The received theories of epistemology identify abductive inferences with the cognitive patterns of speculation (hypothesis formation) and insist that they cannot verify or confirm hypotheses. I criticize various descriptions of abduction, offer a structural analysis of abductive inference,, characterize abduction without alluding to its putative role in inquiry, and then demonstrate that some abductions do provide evidence and that not all scientific hypotheses derive from abductive inferences. This result challenges those notions of scientific k knowledge that dismiss some central scientific (...) ideas (for example, evolution) as ‘meta-physical research programs’ or ‘just theories’ when they are instead well substantiated by abductive evidence. (shrink)

This paper examines the deontic logic of the Talmud. We shall find, by looking at examples, that at first approximation we need deontic logic with several connectives: O T A Talmudic obligation F T A Talmudic prohibition F D A Standard deontic prohibition O D A Standard deontic obligation. In classical logic one would have expected that deontic obligation O D is definable by $O_DA \equiv F_D\neg A$ and that O T and F T are connected by $O_TA \equiv F_T\neg (...) A$ This is not the case in the Talmud for the T (Talmudic) operators, though it does hold for the D operators. We must change our underlying logic. We have to regard {O T , F T } and {O D , F D } as two sets of operators, where O T and F T are independent of one another and where we have some connections between the two sets. We shall list the types of obligation patterns appearing in the Talmud and develop an intuitionistic deontic logic to accommodate them. We shall compare Talmudic deontic logic with modern deontic logic. (shrink)

Human aesthetic experiences are pervasive; they are triggered by faces, art, natural scenery, foods, ideas, theories, and decision-making situations, among many sources, and seem to be a distinctive trait of our species. Our moral sense, understood as our capacity to judge events, actions, or people as good or bad, appropriate or inappropriate, also seems to be an exclusively human endowment (Ayala 2010). As part of the scientific efforts to characterize the biological foundations of our human uniqueness, recently there has been (...) interest in the brain’s underpinnings of aesthetic reactions to art on the one hand, and in the neural correlates of moral judgment and decision-making on the other (Greene and Paxton .. (shrink)

Why focus on the work of William Blake in a journal dedicated to religious ethics? The question is neither trivial nor rhetorical. Blake's work is certainly not in anyone's canon of significant texts for the study of Christian or, more broadly, religious ethics. Yet Blake, however subversive his views, sought to lay out a Christian vision of the good, alternated between prophetic denunciations of the world's folly and harrowing laments over the wreck of the world's promise, and wrote poetry as (...) if poetry might mend the world. Setting imagination against the calculations of reason and the comfort of custom, Blake's poems inspire questions about the relationship of ethics to prophecy, and open the possibility that ethics itself would be markedly enriched could it find a place for what Thomas J. J. Altizer has called Christian epic poetry. (shrink)

Working from an integration of Michael Polanyi‘s image of learning as self-destruction and Max Weber’s analysis of the ethics of scholarship, the author explores the implications of Polanyi’s argument concerning “the depth to which the... person is involved even in... an elementary heuristic effort”. In the process, the author raises questions about current expectations concerning faculty “performance” and current methods of assessing faculty success in the classroom.

In recent years, we have seen a new concern with ethics training for research and development professionals. Although ethics training has become more common, the effectiveness of the training being provided is open to question. In the present effort, a new ethics training course was developed that stresses the importance of the strategies people apply to make sense of ethical problems. The effectiveness of this training was assessed in a sample of 59 doctoral students working in the biological and social (...) sciences using a pre–post design with follow-up and a series of ethical decision-making measures serving as the outcome variable. Results showed not only that this training led to sizable gains in ethical decision making but also that these gains were maintained over time. The implications of these findings for ethics training in the sciences are discussed. (shrink)

ABSTRACT Translating archaic Greek philosophies presents a complex of opportunities and challenges for translators, several of which are regularly overlooked. Among these figure prominently the culture and thematics of oralcy and the predisciplinarity in which early Greek thinking took shape. Additionally, translators engaged with early Greek thinking face layers of interpretive history and expectations that can determine the scope of possible translation, which, in turn, limits the range of interpretive possibilities. Yet their predisciplinary or at least hybrid modes summon a (...) broad attention to contexts of language, forms, and meanings that may challenge, or even disrupt, the predominant lines of inquiry and interpretation. How can translation motivated by the oralcy and predisciplinarity of archaic Greece open new directions for interpretation of the early Greek thinkers? Ranging through Anaximander, Xenophanes, Heraclitus, Parmenides, and others, this article articulates some possibilities for translating on and beyond the boundaries of philosophy. (shrink)

Dowsing, water-witching, divining – the procedure seeks a flow or spring beneath the surface of earth. So too this inquiry attempts to locate and sound the meanings associated with the polestar of Thalean considerations, ὕδωρ, that course beneath the interpretative strata of an overly-familiar tradition grounded in the principles of clarity and intelligibility. If these principles are held in suspension, what meanings flow from the Thalean considerations of ὕδωρ? A twofold task guides this inquiry. First is to show opacity as (...) the primary valence of ὕδωρ, challenging the prevailing tendency to imagine Thales and other Milesian thinkers as positing a principle of clarity in the form of what can be brought under the Aristotelean concept of underlying thing and matter. Second, in the course of drawing up the opacity of ὕδωρ form varied archaic sources emerge some connections to important terms for Greek thinking: φύσις, λόγος, ἀλήθεια. (shrink)

I want to defend a Combinatorialtheory of possibility. Such a view traces the very idea of possibility to the idea of the combinations – all the combinations which respect a certain simple form – of given, actual, elements. Combination is to be understood widely enough to cover the notions of expansion and contraction. The combinatorial idea is not new, of course. Wittgenstein gave a classical exposition of it in the Tractatus. Perhaps its charter is 3.4: ‘A proposition determines a place (...) in logical space. The existence of this logical place is guaranteed by the mere existence of the constituents’. There is a small additional combinatorial literature. I myself was converted to a combinatorial view by Brian Skyrms’ brief but fascinating article ‘Tractarian Nominalism.’. (shrink)

It is not certain when or by whomandwere first technically distinguished asgenusandspecies. The distinction does not appear in Plato's extant writings, whereas Aristotle seems to take it for granted in theTopics, which is usually regarded as among his earliest treatises. In his dialogues Plato seems able to useinterchangeably to denote any group or division in a diairesis, including the group that is to be divided.

We report the results of a randomized trial to assess the impact of an innovative ethics curriculum on the knowledge and confidence of 85 medical house officers in a university hospital programme, as well as their responses to a simulated clinical case. Twenty-five per cent of the house officers received a lecture series, 25 per cent received lectures and case conferences, with an ethicist in attendance, and 50 per cent served as controls. A post-intervention questionnaire was administered. Knowledge scores did (...) not differ among the groups. Confidence regarding ethical issues was significantly greater in the aggregate intervention group compared to the control group. Confidence regarding procedural issues related to ethics was significantly higher for the EI group than for the controls. Responses to a simulated case showed that significantly fewer house officers in the EI group would intubate a patient for whom such therapy would be futile. We conclude that ethics education can have an impact on house officers' confidence and their responses to a simulated case, and that the EI was more effective than the LI. Such results have implications regarding the implementation of ethics education during residency. (shrink)

This paper inquires into the nature of intertheoretic relations between psychology and neuroscience. This relationship has been characterized by some as one in which psychological explanations eventually will fall away as otiose, overthrown completely by neurobiological ones. Against this view it will be argued that it squares poorly with scientific practices and empirical developments in the cognitive neurosciences. We analyse a case from research on visual perception, which suggests a much more subtle and complex interplay between psychology and neuroscience than (...) a complete take-over of the former by the latter. In the case of vision, cross-theory influences between psychology and neuroscience go back and forth, resulting in refinement in both disciplines. We interpret this case study as showing that: (1) Mutual co-evolution of psychological and neurobiological theories, exemplifying persisting top-down influences from psychology, is a more empirically adequate way to describe psychoneural theory relations than a view on co-evolution, favoured by reductionists, which regards the cross-theory contributions from psychology as merely heuristically useful with no enduring influence on neurobiological theorizing; (2) In research on vision, discovering (or hypothesizing) the neural basis of functions vindicates psychological approaches, it does not eliminate them; (3) Current work on vision shows that many perceptual phenomena must be understood in terms of dynamical interactions between an observer and his/her environment. Therefore, we argue that internalist characterizations of the visual system must be supplemented with externalist accounts that address these reciprocal observer-environment interactions involved in vision. Such processes seem quite different from (internal) cellular and molecular ones, and as such seem to lie outside the scope of neuroscientific inquiry. We conclude that psychoneural reduction or elimination is implausible as a meta-theoretical prediction of theory choice in empirical work. Instead, this case study of vision shows that both psychology and neuroscience contribute to, and complement one another in the study of visual perception. (shrink)

This paper argues that the foundations of our knowledge are the bed-rock certainties of ordinary life, what may be called the Moorean truths. Beyond that are the well-established results within the empirical sciences, and whatever has been proved in the rational sciences of mathematics and logic. Otherwise there is only belief, which may be more or less rational. A moral drawn from this is that dogmatism should be moderated on all sides.