Thoughts and other mental states are defined by their role in a functional system. Since it is easier to determine when we have knowledge than when reasoning has occurred, Gilbert Harman attempts to answer the latter question by seeing what assumptions about reasoning would best account for when we have knowledge and when not. He describes induction as inference to the best explanation, or more precisely as a modification of beliefs that seeks to minimize change and maximize explanatory coherence. (...) Originally published in 1973. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905. (shrink)

Change in View offers an entirely original approach to the philosophical study of reasoning by identifying principles of reasoning with principles for revising one's beliefs and intentions and not with principles of logic. This crucial observation leads to a number of important and interesting consequences that impinge on psychology and artificial intelligence as well as on various branches of philosophy, from epistemology to ethics and action theory. Gilbert Harman is Professor of Philosophy at Princeton University. A Bradford Book.

This paper challenges the common assumption that an agreement is an exchange of promises. Proposing that the performance obligations of some typical agreements are simultaneous, interdependent, and unconditional, it argues that no promise-exchange has this structure of obligations. In addition to offering general considerations in support of this claim, it examines various types of promise-exchange, showing that none satisfy the criteria noted. Two forms of conditional promise are distinguished and both forms are discussed. A positive account of agreements as joint (...) decisions founded in a joint commitment is sketched. It is argued that the example agreements represent especially clearly the normative structure of social union. (shrink)

Solomon argues that, although recent research in social psychology has important implications for business ethics, it does not undermine an approach that stresses virtue ethics. However, he underestimates the empirical threat to virtue ethics, and his a priori claim that empirical research cannot overturn our ordinary moral psychology is overstated. His appeal to seemingly obvious differences in character traits between people simply illustrates the fundamental attribution error. His suggestion that the Milgram and Darley and Batson experiments have to do with (...) such character traits as obedience and punctuality cannot help to explain the relevant differences in the way people behave in different situations. His appeal to personality theory fails, because, as an intellectual academic discipline, personality theory is in shambles, mainly because it has been concerned with conceptions of personality rather than with what is true about personality. Solomon’s rejection of Doris’s claims about the fragmentation of character is at odds with the received view in social psychology. Finally, he is mistaken to think that rejecting virtue ethics implies rejecting free will and moral responsibility. (shrink)

Given immunity’s general role in the organism’s economy—both in terms of its internal environment as well as mediating its external relations—immune theory has expanded its traditional formulation of preserving individual autonomy to one that includes accounting for nutritional processes and symbiotic relationships that require immune tolerance. When such a full ecological alignment is adopted, the immune system becomes the mediator of both defensive and assimilative environmental intercourse, where a balance of immune rejection and tolerance governs the complex interactions of the (...) organism’s ecological relationships. Accordingly, immunology, which historically had affiliated with the biology of individuals, now becomes a science concerned with the biology of communities. With this translocation, the ontological basis of the organism is undergoing a profound change. Indeed, the recent recognition of the ubiquity of symbiosis has challenged the traditional notions of biological individuality and requires a shift in the metaphysics undergirding biology, in which a philosophy of the organism must be characterized by ecological dialectics “all-the-way-down.”. (shrink)

We critically assess integrative social contracts theory (ISCT) and show that the concept particularly lacks of moral justification of substantive hypernorms. By drawing on Habermasian philosophy, in particular discourse ethics and its recent application in the theory of deliberative democracy , we further advance ISCT and show that social contracting in business ethics requires a well-justified procedural rather than a substantive focus for managing stakeholder relations. We also replace the monological concept of hypothetical thought experiments in ISCT by a concept (...) of practical discourse to better govern business activities on the macro-level of organizational actors such as firms, governments, and NGOs. (shrink)

If novels can be arguments, that fact should shape logic or argumentation studies as well as literary studies. Two senses the term ‘narrative argument’ might have are (a) a story that offers an argument, or (b) a distinctive argument form. I consider whether there is a principled way of extracting a novel’s argument in sense (a). Regarding the possibility of (b), Hunt’s view is evaluated that many fables and much fabulist literature inherently, and as wholes, have an analogical argument structure. (...) I argue that a better account is that some novels inherently exhibit a transcendental argument structure. (shrink)

In this paper, we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works, these analyses have not attempted to extrapolate pedagogical guidelines towards developing an educational framework for children’s philosophical practice in the way Matthew Lipman did from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. We focus on the phenomenology of inquiry; that is, inquiry (...) that begins with genuinely felt doubt, pointing to a problematic to which the inquirer seeks a solution or resolution. We argue that the central purpose of education is to develop lucid individuals. To this end, we concentrate on Dewey and the pragmatist tradition, starting from Peirce, leading to Lipman’s development of Dewey’s educational guidelines into classroom practice. We show where Camus and the pragmatists are congruent in their thinking, insofar as they can inform the educative process of the community of inquiry. What we conclude is that the role of the teacher is to develop lucid individuals facilitated in a classroom that is transformed into a community of inquiry embedded in contemporary historical moments. (shrink)

How has ancient Greek thought been received within phenomenology? The volume offers chapters on Edmund Husserl, Martin Heidegger, Hans-Georg Gadamer, Jacob Klein, Hannah Arendt, Eugen Fink, Jan Patočka, Emmanuel Levinas, and Jacques Derrida.

The ‘community of inquiry’ as formulated by CS Peirce is grounded in the notion of communities of disciplinary-based inquiry engaged in the construction of knowledge. The phrase ‘converting the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application, to transform the classroom into a community of inquiry. The literature is not clear on what this means for reconstructing education and how it translates (...) into schooling practices. Integral to the method of the community of inquiry is the ability of the classroom teacher to actively engage in the theories and practices of discipline-based communities of inquiry so as to become informed by the norms of the disciplines, not only to aspire to competence within the disciplines, but to develop habits of self-correction for reconstructing those same norms when faced with novel problems and solutions, including those in the classroom. (shrink)

This paper is an attempt to highlight significant developments in the history of philosophy in schools in Australia. We commence by looking at the early years when Laurance Splitter visited the Institute for the Advancement for Philosophy for Children (IAPC). Then we offer an account of the events that led to the formation of what is now the Federation of Australasian Philosophy in Schools Associations (FAPSA), the development and production of a diverse range of curriculum and supporting materials for philosophy (...) in schools, the making of the Australasian journal, and more recent events. Our purpose is to create further interest in exploring this complex and rich history. This will achieve a better understanding of the possible future directions for classroom practice and research. (shrink)

This paper’s main thesis is that in virtue of being believable, a believable novel makes an indirect transcendental argument telling us something about the real world of human psychology, action, and society. Three related objections are addressed. First, the Stroud-type objection would be that from believability, the only conclusion that could be licensed concerns how we must think or conceive of the real world. Second, Currie holds that such notions are probably false: the empirical evidence “is all against this idea…that (...) readers’ emotional responses track the real causal relations between things.” Third, responding with a full range of emotions to a novel surely requires that it be believable. Yet since we know the novel is fiction, we do not believe it. So in what does its believability consist? (shrink)

In the late 1960s Matthew Lipman and his colleagues at IAPC developed an educational philosophy he called Philosophy for Children. At the heart of Philosophy for Children is the community of Inquiry, with its emphasis on classroom dialogue, in the form of collaborative philosophical inquiry. In this paper we explore the development of educational practice that has grown out of Philosophy for Children in the context of Australia. -/- Australia adapted Lipman’s ideas on the educational value of practicing philosophy with (...) children in order to advance children’s social and intellectual capacities and dispositions. This has subsequently led to its development by both scholars and practitioners in directions that may or may not have been what Lipman had initially intended and to discussions on the nature and educational value of varied approaches that have been implemented in the classroom. To understand fully the effects of these changes requires an understanding of the towering influences that Peirce and especially Dewey were to Lipman. Whilst Lipman developed his own educational philosophy, he freely acknowledged that philosophy for children owes a debt to Peirce for the concept of the community of inquiry and to Dewey for his guidelines on education. -/- We will explore various ways in which the practice of philosophy for children has been implemented and analyse its expansion. This will achieve a better understanding of the possible future directions for classroom practice and research. (shrink)

What can make storytelling “evil” in the sense that the storytelling leads to accepting a view for no good reason, thus allowing ill-reasoned action? I mean the storytelling can be argumentatively evil, not trivially that (e.g.) the overt speeches of characters can include bad arguments. The storytelling can be argumentatively evil in that it purveys false premises, or purveys reasoning that is formally or informally fallacious. My main thesis is that as a rule, the shorter the fictional narrative, the greater (...) the potential for argumentative evil. Here, the notion of length is to be understood such that it is generally a proxy for more abstract features such as how complex and nuanced the piece is. In other argumentative contexts, length generally appears to make no comparable difference. This feature would put fictional narrative arguments in a special class beyond what is determined by obvious features, such as the definitional fact that they in some way(s) collapse two of the four traditional types of discourse: exposition, description, narration, and argument. The nonobvious features that distinguish this class have been a source of puzzlement and inquiry. (shrink)

We offer an overview of the development and production of the diverse range of Australian P4C literature since the introduction of philosophy in schools in the early 1980s. The events and debates surrounding this literature can be viewed as an historical narrative that highlights different philosophical, educational, and strategic positions on the role of curriculum material and resources in the philosophy classroom. We argue that if we place children’s literature and purpose-written materials in opposition to one another, we could be (...) missing valuable opportunities to develop further what might be considered a new genre in educational literature. (shrink)

In this paper we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works (Denton, 1964; Oliver, 1965; Götz, 1987; Curzon-Hobson, 2003; Marshall, 2007, 2008; Weddington, 2007; Roberts, 2008, 2013; Gibbons, 2013; Heraud, 2013; Roberts, Gibbons & Heraud, 2013) these analyses have not attempted to extrapolate pedagogical guidelines to develop an educational framework for children’s philosophical practice in the way Matthew Lipman did (...) from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. To this end we offer comparisons and contrasts between Camus and the pragmatist educational discourse centred on communities of philosophical inquiry (or, more broadly, collaborative philosophical inquiry). In particular we focus on the phenomenology of inquiry, namely, that “inquiry must begin with a problem, question, or doubt and must aim at a solution or resolution, both of which are genuinely felt—something in which the inquirer actually has a stake” (Gregory & Granger, 2012: 13). We conclude that what Camus calls lucidity has implications for the notion of reconstruction, prominent in Dewey’s thoughts on education, and central to Lipman’s focus on philosophy functioning educationally. (shrink)

Gauthier's title is potentially misleading. The phrase “morals by agreement” suggests a social contract theory of morality according to which basic moral principles arise out of an actual or hypothetical agreement. John Rawls defends a hypothetical agreement version, arguing that the basic principles of justice are those that would be agreed to in an initial position of fair equality. I myself defend an actual agreement version, arguing that the moral principles that apply to a person derive from implicit conventions the (...) person has accepted in dealing with other people. Gauthier's view is different from either of these sorts of contract theory. Instead, he holds that certain basic principles of impartiality are prior to actual agreements. (shrink)

by Ralph Ross, Herbert W. Schneider, Theodore Waldman THOMAS HOBBES has again become the center of lively discussion among philosophers, historians, ...

Bigenderism maintains there are only two genders, which correspond with the two sexes, male and female. Basic bigenderism requires that legal documents and public institutions designate a single invariant gender (that is, sex). Strict bigenderism applies these categories in a social context that stigmatizes "imperfect" men and women who do not reach ideals set by the bigenderist schema. I discuss these concepts and their implications, present three models that successively weaken bigenderist assumptions, and argue for the most radical of the (...) three. (shrink)

Originally published in 1990. This study argues that scepticism is an intelligible view and that the issue scepticism raises is whether or not certain sceptical hypotheses are as plausible as the ordinary views we accept. It discusses psychological concepts, definitions of knowledge, belief and hypothetic inference. Starting from ‘Is skepticism a problem for epistemology’, the book takes us through the argument for the possibility of scepticism, including looking at sense data and considering memory and perception.

This essay focuses on what patriotism is, as opposed to the value of patriotism. It focuses further on the basic patriotic motive: one acts with this motive if one acts on behalf of one's country as such. I first argue that pre-theoretically the basic patriotic motive is sufficient to make an act patriotic from a motivational point of view. In particular the agent need not ascribe virtues or achievements to his country nor need he feel towards it the emotions characteristic (...) of love. Why should one ever act on behalf of one's country as such, if one does not particularly admire it or feel a special affection for it? In answer to this question I offer a further articulation of the basic patriotic motive, invoking a particular understanding of what it is to be the member of a political society. Building on this articulation I then consider how one might characterize a patriotic act, a patriotic person, and the relationship of patriotism and pride. (shrink)

Aristote est largement antérieur à Thomas d'Aquin et à la constitution de la théologie chrétienne au Moyen Âge. Pourtant sa philosophie, sur des questions qui, bien extraordinairement, allaient influencer Thomas d'Aquin et d'autres théologiens (musulmans et chrétiens), s'était révélée compatible avec les livres de foi du christianisme (Bible) et de l'islam (Coran). C'est donc bien ces théologiens qui avaient hérité de lui et non le contraire. Mais en dépit de cet héritage, les textes fondateurs des religions concernées ont leur part, (...) la plus importante sans doute, dans les doctrines philosophiques des théologiens de ces deux religions "révélées". Par ailleurs, la part de l'aristotélisme dans ce travail, celle de projeter sa lumière sur une doctrine du bonheur qui émane de lui mais qui s'abreuve à d'autres sources, conduit à dire que la doctrine de Thomas d'Aquin ne peut être une simple reprise de celle d'Aristote. Ce livre résulte de leur confrontation rigoureuse et acharnée."--Page 4 of cover. (shrink)

To live the risen life with God is, presumably, to be what we are meant to be. What can we conclude about our duties to the dying from the medieval belief that we join the hosts of heaven as “animated earth”?

How should billions of species observations worldwide be shared and made reusable? Many biodiversity scientists assume the ideal solution is to standardize all datasets according to a single, universal classification and aggregate them into a centralized, global repository. This ideal has known practical and theoretical limitations, however, which justifies investigating alternatives. To support better community deliberation and normative evaluation, we develop a novel conceptual framework showing how different organizational models, regulative ideals and heuristic strategies are combined to form shared infrastructures (...) supporting data reuse. The framework is anchored in a general definition of data pooling as an activity of making a taxonomically standardized body of information available for community reuse via digital infrastructure. We describe and illustrate unified and pluralistic ideals for biodiversity data pooling and show how communities may advance toward these ideals using different heuristic strategies. We present evidence for the strengths and limitations of the unification and pluralistic ideals based on systemic relationships of power, responsibility and benefit they establish among stakeholders, and we conclude the pluralistic ideal is better suited for biodiversity data. (shrink)

Current and recent philosophy of history contemplates a deep change in fundamental notions of the presence of the past. This is called breaking up time. The chief value for this change is enhancing the moral reach of historical research and writing. However, the materialist view of reality that most historians hold cannot support this approach. The origin of the notion in the thought of Walter Benjamin is suggested. I propose a neo-idealist approach called perennialism, centered on recurrent moral dilemmas and (...) choices. This suggests a view of the relations of moral thought and ontology placed in the diachronic context that historians study. (shrink)

The demonstration of a loophole-free violation of Bell's inequality by Hensen et al. (2015) leads to the inescapable conclusion that timelessness and abstractness exist alongside space-time. This finding is in full agreement with the triple-aspect monism of reality, with mathematical Platonism, free will and the eventual emergence of a scientific morality.

Provides a sympathetic account of Quine's rejection of analyticity, language‐independent meanings, and other intensional objects. Explains Quine's thesis of the indeterminacy of radical translation in terms of the example of various ways to translate number theory to set theory. Elaborates a positive Quinean theory of meaning, which puts weight on translation, where translation is not a strict equivalence relation.

Book 1. How can we know if Christianity is true? Book 2. Questions of God, man and the universe. Book 3 Questions about Jesus Christ.

t. 1. Introduction générale. Notions foundamentales et vocabulaire de filmologie.

Sibiriske shamaner siger, at lyden af deres tromme er hesten der bærer dem til det hinsides. Min erfaring er, at nogen former for musik kan gøre dette med os. Hvordan er det muligt? "Musik som en Mystisk rejse" udforsker dette. Bogen handler om spirituel transformation og vores søgen efter lykke og harmoni. I dag er der musik alle vegne omkring os, og vi er alle blevet dybt bevæget af musik. Kun få mennesker indser hvordan en sådan dyb følelsesoplevelse kan føre (...) dem mere permanent ind i stilhed, glæde og frihed. Hvad minder denne følelse os om, hvor peger den hen og hvordan kommer vi der? En mystisk rejse er en søgen der følger et indre kald. Ordet "mystisk" hentyder til en søgen, der er fælles for alle religioner og som derfor ikke tilhører nogen bestemt religion alene. Alle mystiske traditioner så som sufierne, de nord-amerikanske indianere eller de shamanske kulturer, gik hinsides religionen ind i et åbent rum med broderskab og samhørighed med naturen og det guddommelige. (shrink)