereas previous studies have criticized low-quality products for inadequate safety, this paper considers only safe products, and it examines the ethics of designing and selling low-quality products. Product quality is defined as suitability to a general purpose. The duty that companies owe to consumers is summarized in the Consumer-Oriented Process principle: “to place an increase in the consumer’s quality of life as the primary goal for producing products.” This principle is applied in analyzing the primary ethical justifications for low-quality products: (...) availability and applicability. Finally, a low-quality product should be designed afresh, not by altering an existing high-quality product. (shrink)

Recent research in ethics education shows a potentially problematic variation in content, curricular materials, and instruction. While ethics instruction is now widespread, studies have identified significant variation in both the goals and methods of ethics education, leaving researchers to conclude that many approaches may be inappropriately paired with goals that are unachievable. This paper speaks to these concerns by demonstrating the importance of aligning classroom-based assessments to clear ethical learning objectives in order to help students and instructors track their progress (...) toward meeting those objectives. Two studies at two different universities demonstrate the usefulness of classroom-based, formative assessments for improving the quality of students’ case responses in computational modeling and research ethics. (shrink)

We describe the development, testing, and formative evaluation of nine role-play scenarios for teaching central topics in the responsible conduct of research to graduate students in science and engineering. In response to formative evaluation surveys, students reported that the role-plays were more engaging and promoted deeper understanding than a lecture or case study covering the same topic. In the future, summative evaluations will test whether students display this deeper understanding and retain the lessons of the role-play experience.

Most previous works on responsible conduct of research have focused on good practices in laboratory experiments. Because computation now rivals experimentation as a mode of scientific research, we sought to identify the responsibilities of researchers who develop or use computational modeling and simulation. We interviewed nineteen experts to collect examples of ethical issues from their experiences in conducting research with computational models. We gathered their recommendations for guidelines for computational research. Informed by these interviews, we describe the respective professional responsibilities (...) of developers and users of computational models in research. In particular, we examine whether developers should disclose the full computational codes, and we explain how developers and users should minimize harms from improper uses of models. (shrink)

At a conference, two engineering professors and a philosophy professor discussed the teaching of ethics in engineering and computer science. The panelists considered the integration of material on ethics into technical courses, the role of ethical theory in teaching applied ethics, the relationship between cases and codes of ethics, the enlisting of support of engineering faculty, the background needed to teach ethics, and the assessment of student outcomes. Several audience members contributed comments, particularly on teaching ethical theory and on student (...) assessment. (shrink)

This article describes some potential uses of Bayesian estimation for time-series and panel data models by incorporating information from prior probabilities in addition to observed data. Drawing on econometrics and other literatures we illustrate the use of informative “shrinkage” or “small variance” priors while extending prior work on the general cross-lagged panel model. Using a panel dataset of national income and subjective well-being we describe three key benefits of these priors. First, they shrink parameter estimates toward zero or toward each (...) other for time-varying parameters, which lends additional support for an income → SWB effect that is not supported with maximum likelihood. This is useful because, second, these priors increase model parsimony and the stability of estimates and thus improve out-of-sample predictions and interpretability, which means estimated effect should also be more trustworthy than under ML. Third, these priors allow estimating otherwise under-identified models under ML, allowing higher-order lagged effects and time-varying parameters that are otherwise impossible to estimate using observed data alone. In conclusion we note some of the responsibilities that come with the use of priors which, departing from typical commentaries on their scientific applications, we describe as involving reflection on how best to apply modeling tools to address matters of worldly concern. (shrink)

This book assesses how Vatican II opened up the Catholic Church to encounter, dialogue, and engagement with other world religions. Opening with a contribution from the President of the Pontifical Council for Interreligious Dialogue, Cardinal Jean-Louis Tauran, it next explores the impact, relevance, and promise of the Declaration Nostra Aetate before turning to consider how Vatican II in general has influenced interfaith dialogue and the intellectual and comparative study of world religions in the postconciliar decades, as well as the contribution (...) of particular past and present thinkers to the formation of current interreligious and comparative theological methods. Additionally, chapters consider interreligious dialogue vis-à-vis theological anthropology in conciliar documents; openness to the spiritual practices of other faith traditions as a way of encouraging positive interreligious encounter; the role of lay and new ecclesial movements in interreligious dialogue; and the development of Monastic Interreligious Dialogue. Finally, it includes a range of perspectives on the fruits and future of Vatican’s II’s opening to particular faiths such as Judaism, Islam, Hinduism, and Buddhism. (shrink)

Louis Bautain (1796–1867) has been described as the “French Newman” because of the resemblances between their lives and writings. This essay compares three aspects of the thought of Newman and Bautain: their respective understanding of faith, reason, and development. Both thinkers understood faith and reason in relation to conversion and the realities of life and viewed faith and reason as functioning in tandem with doctrinal development.

Part I: WHAT IS ETHICS? Plato: Socratic Morality: Crito. Suggestions for Further Reading. Part II: ETHICAL RELATIVISM VERSUS ETHICAL OBJECTIVISM. Herodotus: Custom is King. Thomas Aquinas: Objectivism: Natural Law. Ruth Benedict: A Defense of Ethical Relativism. Louis Pojman: A Critique of Ethical Relativism. Gilbert Harman: Moral Relativism Defended. Alan Gewirth: The Objective Status of Human Rights. Suggestions for Further Reading. Part III: MORALITY, SELF-INTEREST AND FUTURE SELVES. Plato: Why Be Moral? Richard Taylor: On the Socratic Dilemma. David Gauthier: Morality and (...) Advantage. Gregory Kavka: A Reconciliation Project. Derek Parfit: Later Selves and Moral Principles. Bernard Williams: Persons, Character, and Morality. Suggestions for Further Reading. Part IV: VALUE. Jeremy Bentham: Classical Hedonism. Robert Nozick: The Experience Machine. Richard Taylor: Value and the Origin of Right and Wrong. Friedrich Nietzsche: The Transvaluation of Values. Derek Parfit: What Makes Someone’s Life Go Best? Thomas Nagel: Value: The View from Nowhere. Suggestions for Further Reading. Part V: UTILITARIANISM AND CONSEQUENTIALISM. John Stuart Mill: Utilitarianism. J.J.C. Smart: Extreme and Restricted Utilitarianism. Kai Nielsen: Against Moral Conservatism. Bernard Williams: Against Utilitarianism. John Hospers: Rule-Utilitarianism. Robert Nozick: Side Constraints. Peter Singer: Famine, Affluence and Morality. Suggestions for Further Reading. Part VI: KANTIAN AND DEONTOLOGICAL SYSTEMS. Immanuel Kant: Foundation for the Metaphysic of Morals. W. D. Ross: What Makes Right Acts Right? Onora O’Neill: Kantian Formula of the End in Itself and World Hunger. Thomas Nagel: Moral Luck. Philippa Foot: Morality as a System of Hypothetical Imperatives. Judith Jarvis Thomson: Killing, Letting Die, and the Trolley Problem. Suggestions for Further Reading. Part VII: CONTRACTARIAN ETHICAL SYSTEMS. Thomas Hobbes: The Leviathan. David Gauthier: Why Contractarianism? John Rawls: Contractualism: Justice as Fairness. T.M. Scanlon: Contractualism and Utilitarianism. Suggestions for Further Reading. Part VIII: VIRTUE-BASED ETHICAL SYSTEMS. Aristotle: The Ethics of Virtue. Bernard Mayo: Virtue and the Moral Life. William Frankena: A Critique of Virtue-Based Ethics. Walter Schaller: Are Virtues No More than Dispositions to Obey Moral Rules? Alasdair MacIntyre: The Nature of the Virtues. Susan Wolf: Moral Saints. Louis P. Pojman: In Defense of Moral Saints. Suggestions for Further Reading. Part IX: THE FACT/VALUE PROBLEM: METAETHICS IN THE TWENTIETH CENTURY. David Hume: On Reason and the Emotions: The Fact/Value Distinction. G. E. Moore: Non-Naturalism. A. J. Ayer: Emotivism. R. M. Hare: Prescriptivism: The Structure of Ethics and Morals. Geoffrey Warnock: The Object of Morality. Suggestions for Further Reading. Part X: MORAL REALISM AND THE CHALLENGE OF SKEPTICISM. J.L. Mackie: The Subjectivity of Values. Jonathan Harrison: A Critique of Mackie’s Error Theory. Gilbert Harman: Moral Nihilism. Nicholas Sturgeon: Moral Explanations. Bernard Williams: Ethics and the Limits of Philosophy. Bruce Russell: Two Forms of Ethical Skepticism. Michael Smith: A Defense of Moral Realism. Suggestions for Further Reading. Part XI: RELIGION AND ETHICS. Plato: Morality and Religion. Immanuel Kant: God and Immortality as Necessary Postulates of Morality. George Mavrodes: Religious and the Queerness of Morality. Kai Nielson: Ethics Without God. Suggestions for Further Reading. Part XII: CONTEMPORARY CHALLENGES TO CLASSICAL ETHICAL THEORY. Part A. Sociobiology and the Question of Moral Responsibility. Charles Darwin: Ethics and the Descent of Man. E.O.Wilson: Sociobiology and Ethics. Michael Ruse: Evolution and Ethics: The Sociobiological Approach. Elliot Sober: Prospects for an Evolutionary Ethics. J.L. Mackie: The Law of the Jungle, Evolution and Morality. Suggestions for Further Readingon Sociobiology. Part B. The Challenge of Determinism to Moral Responsibility and Desert. Galen Strawson: The Impossibility of Moral Responsibility. Louis Pojman: Free Will, Determinism, and Moral Responsibility:A Response to Galen Strawson. Richard Taylor: A Libertarian Defense of Free Will and Responsibility. Suggestions for Further Reading on Moral Responsibility. Glossary of Ethical Terms. (shrink)

My goal in this paper is to provide characterizations of matter, form and constituency in a way that avoids what I take to be the three main drawbacks of other hylomorphic theories: (i) commitment to the universal-particular distinction; (ii) commitment to a primitive or problematic notion of inherence or constituency; (iii) inability to identify viable candidates for matter and form in nature, or to characterize them in terms of primitives widely regarded to be intelligible.

My goal in this paper is to show that naturalists cannot reasonably endorse moral realism. My argument will come in two parts. The first part aims to show that any plausible and naturalistically acceptable argument in favor of belief in objective moral properties will appeal in part to simplicity considerations (broadly construed)—and this regardless of whether moral properties are reducible to non-moral properties. The second part argues for the conclusion that appeals to simplicity justify belief in moral properties only if (...) either those properties are not objective or something like theism is true. Thus, if my argument is sound, naturalists can reasonably accept moral realism only if they are prepared to accept something like theism. But, as will become clear, naturalists can reasonably accept theism or something like it only if belief in some such doctrine is justified by the methods of science. For present purposes, I’ll assume (what I think virtually every naturalist will grant) that belief in theism and relevantly similar doctrines is not justified by the methods of science. Thus, I will conclude that naturalists cannot reasonably accept moral realism. (shrink)

La Théorie des sentiments moraux d’Adam Smith, publiée pour la première fois en anglais en 1759, a été traduite en français quatre fois dans la seconde moitié du xviiie siècle. Puis, après deux siècles de simples rééditions, durant le xixe siècle et jusqu’à la toute fin du xxe siècle, une nouvelle traduction française a paru en 1999. Le présent article commence par des considérations méthodologiques portant sur le statut de la traduction comme retraduction, montrant en quoi l’acte de retraduire peut (...) être l’occasion d’un sentiment paradoxal d’insoutenable légèreté. On en déduit la nécessité d’étudier toute traduction par rapport à ce que l’on peut nommer son contexte objectif et son projet subjectif. C’est seulement à partir de la compréhension de ce contexte et de ce projet de traduction – lesquels peuvent être de nature politique, intellectuelle, économique, etc. – que l’on peut rendre compte des différents choix techniques de traduction qu’ont opérés les traducteurs successifs. Ainsi, on explique en quoi la traduction réalisée par la marquise de Condorcet en 1798 s’inscrit dans le contexte de la Révolution française du point de vue politique, et dans celui du rationalisme moral du point de vue philosophique. Par contraste, la traduction de Michaël Biziou, Claude Gautier et Jean-François Pradeau en 1999 correspond d’un point de vue politique à des interrogations portant sur le libéralisme économique, et d’un point de vue philosophique à la volonté d’interpréter Smith comme représentant du sentimentalisme moral. (shrink)

This study considers the hiddenness of God, and the problems it raises for belief and trust in GOd. Talk of divine hiddenness evokes a variety of phenomena--the relative paucity and ambiguity of the available evidence for God's existence, the elusiveness of God's comforting presence when we are afraid and in pain, the palpable and devastating experience of divine absence and abandonment, and more. Many of these phenomena are hard to reconcile with the idea, central to the Jewish and Christian scriptures, (...) that God is deeply lovingly concerned with the lives and emotional and spiritual well-being of human creatures; and the philosophical problem of divine hiddenness ranks alongside the problem of evil as one of the two most important and widely discussed reasons for disbelieving in God. -/- The central argument of the book is that the hiddenness problem, construed as an argument against the existence of God, rests on unwarranted assumptions and expectations about God's love and goodness. In challenging these assumptions, however, Michael C Rea also considers the question of why we should accept traditional positive characterizations of God's love rather than the negative ones suggested by the phenomena of divine hiddenness. In the final four chapters, Rea aims to address this question through discussion of God's widespread experiential availability, God's loving authorization of lament and protest, and the surprising ease of seeking and participating in a relationship with God. (shrink)

Many of the most well-known Protestant systematic theologies, particularly in the Reformed tradition, display (more or less) a common thematic division. There are prolegomena: questions about the nature of theology, the relationship between faith and reason, and (sometimes treated separately) the attributes of scripture and its role in faith and practice. There is the doctrine of God: divine attributes, Godʼs relationship to creation, etc. There is the doctrine of humanity: the nature and post-mortem survival of human persons, and the human (...) condition, including the Fall and human sinfulness. There are parts devoted to the person and work of Christ: most especially, the incarnation and atonement. There is discussion of questions in practical theology: the organization and function of the church, morality and politics. Other matters get discussed along the way as well. Most of these topics are ones which we contributors to this volume have been asked to address in our position statements. So I take my assignment to be, in effect, the production of a miniature sketch of a partial systematic theology. Even in miniature, this is a monumental task for a mere essay, and a daunting one for someone whose formal training lies outside of theology. The remarks that follow represent my best effort to articulate such views on these topics as I currently hold—albeit briefly and incompletely. I hope that the views hang together in a reasonably systematic way; but, as this is but a first effort at accomplishing a task of this sort, I wish to emphasize the programmatic nature of what I shall be saying. Since I am writing specifically as a representative of Protestantism (in all of its wide diversity), it seems fitting for me to structure my essay in accord with the thematic divisions just described. I begin with prolegomena, focusing primarily on faith and reason, and doctrines about scripture. The next three sections are devoted, respectively, to the doctrine of God, doctrine of humanity (in which I include doctrines about the person and work of Christ), and practical theology. (shrink)

This is a work of literary history in which the author reconstructs the epistolary network of a German philologist and philosopher named Gottfried Leibniz and his extended coterie of far-flung correspondents who exchanged information and insights, by way of letters, about the emergent study of historical linguistics, as a means of retracing the origins of the various peoples of Europe. This book contributes to our understanding of the so-called international Republic of Letters in the early-modern period of Europe and the (...) near East. (shrink)

Though Michel Foucault is one of the most important thinkers of the twentieth century, little is known about his early life. Even Foucault’s biographers have neglected this period, preferring instead to start the story when the future philosopher arrives in Paris. Becoming Foucault is a historical reconstruction of the world in which Foucault grew up: the small city of Poitiers, France, from the 1920s until the end of the Second World War. Beyond exploring previously unexamined aspects of Foucault’s childhood, including (...) his wartime ordeals, it proposes an original interpretation of Foucault’s oeuvre. Michael Behrent argues that Foucault, in addition to being a theorist of power, knowledge, and selfhood, was also a philosopher of experience. He was a thinker intent on making sense of the events that he lived through. Behrent identifies four specific experiences in Foucault’s childhood that exercised a decisive influence on him and that, in various ways, he later made the subject of his philosophy: his family’s deep connections to the medical profession; his upbringing in a bourgeois household; the German Occupation during World War II; and his Catholic education. Behrent not only reconstructs the specific nature of these experiences but also shows how reference to them surfaces in Foucault’s later work. In this way, the book both sheds light on a formative period in the philosopher’s life and offers a unique interpretation of key aspects of his thought. (shrink)

Abstract: In this article, I offer a proposal to clarify what I believe is the proper relation between value maximization and stakeholder theory, which I call enlightened value maximization. Enlightened value maximization utilizes much of the structure of stakeholder theory but accepts maximization of the long-run value of the firm as the criterion for making the requisite tradeoffs among its stakeholders, and specifies long-term value maximization or value seeking as the firm’s objective. This proposal therefore solves the problems that arise (...) from the multiple objectives that accompany traditional stakeholder theory. I also discuss the Balanced Scorecard, which is the managerial equivalent of stakeholder theory, explaining how this theory is flawed because it presents managers with a scorecard that gives no score—that is, no single-valued measure of how they have performed. Thus managers evaluated with such a system (which can easily have two dozen measures and provides no information on the tradeoffs between them) have no way to make principled or purposeful decisions. The solution is to define a true (single dimensional) score for measuring performance for the organization or division (and it must be consistent with the organization’s strategy), and as long as their score is defined properly, (and for lower levels in the organization it will generally not be value) this will enhance their contribution to the firm. (shrink)

Although there is a large literature on referentiality, going back to at least the nineteenth and early twentieth century, much of this early work is based on constructed data and most of it is on English. The chapters in this volume contribute to a growing body of work that examines referentiality through naturalistic data in context. Taking an interactional approach to (non)referentiality, contributors to this volume ask how participants talk in real time about persons and things as individuals or as (...) categories, and what distinguishes 'referential' from 'nonreferential', 'specific' from 'nonspecific', and 'generic' from 'nongeneric'. Crucially, we ask whether these distinctions even matter to participants in conversation, and if they do, what the evidence for that would be. Contributors investigate these issues using data from conversational interaction in a variety of social contexts - from close friends and family to more casual acquaintances, in service encounters, and between adults and children - and in a range of languages: English, Finnish, French, Indonesian, Japanese, and Mandarin. Collectively, the chapters develop insights showing that reference is often fluid, dynamic, and indeterminate, that referential indeterminacy is typically unproblematic for participants, that shifts in referentiality tend to be tied to specific social goals, and that reference and referentiality emerge dialogically and interactionally. (shrink)

This paper defends Mereological Universalism(the thesis that, for any set S of disjoint objects, there is an object that the members of S compose. Universalism is unpalatable to many philosophers because it entails that if there are such things as my left tennis shoe, W. V. Quine, and the Taj Mahal, then there is another object that those three things compose. This paper presents and criticizes Peter van Inwagen's argument against Universalism and then presents a new argument in favor of (...) Universalism. It turns out that the most reasonable way to resist the argument for Universalism is to deny the existence of artifacts; thus, if we believe in artifacts, we have no real choice other than to embrace Universalism. (shrink)

The arguments for redistribution of wealth, and for prohibiting certain transactions such as price-gouging, both are based in mistaken conceptions of exchange. This paper proposes a neologism, “euvoluntary” exchange, meaning both that the exchange is truly voluntary and that it benefits both parties to the transaction. The argument has two parts: First, all euvoluntary exchanges should be permitted, and there is no justification for redistribution of wealth if disparities result only from euvoluntary exchanges. Second, even exchanges that are not euvoluntary (...) should generally be permitted, because access to market exchange may be the only means by which people in desperate circumstances can improve their position. (shrink)

This article challenges conventional readings of Michel Foucault by examining his fascination with neoliberalism in the late 1970s. Foucault did not critique neoliberalism during this period; rather, he strategically endorsed it. The necessary cause for this approval lies in the broader rehabilitation of economic liberalism in France during the 1970s. The sufficient cause lies in Foucault's own intellectual development: drawing on his long-standing critique of the state as a model for conceptualizing power, Foucault concluded, during the 1970s, that economic liberalism, (...) rather than “discipline,” was modernity's paradigmatic power form. Moreover, this article seeks to clarify the relationship between Foucault's philosophical antihumanism and his assessment of liberalism. Rather than arguing that Foucault's antihumanism precluded a positive appraisal of liberalism, or that the apparent reorientation of his politics in a more liberal direction in the late 1970s entailed a partial retreat from antihumanism, this article contends that Foucault's brief, strategic, and contingent endorsement of liberalism was possible precisely because he saw no incompatibility between antihumanism and liberalism—but only liberalism of the economic variety. Economic liberalism alone, and not its political iteration, was compatible with the philosophical antihumanism that is the hallmark of Foucault's thought. (shrink)

This article characterizes the varieties of four - dimensionalism and provides a critical overview of the main arguments in support of it.

This paper defends Mereological Universalism (the thesis that, for any set S of disjoint objects, there is an object that the members of S compose. Universalism is unpalatable to many philosophers because it entails that if there are such things as my left tennis shoe, W. V. Quine, and the Taj Mahal, then there is another object that those three things compose. This paper presents and criticizes Peter van Inwagen’s argument against Universalism and then presents a new argument in favor (...) of Universalism. It turns out that the most reasonable way to resist the argument for Universalism is to deny the existence of artifacts; thus, if we believe in artifacts, we have no real choice other than to embrace Universalism. (shrink)