I am struck by how little is known about so much of cognition. One goal of this paper is to argue for the need to consider a rich set of interlocking issues in the study of cognition. Mainstream work in cognition—including my own—ignores many critical aspects of animate cognitive systems. Perhaps one reason that existing theories say so little relevant to real world activities is the neglect of social and cultural factors, of emotion, and of the major points that distinguish (...) an animate cognitive system from an artificial one: the need to survive, to regulate its own operation, to maintain itself, to exist in the environment, to change from a small, uneducated, immature system to an adult, developed, knowledgeable one.Human cognition is not the same as artificial cognition, if only because the human organism must also be concerned with the problems of life, of development, of survival. There must be a regulatory system that interacts with the cognitive component. And it may well be that it is the cognitive component that is subservient, evolved primarily for the benefit of the regulatory system, working through the emotions, through affect.I argue that several concepts must become fundamental parts of the study of cognition, including the roles of culture, of social interaction, of emotions, and of motivation. I argue that there are at least 12 issues that should comprise the study of cognition, and thereby, the field of Cognitive Science. We need to study a wide variety of behavior before we can hope to understand a single class. Cognitive scientists as a whole ought to make more use of evidence from the neurosciences, from brain damage and mental illness, from cognitive sociology and anthropology, and from clinical studies of the human. These must be accompanied, of course, with the study of language, of the psychological aspects of human processing structures, and of artificially intelligent mechanisms. The study of Cognitive Science requires a complex interaction among different issues of concern, an interaction that will not be properly understood until all parts are understood, with no part independent of the others, the whole requiring the parts, and the parts the whole. (shrink)

Why is understanding causation so important in philosophy and the sciences? Should causation be defined in terms of probability? Whilst causation plays a major role in theories and concepts of medicine, little attempt has been made to connect causation and probability with medicine itself. Causality, Probability, and Medicine is one of the first books to apply philosophical reasoning about causality to important topics and debates in medicine. Donald Gillies provides a thorough introduction to and assessment of competing theories of (...) causality in philosophy, including action-related theories, causality and mechanisms, and causality and probability. Throughout the book he applies them to important discoveries and theories within medicine, such as germ theory; tuberculosis and cholera; smoking and heart disease; the first ever randomized controlled trial designed to test the treatment of tuberculosis; the growing area of philosophy of evidence-based medicine; and philosophy of epidemiology. This book will be of great interest to students and researchers in philosophy of science and philosophy of medicine, as well as those working in medicine, nursing and related health disciplines where a working knowledge of causality and probability is required. (shrink)

Artificial Intelligence and Scientific Method examines the remarkable advances made in the field of AI over the past twenty years, discussing their profound implications for philosophy. Taking a clear, non-technical approach, Donald Gillies shows how current views on scientific method are challenged by this recent research, and suggests a new framework for the study of logic. Finally, he draws on work by such seminal thinkers as Bacon, Gdel, Popper, Penrose, and Lucas, to address the hotly-contested question of whether computers (...) might become intellectually superior to human beings. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Scepticism About Persons in Book II of Hume’s TreatiseDonald C. AinslieBook ii of Hume’s Treatise—especially its first two Parts on the “indirect passions” of pride, humility, love, and hatred—has mystified many of its interpreters.1 Hume clearly thinks these passions are important: Not only does he devote more space to them than to his treatment of causation, but in the “Abstract” to the Treatise, he tells us that Book II (...) “contains opinions that are altogether as new and extraordinary” (T 659) as those found in Book I. And, he says, these opinions constitute “the foundation” (T 646) for his treatment of morals and politics in Book III.2 The mystery arises, however, because in the actual text of [End Page 469] Book II Hume never spells out what makes his opinions on the passions “new and extraordinary,” nor why they are foundational for his moral theory.Thus some of his interpreters, notably Norman Kemp Smith, conclude that Hume was simply mistaken in his assessment of his treatment of the passions. While his accounts of the will and of motivation (in the early Sections of Part iii of Book II) are significant, Kemp Smith takes the extended analysis of the indirect passions to spring merely from his misplaced enthusiasm for associationist psychology. As such, the philosophical lessons to be learned from the first two Parts of Book II are slim.3 Páll Árdal, in contrast, tries to construct for Hume what he seems to have omitted—a philosophical rationale for his obvious interest in the indirect passions. Árdal starts by drawing attention to the role these passions play in Hume’s moral philosophy, in particular, his repeatedly connecting the indirect passions to the moral sentiments of approval and disapproval. Árdal concludes that Hume means to equate the moral sentiments with particular kinds of indirect passions. The first two Parts of Book II are of interest, on Ardal’s reading, because it is there that he shows us how moral sentimentalism can be founded on something more fully naturalistic than Hutcheson’s somewhat mysterious “moral sense.”4I argue against Árdal’s interpretation in §2. But this reopens the problem of accounting for Hume’s interest in the indirect passions. I offer my view in §§3–5 where, like Árdal, I provide a reconstruction of Hume’s discussion of these passions in order to show how it has an underlying philosophical motivation. My claim is that Hume relies on the indirect passions to explain how we form beliefs about persons as bearers of features that make them into who [End Page 470] they are. It is by feeling an indirect passion towards someone that we think of her as more than accidentally related to some quality, such as her country, her riches, her family, or even her character traits. In support of my interpretation I point to the many parallels Hume draws between the indirect passions and the associative mechanism he offers to explain our forming causal beliefs (I.iii). And I suggest that, just as Hume’s associative explanation of causal beliefs is necessitated by his scepticism about intrinsic “necessary connexions,” so also his associative mechanism for our beliefs about persons—the indirect passions—is necessitated by a certain kind of scepticism about persons. This is not the scepticism about persons that we find in “Of personal identity” (I.iv.6), where Hume argues against the view that our perceptions inhere in a simple soul; it is rather a scepticism about there being intrinsic features of persons that define them as who they are.But, before I explain in more detail what my claim amounts to, it will help to have available a brief description of the mechanism that Hume’s takes to explain the indirect passions.1. THE MECHANISM FOR THE INDIRECT PASSIONSA passion, for Hume, is a simple impression felt in response to various circumstances. Because of their simplicity, we cannot define passions by putting their characteristic feeling into words; instead, Hume thinks, we can only delineate “such circumstances, as attend them” (T 277). Passions are indirect if those circumstances include as an outcome the focusing of attention onto a person... (shrink)

The idea that the self is in need of rethinking, as the title to this collection of essays suggests, presupposes that the self has already been “thought.” And indeed it has—both explicitly, by philosophers, and implicitly, in the practices of everyday life. For philosophers, this thinking about the self has taken place largely in abstract terms; persons have been treated as metaphysical-cum-moral subjects, disembodied minds that could plausibly be split from or melded with other such minds, or as rational agents, (...) capable of choosing a plan in terms of which to live their lives. In everyday life, in contrast, we “think” one another as selves by making assumptions about how the people we encounter fit into the social landscape and about how we ourselves have a place in the world. As the essays in this collection demonstrate, feminists have challenged both ways of thinking of selfhood in various, sometimes contradictory, ways. (shrink)

The article presents a new interpretation of Hume’s treatment of personal identity, and his later rejection of it in the “Appendix” to the Treatise. Hume’s project, on this interpretation, is to explain beliefs about persons that arise primarily within philosophical projects, not in everyday life. The belief in the identity and simplicity of the mind as a bundle of perceptions is an abstruse belief, not one held by the “vulgar” who rarely turn their minds on themselves so as to think (...) of their perceptions. The author suggests that it is this philosophical observation of the mind that creates the problems that Hume finally acknowledges in the “Appendix.” He is unable to explain why we believe that the perceptions by means of which we observe our minds while philosophizing are themselves part of our minds. This suggestion is then tested against seven criteria that any interpretation of the “Appendix” must meet. (shrink)

In the Treatise of Human Nature , Hume argues that, because we have adequate ideas of the smallest parts of space, we can infer that space itself must conform to our representations of it. The paper examines two challenges to this argument based on Descartes's and Locke's treatments of adequate ideas, ideas that fully capture the objects they represent. The first challenge, posed by Arnauld in his Objections to the Meditations , asks how we can know that an idea is (...) adequate. The second challenge, implicit in Locke's Essay , asks how an empiricist can characterize an idea as inadequate, as both picking out an object and yet failing to capture it fully. In showing how Hume responds to these challenges, his theory of perceptual representation is explained and his treatment of space is related to his scepticism. His conclusion is shown not to be a characterization of space as it exists wholly apart from our powers of conception. Instead, in an adumbration of Kant, his claim is restricted to space as it appears to us. (shrink)

The article presents a new interpretation of Hume's treatment of personal identity, and his later rejection of it in the “Appendix” to the Treatise. Hume's project, on this interpretation, is to explain beliefs about persons that arise primarily within philosophical projects, not in everyday life. the belief in the identity and simplicity of the mind as a bundle of perceptions is an abstruse belief, not one held by the “vulgar” who rarely turn their minds on themselves so as to think (...) of their perceptions. the author suggests that it is this philosophical observation of the mind that creates the problems that Hume finally acknowledges in the “Appendix.” He is unable to explain why we believe that the perceptions by means of which we observe our minds while philosophizing are themselves part of our minds. This suggestion is then tested against seven criteria that any interpretation of the “Appendix” must meet. (shrink)

The current interest in bioregionalism, stimulated in part by Kirkpatrick Sale’s Dwellers in the Land, shows that people are looking for a form of political praxis which addresses the importance of region. In this paper, I argue that much of the bioregional literature written to date mystifies the concept of region, discounting the role of subjectivity and culture in shaping regional boundaries and veers toward asimplistic view of “nature knows best.” Bioregionalism can be rehabilitated, provided we treat it not as (...) a “revealed wisdom” for the reconstruction of human society, but as a sensibility and environmental ethic that can infuse our work even as we make use of the functional regionalisms that increasingly shape people’s consciousness. I conclude by citing Lewis Mumford’s concept of a region as capturing the dialectical interplay of natural and cultural elements. (shrink)

This autobiographical piece is in response to Frank Fair’s kind invitation to write a reflective piece on my involvement over the last 30 years in the critical thinking movement, with special attention given to 18 years of assessment data as I assessed students’ critical thinking outcomes at Baker University. The first section of the paper deals with my intellectual history and how I came to a specific understanding of CT. The second deals with the Baker Experiment in combining instruction in (...) CT with written composition, with a special focus on Deductive Reconstruction. The third section goes over our attempts at assessment and what we discovered by using three separate tests. The final section of the paper presents my conclusions about the challenges of teaching CT based on the Baker Experiment. (shrink)

This paper introduces the important concept of a biophysical perspective on economics into the business ethics literature. The biophysical perspective recognizes that ecological processes determine what can be done in an economy and how best to do it. A biophysical perspective places the economic system into a larger context of the ecologic system. This changes the perception of ethical issues by identifying a larger scope of management decisions. The paper examines the changing ethical landscape in such issues as biotechnology, planned (...) obsolescence, productivity, and international trade. The paper also examines the shift in mindset associated with the shift in economic framework. It draws on the literature on cognitive structures and moral imagination to show this new perspective can actually raise the bar for ethical decision-making and behavior. The pattern is that the ethical behavior associated with a biophysical economic framework has a greater scope of responsibility with the benefit that the required ethical behavior leads to better long-term decision making. (shrink)

Afghanistan. In the heat and dust, young British army medic Elinor Nielson watches an Afghan girl walk into a hail of bullets. But when she runs to help, Ellie finds her gone. Who is she? And what's happened to her? What Ellie discovers makes her question everything she believes in - even her feelings for the American lieutenant who takes her side.

This chapter contains section titled: Introduction Locke on Personal Identity Hume's Critique of Locke The Belief in Mental Unity Hume's Second Thoughts Some Interpretations Unity in Reflection References.

This paper heeds the advice of EPAT's editor, who said he ‘will be happy to publish further works on Heidegger and responses to these articles’ after introducing four articles on Heidegger (and one of his students) and education in the August, 2005, issue. It discusses the papers in order of appearance critically, for none of them shows understanding of Heidegger's writings and descriptions of human existence in his most important work, Being and Time, nor the work of the internationally recognized (...) educational philosopher who has written about educational problems using Heidegger's perspective (among others) over the past forty years and that should be considered in any application of Heidegger's thought to education if educational philosophy is to become a cumulative discipline. Because philosophy of education is notoriously non‐accumulative and requires far more than referring to education in the first and last paragraphs of an article in order to be about an educational problem or phenomenon, the publications of this scholar in the phenomenology of education are mentioned throughout, as are Heidegger's works, to show how the four authors might have benefited from library research to utilize existing understandings and go beyond them. Finally, some suggestions are made about how to read with understanding Heidegger's magnum opus, Being and Time. (shrink)

After critiquing the arguments against using formal logic to teach critical thinking, this paper argues that for theoretical, practical, and empirical reasons, instruction in the fundamentals of formal logic is essential for critical thinking, and so should be included in every class that purports to teach critical thinking.

Critical thinking is considered an essential educational goal. As a result, many philosophers dreamed their departments would offer multiple sections of CT, hence justifying hiring additional staff. Unfortunately, this dream did not materialize. So, similar to a current theory about teaching writing, “critical thinking across the curriculum” has become a popular idea. While the idea has appeal and unquestionable merit, I will argue that the likelihood the skills necessary for effective CT will actually be taught is minimal.

The state that we inhabit plays a significant role in shaping our lives. For not only do its institutions constrain the kinds of lives we can lead, but it also claims the right to punish us if our choices take us beyond what it deems to be appropriate limits. Political philosophers have traditionally tried to justify the state's power by appealing to their preferred theories of justice, as articulated in complex and wide-ranging moral theories—utilitarianism, Kantianism, and the like. One of (...) John Rawls's greatest contributions to political philosophy has been his recognition that this is the wrong way for this field to approach its task. He points to what he calls “the fact of reasonable pluralism,” which is the incontestable fact that in a free society people striving to lead their lives ethically will subscribe to conflicting moral and religious doctrines, many of which will be “reasonable” in the special sense of leaving their adherents willing to cooperate with those with whom they have moral disagreements. And this means that political philosophers can no longer rely on any particular “comprehensive” doctrine in their attempts to justify the state. For doing so would be unfair to those who subscribe to a conflicting reasonable doctrine; it would mean that the coercive power of the state would not be justified to them in terms they can accept, even while they were forced to abide by its terms. (shrink)

The state that we inhabit plays a significant role in shaping our lives. For not only do its institutions constrain the kinds of lives we can lead, but it also claims the right to punish us if our choices take us beyond what it deems to be appropriate limits. Political philosophers have traditionally tried to justify the state's power by appealing to their preferred theories of justice, as articulated in complex and wide-ranging moral theories—utilitarianism, Kantianism, and the like. One of (...) John Rawls's greatest contributions to political philosophy has been his recognition that this is the wrong way for this field to approach its task. He points to what he calls “the fact of reasonable pluralism,” which is the incontestable fact that in a free society people striving to lead their lives ethically will subscribe to conflicting moral and religious doctrines, many of which will be “reasonable” in the special sense of leaving their adherents willing to cooperate with those with whom they have moral disagreements. And this means that political philosophers can no longer rely on any particular “comprehensive” doctrine in their attempts to justify the state. For doing so would be unfair to those who subscribe to a conflicting reasonable doctrine; it would mean that the coercive power of the state would not be justified to them in terms they can accept, even while they were forced to abide by its terms. (shrink)

Revered for his contributions to empiricism, skepticism and ethics, David Hume remains one of the most important figures in the history of Western philosophy. His first and broadest work, A Treatise of Human Nature, comprises three volumes, concerning the understanding, the passions and morals. He develops a naturalist and empiricist program, illustrating that the mind operates through the association of impressions and ideas. This Companion features essays by leading scholars that evaluate the philosophical content of the arguments in Hume's Treatise (...) while considering their historical context. The authors examine Hume's distinctive views on causation, motivation, free will, moral evaluation and the origins of justice, which continue to influence present-day philosophical debate. This collection will prove a valuable resource for students and scholars exploring Hume, British empiricism and modern philosophy. (shrink)

Since the 80s, educators have supported instruction in critical thinking as “an Educational Ideal.” This should not be a surprise given some of the more common conceptions, e.g., Ennis’s “reasonable reflective thinking on what to believe or do,” or Siegel’s “being appropriately moved by reasons,” as opposed to bias, emotion or wishful thinking. Who would want a doctor, lawyer, or mechanic who could not skillfully evaluate arguments, causes, and cures? So, educators endorsed the dream that, through proper CT instruction, students’ (...) critical skills and “rational passions” could be greatly improved. In spite of the dream’s appeal, the reality is, after 30+ years, there is little reason to think the dream resembles reality. After describing what I take to be an adequate definition of CT, such a depressing conclusion will be supported by CT assessment scores from across academe, the continued widespread disagreement among experts in nearly all fields, including CT, and the abundant psychological research on rationality and decision making. And finally, while the ideal extols the value of objectivity, I shall argue that bias may be unavoidable because personal values play a vital role in the evaluation of many arguments. (shrink)

Bioethicists have virtually assumed that Tarasoff generated a duty to warn the sexual partners of an HIV‐positive man that they risked infection. Yet given the views of sex and of AIDS that have evolved in the gay community, in many cases the parallels to Tarasoff do not hold. Bioethicists should at the least attend to the community's views, and indeed should go beyond doing mere “professional ethics” to participate in the moral self‐exploration in which these views are located.

Some researchers have claimed that there is no significant correlation between students’ majors and their performance on standardized critical thinking tests. This paper provides both evidence and arguments that that claim may well be false. Besides arguments based on the correlation between students’ majors and other standardized tests, data from Baker University’s Critical Thinking and Writing Program show large differences in effect size gains relative to students’ majors.