The longstanding species problem in biology has a history that suggests a solution, and that history is not the received history found in many texts written by biologists or philosophers. The notion of species as the division into subordinate groups of any generic predicate was the staple of logic from Aristotle through the middle ages until quite recently. However, the biological species concept during the same period was at first subtly and then overtly different. Unlike the logic sense, which relied (...) on definitions of the essence of both genus and species, biological species from the time of Epicurus were consistently considered to involve a reproductive element: in short, living species relied not on essential definitions, but on the generative cause, which might not be definable. I term this the generative conception of species: species were the generation by reproduction of form. This undercuts the claim that species before Darwin were essentialist, and divorces the notion of a type from that of essence. In fact, as late as the end of the nineteenth century, logicians explicitly treated biological “species” as a homonym only of logical essentialist species, and permitted considerable deviation from the type or form. At every point, species in logic were thought to be a subset, in effect, of some more general notion. I sketch a history of both philosophical and biological traditions of the species concept, before turning to the current conceptions. These are reconsidered in the light of this history, and in particular Mayr’s changing views are shown to be somewhat Whiggish, historiographically. Of the many touted biological species concepts, only one of which (Mayr’s) is called _the_ Biological Species Concept, none appears to capture all the relevant facts, intuitions, and operational requirements of biology. Cladistic conceptions, however, have much in common with the older philosophical literature, in that the natural group of cladism is the clade, or monophyletic group. After considering the Individuality Thesis, and the metaphysics of species, we see that species are the most particular terminal taxa in a clade, and that they are “defined” in terms of the particular synapomorphies, or evolved characters, that are causally responsible for keeping the lineages that organisms form distinct from one another. In this way, we can remain within the generative conception of species that has been in play for over two millennia, and yet avoid the pitfalls of prior attempts to find a universal conception of species. (shrink)

BackgroundThe COVID-19 pandemic has had a significant impact on the health system worldwide. The organ and tissue donation and transplantation (OTDT) system is no exception and has had to face ethical challenges related to the pandemic, such as risks of infection and resource allocation. In this setting, many Canadian transplant programs halted their activities during the first wave of the pandemic.MethodTo inform future ethical guidelines related to the COVID-19 pandemic or other public health emergencies of international concern, we conducted a (...) literature review to summarize the ethical issues.ResultsThis literature review identified three categories of ethical challenges. The first one describes the general ethical issues and challenges reported by OTDT organizations and transplantation programs, such as risks of COVID-19 transmission and infection to transplant recipients and healthcare professionals during the transplant process, risk of patient waitlist mortality or further resource strain where transplant procedures have been delayed or halted, and resource allocation. The second category describes ethical challenges related to informed consent in the context of uncertainty and virtual consent. Finally, the third category describes ethical issues related to organ allocation, such as social considerations in selecting transplant candidates.ConclusionThis literature review highlights the salient ethical issues related to OTDT during the current COVID-19 pandemic. As medical and scientific knowledge about COVID-19 increases, the uncertainties related to this disease will decrease and the associated ethical issues will continue to evolve. (shrink)

This work on the theory of education was first published in 1839. The five writers had been chosen as the winners in a competition for an essay on the 'Expediency and Means of Elevating the Profession of the Educator in Society', organised by the Central Society of Education, founded in 1837 to promote state funding of education, at a time when the 'monitor' system, whereby older children taught younger ones, was seen as an effective method. The journalist John Lalor (...) won first prize with a wide-ranging consideration of all the aspects of education, comparing the status of teachers through history and across several countries, and championing their 'sacred mission'. The runners-up were the writer John A. Heraud, the Unitarian minister Edward Higginson, the lawyer and author James Simpson, and Mrs Sarah Porter, prolific writer on education and sister of the political economist David Ricardo. (shrink)

Two studies examined the link between social dominance and male waist-to-hip ratio (WHR). Groups of four men interacted in a leaderless group discussion. In both studies, men with higher WHRs (associated with current and long-term health status) were rated by other group members as behaving more leader-like when an observer was present, and rated themselves as being more assertive. In Study 2, men with higher WHRs were rated by independent observers as behaving more dominantly, but only when the evaluator was (...) present. These results are discussed in terms of evolutionary models of health, attraction, and intrasexual competition. (shrink)

"Biodiversity prospecting" has been touted as a mechanism for both discovering new pharmaceutical products and saving endangered ecosystems. It is unclear what values may arise from such activities, however. Evidence from transactions is incomplete and existing theoretical models are flawed. We calculate an upper bound on the value of the "marginal species." Even under favorable assumptions this bound is modest. Slightly modified assumptions lead to drastically lower estimates. We extend our findings to the value of the marginal hectare of habitat (...) and find that the incentives for habitat conservation generated by private pharmaceutical research are also, at best, very modest. (shrink)

From the mid-1960s to the mid-1990s the most influential American philosopher of the twentieth century treated the students of Harvard University to a course on the history of modern political philosophy stretching roughly from Hobbes to Marx. John Rawls’ lectures and lecture notes have now been carefully edited by Samuel Freeman into a magnificently odd book.As in the earlier collection of his class material, Lectures on the History of Moral Philosophy , Rawls’ approach to the history of political thought (...) is neither condescending nor particularly showy. One might think of his historical work as the negative image of Bertrand Russell’s. Rawls is modest, diligent, and constructive. “We must have confidence in the author, especially a gifted one” Rawls insists. “If we see that something is wrong when we take the text in a certain way, then we assume the author would have seen it too. So our interpretation is likely to be wrong”. (shrink)

Pope John Paul II's opposition to the Iraq War was not that it failed to meet the conditions of Just War Theory. Indeed, we cannot tell from what he publicly said whether he thought it met those conditions or not, for he would have opposed it in any case. His thinking was rather that even just and necessary wars always come, as it were, too late, and are never able to solve the problems that made wars just and necessary. (...) He was not trying therefore to enter into the details of Just War Theory. He wanted to subsume the principles of war into the principles of peace and to do so, not by denying justice, but by transcending it with charity. This article shows how this thinking is to be understood and the many means the Pope devised for putting this thinking into practice. (shrink)

Introduction -- Caputo -- Metaphysics -- Ethics -- God and religion -- Conclusion: Divine hyperbolics, two visions, four errors.

A 1995 study of two important late medieval poems and their philosophical and psychological contexts.

This essay consolidates some fragments of the contemporary theory of expressive freedoms, bringing together scattered conceptual distinctions (e.g., hurting and harming, tolerating and legitimating) and moves (e.g., the need to rectify hateful speech and to constrain harmful actions legally) into an account that is sensitive to the needs of abused groups but faithful to the libertarian tradition associated with Mill's harm principle. Accepting this principle as the fundamental condition warranting legal control of action, we explore legislative responsibilities for protecting expressive (...) freedoms through three additional presumptions. The chief of them is an expectation of epistemic rationality that limits occasions of harm requiring legal action. A presumption of enablement over punishment shows that criminal sanctions for hateful speech are almost never appropriate. A presumption of multiple responsibilities accepts that social sanctions may be appropriate where political coercion is not. (shrink)

John Rawls observes that "a theory of justice is . . . a theory of the moral sentiments." His analysis of moral attitudes as defined by rationally chosen principles is controversial, however, and distinguishes his liberal conception of justice from one which understands such attitudes as constituted by verifiable beliefs about social realities. The socialist conception suggested by the latter analysis is at least as plausible as individualist alternatives.

John Dewey is a well-known proponent of certain aspects of progressive education, including the idea that students and teachers should be reflective co-inquirers, not just acquirers of information.1 Among his many other educational ideas are the continuing need to reconstruct school conditions and environments, pedagogical thinking and practice, curricular planning and development, and educational activities and outcomes.2 In the field of education, however, his ideas of ethical inquiry, thinking, and decision-making are not as widely known as his views of (...) teaching and learning. Moreover, some advocates and critics of his ideas often confuse or blur his ethical deliberations.3 Since we think his ethical... (shrink)

This brief text assists students in understanding Karol Wojtyla's philosophy and thinking so they can more fully engage in useful, intelligent class dialogue and improve their understanding of course content. Part of the Wadsworth Notes Series, (which will eventually consist of approximately 100 titles, each focusing on a single "thinker" from ancient times to the present), ON KAROL WOJTYLA is written by a philosopher deeply versed in the philosophy of this key thinker. Like other books in the series, this concise (...) book offers sufficient insight into the thinking of a notable philosopher, better enabling students to engage in reading and to discuss the material in class and on paper. (shrink)

This book illuminates contemporary educational reform discussions regarding teacher education programs and pre-K-12 schools by providing a clear analysis and application of John Dewey's relevant educational writings and ideas. The volume addresses issues of how future teachers should be liberally educated as well as prepared to be professional educators. Pre-K-12 education is evaluated through a Deweyan lens, involving a discussion of such topics as the teacher's responsibilities, charter schools, a common curriculum, professional development schools, new curricula, school administration, and (...) cooperative learning. In the concluding chapter, the authors point out many of the questions and concerns that those who are interested in educational reform are well-advised to ask and discuss. (shrink)

In a recent exchange in the pages of this journal, John Biro responds to Gabor Forrai’s argument against Biro’s argument that in most, if not all, Gettier cases the belief condition, contra popular opinion, isn’t satisfied. In this note, I’ll argue that Biro’s response to Forrai satisfactorily resolves the first of Forrai’s two central objections to Biro’s argument that the belief condition isn’t satisfied in most, if not all, Gettier cases. But Biro’s response leaves mostly unaddressed the most plausible (...) way of construing Forrai’s second objection. I’ll take up the mantle of successfully defending Biro’s argument from this more plausible construal of Forrai’s second objection. However, even though I’ll argue that Biro’s argument is in good shape with respect to Forrai’s objections, I’ll show that the definition of serious belief that Biro offers us is mistaken. (shrink)

From the mid-1960s to the mid-1990s the most influential American philosopher of the twentieth century treated the students of Harvard University to a course on the history of modern political philosophy stretching roughly from Hobbes to Marx. John Rawls’ lectures and lecture notes have now been carefully edited by Samuel Freeman into a magnificently odd book.As in the earlier collection of his class material, Lectures on the History of Moral Philosophy , Rawls’ approach to the history of political thought (...) is neither condescending nor particularly showy. One might think of his historical work as the negative image of Bertrand Russell’s. Rawls is modest, diligent, and constructive. “We must have confidence in the author, especially a gifted one” Rawls insists. “If we see that something is wrong when we take the text in a certain way, then we assume the author would have seen it too. So our interpretation is likely to be wrong”. (shrink)

El relativismo acerca de las atribuciones de conocimiento de John MarFarlane pretende ser una teoría que explica la corrección de las intuiciones centrales que tenemos acerca de ellas. Sin embargo, el relativismo es incompatible con la corrección de algunas intuiciones que tenemos con respecto a casos de Stanley, a conjunciones de estos casos y a casos en los que la situación práctica del evaluador es menos apremiante que la del sujeto o la del emisor de la atribución. Esto, no (...) obstante, no señala un límite a las posibilidades del relativismo, sino que insta a dar versiones más sofisticadas del mismo. MarFarlane's relativism about knowledge attributions aspires to be a theory that explains why the central intuitions about them are correct. Nevertheless, relativism is incompatible with the accuracy of some intuitions about Stanley's cases, with conjunctions of them and with intuitions about cases in which there is less at stake from the assessor than what is at stake from the subject or the attributor. Nevertheless, this doesn't establish a limit to the possibilities of relativism, but calls for an improvement of it. (shrink)

Here is a simplified fiction which is based on a real case at a Californian University. The Faculty of Humanities decided to try to increase the number of women on their staff. There were 13 women and 13 men who applied for positions in the Faculty. All the positions were directed towards the study of either time or space, in the departments of History or Geography. There were 13 applicants for the positions in History and 13 applicants for the positions (...) in Geography. Of the women applicants 8 applied for positions in History, and 5 for Geography, whereas 5 of the men applied for positions in History and 8 in Geography. (shrink)

My title is taken from the frontispiece to Ogilby's translation of Aesop ; since every Renaissance poet believed the statement to be true, let me start with my own example. John Denham's only play, The Sophy, published in August 1642, is a tale about the perils of jealousy. The good prince Mirza, after a miraculous victory over the Turks, returns in glory to his father's court, but leaves it shortly thereafter. In his absense, Haly, the evil courtier, follows a (...) friend's advice to " work on [the king's] fears, till fear hath made him cruel"1 and poisons the king's mind with jealousy against his son. Mirza returns only to be brutally blinded and killed, and the emperor soon dies stricken with remorse. Now it happens that Parliament justified all its actions in the months preceding the civil war on the grounds of the "fears and jealousies" that the king had inspired. Charles was incensed by the slogan and claimed angrily that he, if anyone, had the most cause for fears and jealousies.2 Denham obviously decided that here was the all-consuming topic around which a predominantly royalist drama could be written. He followed what I believe was the standard practice - the method that Fulke Greville said Sidney used and that Congreve repeated at the end of the century when he declared of The Double Dealer that "I design'd the Moral first, and to that Moral I invented the Fable."3 He found a plot in Thomas Herbert's Travels into Diverse Parts of Asia that recorded some terrible cruelties and catastrophes caused by jealousy, and he added the point that the emperor's mind had been wrought upon by his counselor. There is no evidence that the play was ever acted, but the most casual reader would have said to himself, "Yes, history reminds us that states destroy themselves through fears and jealousies, and we should abate our own before it is too late." · 1. Sir John Denham, The Poetical Works, ed. Theodore Howard Banks, 2d ed. , p.245. The references to fear and jealousy are so ubiquitous in the play that they need not be listed here.· 2. On March 1, 1642, in the angriest of his replies to Parliament so far, Charles exclaimed, "You speake of Jealousies and Feares: Lay your hands to your hearts, and aske your selves whether I may not likewise be disturbed with Feares and Jealousies: And if so, I assure you this Message hath nothing lessened them" . Although phrases like "distempers and jealousies" had been used earlier, Clarendon on two occasions is quite specific that "fears and jealousies" were "the new words which served to justify all indispositions and to excuse all disorders" in January 1642 . Taken with other evidence, Clarendon's remarks strongly suggest that The Sophy was written after Coopers Hill, and during seven months preceding its publication in August 1642.· 3. William Congreve, The Complete Plays, ed. Herbert Davis , p. 119. And compare John Donne in Sermons, ed. Evelyn M. Simpson are George R. Potter , 9:274: "All wayes of teaching are Rule and Example: and though ordinarily the Rule be first placed, yet the Rule it selfe is made of Examples...for, Example in matter of Doctrine, is as Assimiliation in matter of Nourishment; The Example makes that that is proposed for our learning and farther instruction, like something which we knew before, as Assimilation makes that meat, which we have received and digested, like those parts which are in our bodies before."John M. Wallace, author of Destiny His Choice: The Loyalism of Andrew Marvell and articles on Milton, Dryden Denham, Traherne, and Arnold, is professor of English at the University of Chicago. (shrink)

Gangestad & Simpson's (G&S's) analysis of strategic pluralism is welcomed as a balance to the current emphasis on between-sex variation. It could have been clarified by acknowledging the extent to which males and females represent fundamentally different mating strategies, since this affects how we view within-sex strategic variation. The distinction between conditional and alternative strategies could also have been highlighted.

Preference for partners with low fluctuating asymmetry (FA) may produce “good gene” benefits. However, Gangestad & Simpson's analysis does not exclude immediate benefits of fertility. Low FA is related to fertility in men and women. Short-term changes in FA are correlated with fertility in women. It is not known whether temporal fluctuations in the FA of men are related to short-term fertility status.