Women as commercial baby factories, nature as an economic resource, life as one big shopping mall: This is what we get when we use the market as a common ...

Much contemporary egalitarian theorizing is broadly divided between luck egalitarians, such as G. A. Cohen, Richard Arneson, and John Roemer, and relational egalitarians, such as John Rawls, Samuel Scheffler, Josh Cohen, and me. The two camps disagree about how to conceive of equality: as an equal distribution of non-relational goods among individuals, or as a kind of social relation between persons - an equality of authority, status, or standing.This disagreement generates a second, about when unequal distributions of non-relational goods are (...) unjust. Luck egalitarians claim that inequality is unjust when it is accidental: when it is caused by morally arbitrary factors such as circumstances of birth. Relational egalitarians claim that inequality is unjust when it disadvantages people: when it reflects, embodies, or causes inequality of authority, status, or standing. (shrink)

In this paper we offer a new argument for the existence of God. We contend that the laws of logic are metaphysically dependent on the existence of God, understood as a necessarily existent, personal, spiritual being; thus anyone who grants that there are laws of logic should also accept that there is a God. We argue that if our most natural intuitions about them are correct, and if they are to play the role in our intellectual activities that we take (...) them to play, then the laws of logic are best construed as necessarily existent thoughts -- more specifically, as divine thoughts about divine thoughts. We conclude by highlighting some implications for both theistic arguments and antitheistic arguments. (shrink)

The American thinker Charles Sanders Peirce, best known as the founder of pragmatism, has been influential not only in the pragmatic tradition but more recently in the philosophy of science and the study of semiotics, or sign theory. Strands of System provides an accessible overview of Peirce's systematic philosophy for those who are beginning to explore his thinking and its import for more recent trends in philosophy.

Uncertainty and affect are fundamental and interrelated aspects of the human condition. Uncertainty is often associated with negative affect, but in some circumstances it is associated with positive affect. In this paper, we review different explanations for the varying relationship between uncertainty and affect. We identify “mental simulation” as a key process that links uncertainty to affective states. We suggest that people have a propensity to simulate negative outcomes, which results in a propensity towards negative affective responses to uncertainty. We (...) also propose the existence of several important moderators of this process, including context and individual differences such as uncertainty tolerance, as well as emotion regulation strategies. Finally, we highlight important knowledge gaps and promising areas for future research, both empirical and conceptual, to further elucidate the relationship between uncertainty and affect. (shrink)

Newell proposed that cognitive theories be developed in an effort to satisfy multiple criteria and to avoid theoretical myopia. He provided two overlapping lists of 13 criteria that the human cognitive architecture would have to satisfy in order to be functional. We have distilled these into 12 criteria: flexible behavior, real-time performance, adaptive behavior, vast knowledge base, dynamic behavior, knowledge integration, natural language, learning, development, evolution, and brain realization. There would be greater theoretical progress if we evaluated theories by a (...) broad set of criteria such as these and attended to the weaknesses such evaluations revealed. To illustrate how theories can be evaluated we apply these criteria to both classical connectionism and the ACT-R theory. The strengths of classical connectionism on this test derive from its intense effort in addressing empirical phenomena in such domains as language and cognitive development. Its weaknesses derive from its failure to acknowledge a symbolic level to thought. In contrast, ACT-R includes both symbolic and subsymbolic components. The strengths of the ACT-R theory derive from its tight integration of the symbolic component with the subsymbolic component. Its weaknesses largely derive from its failure, as yet, to adequately engage in intensive analyses of issues related to certain criteria on Newell's list. Key Words: cognitive architecture; connectionism; hybrid systems; language; learning; symbolic systems. (shrink)

Like being able to drive a car, being autonomous is a socially attributed, claimed, and contested status. Normative debates about criteria for autonomy (and what autonomy entitles one to) are best understood, not as debates about what autonomy, at core, really is, but rather as debates about the relative merits of various possible packages of thresholds, entitlements, regulations, values, and institutions. Within different “regimes” of autonomy, different criteria for (degrees of) autonomy become authoritative. Neoliberal, solidaristic, and perfectionist regimes entail conflicting (...) understandings of what gets you autonomy and what autonomy gets you—for example, in relation to policies regarding physician-assisted suicide or financial support for senior citizens. In light of this, justifying a particular understanding of autonomy is inseparable from the task of arguing for the context-specific merits of a regime of autonomy as a whole and in relation to other ethical and political commitments. (shrink)

Much of cognitive psychology focuses on effects measured in tens of milliseconds while significant educational outcomes take tens of hours to achieve. The task of bridging this gap is analyzed in terms of Newell's (1990) bands of cognition—the Biological, Cognitive, Rational, and Social Bands. The 10 millisecond effects reside in his Biological Band while the significant learning outcomes reside in his Social Band. The paper assesses three theses: The Decomposition Thesis claims that learning occurring at the Social Band can be (...) reduced to learning occurring at lower bands. The Relevance Thesis claims that instructional outcomes at the Social Band can be improved by paying attention to cognition at the lower bands. The Modeling Thesis claims that cognitive modeling provides a basis for bridging between events on the small scale and desired outcomes on the large scale. The unit-task level, at the boundary of the Cognitive and Rational Bands, is useful for assessing these theses. There is good evidence for all three theses in efforts that bridge from the unit-task level to educational applications. While there is evidence for the Decomposition Thesis all the way down to the 10 millisecond level, more work needs to be done to establish the Relevance Thesis and particularly the Modeling Thesis at the lower levels. (shrink)

In ‘“Sneering, or Other Social Pelting”’, Lucy O’Brien understands sneering acts as ways of making feel that are aimed at socially downgrading a target. Sneers are essentially expressions of contempt. Although typically thought of as vicious, O’Brien argues they can also be used virtuously to disrupt social hierarchies, especially when taken up by people with low social status. I examine satire as a potentially effective means of carrying out this virtuous activity. I examine O’Brien’s account while exploring the conditions that (...) must obtain to make satire an efficacious tool for social recalibration. (shrink)

European Journal of Philosophy, EarlyView.

European Journal of Philosophy, Volume 30, Issue 3, Page 899-923, September 2022.

Volume 20, Issue 5, June 2020, Page 28-30.

An analysis of student learning with the LISP tutor indicates that while LISP is complex, learning it is simple. The key to factoring out the complexity of LISP is to monitor the learning of the 500 productions in the LISP tutor which describe the programming skill. The learning of these productions follows the power‐law learning curve typical of skill acquisition. There is transfer from other programming experience to the extent that this programming experience involves the same productions. Subjects appear to (...) differ only on the general dimensions of how well they acquire the productions and how well they retain the productions. Instructional manipulations such as remediation, content of feedback, and timing of feedback are effective to the extent they give students more practice programming, and explain to students why correct solutions work. (shrink)

This paper examines the impact of a week-long philosophy summer camp on middle and high school-age youth with specific attention paid to the development of intellectual humility in the campers. In June 2016 a university in Texas hosted its first philosophy summer camp for youth who had just completed sixth through twelfth grades. Basing our camp on the pedagogical model of the Philosophy for Children program, our aim was specifically to develop a community of inquiry among the campers, providing them (...) with a safe intellectual space to be introduced to philosophy and philosophical discussion. In 2017 we launched a formal longitudinal study to determine what impact a week-long philosophy summer camp would have on teens and tweens. Examining quantitative and qualitative data collected from 2016–2020, we found that the camp has had a significant impact on the teenagers who have attended. In particular, we found that intellectual humility increased over the duration of their camp experience and that this increase correlates with an increased affinity for philosophy and philosophical discussion. (shrink)

There is growing consensus that reward plays an important role in the control of attention. Until recently, reward was thought to influence attention indirectly by modulating task-specific motivation and its effects on voluntary control over selection. Such an account was consistent with the goal-directed (endogenous) versus stimulus-driven (exogenous) framework that had long dominated the field of attention research. Now, a different perspective is emerging. Demonstrations that previously reward-associated stimuli can automatically capture attention even when physically inconspicuous and task-irrelevant challenge previously (...) held assumptions about attentional control. The idea that attentional selection can be value driven, reflecting a distinct and previously unrecognized control mechanism, has gained traction. Since these early demonstrations, the influence of reward learning on attention has rapidly become an area of intense investigation, sparking many new insights. The result is an emerging picture of how the reward system of the brain automatically biases information processing. Here, I review the progress that has been made in this area, synthesizing a wealth of recent evidence to provide an integrated, up-to-date account of value-driven attention and some of its broader implications. (shrink)

In this paper we provide an account of the structural underpinnings of self-awareness. We offer both an abstract, logical account.

Maintaining adequate performance in dynamic and uncertain settings has been a perennial stumbling block for intelligent systems. Nevertheless, any system intended for real-world deployment must be able to accommodate unexpected change—that is, it must be perturbation tolerant. We have found that metacognitive monitoring and control—the ability of a system to self-monitor its own decision-making processes and ongoing performance, and to make targeted changes to its beliefs and action-determining components—can play an important role in helping intelligent systems cope with the perturbations (...) that are the inevitable result of real-world deployment. In this article we present the results of several experiments demonstrating the efficacy of metacognition in improving the perturbation tolerance of reinforcement learners, and discuss a general theory of metacognitive monitoring and control, in a form we call the metacognitive loop. (shrink)

As part of the ongoing attempt to fully naturalize the concept of human being--and, more specifically, to re-center it around the notion of agency--this essay discusses an approach to defining the content of representations in terms ultimately derived from their central, evolved function of providing guidance for action. This 'guidance theory' of representation is discussed in the context of, and evaluated with respect to, two other biologically inspired theories of representation: Dan Lloyd's dialectical theory of representation and Ruth Millikan's biosemantics.

Nietzsche’s perspectivism has received restricted and unrestricted interpretations. The latter take the cognitive effects of ‘perspectives’ to be pervasive and general; the former argue they are restricted to special subject matters, have limited effects, or are not essentially cognitive at all. I argue on textual grounds that Nietzsche was committed to the unrestricted view. Comparison to A.W. Moore’s treatment of perspectival representation in Points of View illuminates both the nature of perspectivism and key arguments needed to defend it. Nietzschean perspectivism (...) must deny the very possibility of absolute representations (sensu Moore), and to do so, it must block a form of argument that promises to integrate perspectival representations into progressively less restricted, and ultimately absolute, representations of the world. Such arguments depend on a strong assumption about the unity of the independent world, which Moore accepts and Nietzsche denies. Nietzsche’s pluralism about perspectives thereby turns out to rely on pluralism about the world, which shapes his understanding of us as essentially bounded cognitive agents. Nietzsche holds that the longing for absolute representation manifest in Moore, Leibniz, and many other philosophers, which aspires to overcome the limitations of perspective, amounts to ascetic self-denial about our cognitive condition. (shrink)

This article first summarizes research regarding the relationship between sports that intentionally structure multiple types of brain trauma into their practice, such as rugby and boxing, and the range of negative health outcomes that flow from participation in such sports. The resultant brain injuries are described as ‘now’ and ‘later’ diseases, being those that affect the child immediately and then across their lifetime. After highlighting how these sports can permanently injure children, it examines this harm in relation to existing British (...) laws and policies concerning child abuse. The conclusion drawn is that neither children nor adults on their behalf are legally able to give informed consent for participation, and that impact sport organisations effectively groom children into sustaining and accepting brain trauma. Adults providing brain-traumatizing versions of these sports are thus described as being complicit in a form of child abuse that we term brain abuse. The contradictions in existing sports policy are highlighted, where policy describes that children are to be protected from harm, and yet the very practice of such sports creates harm by design. Implications of the argument are that children should be prohibited from partaking in impact sports. (shrink)