Learning in educational settings most often emphasizes declarative and procedural knowledge. Studies of expertise, however, point to other, equally important components of learning, especially improvements produced by experience in the extraction of information: Perceptual learning. Here we describe research that combines principles of perceptual learning with computer technology to address persistent difficulties in mathematics learning. We report three experiments in which we developed and tested perceptual learning modules to address issues of structure extraction and fluency in relation to algebra and (...) fractions. PLMs focus students’ learning on recognizing and discriminating, or mapping key structures across different representations or transformations. Results showed significant and persisting learning gains for students using PLMs. PLM technology offers promise for addressing neglected components of learning: Pattern recognition, structural intuition, and fluency. Using PLMs as a complement to other modes of instruction may allow students to overcome chronic problems in learning. (shrink)

Do we need principles of the unification of our agency, our mode of acting? Immanuel Kant and Christine Korsgaard argue that the reflective structure of our mind forces us to have some conception of ourselves, others and the world—including our agency—and that it is through will and reason, and in particular principles of our agency, that we take upon ourselves to unify and test the way(s) in which we make our lives consistent. I argue that the principles suggested—the hypothetical (...) imperative and the categorical imperative—function to unify our understanding of ourselves and others as agents as efficacious and autonomous and that the extent to which those concerned render themselves efficacious and autonomous in cosmopolitan education or elsewhere is due to the extent to which they act in accordance with and are motivated by the suggested principles and in particular the categorical one. I first discuss how the principles function to unify our agency and how the categorical imperative functions as a test of maxims for our actions, how the will is the source of our morality, and how we are forced to have practical identities. I end with some remarks on what it means to acknowledge the mentioned principles in cosmopolitan education. (shrink)

Why should we deliberate? I discuss a Kantian response to this query and argue that we cannot as rational beings avoid deliberation in principle; and that we have good reasons to consider the value and strength of Kant's philosophical investigations concerning fundamental moral issues and their relevance for the question of why we ought to deliberate. I also argue that deliberation is a wide duty. This means that it has to be set as an end, that it is meritorious, and (...) that we cannot specify exactly what acts can be identified with it or are required for its realization. I begin by discussing why we cannot avoid deliberation in principle, that deliberation is a wide duty and why we ought to set it as an end. In the second part I argue how deliberation can be acknowledged in cosmopolitan education, and how we can inquire into the quality of communication in terms of deliberation in such an education or elsewhere. (shrink)

Science, technology, engineering, and mathematics (STEM) fields are central to any educational system. The term started with the National Science Foundation as “SMET” and was changed to STEM at a later date due to phonetic reasons. The term was not widely used until Virginia Tech University began offering a “STEM education” degree in 2005 (Friedman 2005). The term STEM covers a broad spectrum of different disciplines. While, in general, STEM is used as an umbrella term for the natural sciences, engineering, (...) mathematics, and technology-related fields, there are some variations in its usage. For example, the US National Science Foundation (NSF) characterizes STEM as including chemistry, computers and information technology, engineering, geoscience, life sciences, mathematical sciences, physics and astronomy, psychology, social sciences, educational research, and STEM education (Gonzalez and Kuezi 2012). Whereas this approach considers the social sciences to be of central importance to STEM and the STEM workforce (Spalter-Roth 2004), in the United Kingdom, STEM is seen to include fields such as medicine, dentistry, and architecture but exclude the social sciences and education (United Kingdom, House of Lords, Science, and Technology, Committee 2012). (shrink)

This paper criticizes two accounts of the normativity of practical principles: the empiricist account and the rationalist or realist account. It argues against the empiricist view, focusing on the Humean texts that are usually taken to be its locus classicus. It then argues both against the dogmatic rationalist view, and for the Kantian view, through a discussion of Kant's own remarks about instrumental rationality in the second section of the Groundwork. It further argues that the instrumental principle cannot stand alone. (...) Unless there are normative principles directing us to the adoption of certain ends, there can be no requirement to take the means to our ends. The familiar view that the instrumental principle is the only requirement of practical reason is incoherent. (shrink)

Revolutionizing received opinion of Taoism's origins in light of historic new discoveries, Harold D. Roth has uncovered China's oldest mystical text--the original expression of Taoist philosophy--and presents it here with a complete translation and commentary. Over the past twenty-five years, documents recovered from the tombs of China's ancient elite have sparked a revolution in scholarship about early Chinese thought, in particular the origins of Taoist philosophy and religion. In _Original Tao,_ Harold D. Roth exhumes the seminal text of (...) Taoism--_Inward Training (Nei-yeh)_--not from a tomb but from the pages of the _Kuan Tzu,_ a voluminous text on politics and economics in which this mystical tract had been "buried" for centuries. _Inward Training_ is composed of short poetic verses devoted to the practice of breath meditation, and to the insights about the nature of human beings and the form of the cosmos derived from this practice. In its poetic form and tone, the work closely resembles the _Tao-te Ching_; moreover, it clearly evokes Taoism's affinities to other mystical traditions, notably aspects of Hinduism and Buddhism. Roth argues that _Inward Training_ is the foundational text of early Taoism and traces the book to the mid-fourth century B.C. (the late Warring States period in China). These verses contain the oldest surviving expressions of a method for mystical "inner cultivation," which Roth identifies as the basis for all early Taoist texts, including the _Chuang Tzu_ and the world-renowned _Tao-te Ching._ With these historic discoveries, he reveals the possibility of a much deeper continuity between early "philosophical" Taoism and the later Taoist religion than scholars had previously suspected. _Original Tao_ contains an elegant and luminous complete translation of the original text. Roth's comprehensive analysis explains what _Inward Training_ meant to the people who wrote it, how this work came to be "entombed" within the _Kuan Tzu,_ and why the text was largely overlooked after the early Han period. (shrink)

Immanuel Kant’s moral philosophy, political philosophy, and philosophy of judgement have been and continue to be widely discussed among many scholars. The impact of his thinking is beyond doubt and his ideas continue to inspire and encourage an on-going dialogue among many people in our world today. Given the historical and philosophical significance of Kant’s moral, political, and aesthetic theory, and the connection he draws between these theories and the appropriate function and methodology of education, it is surprising that relatively (...) little has been written on Kant’s contribution to education theory. Recently, however, internationally recognized Kant scholars such as Paul Guyer, Manfred Kuehn, Richard Velkley, Robert Louden, Susan Shell, and others have begun to turn their attention to Kant’s writings on education and the role of education in cultivating moral character. _Kant and Education: Interpretations and Commentary_ has gathered these scholars together with the aim of filling this perceived void in Kant scholarship. All of the essays contained within this volume will examine either Kant’s ideas on education through an historical analysis of his texts; or the importance and relevance of his moral philosophy, political philosophy, and/or aesthetics in contemporary education theory. (shrink)

Revolutionizing received opinion of Taoism's origins in light of historic new discoveries, Harold D. Roth has uncovered China's oldest mystical text -- the original expression of Taoist philosophy -- and presents it here with a complete translation and commentary. Over the past twenty-five years, documents recovered from the tombs of China's ancient elite have sparked a revolution in scholarship about early Chinese thought, in particular the origins of Taoist philosophy and religion. In _Original Tao,_ Harold D. Roth exhumes (...) the seminal text of Taoism -- _Inward Training _ -- not from a tomb but from the pages of the _Kuan Tzu,_ a voluminous text on politics and economics in which this mystical tract had been "buried" for centuries. _Inward Training_ is composed of short poetic verses devoted to the practice of breath meditation, and to the insights about the nature of human beings and the form of the cosmos derived from this practice. In its poetic form and tone, the work closely resembles the _Tao-te Ching_; moreover, it clearly evokes Taoism's affinities to other mystical traditions, notably aspects of Hinduism and Buddhism. Roth argues that _Inward Training_ is the foundational text of early Taoism and traces the book to the mid-fourth century B.C.. These verses contain the oldest surviving expressions of a method for mystical "inner cultivation," which Roth identifies as the basis for all early Taoist texts, including the _Chuang Tzu_ and the world-renowned _Tao-te Ching._ With these historic discoveries, he reveals the possibility of a much deeper continuity between early "philosophical" Taoism and the later Taoist religion than scholars had previously suspected. _Original Tao_ contains an elegant and luminous complete translation of the original text. Roth's comprehensive analysis explains what _Inward Training_ meant to the people who wrote it, how this work came to be "entombed" within the _Kuan Tzu,_ and why the text was largely overlooked after the early Han period. (shrink)

Shared activity is often simply willed into existence by individuals. This poses a problem. Philosophical reflection suggests that shared activity involves a distinctive, interlocking structure of intentions. But it is not obvious how one can form the intention necessary for shared activity without settling what fellow participants will do and thereby compromising their agency and autonomy. One response to this problem suggests that an individual can have the requisite intention if she makes the appropriate predictions about fellow participants. I argue (...) that implementing this predictive strategy risks derailing practical reasoning and preventing one from forming the intention. My alternative proposal for reconciling shared activity with autonomy appeals to the idea of acting directly on another's intention. In particular, I appeal to the entitlement one sometimes has to another's practical judgment, and the corresponding authority the other sometimes has to settle what one is to do. (shrink)

In this paper, we consider the question of whether there exists an essential relation between emotions and wellbeing. We distinguish three ways in which emotions and wellbeing might be essentially related: constitutive, causal, and epistemic. We argue that, while there is some room for holding that emotions are constitutive ingredients of an individual’s wellbeing, all the attempts to characterise the causal and epistemic relations in an essentialist way are vulnerable to some important objections. We conclude that the causal and epistemic (...) relation between emotions and wellbeing is much less strong than is commonly thought. (shrink)

1. Being an Animal Human beings are animals: phylum: chordata, class: mammalia, order: primates, family: hominids, species: homo sapiens, subspecies: homo sapiens sapiens. According to current scientific opinion, we evolved approximately 200,000 years ago in Africa from ancestors whom we share with the other great apes. What does it mean that we are animals? Scientifically speaking, an animal is essentially a complex, multicellular organism that feeds on other life forms. But what we share with the other animals is not just (...) a definition: it is a history – that is, it is a story – and a resulting set of attributes and circumstances, and an ecosystem, and a planet. What is the story? Living things are homeostatic systems – they maintain themselves through a process of nutrition that enables them to work constantly at replacing the fragile materials of which they are composed. Living things also work at reproducing, or contributing to the reproduction, of other living things that maintain themselves in essentially the same way. To engage in those activities is essentially what it means to be alive. And in order to engage in those activities, a living thing must be, in some way, responsive to conditions in its environment. Plants, for instance, respond to dryness, by growing deeper roots, or to sunshine, by turning their leaves in its direction. Even a unicellular organism is drawn to some things and recoils from others. (shrink)

One of the most basic questions an ontology can address is: How many things, or substances, are there? A monist will say, ‘just one’. But there are different stripes of monism, and where the borders between these different views lie rests on the question, ‘To what does this “oneness” apply?’ Some monists apply ‘oneness’ to existence. Others apply ‘oneness’ to types. Determining whether a philosopher is a monist and deciphering what this is supposed to mean is no easy task, especially (...) when it comes to those writing in the early modern period because many philosophers of the sixteenth, seventeenth, and eighteenth centuries include God in their ontologies. InThe Principles,Anne Finch Conway offers an ontology that is often described as being both ‘vitalist’ and ‘monist’. I take this to mean that, for Conway, all that exists is in some way alive and that if asked ‘How many things, or substances, are there?’ Conway would say, ‘Just one’. But to what does this ‘oneness’ apply? And where does the point of disagreement between Conway and her interlocutors, Hobbes, Spinoza, More, and Descartes lie? In this paper, I argue that determining the answer to this first question turns out to be quite difficult. Nevertheless, we can still make sense of the second. (shrink)

The reasons for which I act are normally my reasons; I represent goal states and the means to attaining them, and these guide me in action. Can your reason ever be the reason why I act? If I haven’t yet taken up your reason and made it mine by representing it for myself, then it may seem mysterious how this could be possible. Nevertheless, the paper argues that sometimes one is entitled to another’s reason and that what one does is (...) to be explained in terms of it. The case for this draws on aspects of the interplay between reasons and intentions in individual agency that have not received the attention they deserve. The paper closes by exploring the limits of interpersonal entitlement to reasons by formulating a hypothesis about which reasons one might be entitled to, and by considering how defeaters can undermine entitlement. (shrink)

Typically developing 3-day-old newborns take significantly more forward steps on a moving treadmill belt than on a static belt. The current experiment examined whether projecting optic flows that specified forward motion onto the moving treadmill surface would further enhance forward stepping. Twenty newborns were supported on a moving treadmill without optic flow, with optic flow matching the treadmill’s direction and speed, with optic flow in the same direction but at a faster speed, and in a control condition with an incoherent (...) optic flow moving at the same speed as in the Congruent condition but in random directions. The results revealed no significant differences in the number or coordination of forward treadmill steps taken in each condition. However, the Faster condition generated significantly fewer leg pumping movements than the Random control condition. When highly aroused, newborns made significantly fewer single steps and significantly more parallel steps and pumping movements. We speculate the null findings may be a function of the high friction material that covered the treadmill surface. (shrink)

After discussing de Sousa's view of emotion in akrasia, I suggest that emotions be viewed as nonconceptual perceptions of value (see Tappolet 2000). It follows that they can render intelligible actions which are contrary to one's better judgment. An emotion can make one's action intelligible even when that action is opposed by one's all-things-considered judgment. Moreover, an akratic action prompted by an emotion may be more rational than following one's better judgement, for it may be the judgement and not the (...) perception which is in error. By contrast, "cool" akrasia is genuinely puzzling; it is not clear whether it exists. (shrink)

Some of the reasons one acts on in joint action are shared with fellow participants. But others are proprietary: reasons of one’s own that have no direct practical significance for other participants. The compatibility of joint action with proprietary reasons serves to distinguish the former from other forms of collective agency; moreover, it is arguably a desirable feature of joint action. Advocates of “team reasoning” link the special collective intention individual participants have when acting together with a distinctive form of (...) practical reasoning that purports to put individuals in touch with group or collective reasons. Such views entail the surprising conclusion that one cannot engage in joint action for proprietary reasons. Suppose we understand the contrast between minimal and robust forms of joint action in terms of the extent to which participants act on proprietary reasons as opposed to shared reasons. Then, if the team reasoning view of joint intention and action is correct, it makes no sense to talk of minimal joint action. As soon as the reason for which one participates is proprietary, then one is not, on this view, genuinely engaged in joint action. (shrink)

Christine Battersby rethinks questions of embodiment, essence, sameness and difference, self and "other", patriarchy and power. Using analyses of Kant, Adorno, Irigaray, Butler, Kierkegaard and Deleuze, she challenges those who argue that a feminist metaphysics is a a contradiction in terms. This book explores place for a metaphysics of fluidity in the current debates concerning postmodernism, feminism and identity politics.

This contribution considers whether or not it is possible to devise a coherent form of external skepticism about the normative if we ‘relax’ about normative ontology by regarding claims about the existence of normative truths and properties themselves as normative. I answer this question in the positive: A coherent form of non-normative error-theories can be developed even against a relaxed background. However, this form no longer makes any reference to the alleged falsity of normative judgments, nor the non-existence of normative (...) properties. Instead, it concerns a specifically inferentialist construal of error-theories which suggests that error-theorists should abstain from any claims about normative ontology to focus exclusively on claims about the inferential role of normative vocabulary. As I will show, this suggestion affords a number of important advantages. However, it also comes at a cost, in that it might not only change the letter, but also the spirit of traditional error-theories. (shrink)

In The Contemplative Foundations of Classical Daoism, Harold D. Roth explores the origins and nature of the Daoist tradition, arguing that its creators and innovators were not abstract philosophers but, rather, mystics engaged in self-exploration and self-cultivation, which in turn provided the insights embodied in such famed works as the Daodejing and Zhuangzi. In this compilation of essays and chapters representing nearly thirty years of scholarship, Roth examines the historical and intellectual origins of Daoism and demonstrates how this (...) distinctive philosophy emerged directly from practices that were essentially contemplative in nature. In the first part of the book, Roth applies text-critical methods to derive the hidden contemplative dimensions of classical Daoism. In the second part, he applies a "contemplative hermeneutic" to explore the relationship between contemplative practices and classical Daoist philosophy and, in so doing, brings early Daoist writings into conversation with contemporary contemplative studies. To this he adds an introduction in which he reflects on the arc and influence on the field of early Chinese thought of this rich vein of scholarship and an afterword in which he applies both interpretive methods to the vexing question of the authorship of the Inner Chapters of the Zhuangzi. The Contemplative Foundations of Classical Daoism brings to fruition the cumulative investigations and observations of a leading figure in the emerging field of contemplative studies as they pertain to a core component of early Chinese thought. (shrink)

In this paper, I develop a metasemantics for relaxed moral realism. More precisely, I argue that relaxed realists should be inferentialists about meaning and explain that the role of evaluative moral vocabulary is to organise and structure language exit transitions, much as the role of theoretical vocabulary is to organise and structure language entry transitions.

Quasi-realist expressivists have developed a growing liking for minimalism about truth. It has gone almost unnoticed, though, that minimalism also drives an anti-Archimedean movement which launches a direct attack on expressivists’ non-moral self-image by proclaiming that all metaethical positions are built on moral grounds. This interplay between expressivism, minimalism and anti-Archimedeanism makes for an intriguing metaethical encounter. As such, the first part of this dissertation examines expressivism’s marriage to minimalism and defends it against its critics. The second part then turns (...) to the anti-Archimedean challenge to expressivism and shows how to ward off this challenge by securing expressivism’s non-moral, metaethical status without having to abandon minimalism about truth. (shrink)

Weshalb ziehen das Komma bei Kant oder das Ausrufezeichen bei Foucault nicht dasselbe Interesse auf sich wie der Gedankenstrich bei Kleist oder die Auslassungspunkte bei Schnitzler? Entgegen der Selbstverständlichkeit literaturwissenschaftlicher Interpretation, der zufolge jedes Zeichen die Sinnkonstruktion eines Textes mitträgt, erfahren Satzzeichen in der philosophischen Auslegung wenig Aufmerksamkeit. Entlang einzelner Beispiele schärfen die Beiträge dieses Bandes den Blick für das philologische Detail und zeigen, wie Satzzeichen nicht nur an der Entfaltung des rhetorischen Repertoires philosophischer Textpraxis konstitutiv beteiligt sind. Das aufmerksame (...) Close Reading wird dabei für die philosophische Lektüre überraschend fruchtbar. (shrink)

This paper presents a cognitive model of the planning process. The model generalizes the theoretical architecture of the Hearsay‐ll system. Thus, it assumes that planning comprises the activities of a variety of cognitive “specialists.” Each specialist can suggest certain kinds of decisions for incorporation into the plan in progress. These include decisions about: (a) how to approach the planning problem; (b) what knowledge bears on the problem; (c) what kinds of actions to try to plan; (d) what specific actions to (...) plan; and (e) how to allocate cognitive resources during planning. Within each of these categories, different specialists suggest decisions at different levels of abstraction. The activities of the various specialists are not coordinated in any systematic way. Instead, the specialists operate opportunistically, suggesting decisions whenever promising opportunities arise. The paper presents a detailed account of the model and illustrates its assumptions with a “thinking aloud” protocol. It also describes the performance of a computer simulation of the model. The paper contrasts the proposed model with successive refinement models and attempts to resolve apparent differences between the two points of view. (shrink)

What is it for a duty or obligation to be directed? Thinking about paradigmatic cases such as the obligations generated by promises will take us only so far in answering this question. This paper starts by surveying several approaches for understanding directed duties, as well as the challenges they face. It turns out that shared agency features something similar to the directedness of duties. This suggests an account of directedness in terms of shared agency – specifically, in terms of the (...) so-called practical intimacy that holds between individuals when they act together. The final section addresses a challenge to the shared agency approach posed by legal wronging in tort law. (shrink)

There is a way of talking that would appear to involve ascriptions of purpose, goal directed activity, and intentional states to groups. Cases are familiar enough: classmates intend to vacation in Switzerland, the department is searching for a metaphysician, the Democrats want to minimize losses in the upcoming elections, and the US intends to improve relations with such and such country. But is this talk to be understood just in terms of the attitudes and actions of the individuals involved? Is (...) the talk, to take an overly simple proposal as an example, a mere summary of familiar individual attitudes of the group members? Or is the ascription of attitudes and actions to groups to be taken more literally, as suggesting that the group for example believes that P, or intends to A, over and above what the members individually think and do? In short, are there groups with minds of their own? Philip Pettit has deployed the “discursive dilemma” to defend the thesis that there are such group minds. In what follows, I explore the relationship between the group allegedly with a mind of its own and the individuals it comprises, and I consider just how this relationship must be understood in order to give Pettit’s argument for group minds its best chance for success. As I understand it, the discursive dilemma has to be used in conjunction with what might be called an indispensability argument for group minds. It is useful to distinguish two forms of this argument. The explanatory version of the indispensability argument is, very schematically, as follows: there is a compelling explanatory theory T concerning the social, certain indispensable elements of T entail the group mind thesis, so the group mind thesis is true. Several questions immediately arise: What sort of theory is T? In what sense is it indispensable? Are there other forms of indispensability? I don’t have definitive answers to these questions. But how we settle them will have implications for the interaction and support the discursive dilemma provides the indispensability argument. In particular, using the discursive dilemma to defend what I characterize below as a practical version of the indispensability argument commits us to the rationality of individual participants in a way that the explanatory version of the indispensability argument does not. My point in the first part of the paper is that if Pettit wants to avoid the weaknesses of the explanatory indispensability argument and pursue the practical version, then he owes us a story about the rationality of individual participation in groups. Pettit also owes us a story about the agency an individual exercises as part of a group. If it takes the actions of individuals to execute the intentions of the group, how are we to understand those actions in order for the group to count as having a mind of its own? How must group intentions figure in the practical or deliberative perspective of individuals who execute those intentions? I will argue that the proponent of the group mind thesis must proceed with some care here, because some natural ways of answering these questions will undermine the thesis. But in the end, I think that these questions are interesting independently of whether Pettit is right to think that groups do have minds of their own. That’s because investigating Pettit’s arguments might lead to new ideas about how the rationality and agency of individuals can be exercised, and suggests new ways of understanding how individuals can act together, irrespective of whether the groups they compose ever have minds of their own. (shrink)

The importance of John Locke's discussion of persons is undeniable. Locke never explicitly tells us whether he thinks persons are substances or modes, however. We are thus left in the dark about a fundamental aspect of Locke's view. Many commentators have recently claimed that Lockean persons are modes. In this paper I swim against the current tide in the secondary literature and argue that Lockean persons are substances. Specifically I argue that what Locke says about substance, power, and agency commits (...) him to the claim that persons are substances. I consider the passages mode interpreters cite and show why these passages do not imply that Lockean persons are modes. I also respond to two objections anyone who thinks Lockean persons are substances must address. I show that a substance reading of Locke on persons can be sympathetic and viable. I contend that with a clearer understanding of the ontological status of Lockean persons we can gain a firmer grasp of what Locke's picture of persons looks like. Finally, once we are armed with a better understanding of Locke on substance, mode, and personhood, we can pave the way toward a more nuanced description of the early modern debate over personal identity. (shrink)

Roth (1896-1963), the first philosophy professor at the Hebrew U.- Jerusalem, certainly practiced the ethics he preached in his self- imposed exile from Israel to protest the new state's policies. A dozen essays represent his "search, through thought, for the permanent." Includes a complete bibliography of his writings. Distributed in the US by ISBS. Annotation copyrighted by Book News, Inc., Portland, OR.

The United States Supreme Court, in its decision Ferguson v. City of Charleston,ruled that to conduct drug tests on pregnant women in public hospitals and to share that information with the police without obtaining a search warrant amounted to a violation of the women's constitutional rights under the Fourth Amendment. Set within the political context of public policy designed to monitor the activities of pregnant women and the ongoing incidence of prosecutions for ‘foetal abuse’,this note shows how the Supreme Court’s (...) decision, while on the one hand vindicating the rights of pregnant women to be free from unlawful searches upon their person, does not definitively determine the important question of the extent to which the state may regulate women’s behaviour during pregnancy. (shrink)

What is the primary function of consciousness in the nervous system? The answer to this question remains enigmatic, not so much because of a lack of relevant data, but because of the lack of a conceptual framework with which to interpret the data. To this end, we have developed Passive Frame Theory, an internally coherent framework that, from an action-based perspective, synthesizes empirically supported hypotheses from diverse fields of investigation. The theory proposes that the primary function of consciousness is well-circumscribed, (...) serving the 'somatic nervous system[. For this system, consciousness serves as a frame that constrains and directs skeletal muscle output, thereby yielding adaptive behavior. The mechanism by which consciousness achieves this is more counterintuitive, passive, and “low level” than the kinds of functions that theorists have previously attributed to consciousness. Passive frame theory begins to illuminate (a) what consciousness contributes to nervous function, (b) how consciousness achieves this function, and (c) the neuroanatomical substrates of conscious processes. Our untraditional, action-based perspective focuses on olfaction instead of on vision and is 'descriptive' (describing the products of nature as they evolved to be) rather than 'normative' (construing processes in terms of how they should function). Passive frame theory begins to isolate the neuroanatomical, cognitive-mechanistic, and representational (e.g., conscious contents) processes associated with consciousness. (shrink)

I argue that Stephen Darwall's account of second-personal respect should be of special interest to feminists because it opens up space for the development of certain feminist resources. Specifically, Darwall's account leaves room for an experiential aspect of respect, and I suggest that abilities related to this aspect may vary along with social position. I then point out a potential parallel between the feminist critique of epistemology and a budding feminist critique of moral philosophy (specifically relating to respect).