LEGO and Creativity -- LEGO, Ethics, and Rules -- LEGO and Identity -- LEGO, Consumption, and Culture -- LEGO, Metaphysics, and Math.

One of the great virtues of LEGO is that it has the potential to make any one of us a Master Builder. In The LEGO Movie, Wyldstyle and Batman present a case study in the value of precision in language. If your basic two‐by‐four brick is the "uncarved block", LEGO makes "carved" ones too: cockpits, irregular minifig heads, all those cool bits. In the case of the LEGO brick, the less it's like a toy, the better (...) we can play with it. According to the Daoists, government is no different: the less it does, the better it works. One of the most telling differences between ancient Greek philosophy and ancient Chinese philosophy lies in their attitudes toward imprecision. LEGO Master Builders understand this. This is the Daoist model of government: commit yourself to the goal, be willing to be flexible, and voila, you've freed yourself of the tyranny of the instruction booklet. (shrink)

LEGO bricks have an enormous educational potential. The article analyzes the possibility of using the bricks in teaching philosophy. As a case in point, it describes the LEGO-LOGOS project, a method where the bricks have been successfully used in opening students to philosophical ideas. The project makes use of play (in this case with the LEGO bricks) to introduce students to philosophy and philosophizing. It tackles one of the biggest obstacles in teaching this (...) subject, that is the resistance of students to formulate and express their thoughts as the method allows for a free and creative expression of ideas and interpretations. The article describes the structure of the classes where the method is to be used and provides an analysis of educational and philosophical assumptions of LEGO-LOGOS also touching on the possibility of using the method as a tool in the school setting and beyond. (shrink)

LEGO bricks have spread in popularity to include many adults among their fan base. LEGO bricks form one small arena in which culture is expressed. LEGO offers an example to understand a subtle and difficult cultural critique of society offered by Jean Baudrillard, an influential French philosopher whose works contribute to postmodern understandings of the world and people's place in it. This chapter describes Baudrillard's four stages that are a model of the way the world (...) works. These stages are as follows: reality representing basic bricks; conflict play and masking; sky‐fi and the absence of reality; and ApocaLEGO and self‐simulation. His four stages merely describe the process from reality producing the image to the image producing reality. The chapter deals with bricks that seem to effectively represent the real, but through subsequent developments the bricks have come to supplant the real. Baudrillard argues this happens throughout media‐saturated culture. (shrink)

LEGO and math are both about what one do with the objects. In LEGO, he/she can build sets following the instructions, or alternatively dump a whole bunch of LEGO on the floor and build whatever he/she like. In math, he/she have a similar freedom to create new things, solve problems, and play around. Geometry makes far greater use of pictures and diagrams than tends to be the case for other areas of mathematics. This chapter focuses on diagrammatic (...) proofs as a key case where proofs guide him/her through a series of actions. If one accepts the LEGO account of diagrammatic proofs then he/she has strongly sided with the geometers against Plato. The main principle of departure from Plato is to focus on mathematical activities. The same thought is meant to apply to LEGO: the particular bricks are only important insofar as they facilitate the things we can practically do with them. (shrink)

LEGO tells about not just LEGO architecture but architecture generally: its objects, its aesthetic properties, and how people judge them. To illustrate how thinking about LEGO can help people with such matters, this chapter considers some scenarios. These scenarios illustrate two very different ways of thinking about architecture. On the one hand, people might think architectural objects (more commonly, "works of architecture"), like buildings, bridges, and aqueducts, have forms that stand on their own, and which thereby do (...) not depend on historical, environmental, or any other contexts. On the other hand, they might think that architectural objects are best understood (maybe only understood) if they have one or more kinds of contextual information. From a different angle, some might see formalism as a better fit with original LEGO world design than with real‐world architectural design. Proponents of formalism take note of what makes architectural objects distinctive. (shrink)

This chapter explores how LEGO compare to the metaphysics of the real, actual world—our universe. LEGO worlds and real worlds at least differ in how many there are: there are many LEGO worlds, but only one real world. According to David Lewis, there are worlds in which people were saved from entering the dark ages. There are worlds where they have a billion bricks at their disposal. But there are also worlds where LEGO has never (...) been invented. On Lewis's view, other worlds are just as real as the actual world. Lewis's plausible thesis of Humean supervenience need not be combined with his extravagant claim that there is a real world for any possible arrangement of the fundamental building blocks. A pervasive and obvious phenomenon of our world, is absent in a LEGO world. Things change—cars move, babies grow, coffee goes cold, leaves turn brown. (shrink)

Despite best efforts, every aspect of life is in a state of flux. To adapt is to survive. That is why we must learn to embrace the Buddhist philosophy of impermanence. The essence of impermanence is that reality is never stagnant but is dynamic throughout. The one‐by‐four blue brick with bow that was once associated with the roof of the LEGO Cinderella's Dream Carriage may now be unidentifiable. Skills evolve, experience accumulates, and every LEGO project raises the bar (...) for the next endeavor. When we dismantle it brick by brick, systematically examining each piece, we find that the self, like the Death Star, lacks any substantial permanent essence, that it is bereft of the sum of self. LEGO enthusiasts recognize the MOC (My Own Creation) as a LEGO creation that monks designed and built. Destruction of a mandala, like dismantling LEGO creations, demonstrates that beauty is only meant for this world for a short time. (shrink)

From the beginning in 1932, LEGO toys have expressed and were designed with an ethos grounded in simplicity, care, fun, and sustainability. The LEGO corporation's emphasis on openness parallels the philosopher Martin Heidegger's emphasis on openness, releasement, and working creatively within the structures and limitations of history and culture. When one play with LEGO toys, he/she eventually realize his/her creations can be taken apart or knocked down. Heidegger explains that these moments of destruction are opportunities for understanding. (...) For Heidegger, play is especially important because it reconnects them with the awe and wonder. The open structure of LEGO toys invites openness from creators. Other toys might create, require, and sustain different moods and modes of play. However, LEGO play reveals moods and desires in a unique way. LEGO play often extends over a sustained period of time, inviting play with the same bricks in diverse environments with different emotional settings. (shrink)

This book is a penetrating study of the theory of mind and morality that Hume developed in his Treatise of Human Nature and other writings. Hume rejects any conception of moral beliefs and moral truths. He understands morality in terms of distinctive desires and other sentiments that arise through the correction of sympathy. Hume's theory presents a powerful challenge to recent cognitivist theories of moral judgement, Bricke argues, and suggests significant limitations to recent conventionalist and contractarian accounts of morality's content.

BackgroundDecisions about withdrawal of life support for infants have given rise to legal battles between physicians and parents creating intense media attention. It is unclear how we should evaluate when life is no longer worth living for an infant. Public attitudes towards treatment withdrawal and the role of parents in situations of disagreement have not previously been assessed.MethodsAn online survey was conducted with a sample of the UK public to assess public views about the benefit of life in hypothetical cases (...) similar to real cases heard by the UK courts. We then evaluated these public views in comparison with existing ethical frameworks for decision-making.ResultsOne hundred and thirty participants completed the survey. The majority agreed that an infant’s life may have no benefit when well-being falls below a critical level. Decisions to withdraw treatment were positively associated with the importance of use of medical resources, the infant’s ability to have emotional relationships, and mental abilities. Up to 50% of participants in each case believed it was permissible to either continue or withdraw treatment.ConclusionDespite the controversy, our findings indicate that in the most severe cases, most people agree that life is not worth living for a profoundly disabled infant. Our survey found wide acceptance of at least the permissibility of withdrawal of treatment across a range of cases, though also a reluctance to overrule parents’ decisions. These findings may be useful when constructing guidelines for clinical practice. (shrink)

Recent research suggests that spiritual experiences are related to increased physiological activity of the frontal and temporal lobes and decreased activity of the right parietal lobe. The current study determined if similar relationships exist between self-reported spirituality and neuropsychological abilities associated with those cerebral structures for persons with traumatic brain injury (TBI). Participants included 26 adults with TBI referred for neuropsychological assessment. Measures included the Core Index of Spirituality (INSPIRIT); neuropsychological indices of cerebral structures: temporal lobes (Wechsler Memory Scale-III), right (...) parietal lobe (Judgment of Line Orientation), and frontal lobes (Trail Making Test, Controlled Oral Word Association Test). As hypothesized, spirituality was significantly negatively correlated with a measure of right parietal lobe functioning and positively correlated (nonsignificantly) with measures of left temporal lobe functioning. Contrary to hypotheses, correlations between spirituality and measures of frontal lobe functioning were zero or negative (and nonsignificant). The data support a neuropsychological model that proposes that spiritual experiences are related to decreased activity of the right parietal lobe, which may be associated with decreased awareness of the self (transcendence) and increased activity of the left temporal lobe, which may be associated with the experience of specific religious archetypes (religious figures and symbols). (shrink)

In most testimonial transactions between adults, the hearer’s obligation is to accord the speaker a level of credibility that matches the evidence that what she is saying is true. When the speaker...

We see unique opportunities to advance emotional research by studying an overlooked environmental problem. The biodiversity crisis is caused by land use, in particular by reducing and damaging habitats, such as deforestation for cattle grazing. Biodiversity processes are proximate and personally moving, like when a person is causing or experiencing changes to livelihood-providing ecosystems, and we suggest this affect-rich context is useful for studying social and psychological processes. In contrast, much research on far-away populations thinking about climate change effects involves (...) more abstract and distant cognitions. We also suggest biodiversity-related emotions have consequential outcomes for health and behavior, and provide advice for shaping research programs on specific populations and wildlife interactions. (shrink)

Recent neuropaleontological research suggests that the parietal lobe has increased in size as much as the frontal lobes in Homo Sapiens over the past 150,000 years, but has not provided a neuropsychological explanation for the evolution of human socialization or the development of religion. Drawing from several areas of research, (i.e., neurodevelopment, neuropsychology, paleoneurology, cognitive science, archeology, and anthropology), we argue that parietal evolution in Homo sapiens integrated sensations and mental processes into a more integrated subjective “sense of self”. This (...) enhanced self advanced prosocial traits (e.g., increased empathy, greater social bonding, enhanced theory of mind capacities), promoting more effective socialization skills (e.g., parenting, group cooperation). Conversely, when this enhanced sense of self became inhibited, powerful experiences of self-transcendence occurred. We believe these potent selfless experiences became increasingly sought after though ritual means (e.g., music, dance, vision quests, spirit travel), providing the foundations for the development of shamanism and religion. (shrink)

One of the most striking facts about Hume's Dialogues Concerning Natural Religion is the fact that it has been subject to so many mutually contradictory interpretations. It is not, to be sure, unusual that a complex philosophical work be capable of a variety of interpretations. The case of the Dialogues is, however, surely an exceptional one, for the contradictory interpretations concern what is clearly the main subject of the book: the justifiability of world-hypotheses, and specifically the justifiability of the religious (...) world-hypothesis. According to some commentators, Hume's point in the Dialogues is that no world-hypothesis whatever is justifiable, perhaps none is even intelligible. According to others, Hume not only does not deny the possibility of a justified world-hypothesis, but actually proposes some particular hypothesis as the most reasonable one. Those who agree that Hume defends some world-hypothesis, however, differ radically about its content. For some, Hume's preferred hypothesis is that the explanation of order in the universe is a deity immanent in the universe. For others, Hume subscribes to a deity distinct from the universe whose order he explains, and possessing many, at least, of the traditional attributes of God, including wisdom, power, and benevolence. Still others hold that Hume's God, while distinct from the universe, possesses only the natural, not the moral, attributes traditionally assigned to him. Some commentators have even argued that Hume's purpose in the Dialogues is to employ scepticism in defence of religious faith. How, one must ask, is it possible that so many mutually contradictory interpretations have been proposed? How is this striking fact about the Dialogues to be explained? (shrink)

The idea that ‘Western’ politics had witnessed a post-Second World War ‘end of ideology’ carried great weight among mid-twentieth-century liberal European and US intellectuals. Almost as soon as this idea was broadcast, however, it became the object of intense debate: what represented to some a welcome reprieve from ‘extreme’ and destructive political doctrines, and the conflict between them, struck others as an order of complacency that stifled vigorous political debate and meaningful visions of a better future. It remains exceedingly difficult (...) to locate a clear meaning to the phrase, ‘the end of ideology’. Nonetheless, the most prevalent definition aligned it with a very moderate social-democratic perspective that was anti-Communist and allied with anti-Soviet Cold War policies, dedicated to the promise of the postwar ‘welfare state’, and tinged with a culturally conservative disposition that was suspicious of disruptive protest movements and avant-garde culture. (shrink)

This paper substantiates a distinction, built out of Gricean resources, between two kinds of communicative act: showing and telling. Where telling that p proceeds by recruiting an addressee’s capacity to recognize trustworthy informants, showing does not. Instead, showing proceeds by presenting an addressee with a consideration that provides reason to believe that p (other than the reason provided by an informant’s credibility), and so recruits their capacity to respond to those reasons. With this account in place, the paper defends an (...) account of one way in which authors can show their readers that certain moral states of affairs obtain both inside, and outside of, their fictions. It is argued, moreover, that this kind of showing gives addressees access to more than just reasons for moral belief–it also gives them access to the sorts of reasons that enable agents to increase their moral understanding. In virtue of these latter capacities, the showing identified is a way of communicating about morality that is markedly different from the sort of moral testimony that many philosophers have been increasingly interested in of late. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:15 LOCKE, HUME AND THE NATURE OF VOLITIONS 1. The concept of a volition plays a key role in the theories of mind that both Locke and Hume devise. It is central to the views each develops on the nature of action and of explanations of actions, on the character of practical reasoning, on the nature of desire, on the ways in which, most usefully, to categorize the several (...) kinds of mental states and events. Without attending closely to their concepts of volition, one cannot get quite clear about the views of each, and the considerations thought to support those views, on the vexed questions of free action and of responsibility. Whether it be Locke or Hume, then, there is good reason to scrutinize what he says of volitions. Why take them together? The principal reason is that the views of each, when considered closely, throw a quite considerable light on those of the other (or so I hope to show). But there is a philosophical point as well. A theory of volitions more adequate than either proposes must borrow from each. What is amenable to being borrowed, and what ought to be borrowed, are fairly readily seen when the two theories are put face to face. I concentrate on three central issues: the question whether volitions are thoughts; the relationship of volition to practical reasoning; the links between volitions and their effects. Hume's views on these topics are to be found chiefly in the Treatise and the first Enquiry; Locke's, of course, in the Essay. Locke's recently published correspondence with the Dutch theologian Philippus van Limborch is, however, essential reading here, and I have made extensive use of it. 16 2. Locke and Hume agree that volitions are indefinable psychological primitives that must be invoked in an analysis of voluntary action (T 399, EHU 69, E 249). They agree, too, in a number of the things that each says in his efforts to characterize volitions. They differ, however, on a fundamental point, Hume's volitions are 'internal impression[s]' (T 399); Locke's are 'thought[s] of the Mind' (E 235). As internal impressions Humean volitions are feelings akin to, but not 'properly speaking' (T 399) instances of, passions. They are like the 'direct passions' (desire and aversion, grief and joy, hope and fear) in two respects: they are 'immediate effects of pain and pleasure' (T 399); they are 'propense and averse motions of the mind' (T 574), and thus bear a special relation to action. Though they are not thoughts they have causal, thus contingent, links to thoughts, including in particular thoughts whose content specify the so-called 'immediate object of volition' (E 66). As 'distinct impression[s]' (T 625) volitions do not modify the thoughts of their objects in the logically intimate way in which, in Hume's view, the feeling essential to belief 'modiffies] the conception' (T 625) of what is believed. Hume frequently compares volitions to commands (T 623, 629, 632; EHU 48, 64, 65, 67, 68). He also, not surprisingly, denies them truth values: because they are not capable of 'an agreement or disagreement either to the real relations of ideas, or to real existence and matter of fact' it is 'impossible... they can be pronounced either true or false' (T 458; compare T 415). Locke's volitions are thoughts, not feelings; and they have their own contents and objects. '[T]he proper and only object of the will', he writes, 'is some action of ours' (E 258); in forming a volition one 17 'wills to number', say, or 'wills to walk' (C 405). Locke never says as much, but his overall theory is best read as requiring volitions to be thoughts without truth values. He contrasts 'Will' or 'the Power of Volition1 with 'Understanding' or 'the Power of Thinking' (E 128). Since 'Volition' is as much a 'Mode... £f thinking' as is 'Reasoning' or 'Judging' (E 227), however, the contrast is most plausibly taken as one between thoughts that do and thoughts that do not purport to represent the way the world is. Locke's distinction, to be examined below, between volitions and 'last judgements of the understanding' suggests the... (shrink)

This article argues that we ought to reject Gregory Currie’s “Trace Account” of documentary film. According to the Trace Account, a film is a documentary so long the majority of its constitutive images are traces of the film’s subject matter. The argument proceeds by considering how proponents of the Trace Account could respond to Noel Carroll’s charge that their analysis is radically revisionary. I argue that the only responses available are either implausible or show that a fully worked out version (...) of the Trace Account collapses into Carroll’s own, rival definition of documentary. I then consider how advocates of the Trace Account might attempt to rescue the theory by reframing it as an account of a genre or as a theory of evaluation and argue that neither attempt would succeed. Given this, we ought to embrace Carroll’s own account of documentary, according to which a film is documentary if and only if it is a film of presumptive assertion. (shrink)

This chapter contains section titled: Necessity Liberty Agency and Responsibility References Further Reading.

In lieu of an abstract, here is a brief excerpt of the content:15 LOCKE, HUME AND THE NATURE OF VOLITIONS 1. The concept of a volition plays a key role in the theories of mind that both Locke and Hume devise. It is central to the views each develops on the nature of action and of explanations of actions, on the character of practical reasoning, on the nature of desire, on the ways in which, most usefully, to categorize the several (...) kinds of mental states and events. Without attending closely to their concepts of volition, one cannot get quite clear about the views of each, and the considerations thought to support those views, on the vexed questions of free action and of responsibility. Whether it be Locke or Hume, then, there is good reason to scrutinize what he says of volitions. Why take them together? The principal reason is that the views of each, when considered closely, throw a quite considerable light on those of the other (or so I hope to show). But there is a philosophical point as well. A theory of volitions more adequate than either proposes must borrow from each. What is amenable to being borrowed, and what ought to be borrowed, are fairly readily seen when the two theories are put face to face. I concentrate on three central issues: the question whether volitions are thoughts; the relationship of volition to practical reasoning; the links between volitions and their effects. Hume's views on these topics are to be found chiefly in the Treatise and the first Enquiry; Locke's, of course, in the Essay. Locke's recently published correspondence with the Dutch theologian Philippus van Limborch is, however, essential reading here, and I have made extensive use of it. 16 2. Locke and Hume agree that volitions are indefinable psychological primitives that must be invoked in an analysis of voluntary action (T 399, EHU 69, E 249). They agree, too, in a number of the things that each says in his efforts to characterize volitions. They differ, however, on a fundamental point, Hume's volitions are 'internal impression[s]' (T 399); Locke's are 'thought[s] of the Mind' (E 235). As internal impressions Humean volitions are feelings akin to, but not 'properly speaking' (T 399) instances of, passions. They are like the 'direct passions' (desire and aversion, grief and joy, hope and fear) in two respects: they are 'immediate effects of pain and pleasure' (T 399); they are 'propense and averse motions of the mind' (T 574), and thus bear a special relation to action. Though they are not thoughts they have causal, thus contingent, links to thoughts, including in particular thoughts whose content specify the so-called 'immediate object of volition' (E 66). As 'distinct impression[s]' (T 625) volitions do not modify the thoughts of their objects in the logically intimate way in which, in Hume's view, the feeling essential to belief 'modiffies] the conception' (T 625) of what is believed. Hume frequently compares volitions to commands (T 623, 629, 632; EHU 48, 64, 65, 67, 68). He also, not surprisingly, denies them truth values: because they are not capable of 'an agreement or disagreement either to the real relations of ideas, or to real existence and matter of fact' it is 'impossible... they can be pronounced either true or false' (T 458; compare T 415). Locke's volitions are thoughts, not feelings; and they have their own contents and objects. '[T]he proper and only object of the will', he writes, 'is some action of ours' (E 258); in forming a volition one 17 'wills to number', say, or 'wills to walk' (C 405). Locke never says as much, but his overall theory is best read as requiring volitions to be thoughts without truth values. He contrasts 'Will' or 'the Power of Volition1 with 'Understanding' or 'the Power of Thinking' (E 128). Since 'Volition' is as much a 'Mode... £f thinking' as is 'Reasoning' or 'Judging' (E 227), however, the contrast is most plausibly taken as one between thoughts that do and thoughts that do not purport to represent the way the world is. Locke's distinction, to be examined below, between volitions and 'last judgements of the understanding' suggests the... (shrink)

In The Aesthetic Value of the World, Tom Cochrane sets out to defend Aestheticism—the view that aesthetic value, and only aesthetic value, makes the world worth.

In lieu of an abstract, here is a brief excerpt of the content:Hume's Argument Concerning the Idea of Existence John Bricke In"Hume on the IdeaofExistence"1Phillip Cumminsoffers anintricate and intriguing analysis of Hume's brief argument, at Treatise 1.2.6, concerning the idea ofexistence, an analysis that is, one wants to say, surely right on many of the essentials. He says relatively little, however, about a number of more preliminary matters, matters pertinent to the first of the several components he distinguishes in Hume's (...) argument. I propose to focus on these preliminaries. Doing so will suggest a more direct route to Hume's conclusions than the one Cummins traces. My representation of Hume's argument, just as Cummins', makes the notion of separability central. But my representation ofwhat I call Hume's Basic Premise eliminates the need for the problematic premise m on which Cummins has Hume's argument turn, and so it eliminates any need for the argument components—6A and 6B—that Cummins has Hume offer in m's support.2 Hume argues from some claim or other about perceptions and existence—his Basic Premise—to the rejection of one philosophical theory (Cummins calls it the Distinctness Alternative, or DA) and the endorsement ofanother. The Basic Premise concerns both impressions and ideas. It concerns all impressions and ideas, or at least all those "of which we have any consciousness or memory."3 The universally quantified Basic Premise is also, I suggest, a biconditional, one suited to be used in the proof of the biconditional that is the constructive conclusion to Hume'sargument("Anyidea we please toform is the idea ofa being; and theidea ofabeingis anyidea we please toform" [T 67]). On the reasonable assumption that Hume views his constructive conclusion as a necessarytruththereisalsoreason toassume the Basic Premise is offered as a necessary truth. We may take it, too, that the BasicPremiseis onethatHume andhisopponentareassumedtoshare: the controversy concerns not the Basic Premise but its philosophical elucidation. Given this characterization ofits structure and status, what is the Basic Premise's content? Of course it has to do with impressions and ideas, and with existence, butjust how do they enter in? One source of difficultyhere is thefactthatHume mentions avarietyofpsychological attitudes towards the existence of something or other, and it is not Volume XVII Number 2 161 JOHN BRICKE immediately clear what role, if any, each of the several attitudes is designed to play in his argument. (He writes of something's being "conceiv"d as existent," of "attributing existence," of "assurance of being" [T 66], ofwhat "we believe tobe existent" [T 67].) Another source is the fact that he writes not only ofattitudes towards the existence of something or another but also of the actual existence of those things, whatever they be: "every object, that is presented, must necessarily be existent" (T 67). (In writing this he raises, perhaps, the troublesome spectre ofnecessary existence.) A third source ofdifficulty concerns the impressions and ideas themselves. How are they to be understood? Is it their existence that is in question? How are they implicated in the various attitudes Hume mentions? Decisions on these matters of content must affect the interpretation not only ofthe Basic Premise but also ofthe Derivation Principle4 and the Separability Principle5 that, together with the Basic Premise, constitute the heart of Hume's argument. It will encourage clarity ifwe take Hume's terms "impression" and "idea" narrowly. Ideas, as here understood, are neither concepts nor exercises of concepts; they are impression-like entities of a sort essential, ifHume is right, to the exercise ofconcepts. They,just as the impressions they resemble, may be said to be red or blue, round or square—more abstractly, to be F. To avoid assuming that these reified perceptions play an essential role in Hume's argument, however, let us introduce a more neutral notion, that of having an experience (including having an ideational experience6) with an experiential content. On this usage, one can have an experience as ofan F, or as of an object that is F, the "as of locution being used to introduce the experience's experiential content. Having such an experience does not entail the existence of an object that is F. Nor does having such an experience (whether or... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:HUME, MOTIVATION AND MORALITY Hume remarks, in the Abstract, that his account of the passions in Book II of the Treatise has 'laid the foundation' (A 7 Ì1 for his theory of morals. Pall Ardal has shown how Hume's theory of certain indirect passions (pride, humility, love, hatred) underpins his theory of the evaluation of character. I propose to explore the links between Hume's account of motivation and his (...) treatment of an agent 'ß moral assessment of prospective action. Where Ardal stresses the moral spectator, my focus is on the agent. Hume himself attends primarily to the moral spectator, but the agent's perspective is central in two of his chief arguments concerning morals, that for the thesis that moral distinctions are derived from a moral sense, and that for the artificiality of justice. I shall take it that the argument of Treatise II, iii, 3 ("Of the influencing motives of the will") provides the framework for analysis: acting for moral reasons is like acting for any other reason; citing his moral principles to explain a man's actions is like citing his desire to preserve his health as an explanation of his taking exercise; deliberating about moral matters is like pondering the purchase of a pair of shoes. Of course there are differences; I shall look to them shortly. It is essential, however, to begin with the similarities. To a first approximation, the central doctrine is that the reasons that explain actions are rational causes of those actions. Reasons for actions are constituted by suitably related desires and beliefs; volitions are somehow implicated in intentional actions. Reasons are causes: the desires and beliefs that constitute reasons cause volitions, and thus actions. They are rational causes: there are links of special kinds between the contents of the desires and beliefs that constitute an agent's reasons for what he does, and the content of the volitions implicated in the actions done. Hume is at pains to deny that "reason [here: belief] alone can... be a motive to any action of the will" (T 413). But he insists there are "two principal parts [of human nature], which are requisite in all its actions, the affections and understanding' (T 493). I suggest that by "affections" he here means specifically (if broadly) desires, and so both the "direct passions" of desire and aversion and such "indirect passions" as benevolence, anger, pity, compassion and malice. Hume's official doctrines both of desires and of volitions are unsatisfactory as they stand; he treats each as simple impressions. To be sure, these simple impressions are said always to be accompanied by thoughts of (in Hume's phrase) their objects. Even such complex states, however, can play no satisfactory role in psychological theory. The insights that Hume's official doctrines mishandle can, I suggest, be incorporated into more defensible, and more-or-less Humean, analyses of the internal structure of desire and volition. Having made efforts along these lines elsewhere, however, I shall here concentrate on other features of desire and volition that are germane to Hume's moral psychology. Desires and volitions are alike in two linked respects, among others: neither takes a truth value (and so each differs from belief); each is a conative, not a cognitive, psychological state (and so, again, each differs from belief). Because desires and volitions are not capable of "an agreement or disagreement either to the real relations of ideas, or to real existence and matter of fact" it is "impossible... they can be pronounced either true or false" (T 458). Their general functional role is that of "propense and averse motions of the mind" (T 574). To be sure, there are differences. The principal difference is that of specific functional location: desires are constituents in reasons for acting: volitions are constituents of (or otherwise implicated in) actions done for such reasons. This functional difference is tied to differences of content. To grasp the many relations among belief, desire and volition, when the first two serve as 4 reason for (and so cause of) the third, it is useful to plot their causal relations onto the elements in an Aristotelian practical syllogism. Desires function as causally salient major premises... (shrink)

In this paper I examine Hume's theory of the emotions, as presented in his *Treatise of Human Nature*, paying particular attention to what he has to say about the relationships between emotion and thought. I begin by presenting, in some detail, Hume's views about the nature of the emotions, their causes, and their objects. I then consider the bearing of the private language argument on Hume's theory, and try to show that it is not sufficient to reveal the weaknesses in (...) Hume's account of the connections between emotion and thought. Lastly, and most extensively, I attempt to show that Hume's account of these connectiosn is in fact unacceptable, and I argue that his basic mistake is that of construing emotions as sensations. Along the way I sketch in the outlines of what I take to be a more adequate theory of emotion and thought. (shrink)

According to their standardized treatment within the Indian legal tradition, ordeals are supposed to occur, under certain circumstances, when one person formally accused another of some crime in a court of law. While not disputing the general accuracy of this standardized treatment of ordeals, this article argues for the widespread practice in pre-modern India of another—hitherto unrecognized—type of ordeal that fails to fit this basic scenario, for such ordeals would occur when someone was widely believed to have committed some wrongdoing, (...) but was not forced to stand trial in a formal judicial court. In order to prove his innocence and, thereby, mitigate the damage caused by his suspected guilt, such an individual could—and sometimes did—arrange for himself to undergo an ordeal at his own expense and independently of any formal plaint. After establishing the practice of ordeals of this sort in pre-modern India, this article then examines some possible explanations for their development. (shrink)

The Purāṇas make a major contribution to Brahmanical writing on gifting, primarily because they contain descriptions of numerous specific gifting rites that texts of other genres generally fail to discuss. Although largely unstudied, these Purāṇic gifting rites provide unique evidence of a historically significant, yet hitherto ignored, development in gifting in medieval India, namely, the incorporation of the increasingly popular ethos of bhakti into the much older practice of dāna, wherein gods traditionally played no prominent role. This article will argue (...) that Purāṇic authors strove to incorporate bhakti into dāna via two fairly distinct strategies. The first and apparently more mainstream of these is the straightforward inclusion of rather superficial Śaiva and Vaiṣṇava elements in various gifting rites. The essence of the second strategy is a belief that donors should in some way offer their gifts as a sign of respect—in other words, dedicate their gifts—to certain major Hindu deities, even if in most cases they would actually give their gifts to ordinary human beings. This strategy appears to have been less popular, but to reflect an attempt to more thoroughly integrate bhakti into dāna. (shrink)

After acquiring knowledge of the neuroscience of learning, memory, stress and emotions, teachers incorporate more cognitive engagement and student-centered practices into their lessons. However, the role understanding neuroscience plays in teachers own affective and motivational competencies has not yet been investigated. The goal of this study was to investigate how learning neuroscience effected teachers’ self-efficacy, beliefs in their ability to teach effectively, self-responsibility and other components of teacher motivation. A pilot training-of-trainers program was designed and delivered in Liberia combining basic (...) neuroscience with information on social, emotional, behavioral and mental health issues faced by students. Tier I of the professional development was a 2 weeks workshop led by a visiting neuroscientist. A subset of the 24 Tier I secondary science teachers formed a Leadership Team who adapted the content to the Liberian context and subsequently led additional workshops and follow-up sessions for the Tier II secondary science teachers. Science teachers in both tiers completed the affective-motivational scales from the internationally vetted, multiscale Innovative Teaching for Effective Learning Teacher Knowledge Survey from the OECD. Tier II teachers completed the survey in a pre-post-delayed post design. Tier I teachers completed the survey after the workshop with their attitudes at that time and separately with retrospective projections of their pre-workshop attitudes. Ten of the 92 Tier II teachers participated in structured interviews at follow-up. Statistical analysis of survey data demonstrated improved teacher self-efficacy, self-responsibility for student outcomes, and motivation to teach. Qualitatively, teachers expressed more confidence in their ability to motivate students, engage them through active learning, and manage the class through positive rather than negative reinforcement. Teachers’ own self-regulation improved as they made efforts to build supporting relationships with students. Together, these results demonstrated that (i) teacher affective-motivational attitudes can be altered with professional development, (ii) basic neuroscience, as knowledge of how students learn, can improve teacher competency, and (iii) a training-of-trainers model can be effective in a low and middle income country for disseminating neuroscience knowledge, increasing teachers’ knowledge of students’ social and emotional needs, and promoting educational improvement. (shrink)

This article examines significant, yet apparently unnoticed sociolinguistic aspects of the common Sanskrit particle bhoḥ and its Prakrit equivalent bho, which are frequently used in respectful addresses in our literary sources. Its specific aim is to demonstrate the important connection between bhoḥ and members of the twice- born social classes, especially Brahmins, that pertained during a large period of early South Asian history. The major conclusion it draws is that, at least according to the normative Brahmanical view of this time, (...) both addressing others with the particle bhoḥ and being addressed by others with it marked a person as a member of an elite fraternity that was comprised exclusively of either twice-born men or speakers of Sanskrit. (shrink)