Law-enforcement agencies are increasingly able to leverage crime statistics to make risk predictions for particular individuals, employing a form of inference that some condemn as violating the right to be “treated as an individual.” I suggest that the right encodes agents’ entitlement to a fair distribution of the burdens and benefits of the rule of law. Rather than precluding statistical prediction, it requires that citizens be able to anticipate which variables will be used as predictors and act intentionally to avoid (...) them. Furthermore, it condemns reliance on various indexes of distributive injustice, or unchosen properties, as evidence of law-breaking. (shrink)

A ‘vestigial social practice' is a norm, convention, or social behavior that persists even when few endorse it or its original justifying rationale. Begby (2021) explores social explanations for the persistence of prejudice, arguing that even if we all privately disavow a stereotype, we might nevertheless continue acting as if it is true because we believe that others expect us to. Meanwhile the persistence of the practice provides something like implicit testimonial evidence for the prejudice that would justify it, making (...) it rational for members of the next generation to acquire the corresponding prejudiced beliefs. This paper distinguishes between three different types of vestigial social practice in terms of the underlying explanatory mechanisms, and argues that the persistence of prejudicial social stereotypes is most tightly linked not to others’ beliefs or expectations, but to the ways that material infrastructure constrains options shapes social outcomes. Given that, the persistence of a practice only provides grounds to infer that most people endorse the corresponding prejudiced belief only if we are in a position to dismiss relevant alternative explanations. (shrink)

In 1710 G. W. Leibniz published Theodicy: Essays on the Goodness of God, the Freedom of Man, and the Origin of Evil. This book, the only one he published in his lifetime, established his reputation more than anything else he wrote. The Theodicy brings together many different strands of Leibniz's own philosophical system, and we get a rare snapshot of how he intended these disparate aspects of his philosophy to come together into a single, overarching account of divine justice in (...) the face of the world's evils. At the same time, the Theodicy is a fascinating window into the context of philosophical theology in the seventeenth century. Leibniz had his finger on the intellectual pulse of his time, and this comes out very clearly in the Theodicy. He engages with all of the major lines of theological dispute of that time, demonstrating the encyclopaedic breadth of his understanding of the issues. Leibniz's Theodicy remains one of the most abiding systematic accounts of how evil is compatible with divine goodness. Any treatment of the problem of evil must, at some point, come to grips with Leibniz's proposed solution. This volume refreshes and deepens our understanding of this great work. Leading scholars present original essays which critically evaluate the Theodicy, providing a window on its historical context and giving close attention to the subtle and enduring philosophical arguments. (shrink)

This book is a systematic reappraisal of Leibniz’s philosophy of mind. The main argument of this book is easy to state: Leibniz offers a fully natural theory of mind. In today’s philosophical climate, in which much effort has been put into discovering a naturalized theory of mind, Leibniz’s efforts to reach a similar goal 300 years earlier will provide a critical stance from which we can assess our own theories. But while the goals might be similar, the content of Leibniz’s (...) theory significantly diverges from the majority of today’s theories. Leibniz’s philosophy of mind meets the standards of what he would regard as a fully natural theory. Perhaps surprisingly, Leibniz’s theological commitments yield a thoroughgoing naturalizing methodology: the properties of an object are explicable in term of the object’s nature. This book argues that Leibniz pursued his philosophy of mind with this methodology in hand. If we keep this commitment to a naturalizing project in mind, then we will find in Leibniz a rich and interesting philosophy of mind. -/- This book provides an account of Leibniz’s naturalizing constraints and traces them through Leibniz’s philosophy of mind. It covers issues relating to mental representation, perception, sensation, consciousness, memory, and moral identity. (shrink)

Leibniz viewed the principle of continuity, the principle that all natural changes are produced by degrees, as a useful heuristic for evaluating the truth of a theory. Since the Cartesian laws of motion entailed discontinuities in the natural order, Leibniz could safely reject it as a false theory. The principle of continuity has similar implications for analyses of Leibniz's theory of consciousness. I briefly survey the three main interpretations of Leibniz's theory of consciousness and argue that the standard account entails (...) a discontinuity that Leibniz could not allow. I argue that the principle of continuity and the textual data favor an interpretation according to which a conscious mental state just is a perception that is distinct to a sufficient degree. (shrink)

Two common themes emerge in our writings over the past several decades. Estelle Jorgensen has focused partially and significantly on models and metaphors that undergird music education.1 Iris Yob has examined the role of higher education generally and music education specifically in creating positive social change.2 At times, and against the backdrop of recent writing on music education, social change, and social justice,3 we each have explored topics in the other's area of interest.4 Neither of us, however, has systematically brought (...) together the two themes: building practices on grounding metaphors for developing music education as a means for promoting the common good. In this paper, our conversation explores... (shrink)

In this study the relationship of religiosity and value priorities is differentiated, based on a multidimensional measurement of different contents of religiosity. The structure of values is conceptualized using Schwartz' two orthogonal dimensions of Self-transcendence vs. Self-enhancement and Openness to change vs. Conservation. The relations between these two dimensions and eight religious contents, ranging from open-minded to more close-minded forms of religiosity, were tested in a sample of church attenders , gathered in Germany. The results show, that depending on the (...) content of religiosity, different values are preferred . The results indicate the importance of the content of religiosity for predicting value-loaded behaviors. (shrink)

PurposeThe paper aims to explore future and emerging information and communication technologies. It gives a general overview of the social consequences and ethical issues arising from technologies that can currently be reasonably expected. This overview is used to present recommendations and integrate these in a framework of responsible innovation.Design/methodology/approachThe identification of emerging ICTs and their ethical consequences is based on the review and analysis if several different bodies of literature. The individual features of the ICTs and the ethical issues identified (...) this way are then aggregated and analysed.FindingsThe paper outlines the 11 ICTs identified. Some of the shared features that are likely to have social relevance include an increase in natural interaction, the invisibility of technology, direct links between humans and technology, detailed models and data of humans and an increasing autonomy of technology that may lead to power over the user. Ethical issues include several current topics such as privacy, data protection, intellectual property and digital divides. New problems may include changes to the way humans are perceived and the role of humans and technology in society. This includes changing power structures and different ways of treating humans.Research limitations/implicationsThe paper presents a piece of foresight research which cannot claim exact knowledge of the future. However, by developing a detailed understanding of possible futures it provides an important basis for current decisions relating to future technology development and governance.Practical implicationsThe paper spells out a range of recommendations for both policy makers and researchers/industry. These refer to the framework within which technology is developed and how such a framework could be designed to allow the development of ethical reflexivity.Social implicationsThe work described here is likely to influence EU policy on ICT research and technology research and innovation more broadly. This may have implications for the type of technologies funded and broad implications for the social use of emerging technologies.Originality/valueThe paper presents a novel and important broad view of the future of ICTs that is required in order to inform current policy decisions. (shrink)

This paper traces Leibniz’s use of his neologism, “transcreation.” Leibniz coins the term in his 1676 discussions of motion, using it to identify a certain type of leap that is essential to motion. But Leibniz quickly dispensed with this theory of motion, arguing instead that “nature never acts by leaps,” and the term “transcreation” fell out of use. However, Leibniz surprisingly revived the term in 1709 in his discussion of the generation of rational beings. By contrasting the way Leibniz uses (...) the term in his theory of motion with his use of the term in the generation of rational beings, we will see that Leibniz’s arguments against leaps early in his career are less forceful against the leaps purportedly involved in the generation of minds. Nevertheless, the “transcreation” of minds does not necessary entail a discontinuity in the “chain of being.”. (shrink)

The Appendix to Kant’s Toward Perpetual Peace is commonly viewed as an explication of the systematic relations between political practice and normative political theory. This paper provides an alternative interpretation of Kant’s main aim in the Appendix which is to provide an argument against the so-called “practical man.” The practical man believes that human nature precludes normative political ideals from ever playing a significant role within political practice. Drawing on the 1793 text “On the common saying: That may be correct (...) in theory, but is of no use in practice,” the paper argues that Kant’s argument against the practical man is based on a proto-phenomenological analysis of moral experience. The practical man’s attempt to describe political practice in purely non-normative terms is, Kant believes, necessarily self-undermining because it denies one of the most basic aspects of human life; the inherent and inescapable normativity of practical reason. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 11.2 (2003) 130-140 [Access article in PDF] Western Classical Music and General Education Estelle R. Jorgensen Indiana University Thinking about transforming music, I address issues relating to the role of musicians in higher education and Western classical music in general education. I am concerned about this music because it is marginalized in general education and the civic spaces of public life. Where once it (...) held a privileged place, it seems now to have acquired (in some quarters at least) a negative connotation as a bastion of elitism and privilege. Instead, popular musics (with a nod to musics of other cultures) have pride of place in much elementary and secondary music education and in many university and college offerings designed for students whose principal fields of study lie outside music. An all-too-common musical illiteracy or, at best, elementary level of musical literacy and aurality renders Western classical music inaccessible to the general public just as the pervasiveness of popular music renders it inaudible and invisible. Bridges to past, less accessible, and esoteric traditions are also too few or in disrepair. Julian Johnson laments the diminished stature of Western classical music and argues for its values in today's world. 1Music teachers of all stripes urgently need to address this marginalization of Western classical music as a matter of public policy. If caring for and fostering [End Page 130] diversity in the natural world is a good, then it is reasonable to expect that fostering diversity in the cultural world is likewise a good. If preventing the extinction of natural species is a matter of public policy, then surely preventing the extinction of musics among other cultural traditions is at least as important. Social transformation has within it the seeds of conservation, or the preserving of past traditions, just as it also suggests profound and ongoing planned and unintended change. When any music such as Western classical music is sidelined, music education policy makers need to ask, Is this multi-cultural, multi-ethnic, multi-faceted music important to keep, foster, and change? What does it have to contribute in the present world? Is it being cared for sufficiently? If it needs to change, how ought it be changed? What principles can be helpful to music teachers in caring for, fostering, and changing it? These are compelling public policy questions for our time. A Quarrel and Its Aftermath In 1963, participants in the Yale Seminar asked some of these very difficult questions of music education policy makers. MENC leaders took exception to the seminar and its conclusions; although some outstanding music teachers were participants, the organization had not been invited and the seminar was not its idea. 2 Instead of addressing directly some of the important criticisms of school music education and music teacher education raised in the seminar, the MENC mounted its own rival Tanglewood Symposium in 1967. Participants in this symposium faulted music in higher education for its failure to admit "talented and capable high school music students [to] the privilege of advanced study," the "[c]ompartmentalization and lack of communication between various segments of the music field," its lack of relation to "the musical heritage of American culture," and its failure to ensure arts courses in general education. 3 The symposium contributed to a populist stance focused on the myriad vernacular traditions of the world, thereby diminishing the role and presence of Western classical music and highlighting popular and vernacular musics at MENC conferences and in the elementary and secondary schools in the United States. Subsequent attempts to renew the Western classical tradition and raise the musical expectations of teachers and their students in the nation's schools exemplified in the Juilliard Repertory, Manhattanville Music Curriculum Project, and Comprehensive Musicianship Program seem not to have made a lasting impact. And the differing criticisms and visions of the Yale Seminar and Tanglewood Symposium have yet to be critically engaged.Summarizing criticisms made of school music repertoire in the report of the Yale Seminar to the Office of Education, U.S. Department of Health, Education, and... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 15.2 (2007) 150-160MuseSearchJournalsThis JournalContents[Access article in PDF]Songs to Teach a NationEstelle R. Jorgensen Indiana University, BloomingtonIn this symposium, I first briefly respond to Randall Allsup's piece, "Extraordinary Rendition: On Politics, Music, and Circular Meanings" with some general remarks on the distinctions between fundamentalism and liberalism, and internationalism, nationalism, and localism, and the importance of exercising judgment in order to find a middle ground between (...) extreme positions. Against this backdrop, I reflect on the songs we need to teach the nation to sing and, as a case in point, consider the National Anthem Project launched by the MENC—The National Association for Music Education. I suggest that at the very least the "Star-Spangled Banner" ought not be the only song to teach the nation at this time and it is important to carefully consider which songs we ought to teach the nation. And I propose that music teachers need to take a measured approach that eschews fundamentalism, rampant militarism, and excessive patriotism, embraces musically the tensions between internationalism, nationalism, and localism, and expresses a sensitive world-view through the choice of songs that cultivate and express liberal and democratic ideals and foster peace internationally.1Allsup's attention to the political character of research reminds us of the important consequences of any activity in the public and private spheres. Our endeavors as researchers are inherently ethical and have political consequences because as music teachers, we act on behalf of what John Dewey terms "the public."2 Dewey's "public" arises out of the need for social activities to be collectively organized, especially given the presence of the young, the poor, the ill, the elderly, the needy, and those who are otherwise dependent on others. Politics concerns the organization and governance of the public, that is the collective activities on behalf of society. For Dewey, educational activity cannot escape being ethical and political (construed positively) by the very fact of its undertaking on behalf of a public in the phenomenal world.3My understanding of fundamentalism is that it is, by definition, antithetical to liberalism. Whereas liberalism embraces surprise, entertains the possibility of doubt, and includes the "responsibility to choose,"4 fundamentalism is closed-minded and refuses to be surprised or to doubt the certainty of beliefs that have been accepted. Israel Scheffler notes that there is a safety in dogmatism in which one does not need to face the unsettlement of surprise that one might be wrong and one's beliefs mistaken.5 This quality of fallibility and openness to the possibility of surprise renders a liberal democracy fragile. Without cultivating [End Page 150] capacities and dispositions to open-mindedness and critical thought and action on the part of all the citizens of the democracy, it is open to being high-jacked by closed-mindedness and fundamentalism and thereby subject to dictatorial action on the part of those who seize political power.6 In difficult times, certainty may seem to be safer than open-mindedness that weighs possibilities and thinks through the complexities with which the public must deal. As Paul Woodford argues, if music education is to serve the interests of liberalism, it must likewise cultivate critical thinking and I add the caveat, as a means of defeating fundamentalism and literalism that would destroy liberal democracy.7Liberalism depends on the assertion of certain universal principles of ethical conduct. Seyla Benhabib's reconstruction of universals in what she terms her "post-Enlightenment project of interactive universalism" takes account of important postmodern, feminist, and communitarian insights and understands universals as "interactive not legislative, cognizant of gender difference not gender blind, contextually sensitive and not situation indifferent."8 In this frame, it is only possible to sustain liberalism on the assumption of action that takes for granted that others ought to agree with one and act in such-and-such ways. Whether these principles are referred to as "commonalities" or "universals" in the Benhabibian sense, one appeals to certain propositions on which ethical and political action should be predicated... (shrink)

This intra-view explores a number of productive junctions between contemporary Deleuzoguattarian and new materialist praxes via a series of questions and provocations. Productive tensions are explored via questions of epistemological, ontological, ethical, and political intra-sections as well as notions of difference, transversal contamination, ecosophical practices, diffraction, and, lastly, schizoanalysis. Various irruptions around biophilosophy, transduction, becomology, cartography, power relations, hyperobjects as events, individuation, as well as dyschronia and disorientation, take the discussion further into the wild pedagogical spaces that both praxes have (...) in common. -/- . (shrink)

Russell's objections to object-theory have been refuted by the proofs of the consistency of Meinong's system given by various writers. These proofs exploit technical distinctions that Meinong apparently uses very little if at all. Instead, Meinong introduces a theoretical postulate called the modal moment. I describe this postulate and its place in Meinong's system, and I argue that it has been much under-rated by Meinong's logician expositors.

The argument is an investigation of the philosophy of Austrian philosopher Alexius Meinong. There are three chapters. The first chapter argues that there are non-existent objects. It is argued that negative existential statements have a simple subject-predicate logical form. The conclusion follows from this premise, together with realist assumptions about truth and predication. Positive and negative existential statements have subject-predicate logical form, I argue, because; that is the grammatical form they appear to have, and the alternative analysis of their logical (...) form is unable to explain certain features of positive and negative existential statements. ;The second chapter presents Meinong's theory and explains his terminology. Meinong was primarily interested in the phenomenon of intentionality, and developed his own technical idiom. An assumption is a mental state, akin to judgment but without the element of conviction. It refers to a circumstance, which is a mind-independent arrangement of objects. Intending an object is a matter of assuming a circumstance. Two theses characterize Meinong's thought. The Principle of Independence: Objects can be in positive predicative circumstances, even when they are not in positive existential circumstances. And the Principle of Indifference: An object is equally adapted to entering into both positive and negative existential circumstances. ;The third chapter examines issues arising from charges that Meinong's theory is inconsistent. Meinong's theory is not inconsistent. Logical re-constructions of Meinong's theory, however, exploit primitive logical distinctions that lack a clear metaphysical justification. Meinong's technical notion of a modal moment is suited to the solution of difficulties Meinong was unaware of, and has been neglected by Meinong's other commentators. (shrink)

The Treatise on Giving Rise to Faith in the Great Vehicle is one of the most important foundational texts of East Asian Buddhism. This new annotated translation of the Treatise draws on the historical and intellectual contexts of the work's composition and pays close attention to its interpretation in early commentaries.

I take up the task of examining how someone who takes seriously the ambitious programme of conceptual analysis advocated by the Canberra School can minimise the eliminative consequences which I argue the Ramsey-Carnap-Lewis recipe of conceptual analysis is likely to have for many folk discourses. The objective is to find a stable means to preserve the constative appearance of folk discourse and to find it generally successful in its attempts to describe an external world, albeit in non-scientific terms that do (...) not reflect the nature of things. The view I settle on, quasi-fictionalism, is modelled on a modified descriptivist version of Kendall Walton’s account of prop-oriented games of make-believe. (shrink)

This study demonstrates that legal effectiveness may depend on how an individual perceives him/herself as a competent user of law. The hypotheses tested in this study are that the self-perceptions of people may be more important for legal effectiveness than are the objective factors such as law enforcement agencies and the effectiveness of commercial legislation. The effectiveness concept was tested on survey data collected from 246 managers in Northwest Russia. The result is that the subjective self-perceptions are a stronger determinant (...) of the use of law than is the perceived institutional efficiency. Persons were to a lesser degree adopting law as an instrument conditioned on their calculation of the efficiency of courts and other institutions, but to a greater degree adopting law as a form of communication conditioned on their feeling of assuredness about their ability to communicate with legal terminology. Therefore there is a latent potential for improvement of legal effectiveness in the enhancement of how individuals perceive themselves as knowledgeable users of law. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 11.2 (2003) 130-140 [Access article in PDF] Western Classical Music and General Education Estelle R. Jorgensen Indiana University Thinking about transforming music, I address issues relating to the role of musicians in higher education and Western classical music in general education. I am concerned about this music because it is marginalized in general education and the civic spaces of public life. Where once it (...) held a privileged place, it seems now to have acquired (in some quarters at least) a negative connotation as a bastion of elitism and privilege. Instead, popular musics (with a nod to musics of other cultures) have pride of place in much elementary and secondary music education and in many university and college offerings designed for students whose principal fields of study lie outside music. An all-too-common musical illiteracy or, at best, elementary level of musical literacy and aurality renders Western classical music inaccessible to the general public just as the pervasiveness of popular music renders it inaudible and invisible. Bridges to past, less accessible, and esoteric traditions are also too few or in disrepair. Julian Johnson laments the diminished stature of Western classical music and argues for its values in today's world. 1Music teachers of all stripes urgently need to address this marginalization of Western classical music as a matter of public policy. If caring for and fostering [End Page 130] diversity in the natural world is a good, then it is reasonable to expect that fostering diversity in the cultural world is likewise a good. If preventing the extinction of natural species is a matter of public policy, then surely preventing the extinction of musics among other cultural traditions is at least as important. Social transformation has within it the seeds of conservation, or the preserving of past traditions, just as it also suggests profound and ongoing planned and unintended change. When any music such as Western classical music is sidelined, music education policy makers need to ask, Is this multi-cultural, multi-ethnic, multi-faceted music important to keep, foster, and change? What does it have to contribute in the present world? Is it being cared for sufficiently? If it needs to change, how ought it be changed? What principles can be helpful to music teachers in caring for, fostering, and changing it? These are compelling public policy questions for our time. A Quarrel and Its Aftermath In 1963, participants in the Yale Seminar asked some of these very difficult questions of music education policy makers. MENC leaders took exception to the seminar and its conclusions; although some outstanding music teachers were participants, the organization had not been invited and the seminar was not its idea. 2 Instead of addressing directly some of the important criticisms of school music education and music teacher education raised in the seminar, the MENC mounted its own rival Tanglewood Symposium in 1967. Participants in this symposium faulted music in higher education for its failure to admit "talented and capable high school music students [to] the privilege of advanced study," the "[c]ompartmentalization and lack of communication between various segments of the music field," its lack of relation to "the musical heritage of American culture," and its failure to ensure arts courses in general education. 3 The symposium contributed to a populist stance focused on the myriad vernacular traditions of the world, thereby diminishing the role and presence of Western classical music and highlighting popular and vernacular musics at MENC conferences and in the elementary and secondary schools in the United States. Subsequent attempts to renew the Western classical tradition and raise the musical expectations of teachers and their students in the nation's schools exemplified in the Juilliard Repertory, Manhattanville Music Curriculum Project, and Comprehensive Musicianship Program seem not to have made a lasting impact. And the differing criticisms and visions of the Yale Seminar and Tanglewood Symposium have yet to be critically engaged.Summarizing criticisms made of school music repertoire in the report of the Yale Seminar to the Office of Education, U.S. Department of Health, Education, and... (shrink)

Fascism, according to the Deleuzo-Guattarian perspective and new materialist viewpoints, can be conceived of in terms of desire. In mediating desire’s pure flows, the schizoanalytical programme attempts to bypass what Deleuze calls ‘the strange detour of the other’ (B, 356). In this respect, concepts developed in Gilles Deleuze and Félix Guattari’s Capitalism and Schizophrenia cycle are critical to the project of the problematic of desire, the other and (neo-)fascism. In this chapter, we explore how Deleuzo-Guattarian anti-fascist concepts, such as the (...) Body without Organs (BwO), together with new materialist approaches towards vital materialism, may help us to ‘keep an eye on all that is fascist, even [the fascist] inside us’ (TP, 165). Such a critical-creative analysis, we argue, is needed to distinguish contemporary vitalist new materialisms from so-called Lebensphilosophien (philosophies of life) and frame the rise of neoliberal capitalism-supported regimes of neo-fascism. (shrink)

Studies in experimental philosophy claim to document intuition variation. Some studies focus on demographic group-variation; Colaçoet al., for example, claim that age generates intuition variation regarding knowledge attribution in a fake-barn scenario. Other studies claim to show intuition variation when comparing the intuition of philosophers to that of non-philosophers. The main focus has been on documenting intuition variation rather than uncovering what underlying factor(s) may prompt such a phenomenon. We explore a number of suggested explanatory hypotheses put forth by Colaçoet (...) al., as well as an attempt to test Sosa's claim that intuition variance is a result of people ‘filling in the details’ of a thought experiment differently from one another. We show (i) that people respond consistently across conditions aimed at ‘filling in the details’ of thought experiments, (ii) that risk attitude does not seem relevant to knowledge ascription, (iii) that people's knowledge ascriptions do not vary due to views about defeasibility of knowledge. Yet, (iv) we find no grounds to reject that a large proportion of people appear to adhere to so-called subjectivism about knowledge, which may explain why they generally have intuitions about the fake-barn scenario that vary from those of philosophers. (shrink)

1. The Search Engine operators inform the users about the way in which the Search Engine works; particularly the basic criteria of ranking are explained. Also, the Search Engine operators describe which ways of manipulating websites lead to exclusion from the result lists in case of doubt.2. The Search Engine operators design their sites in the most transparent way. Contents whose position on the result list is due to a commercial arrangement are clearly marked.3. It is the intention of the (...) Search Engine opera-tors to protect children and youths from morally damaging contents. To this purpose, the opera-tors provide family filters and point out to the fact that filters do not guarantee absolute pro-tection for youths and that children should not use the internet without their parents´ supervision.4. Those sites which are regarded illegal according to national legislation will be excluded from the result lists as soon as the operators know about them and have access to the illegal sites on the index.5. For handling the users´ data there is the princi-ple of data-thriftiness.This “Code of Conduct” was developed by Carsten Welp. It was first published in: Marcel Machill and Carsten Welp : Wegweiser im Netz. Gütersloh: Bertelsmann Stiftung 2003. Republished and trans-lated by kind permission of Marcel Machill. (shrink)

Studies in experimental philosophy claim to document intuition variation. Some studies focus on demographic group-variation; Colaço et al., for example, claim that age generates intuition variation regarding knowledge attribution in a fake-barn scenario. Other studies claim to show intuition variation when comparing the intuition of philosophers to that of non-philosophers. The main focus has been on documenting intuition variation rather than uncovering what underlying factor(s) may prompt such a phenomenon. We explore a number of suggested explanatory hypotheses put forth by (...) Colaço et al., as well as an attempt to test Sosa's claim that intuition variance is a result of people ‘filling in the details’ of a thought experiment differently from one another. We show (i) that people respond consistently across conditions aimed at ‘filling in the details’ of thought experiments, (ii) that risk attitude does not seem relevant to knowledge ascription, (iii) that people's knowledge ascriptions do not vary due to views about defeasibility of knowledge. Yet, (iv) we find no grounds to reject that a large proportion of people appear to adhere to so-called subjectivism about knowledge, which may explain why they generally have intuitions about the fake-barn scenario that vary from those of philosophers. (shrink)

Notes on Humanity delivers a thought provoking view of Western intellectual history, presenting the three primary intellectual attitudes, Faith, Reason, and Certainty, and their historic struggle to define "the ideal of humanity in the Western experience." The questions spawned in this endeavor are the inheritance of Western civilization. The author skillfully traces human engagement with Faith, Reason, and Certainty through an evaluation of "the great works", which remain the visible manifestations of humanity's pilgrimage toward resolution and harmony.

Gibt es ein einzelnes Problem, das mit Recht als das Grundproblem der Semantik bezeichnet werden kann? Der Titel dieses Buches behauptet es und unterstellt zugleich, Frege habe sich mit diesem Grundproblem auseinandergesetzt. Die Aufgabe der Semantik besteht darin, die unterschiedlichen semantischen Funktionen verschiedener Ausdrücke darzustellen; sie wird zum Problem, weil unklar ist, wie sie begonnen werden soll. Einerseits sind die selbständigen Ausdrücke (meistens syntaktisch und immer semantisch) komplex, so dass scheinbar auch ihre Funktionen aus denen der einfacheren, die sie aufbauen, (...) erklärt werden müssen; andererseits ist gerade dies unmöglich, weil die letzteren Funktionen sicher nicht von den ersteren abhängen. Freges Beitrag zur philosophischen Semantik besteht zunächst einmal in gegensätzlichen Vorschlägen - kompositionaler Charakter der Sätze bei gleichzeitiger Kontextualität der Aufbaustücke - die sich jedoch verständlich vereinbaren lassen, und eine Aufklärung jener Funktionen von den komplexen her, beispielsweise der des Behauptungssatzes, ermöglichen. Nun können auch Freges Überlegungen zur semantischen Funktion des Behauptungssatzes selbst fruchtbar gemacht werden, und von dorther wird schließlich auch seine Theorie der unterschiedlichen Funktionen der einfacheren Ausdrücke, insbesondere der Eigennamen und Prädikate, verständlich. (shrink)

Review of ELSE MARIE BUKDAHL, JOHANNES WIEDEWELT – TRADITION OG NYBRUD [JOHANNES WIEDEWELT – TRADITION AND BREAKTHROUGH] COPENHAGEN: U PRESS, 2021. 148 PAGES ISBN: 9788793890121.