Expressive-Assertivism, a metaethical theory championed by Daniel Boisvert, is sometimes considered to be a particularly promising form of hybrid expressivism. One of the main virtues of Expressive-Assertivism is that it seems to offer a simple solution to the Frege-Geach problem. I argue, in contrast, that Expressive-Assertivism faces much the same challenges as pure expressivism.

One of the most discussed challenges to metaethical expressivism is the embedding problem. It is widely presumed that the reason why expressivism faces this difficulty is that it claims that moral sentences express non-cognitive states, or attitudes, which constitute their meaning. In this paper, it is argued that the reason why the embedding problem constitutes a challenge to expressivism is another than what it usually is thought to be. Further, when we have seen the real reason (...) why expressivism is vulnerable to this difficulty, it is plausible to argue that it makes up a challenge to certain other metaethical views as well. (shrink)

The Connes Embedding Problem asks whether every separable II1 factor embeds into an ultrapower of the hyperfinite II1 factor. We show that the CEP is equivalent to the statement that every type II1 tracial von Neumann algebra has a computable universal theory.

Paul Elbourne claims that Russellians cannot accommodate the behavior of certain embedded definite descriptions. Since Fregeans can handle such descriptions, Elbourne urges theorists to reject Russell's theory in favor of Frege's. Here, I show that such descriptions pose no threat to Russellianism. These descriptions, I argue, are neutral between the two camps.

To measure non-cognitive facets of competence, we developed and tested a new method that we refer to as Embedded Experience Sampling (EES). Domain-specific problem-solving competence is a multi-faceted construct that is not limited to cognitive facets such as domain knowledge or problem-solving strategies but also comprises non-cognitive facets in the sense of domain-specific emotional and motivational dispositions such as interest and self-concept. However, in empirical studies non-cognitive facets are usually either neglected or measured by generalized self-report questionnaires that (...) are detached from the performance assessment. To enable an integrated measurement, we developed the EES method to collect data on non-cognitive facets during scenario-based low-stakes assessments. Test-takers are requested to stop at certain times and spontaneously answer short items (EES items) regarding their actual experience of the problem situation. These EES items are embedded in an EES event that resembles typical social interactions with non-player characters. To evaluate the feasibility and validity of the method, we implemented EES in a series of three studies in the context of commercial vocational education and training (VET): A feasibility study with 77 trainees, a pilot study with 20 trainees, and the main study with 780 trainees who worked on three complex problem scenarios in a computer-based office simulation. In the present paper, we investigate how test-takers perceived the EES events, and whether social desirability biased their answers, and investigate the internal structure of the data and the relationship between EES data and data from several other sources. Interview data and survey data indicated no biases due to social desirability and no additional burden for the test-takers due to the EES events. A correlation analysis following the multitrait-multimethod approach as well as the calibration of a multidimensional model based on Item Response Theory (IRT) also supported the construct validity. Furthermore, EES data shows substantial correlations with test motivation but almost zero correlations with data from generalized retrospective self-report questionnaires on non-cognitive facets. Altogether, EES offers an alternative approach to measuring non-cognitive facets of competence under certain conditions. For instance, EES is also based on self-reporting and thus might not be suitable for high-stakes testing. (shrink)

This paper concerns the proper definition of embeddings in purely category-theoretical terms. It is argued that plain category theory cannot capture what, in the general case, constitutes an embedding of one structure in another. We discuss three available solutions to this problem: variants of monics, concrete categories, and allegories. The first and last of these are found to be unable to solve the problem, and the second to be philosophically unsatisfactory. Instead, we introduce a theory of forms (...) and relators, which, like allegory theory, attempts to abstract from relation algebras in the way that categories abstract from monoids, but which does not have the shortcomings we have identified in allegories. We show that the theory in question does indeed solve the problem of defining embeddings. (shrink)

Volume 20, Issue 7, July 2020, Page 109-111.

I.1. Two reasons for studying inference. Inference is studied for two distinct reasons: for its bearing on justification and for its bearing on learning. By and large, philosophy has focused on the role of inference in justification, leaving its role in learning to psychology and artificial intelligence. This difference of role leads to a difference of conception. An inference based theory of learning does not require a conception of inference according to which a good inference is one that justifies its (...) conclusion, whereas, obviously, an inference based theory of justification does require such a conception.1 Because of its focus on normative issues of justification, philosophy has taken a retrospective approach to inference, whereas a focus on learning naturally leads to a prospective approach. A focus on learning leads us to ask, "Given what is known, what should be inferred? How can what is known lead, via inference, to new knowledge?" A focus on justification has led philosophers to concentrate instead on a retrospective question: "Given a belief, can it be validly inferred from what is known? How can what is known justify, via inference, a new belief?" Thus, for philosophy, inference can be regarded as permissive: one needn't worry about what to infer, only about whether what has been arrived at somehow or other is or can be inferentially justified. A theory of learning, on the other hand, requires a conception of inference that is directive, for the problem of inference based learning is precisely the problem of what to infer. (shrink)

We find that agency problems are embedded in firm's excess and abnormal equity investments that are mainly dictated by controlling shareholder's motives and ethical choices manifested in ownership and board structure. The excess equity investment is gauged with respect to industry average. The abnormal equity investment is specifically referred to the number of nominal investment companies that are fully controlled by the controlling owners while subject to little governance. Our empirical evidences of 345 Taiwanese non-financial listed firms show that firm's (...) excess and abnormal equity investments are negatively correlated with controlling shareholder's cash flow rights while are positively correlated with the control-cash flow deviation, and board affiliation. The results are supportive of the positive incentive hypothesis and the negative entrenchment hypothesis put forth by La Porta et al. and Claessen et al.. The negative relation between equity investment and firm's value further supports the agency postulation that corporate excess and abnormal equity investments represent a leeway for controlling shareholder to exploit wealth of minority shareholders. This study potentially contributes to the literature of business ethics by portraying an empirically testable linkage from controlling owner's ethical choices to his actions and therefore firm's value. (shrink)

We find that agency problems are embedded in firm's excess and abnormal equity investments that are mainly dictated by controlling shareholder's motives and ethical choices manifested in ownership and board structure. The excess equity investment is gauged with respect to industry average. The abnormal equity investment is specifically referred to the number of nominal investment companies that are fully controlled by the controlling owners while subject to little governance. Our empirical evidences of 345 Taiwanese non-financial listed firms show that firm's (...) excess and abnormal equity investments are negatively correlated with controlling shareholder's cash flow rights while are positively correlated with the control-cash flow deviation, and board affiliation. The results are supportive of the positive incentive hypothesis and the negative entrenchment hypothesis put forth by La Porta et al. (2002, Journal of Finance 57, 1147-1171) and Claessen et al. (2002, Journal of Finance 57, 2741-2742). The negative relation between equity investment and firm's value further supports the agency postulation that corporate excess and abnormal equity investments represent a leeway for controlling shareholder to exploit wealth of minority shareholders. This study potentially contributes to the literature of business ethics by portraying an empirically testable linkage from controlling owner's ethical choices to his actions and therefore firm's value. (shrink)

Fiester and Yuan (2023) address an important, hitherto underdiscussed issue: ethical hazards of behavior contracts linked to patients’ and families’ demeanor in interacting with the healthcare team...

Seth Yalcin has pointed out some puzzling facts about the behaviour of epistemic modals in certain embedded contexts. For example, conditionals that begin ‘If it is raining and it might not be raining, … ’ sound unacceptable, unlike conditionals that begin ‘If it is raining and I don’t know it, … ’. These facts pose a prima facie problem for an orthodox treatment of epistemic modals as expressing propositions about the knowledge of some contextually specified individual or group. This (...) paper develops an explanation of the puzzling facts about embedding within an orthodox framework. (shrink)

This paper argues that we need to re-think the semantics/pragmatics distinction in the light of new evidence from embedding of irony. This raises a new version of the old problem of ‘embedded implicatures’. I argue that embedded irony isn’t fully explained by solutions proposed for other embedded implicatures. I first consider two strategies: weak pragmatics and strong pragmatics. These explain embedded irony as truth-conditional content. However, by trying to shoehorn irony into said-content, they raise problems of their own. (...) I conclude by considering how a modified Gricean model can explain that irony embeds qua implicature. This leads us to prefer a local implicature model. This has important consequences for how we draw the semantics/pragmatics distinction. (shrink)

Conversational implicatures do not normally fall within the scope of operators because they arise at the speech act level, not at the level of sub-locutionary constituents. Yet in some cases they do, or so it seems. My aim in this paper is to compare different approaches to the problem raised by what I call 'embedded implicatures': seeming implicatures that arise locally, at a sub-locutionary level, without resulting from an inference in the narrow sense.

How should we account for the contextual variability of knowledge claims? Many philosophers favour an invariantist account on which such contextual variability is due entirely to pragmatic factors, leaving no interesting context-sensitivity in the semantic meaning of ‘know that.’ I reject this invariantist division of labor by arguing that pragmatic invariantists have no principled account of embedded occurrences of ‘S knows/doesn’t know that p’: Occurrences embedded within larger linguistic constructions such as conditional sentences, attitude verbs, expressions of probability, comparatives, and (...) many others, I argue, give rise to a threefold problem of embedded implicatures. (shrink)

Suppose Alice asserts p, and the Caterpillar wants to disagree. If the Caterpillar accepts classical logic, he has an easy way to indicate this disagreement: he can simply assert ¬p. Sometimes, though, things are not so easy. For example, suppose the Cheshire Cat is a paracompletist who thinks that p ∨ ¬p fails (in familiar (if possibly misleading) language, the Cheshire Cat thinks p is a gap). Then he surely disagrees with Alice's assertion of p, but should himself be unwilling (...) to assert ¬p. So he cannot simply use the classical solution. Dually, suppose the Mad Hatter is a dialetheist who thinks that p ∧ ¬p holds (that is, he thinks p is a glut). Then he may assert ¬p, but it should not be taken to indicate that he disagrees with Alice; he doesn't. So he too can't use the classical solution. The Cheshire Cat and the Mad Hatter, then, have a common problem, and philosophers with opinions like theirs have adopted a common solution to this problem: appeal to denial. Denial, these philosophers suppose, is a speech act like assertion, but it is not to be understood as in any way reducing to assertion. Importantly, denial is something different from the assertion of a negation; this is what allows it to work even in cases where assertion of negation does not. Just as importantly, denial must express disagreement, since this is the job it's being enlisted to do. (shrink)

Engaged scholarship is an intellectual movement sweeping across higher education, not only in the social and behavioral sciences but also in fields of natural science and engineering. It is predicated on the idea that major advances in knowledge will transpire when scholars, while pursuing their research interests, also consider addressing the core problems confronting society. For a workable engaged agenda in science and technology studies, one that informs scholarship as well as shapes practice and policy, the traditional terms of engagement (...) must be renegotiated to be more open and mutual than has historically characterized the nature of inquiry in this field. At the same time, it is essential to protect individual privacy and preserve government confidentiality. Yet there is a scientific possibility for and benefit to introducing more collaborative and deliberative research approaches between scholar and subject in ways that will not violate these first-order ethics. To make the case, this article discusses the possibilities and perils of engaged science and technology scholarship by drawing on our own recent experiences to conduct and apply STS research while embedded in the National Science Foundation. Brief accounts of these experiences reveal the opportunities as well as the challenges of engaged scholarship. They also provide lessons for those fellow travelers who might follow the authors to this or other like host organizations with ambitions of increasing fundamental knowledge about and applying research to the policies, programs, and decisions of the scientific enterprise. (shrink)

The particular design of any technology may have profound social implications. Computing technologies are deeply intermeshed with the activities of daily life, playing an ever more central role in how we work, learn, communicate, socialize, and participate in government. Despite the many ways they have improved life, they cannot be regarded as unambiguously beneficial or even value-neutral. Recent experience shows they can lead to unintended but harmful consequences. Some technologies are thought to threaten democracy through the spread of propaganda on (...) online social networks, or to threaten privacy through the aggregation of datasets that include increasingly personal information, or to threaten justice when machine learning is used in such high-stakes, decision-making contexts as loan application reviews, employment procedures, or parole hearings. It is insufficient to ethically assess technology after it has produced negative social impacts, as has happened, for example, with facial recognition software that discriminates against people of color and with self-driving cars that are unable to cope with pedestrians who jay-walk. Developers of new technologies should aim to identify potential harmful consequences early in the design process and take steps to eliminate or mitigate them. This task is not easy. Designers will often have to negotiate among competing values—for instance, between efficiency and accessibility for a diverse user population, or between maximizing benefits and avoiding harm. There is no simple recipe for identifying and solving ethical problems. -/- Computer science education can help meet these challenges by making ethical reasoning about computing technologies a central element in the curriculum. Students can learn to think not only about what technology they could create, but also whether they should create that technology. Learning to reason this way requires courses unlike those currently standard in computer science curricula. A range of university courses on topics in areas of computing, ethics, society and public policy are emerging to meet this need. Some cover computer science broadly, while others focus on specific problems like privacy and security; typically, these classes exist as stand-alone courses in the computer science curriculum. Others have integrated ethics into the teaching of introductory courses on programming, artificial intelligence, and human-computer interaction. (shrink)

This paper is about Truth Minimalism, Norm Expressivism, and the relation between them. In particular, it is about whether Truth Minimalism can help to solve a problem thought to plague Norm Expressivism. To start with, let me explain what I mean by 'Truth Minimalism' and 'Norm Expressivism.'.

In this chapter, I am going to discuss a very interesting case brought to our attention by Saul and references therein: NP-related substitution failure in simple sentences. Whereas it is well known that opacity occurs in intensional contexts and that in such contexts it is not licit to replace an NP with a co-referential one, one would not expect that substitution failure should also be exhibited by simple sentences in the context of stories about Superman. The suggested explanation of these (...) cases is to posit an embedding explicature, that is to say the insertion of structure that ipso facto creates an intensional context capable of blocking substitution. I consider various complications to this story in the light of important objections by García-Carpintero and, finally, I consider how this story fares when one applies constraints on explicatures along the lines of those proposed by Hall in an interesting paper.In general, this chapter exploits interesting considerations by Norrick on the structural similarities between stories and indirect reports. Norrick believes there are important differences, but he is inclined to concede that we could study structural similarities. An important similarity, brought out by the examples discussed by Saul, is that the narrative frame, once it is inserted into the interaction, can be left implicit and, during the act of narrating or referring to the story, one need not repeat the words ‘the story says’ or ‘we are told that…’ every time. Although implicit, these words are heard because they do some work at the structural level, as is shown by this attempt to resolve an otherwise intractable philosophical problem. The explicatures of simple sentences are perceived because they are integrated into the speakers’/hearers’ perception of the overall plan of discourse, as Haugh most interestingly notes:As Haugh and Jaszczolt note, this means that any putative “communicative intention of A is embedded within his higher-order intention”. In other words, to figure out the implicature that evidently arises here, the participants are necessarily making inferences about some kind of overall aim. According to this view, then, inferences about the intended implicature arise concomitant with inferences about the overall aim of the speaker.It follows from the considerations by Haugh that, since the explicature connected with simple sentences depends on the perception of the overall aim or plan of the conversation, it is not easily cancelled. Readers can check by themselves that the explicatures due to simple sentences cannot be cancelled, as cancelling them would involve returning to illogical discourses.. Haugh’s considerations about the overall aim of the discourse are precious in explaining how the embedding explicatures I posit are calculated once and for all for the whole stretch of the discourse framed by the narrative act. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Embedding Creativity in Teaching and LearningHoward Cannatella (bio)IntroductionCreative teaching ranges from the view that creativity is necessary for a changing knowledge economy to a more individualized view that encompasses a person-centered approach. None of these views are advanced in this essay, as I feel that there are important weaknesses in taking either position. Instead, my main purpose is to discuss how certain kinds of creative activity can substantially (...) transform educational practice without necessarily succumbing to any of the above conceptions of creativity. My educational approach to creative activity relates to one aspect of Alasdair Macintyre's, After Virtue; the notion that creativity only flourishes via a devotion to a particular practice.1 For such practice to flourish it has to immerse itself in a type of personal address that revolves and combines in various ways what Maurice Merleau-Ponty refers to as "self-others-things."2Any claim to suggest that education should engage creativity more than it currently does can stir some reasonable criticism, for there are clearly a plethora of other important factors to consider in student learning. Yet, to a degree, the practice of creativity is, I think, being dissipated and weakened, where ambivalence and ill-informed ideas are increasingly obscuring its place. My own thinking on this displacement which has some connections with John White's view and in a different sense with Howard Gardner's, is that if we offer via teaching situations geometrical puzzles, visual problem solving exercises and the like, such exercises although perhaps amusing in themselves are hardly taking up the same refined order of creative display exhibited by those most credited as being creatively talented.3 Indeed, to surmise that creativity is a construal of left hand side verses right hand side brain activity; that one can show different color cards on a monitor or play a short excerpt of Beethoven's Pastoral symphony in order to accelerate student learning are at the very least questionable creative assumptions. In [End Page 59] contrast, what I aim to show from one perspective as a crucial distinction is how creativity is involved in fundamental painstaking ways with the phenomenological. When the landscape of this kind of learning presupposes the opening of oneself to the world, the stretching of a mind, the thickening of one's perceptions, and the discovery of a deeper and richer self through living, one will tend to experience as life enhancing more of nature, previously unfelt and articulated modes of being in the world.Clearly, as a lecturer one has to inspire students. One of the best ways I know of doing this is through satisfying and intensifying students' creative appetite. Although I will not discuss it here there is some evidence to suggest that the need for creativity is biologically, physically, and psychologically an essential part of human nature, necessary for human-reproduction, growth, and cultural striving.4 The lecturer who fails to stimulate students' creativity, their being in the world, may be unwittingly inhibiting their cognitive, emotional, and physical well-being; preventing them from realizing their potential. Indeed, some learning problems can be attributed to the unconscious or deliberate stifling of creativity in student lives. We can see this happening when one feels emotionally or intellectually repressed, unable to express oneself openly, to take delight in what one has achieved, to note one's own unique sensitivity, and to experience personally the many wonders in the world. Although we may not articulate it, without a modicum of creative outlet, life can appear very cruel. Further, some of the benefits of creativity can be seen in studio teaching situations in which, as Charles Bingham and Alexander Sidorkin imply, the dynamics of aesthetic creativity encourage power-sharing and the fostering of non-dominated pedagogical relationships.5 As both Immanuel Kant and Friedrich Schiller realized two centuries ago, creativity has the capacity to foster educationally a particular kind of freedom essential to sustaining an alert, liberal, and questioning mind.6 There is also much empirical evidence, at least in the arts, to show how creative practice can assist the clarification of ideas, advancement in thought, and concentration in learning. The notebooks, papers, and recordings of Mozart... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Embedding Creativity in Teaching and LearningHoward Cannatella (bio)IntroductionCreative teaching ranges from the view that creativity is necessary for a changing knowledge economy to a more individualized view that encompasses a person-centered approach. None of these views are advanced in this essay, as I feel that there are important weaknesses in taking either position. Instead, my main purpose is to discuss how certain kinds of creative activity can substantially (...) transform educational practice without necessarily succumbing to any of the above conceptions of creativity. My educational approach to creative activity relates to one aspect of Alasdair Macintyre's, After Virtue; the notion that creativity only flourishes via a devotion to a particular practice.1 For such practice to flourish it has to immerse itself in a type of personal address that revolves and combines in various ways what Maurice Merleau-Ponty refers to as "self-others-things."2Any claim to suggest that education should engage creativity more than it currently does can stir some reasonable criticism, for there are clearly a plethora of other important factors to consider in student learning. Yet, to a degree, the practice of creativity is, I think, being dissipated and weakened, where ambivalence and ill-informed ideas are increasingly obscuring its place. My own thinking on this displacement which has some connections with John White's view and in a different sense with Howard Gardner's, is that if we offer via teaching situations geometrical puzzles, visual problem solving exercises and the like, such exercises although perhaps amusing in themselves are hardly taking up the same refined order of creative display exhibited by those most credited as being creatively talented.3 Indeed, to surmise that creativity is a construal of left hand side verses right hand side brain activity; that one can show different color cards on a monitor or play a short excerpt of Beethoven's Pastoral symphony in order to accelerate student learning are at the very least questionable creative assumptions. In [End Page 59] contrast, what I aim to show from one perspective as a crucial distinction is how creativity is involved in fundamental painstaking ways with the phenomenological. When the landscape of this kind of learning presupposes the opening of oneself to the world, the stretching of a mind, the thickening of one's perceptions, and the discovery of a deeper and richer self through living, one will tend to experience as life enhancing more of nature, previously unfelt and articulated modes of being in the world.Clearly, as a lecturer one has to inspire students. One of the best ways I know of doing this is through satisfying and intensifying students' creative appetite. Although I will not discuss it here there is some evidence to suggest that the need for creativity is biologically, physically, and psychologically an essential part of human nature, necessary for human-reproduction, growth, and cultural striving.4 The lecturer who fails to stimulate students' creativity, their being in the world, may be unwittingly inhibiting their cognitive, emotional, and physical well-being; preventing them from realizing their potential. Indeed, some learning problems can be attributed to the unconscious or deliberate stifling of creativity in student lives. We can see this happening when one feels emotionally or intellectually repressed, unable to express oneself openly, to take delight in what one has achieved, to note one's own unique sensitivity, and to experience personally the many wonders in the world. Although we may not articulate it, without a modicum of creative outlet, life can appear very cruel. Further, some of the benefits of creativity can be seen in studio teaching situations in which, as Charles Bingham and Alexander Sidorkin imply, the dynamics of aesthetic creativity encourage power-sharing and the fostering of non-dominated pedagogical relationships.5 As both Immanuel Kant and Friedrich Schiller realized two centuries ago, creativity has the capacity to foster educationally a particular kind of freedom essential to sustaining an alert, liberal, and questioning mind.6 There is also much empirical evidence, at least in the arts, to show how creative practice can assist the clarification of ideas, advancement in thought, and concentration in learning. The notebooks, papers, and recordings of Mozart... (shrink)

The National Science Foundation (NSF) in the United States, like many other funding agencies all over the globe, has made large investments in interdisciplinary research in the sciences and engineering, arguing that interdisciplinary research is an essential resource for addressing emerging problems, resulting in important social benefits. Using NSF as a case study for problem that might be relevant in other contexts as well, I argue that the NSF itself poses a significant barrier to such research in not sufficiently (...) appreciating the value of the humanities as significant interdisciplinary partners. This essay focuses on the practices of philosophy as a highly valuable but currently under-appreciated partner in achieving the goals of interdisciplinary research. This essay advances a proposal for developing deeper and wider interdisciplinary research in the sciences through coupled ethical-epistemological research. I argue that this more robust model of interdisciplinary practice will lead to better science by providing resources for understanding the types of value decisions that are entrenched in research models and methods, offering resources for identifying the ethical implications of research decisions, and providing a lens for identifying the questions that are ignored, under-examined, and rendered invisible through scientific habit or lack of interest. In this way, we will have better science both in the traditional sense of advancing knowledge by building on and adding to our current knowledge as well as in the broader sense of science for the good of, namely, scientific research that better benefits society. (shrink)

As a result of the increasing economical exploitation of outer space, humanity faces a new challenge that, as well as having economic advantages, also entails a great many ecological hazards. At present, the human race is encroaching on outer space, particularly in the form of almost 5000 active satellites and the corresponding space debris they produce. For the large part, this debris burns up on entering the Earth’s atmosphere, yet time and again it still does cause damage. However, this could (...) change dramatically if, as is now foreseeable, further uses of outer space, such as tourism, so-called satellite mega-constellations, regular transport flights to the moon or even Mars and the extraction of water and valuable rocks from celestial bodies, are expanded. There is a danger that ecological damage like that of the earlier phases of economic development will become externalised and ultimately pose a threat to the whole of humanity. Sautter’s ‘global “sustainability trilemma”’ remains unresolved. This trilemma consists in the fact that, in political resolutions, ‘the growth of resource-intensive prosperity is weighted far more highly than the conservation of functioning ecosystems and the implementation of inter- and intragenerational “justice”’ and that there are ‘up until now no efficient and ethically acceptable solutions’ for this problem. In this situation, it is therefore more important that rules for the sustainable use of outer space be established and enshrined as legally binding so that it becomes possible to minimise or even to preclude negative ecological consequences.Contribution: Although the commercial use of outer space does not seem to be a crucial point, it marks a new step of the dynamics of modern economics that has to be identified as an important ethical challenge. The article discusses aspects of ethics, law, religion and economy in a multidisciplinary way. (shrink)

Karl Polanyi in The Great Transformation diagnosed what had happened in the Nineteenth Century that led to poverty, increasingly wild economic fluctuations, increasingly severe depressions, and social dislocation and oppression on a massive scale – the market had been disembedded from communities which were then subjected to the imperatives of a supposedly autonomous market. In fact, such disembedding and imposition of these imperatives was a deliberate strategy developed as a means to impose exploitative relations on people, in opposition to ideas (...) of republican democracy. Recognizing this, after such disembedding had engendered a major global depression in the 1890s and an even more severe depression in the 1930s, along with two world wars, reformers largely succeeded in re-embedding markets. This achievement was fought by neoliberals, and their triumph in the 1970s was a really a project of reversion to the Nineteenth Century economic and political order, now upheld by much more powerful forces, including immensely powerful transnational corporations and financial institutions, corrupt politicians, and much more effective mind control industries. As in the Nineteenth Century, it has concentrated wealth and income, destabilized economies, and threatens a new Great Depression and, as a by-product of the tensions generated by global ecological destruction, possibly a new world war. As opposed to Marxist analyses, Polanyi’s analysis provided a much clearer goal to aim at that has not been discredited by the failures of supposedly communist countries. However, there are still huge problems to be overcome if we are to re-embed the market in communities, including the problem of grappling with the immense power of transnational corporations and financial institutions and those who serve them and the success they have had in corrupting the institutions and culture of democracy. This includes not only undermining the power of nations to control their economies and their subversion of democratic processes, but also in promoting passivity in the population to render them inert and powerless. In this paper I will examine proposals, such as those promoted by Arild Vatn in his book Institutions and the Environment, to develop institutions able to achieve this re-embedding. (shrink)

The present article addresses the question of whether, and to what extent, critical thinking should make attunement to current social and political landscapes central to its practice. I begin by outlining what I consider to be the basic positions in the debate about the political contextualisation of critical thinking, which are referred to as the crypto-Enlightenment and the critical pedagogical models. I argue, on the basis of various strands of research, that there is a prima facie case to be made (...) in favour of the critical pedagogical position that favours forefronting the social and political context of critical thinking and thinking in general. I then draw attention, however, to problems of coherence and justification in the critical pedagogical position, before turning, finally, to an alternative grounding of critical thinking that takes seriously the historical and social contextualisation of thinking without the coherence problems of critical pedagogy. My conclusion is that while the critical pedagogical model is right to point to the fatal incompleteness of Enlightenment-style critical thinking due to its failure to properly acknowledge the norm-saturated nature of historical consciousness, critical pedagogy itself fails to offer a coherent alternative to the problem of integrating value and rationality in a more full-blown grounding of critical thinking. I suggest that a hermeneutical model that integrates the rational, axiological and historical moments in consciousness provides a more satisfying foundation for understanding the trajectory and purpose of critical thinking. (shrink)

The principal argument suggested here is that we are all morally embedded selves: We have no control over the abilities that make us moral agents nor can we control the degree to which we have these abilities; in other words, we are not responsible for our good or bad qualities as moral agents. This, I believe, calls for the adoption of embedded compatibilism (EC). According to EC, people have control over their conduct; this control, however, is embedded within prerequisites, which (...) they cannot control and hence are not responsible for having or lacking. On the one hand, EC enables us to explain why a lack of control at the ultimate level does not eliminate moral judgment altogether. However on the other hand, EC ought to change our understanding of moral responsibility; interalia, it supports a hybrid notion of punishment, indicates the incomplete nature of guilt and reintroduces the problem of moral luck. (shrink)

Hanks develops a theory of propositions as speech-act types. Because speech acts play a role in the contents themselves, the view overturns Frege’s force/content distinction, and as such, faces the challenge of explaining how propositions embed under logical operators like negation. The attempt to solve this problem has lead Hanks and his recent commentators to adopt theoretically exotic resources, none of which, we argue, is ultimately successful. The problem is that although there are three different ways of negating (...) the sentence “Mary’s card is an ace”, current speech-act theories of propositions can only accommodate two of them. We distinguish between “It is false that Mary’s card is an ace”, “Mary’s card is a non-ace”, and “Mary’s card is not an ace” and show that Hanks and his commentators cannot explain content negation. We call this Hanks’ Negation Problem. The problem is significant because content negation is the negation required for logic. Fortunately, we think there is a natural way for Hanks to accommodate content negation as successive acts of predication. The view solves Hanks’ Negation Problem with only resources internal to Hanks’ own view. (shrink)

This article contributes to recent work on justice in resilience-based projects for climate adaptation. At present, the model commonly used for guiding normative reflection in this domain is the tripartite model of justice, whereby justice is seen as comprising distributive, procedural and recognitional aspects. After discussing some conceptual problems and practical shortcomings of this model, we propose an alternative model with six forms of justice or kinds of justice demands: distributive, procedural, intergenerational, restorative and retributive justice, and justice in system (...) outcomes. We also illustrate some advantages of this model with respect to representative accounts of the tripartite model. (shrink)

1 INTIMACY Among Descartes's most and consequential achievements has been his of the mental as an independent ontological domain. By taking the mind as a substance, with cognitions as its modes, he accorded them a status as self-standing and determinate on their own, without essential regard to other entities. Only with this metaphysical conception in place, could the idea of solipsism-the idea of an intact ego existing with nothing else in the universe-so much as make sense. And behind that engine (...) have trailed the sorry boxcars of hyperbolic doubt. the mind-body problem, the problem of the external world, the problem of other minds, and so on. -/- Although the assumptions have been under fire, off and on. at least since Hegel-including with renewed intensity in recent years … the Cartesian separation that is still so pervasive as to be almost invisible. In particular, inter-relationist accounts retain a principled distinction between the mental and the corporeal-a distinction that is reflected in contrasts like semantics versus syntax, the space of reasons versus the space of causes, or the intentional versus the physical. (Notice that each of these contrasts can be heard either as higher versus lower’ level" or as inner versus outer 'sphere‘.) The contrary of this separation-or battery of separations-is not inter-relationist holism but something that I would like to call the intimacy of the mind's embodiment and embeddedness in the world. The term 'intimacy' is meant to suggest more than just necessary interrelation or interdependence but a kind of commingling or integralness of mind, body,and world-that is, to undermine their very distinctness. The challenge is as much to spell out what this could mean as to make a case for it. Indeed, no sooner does such a possibility seem intelligible at all, than ways bring out its plausibility and significance turn up everywhere. -/- There is little original in what follows. The strategy will be to bring some well known principles of systems analysis to bear on the mind- body-world 'system' in a way that refocuses questions of division and unity, and then to canvas a selection of investigations and proposals - some fairly recent, others not-in the light of this new focus. The hope is that these superficially disparate ideas, none of them new, will seem to converge around the theme of intimacy in a way that illuminates and supports them all. Sorting and and aligning issues in this manner has sometimes been discussed under titles like 'embedded computation’ and 'situated cognition'. (shrink)

Relationist theories of space or space-time based on embedding of a physical relational system A into a corresponding geometrical system B raise problems associated with the degree of uniqueness of the embedding. Such uniqueness problems are familiar in the representational theory of measurement (RTM), and are dealt with by imposing a condition of uniqueness of embeddings up to composition with an "admissible transformation" of the space B. Friedman (1983) presents an alternative treatment of the uniqueness problem for (...) embedding relationist theories, developed independently of RTM. Friedman's approach differs from that of RTM in securing uniqueness by adding new primitives to the physical system A in contrast to the RTM approach which adds new axioms. Friedman's proposal has recently been developed and defended by Catton and Solomon (1988). This method of solving the uniqueness problem is here argued to be substantially inferior to the RTM method, both in practice and in principle. In practice we find that in none of the concrete examples offered to illustrate the method is the uniqueness problem actually solved in general. Moreover we find that in the most interesting case (addition to the system A of a finite number of relations of finite degree) the method is in principle incapable of success for mathematical reasons. In addition to these technical difficulties there are compelling methodological reasons for preferring the RTM method to the method of adding primitives. (shrink)

Expressivism faces four distinct problems when evaluative sentences are embedded in unassertive contexts like: If lying is wrong, getting someone to lie is wrong, Lying is wrong, so Getting someone to lie is wrong. The initial problem is to show that expressivism is compatible with - being valid. The basic problem is for expressivists to explain why evaluative instances of modus ponens are valid. The deeper problem is to explain why a particular argument like - is valid. (...) The deepest problem is to explain the meanings of evaluative conditionals like . Expressivists can solve the initial and basic problems simply by acknowledging that evaluative sentences have minimal truth aptness, but the deeper and deepest problems require more. The deepest problem cannot be solved even with the semantics of Gibbard and Blackburn, as is shown by an extension of Dreier’s hiyo argument. (shrink)

Consider the problem which set V of propositional variables suffices for whenever, where, and ⊢c and ⊢i denote derivability in classical and intuitionistic implicational logic, respectively. We give a direct proof that stability for the final propositional variable of the (implicational) formula A is sufficient; as a corollary one obtains Glivenko's theorem. Conversely, using Glivenko's theorem one can give an alternative proof of our result. As an alternative to stability we then consider the Peirce formula. It is an easy (...) consequence of the result above that adding a single instance of the Peirce formula suffices to move from classical to intuitionistic derivability. Finally we consider the question whether one could do the same for minimal logic. Given a classical derivation of a propositional formula not involving ⊥, which instances of the Peirce formula suffice as additional premises to ensure derivability in minimal logic? We define a set of such Peirce formulas, and show that in general an unbounded number of them is necessary. (shrink)

We consider the investigation of the embedding of semigroups in groups, a problem which spans the early-twentieth-century development of abstract algebra. Although this is a simple problem to state, it has proved rather harder to solve, and its apparent simplicity caused some of its would-be solvers to go awry. We begin with the analogous problem for rings, as dealt with by Ernst Steinitz, B. L. van der Waerden and Øystein Ore. After disposing of A. K. Sushkevich’s (...) erroneous contribution in this area, we present A. I. Maltsev’s example of a cancellative semigroup which may not be embedded in a group, which showed for the first time that such an embedding is not possible in general. We then look at the various conditions that were derived for such an embedding to take place: the sufficient conditions of Paul Dubreil and others, and the necessary and sufficient conditions obtained by A. I. Maltsev, Vlastimil Pták and Joachim Lambek. We conclude with some comments on the place of this problem within the theory of semigroups, and also within abstract algebra more generally. (shrink)

Linguists have realised for some time that predicates of the 'know' and 'wonder' classes behave differently in semantic terms with respect to their interrogative complements, but have not so far fully understood how or why. This book seeks to explore and to provide solutions to this and to related problems in explaining the meaning and grammar of embedded interrogatives and the predicates that take interrogative complements.

In recent years, political theorists have come to recognize the central role of affect in social and political life. A host of scholars, coming from a number of distinct traditions, have variously drawn our attention to the importance of the emotions to the tradition of the history of political thought, as well as to normative political theory. This attentiveness to affect is often cast as a break with earlier, Enlightenment-inspired liberal approaches towards politics, approaches that marginalized the emotions, dismissing the (...) passions as potentially dangerous, or neglected them altogether. According to the conventional liberal view, emotions are said to have no place in the public sphere, while proceduralist institutions abstract away from citizens’ affective attachments, now cast as private preferences of individuals qua citizens. In this paper we challenge this prevalent view. We argue that no less a liberal theorist than John Rawls is deeply attentive to the place of emotions in his account of liberalism. This may seem counterintuitive given that Rawls' work has been frequently criticized for epitomizing some of the deepest problems of contemporary liberal theory, as a result of the emphasis on rationalism and reasonableness in his account of liberal justice. However, against this prevalent reading, we demonstrate that Rawls is in fact highly concerned with the role of affect and presents us with an account of the embedded liberal subject. By drawing out these dimensions of Rawls' thought, we hope to contribute to upending the conventional view of liberalism as affect-blind in order to encourage a more nuanced reading of the liberal tradition. (shrink)

Scholars concerned with the foundations of quantum mechanics (QM) usually think that contextuality (hence nonobjectivity of physical properties, which implies numerous problems and paradoxes) is an unavoidable feature of QM which directly follows from the mathematical apparatus of QM. Based on some previous papers on this issue, we criticize this view and supply a new informal presentation of the extended semantic realism (ESR) model which embodies the formalism of QM into a broader mathematical formalism and reinterprets quantum probabilities as conditional (...) on detection rather than absolute. Because of this reinterpretation a hidden variables theory can be constructed which justifies the assumptions introduced in the ESR model and proves its objectivity. When applied to special cases the ESR model settles long-standing conflicts (it reconciles Bell’s inequalities with QM), provides a general framework in which previous results obtained by other authors (as local interpretations of the GHZ experiment) are recovered and explained, and supports an interpretation of quantum logic which avoids the introduction of the problematic notion of quantum truth. (shrink)

Certain recurring themes have emerged from research on intelligent behavior from literatures as diverse as developmental psychology, artificial intelligence, human reasoning and problem solving, and primatology. These themes include the importance of sensitivity to goal structure rather than action sequences in intelligent learning, the capacity to construct and manipulate hierarchically embedded mental representations, and a troubling domain specificity in the manifestation of each.

We solve a longstanding question of Rosenstein, and make progress toward solving a longstanding open problem in the area of computable linear orderings by showing that every computable ƞ-like linear ordering without an infinite strongly ƞ-like interval has a computable copy without nontrivial computable self-embedding. The precise characterization of those computable linear orderings which have computable copies without nontrivial computable self-embedding remains open.

Knowledge graphs entity typing aims to predict the potential types to an entity, that is,. Recently, several embedding models are proposed for KG entity types prediction according to the existing typing information of the tuples in KGs. However, most of them unreasonably assume that all existing entity typing instances in KGs are completely correct, which ignore the nonnegligible entity type noises and may lead to potential errors for the downstream tasks. To address this problem, we propose ConfE, a (...) novel confidence-aware embedding approach for modeling the tuples, which takes tuple confidence into consideration for learning better embeddings. Specifically, we learn the embeddings of entities and entity types in separate entity space and entity type space since they are different objects in KGs. We utilize an asymmetric matrix to specify the interaction of their embeddings and incorporate the tuple confidence as well. To make the tuple confidence more universal, we consider only the internal structural information in existing KGs. We evaluate our model on two tasks, including entity type noise detection and entity type prediction. The extensive experimental results in two public benchmark datasets demonstrate that our proposed model outperforms all baselines on all tasks, which verify the effectiveness of ConfE in learning better embeddings on noisy KGs. The source code and data of this work can be obtained from https://github.com/swufenlp/ConfE. (shrink)

In this paper, we discuss the problem of the relationship between legal concepts and legal norms. We argue that one of the widespread theories of legal concepts, which we call ‘the embedding theory’, is false. The theory is based on the assumption that legal norms are central for any legal system and that each legal norm establishes an inferential link between a certain class of facts and a certain class of legal consequences. Alf Ross’s embedding theory was (...) presented in his famous paper “Tu–Tu”. According to Ross, the sole function of legal concepts is to simplify normative information. Hence, the use of legal concepts may be a matter of convenience, rather than necessity. We criticize this approach mainly by pointing to the existence of so-called second order substantive concepts, which are not reducible to any determined set of conditional sentences (inferential links). In short, second order substantive concepts play the role of general standards, and general standards are used to provide flexibility for a particular legal system. In addition, general standards are ‘value loaded’, since they serve as a frame of reference for judges applying law to particular cases. To understand such general standards as a predefined set of conditionals means to overlook their ‘open’ content, and thus their function. In our opinion, the acceptance of the embedding theory means to misinterpret the function of general standards. We also argue that Giovani Sartor’s idea of defective legal concepts doesn’t help to clarify or defend the embedding theory. (shrink)

In recent years, business ethics and economic scholars have been paying greater attention to the development of commons organizing. The latter refers to the processes by which communities of people work in common in the pursuit of the common good. In turn, this promotes commons organizational designs based on collective forms of common goods production, distribution, management and ownership. In this paper, we build on two main literature streams: the ethical approach based on the theory of the common good of (...) the firm in virtue ethics and the economic approach based on the theory of institutions for collective action developed by Ostrom’s research on common-pool resources to avert the tragedy of the commons. The latter expands to include the novel concepts of new commons, “commoning” and polycentric governance. Drawing on the analysis of what is new in these forms of organizing, we propose a comprehensive model, highlighting the integration of two sets of organizing principles—common good and collective action – and five problem-solving processes to explain the main dimensions of commons organizing. We contribute to business ethics literature by exploring the convergence between the ethical and economic approaches in the development of a commons organizing view. (shrink)

I show that wish, an attitude verb presupposing the counterfactuality of its complement, raises a problem for grammatical theories of scalar implicatures when a scalar item is embedded in its complement.

We have two polynomial time results for the uniform word problem for a quasivariety Q: The uniform word problem for Q can be solved in polynomial time iff one can find a certain congruence on finite partial algebras in polynomial time. Let Q* be the relational class determined by Q. If any universal Horn class between the universal closure S and the weak embedding closure S̄ of Q* is finitely axiomatizable then the uniform word problem for (...) Q is solvable in polynomial time. This covers Skolem's 1920 solution to the uniform word problem for lattices and Evans' 1953 applications of the weak embeddability property for finite partial V algebras. (shrink)

Multiplex networks have been widely used in information diffusion, social networks, transport, and biology multiomics. They contain multiple types of relations between nodes, in which each type of the relation is intuitively modeled as one layer. In the real world, the formation of a type of relations may only depend on some attribute elements of nodes. Most existing multiplex network embedding methods only focus on intralayer and interlayer structural information while neglecting this dependence between node attributes and the topology (...) of each layer. Attributes that are irrelevant to the network structure could affect the embedding quality of multiplex networks. To address this problem, we propose a novel multiplex network embedding model with high-order node dependence, called HMNE. HMNE simultaneously considers three properties: intralayer high-order proximity of nodes, interlayer dependence in respect of nodes, and the dependence between node attributes and the topology of each layer. In the intralayer embedding phase, we present a symmetric graph convolution-deconvolution model to embed high-order proximity information as the intralayer embedding of nodes in an unsupervised manner. In the interlayer embedding phase, we estimate the local structural complementarity of nodes as an embedding constraint of interlayer dependence. Through these two phases, we can achieve the disentangled representation of node attributes, which can be treated as fined-grained semantic dependence on the topology of each layer. In the restructure phase of node attributes, we perform a linear fusion of attribute disentangled representations for each node as a reconstruction of original attributes. Extensive experiments have been conducted on six real-world networks. The experimental results demonstrate that the proposed model outperforms the state-of-the-art methods in cross-domain link prediction and shared community detection tasks. (shrink)

There is an intimate connection between proofs of the natural deduction systems and typed lambda calculus. It is well-known that in simply typed lambda calculus, the notion of formulae-as-types makes it possible to find fine structure of the implicational fragment of intuitionistic logic, i.e., relevant logic, BCK-logic and linear logic. In this paper, we investigate three classical substructural logics (GL, GLc, GLw) of Gentzen's sequent calculus consisting of implication and negation, which contain some of the right structural rules. In terms (...) of Parigot's -calculus with proper restrictions, we introduce a proof term assignment to these classical substructural logics. According to these notions, we can classify the -terms into four categories. It is proved that well-typed GLx--terms correspond to GLx proofs, and that a GLx--term has a principal type if stratified where x is nil, c, w or cw. Moreover, we investigate embeddings of classical substructural logics into the corresponding intuitionistic substructural logics. It is proved that the Gödel-style translations of GLx--terms are embeddings preserving substructural logics. As by-products, it is obtained that an inhabitation problem is decidable and well-typed GLx--terms are strongly normalizable. (shrink)

In recent years, many face image feature extraction and dimensional reduction algorithms have been proposed for linear and nonlinear data, such as local-based graph embedding algorithms or fuzzy set algorithms. However, the aforementioned algorithms are not very effective for face images because they are always affected by overlaps and sparsity points in the database. To solve the problems, a new and effective dimensional reduction method for face recognition is proposed—sparse graph embedding with the fuzzy set for image classification. (...) The aim of this algorithm is to construct two new fuzzy Laplacian scattering matrices by using the local graph embedding and fuzzy k-nearest neighbor. Finally, the optimal discriminative sparse projection matrix is obtained by adding elastic network regression. Experimental results and analysis indicate that the proposed algorithm is more effective than other algorithms in the UCI wine dataset and ORL, Yale, and AR standard face databases. (shrink)

Mr. A. F. Bentley in his Linguistic Analysis of Mathematics has attacked the problem of the “embedding language” of mathematics; “This essay” we read in the Foreword, “deals with the language of mathematics, including not only the mathematical symbols, but also those immediately surrounding forms of expressions and assertions through which the symbols are developed, communicated and interpreted. The writer seeks to establish a firm construction for this embedding language.” Inevitably, in the first instance this embedding (...) language must be, as he puts it, “every-day language”; but this is sadly inadequate: “The every-day language reeks with philosophies—the absolutisms of pointing. It shatters at every touch of advancing knowledge. At its heart is paradox… Mathematicians know this. Yet they feel ever the compulsion to interpret their mathematics in terms of every-day language. So proceeding, their harvest is super-paradox.” Yet the writer recognizes after all that “every-day language is the basal medium of communication between men,” even when we seek to “extend standards of symbolic consistency into the regions of the embedding language.”. (shrink)