National Book Award Finalist. How did humanity originate and why does a species like ours exist on this planet? Do we have a special place, even a destiny in the universe? Where are we going, and perhaps, the most difficult question of all, "Why?" In The Meaning of Human Existence, his most philosophical work to date, Pulitzer Prize–winning biologist Edward O. Wilson grapples with these and other existential questions, examining what makes human beings supremely different from all other species. Searching (...) for meaning in what Nietzsche once called "the rainbow colors" around the outer edges of knowledge and imagination, Wilson takes his readers on a journey, in the process bridging science and philosophy to create a twenty-first-century treatise on human existence—from our earliest inception to a provocative look at what the future of mankind portends. Continuing his groundbreaking examination of our "Anthropocene Epoch," which he began with The Social Conquest of Earth, described by the New York Times as "a sweeping account of the human rise to domination of the biosphere," here Wilson posits that we, as a species, now know enough about the universe and ourselves that we can begin to approach questions about our place in the cosmos and the meaning of intelligent life in a systematic, indeed, in a testable way. Once criticized for a purely mechanistic view of human life and an overreliance on genetic predetermination, Wilson presents in The Meaning of Human Existence his most expansive and advanced theories on the sovereignty of human life, recognizing that, even though the human and the spider evolved similarly, the poet's sonnet is wholly different from the spider's web. Whether attempting to explicate "The Riddle of the Human Species," "Free Will," or "Religion"; warning of "The Collapse of Biodiversity"; or even creating a plausible "Portrait of E.T.," Wilson does indeed believe that humanity holds a special position in the known universe. The human epoch that began in biological evolution and passed into pre-, then recorded, history is now more than ever before in our hands. Yet alarmed that we are about to abandon natural selection by redesigning biology and human nature as we wish them, Wilson soberly concludes that advances in science and technology bring us our greatest moral dilemma since God stayed the hand of Abraham. (shrink)

This book presents a comprehensive, accessible survey of Western philosophy of music from Pythagoras to the present. Its narrative traces themes and schools through history, in a sequence of five chapters that survey the ancient, medieval, early modern, modern and contemporary periods. Its wide-ranging coverage includes medieval Islamic thinkers, Continental and analytic thinkers, and neglected female thinkers such as Vernon Lee (Violet Paget). All aspects of the philosophy of music are discussed, including music and the cosmos, music's value, music's relation (...) to the other arts, the problem of opera, the origins of musical genius, music's emotional impact, the moral effects of music, the ontology of musical works, and the relevance of music's historical context. The volume will be valuable for students and scholars in philosophy and musicology, and all who are interested in the ways in which philosophers throughout history have thought about music. (shrink)

. History of the concept of economic efficiency . INTRODUCTION James Buchanan won the Nobel Prize by proving that the process by which elected officials ...

Background:The right of children to have their voice heard has been accepted by researchers, and there are increasing numbers of qualitative health studies involving children. The ethical and methodological issues of including children in research have caused worldwide concerns, and many researchers have published articles sharing their own experiences.Objectives:To systematically review and synthesise experts’ opinions and experiences about ethical and methodological issues of including children in research, as well as related solution strategies.Research design:The research design was a systematic review of (...) opinion-based evidence, based on the guidelines by Joanna Briggs Institute.Methods:A search of five computerised databases has been conducted in April 2014 and 2271 articles were found. After screening the titles, abstracts, full texts and appraising the quality, 30 articles were finally included in the review. A meta-aggregative approach was applied in the data analysis and synthesis process.Ethical considerations:Ethical approval is not needed as it is a systematic review of published literature.Results:Six themes were identified, including evaluating potential risks and benefits, gaining access, obtaining informed consent/assent, protecting confidentiality and privacy, building rapport and collecting rich data. The similarities and differences between research involving children and that involving adults were indicated.Conclusion:All potential incentives should be justified when designing the study. Further studies need to research how to evaluate individual capacity of children and how to balance protecting children’s right to participate and their interests in the research. Cultural differences related to researching children in different regions should also be studied. (shrink)

Some of the most important contributions to animal ethics over the past decade or so have come from political, as opposed to moral, philosophers. As such, some have argued that there been a ‘political turn’ in the field. If there has been such a turn, it needs to be shown that there is something which unites these contributions, and which sets them apart from previous work. We find that some of the features which have been claimed to be shared commitments (...) of the turn are contested by key theorists working in the field. We also find that the originality of the turn can be exaggerated, with many of their ideas found in more traditional animal ethics. Nonetheless, we identify one unifying and distinctive feature of these contributions: the focus on justice; and specifically, the exploration of how political institutions, structures and processes might be transformed so as to secure justice for both human and nonhuman animals. (shrink)

Gender inequality has been pervasive in many aspects of society, including religious institutions. Christian missions often reinforce patriarchal structures that limit the participation of women in leadership and ministry roles. However, this does not reflect the true nature of Christianity, which embraces equality and inclusivity for all individuals. This article analyses the challenges of gender inequality within Christian missions in Northern Nigeria to propose ways of addressing the issue and focussing on addressing the challenges in Nigeria, Northern Nigeria especially. The (...) article adopted the descriptive method employing an interview guide as an instrument to collect primary data from missionaries of the Nigerian Baptist Convention in Northern Nigeria. It employed content analysis to analyse data collected from the field.Contribution: The contribution of this article is that it gives an overview of gender inequality in Northern Nigeria, examines the challenges of gender inequalities in Christian missions, highlights and explains the prospects of tackling the challenges, and concludes on the issues raised within the article. (shrink)

It argues that states forge a relationship due to strategic needs such as economic or security needs. Slobodchikoff has developed a database composed of the whole population of bilateral treaties between Russia and each of the former Soviet republics, and examines all of these bilateral relationships. He finds that Russia indeed forged relationships with the former republics based on its strategic interests. However, despite Russia's strategic interests, it had to build a bilateral relationship that would address the issues of mistrust (...) and power asymmetry between the states. To achieve this, Russia and the former Soviet republics created treaty networks, which served to legitimize as well as legalize the independent status of each of the former republics while also increasing the cost to Russia of violating any of the treaties. (shrink)

This study is aimed at evaluating the influence of the god of iron on ironworking communities in Ǹsúkkā cultural area. In the study area, the Supreme God – Chúkwú Òkìkè, Chínēkè or Chúkwú Ábíàmà is believed to control the affairs of humanity. He is worshipped through intermediaries such as Ányánwù [Sun God], Àmádíòhà, Áhàjīōkù [fertility goddess], Àlà [earth goddess] and the god of iron, which is called by different names in the study area such as Ékwéñsū-Úzù, Òkóró-Údùmè, Chíkèrè Àgùrù and (...) Áshéné. But, how effective is the god of iron in the study area? To provide answers to this question, ethnographic research method, involving in-depth structured interviews, field observation and photographic documentations, was used to gather data on the subject matter while data collected were analysed descriptively. This article is of the view that the influence of the god of iron in the study area is whittling down as a result of Westernisation and Christianity.Contribution: The study indicates an increasing resistance to the Euro-centrism, which has suppressed beliefs in the god of iron and the associated practices. (shrink)

Some readers, even though well versed in philosophy, may be bewildered by Wittgenstein's posthumous book on the philosophy of mathematics and unable to find a dominant theme running through even a part of it; to list the main contents–headings would make them none the wiser. Although two main themes may in the end be discerned in it, they do not pervade the book after the usual manner of themes; one has rather the sense of wandering about the corridors of a (...) maze; and, to add to the reader's perplexity, the maze has no definite centre. This mode of presentation, leading one through a maze, whose “centre” is the discovery that there is no centre, in itself conveys some philosophical message. Can we possibly say what Wittgenstein was trying to do? To answer this, seeing that this work is largely in line with the rest of his philosophizing, I propose to bid the present book a long farewell, to take an excursion into the field of Wittgensteinian and related philosophy, and against this background to try to give some picture and assessment of the contents of the work. (shrink)

This work aims to clarify the nature of the philosophy of education, intending to indicate both the limits and the uses of philosophical criticism of educational aims and concepts. It is based upon the fact that education is a subject full of unexamined presumptions.

Frequently, we learn of the locations of things and events in our environment by means of hearing. Hearing, I argue, is a locational mode of perceiving with a robustly spatial phenomenology. I defend three proposals. First, audition furnishes one with information about the locations of things and happenings in one’s environment because auditory experience itself has spatial content—auditory experience involves awareness of space. Second, we hear the locations of things and events by or in hearing the locations of their sounds. (...) Third, we auditorily experience sounds themselves as having relatively stable distal locations. I reject skepticism about spatial audition and auditory experience tracing to Strawson’s Individuals , and suggest that spatial auditory experience grounds a form of perceptual access to objects and events that is critical to negotiating one’s environment. (shrink)

This paper describes the corner-stones of a means-ends approach to the philosophy of inductive inference. I begin with a fallibilist ideal of convergence to the truth in the long run, or in the 'limit of inquiry'. I determine which methods are optimal for attaining additional epistemic aims (notably fast and steady convergence to the truth). Means-ends vindications of (a version of) Occam's Razor and the natural generalizations in a Goodmanian Riddle of Induction illustrate the power of this approach. The paper (...) establishes a hierarchy of means-ends notions of empirical success, and discusses a number of issues, results and applications of means-ends epistemology. (shrink)

I propose a theory of freedom of choice on which it is a variable quality of individual conscious choices that has several dimensions that admit of degrees, even though - as many theorists have traditionally supposed - it also has as a necessary condition the possession of a capacity that is all or nothing. I argue that the proposed account better fits the phenomenology of ostensibly free actions, as well as empirical findings in the human sciences.

Kant's ethics, like others, has unavoidable anthropocentric starting points: only humans, or other 'rational natures', can hold obligations. Seemingly this should not make speciesist conclusions unavoidable: might not rational natures have obligations to the non-rational? However, Kant's argument for the unconditional value of rational natures cannot readily be extended to show that all non-human animals have unconditional value, or rights. Nevertheless Kant's speciesism is not thoroughgoing. He does not view non-rational animals as mere items for use. He allows for indirect (...) duties 'with regard to' them which afford welfare but not rights, and can allow for indirect duties 'with regard to' abstract and dispersed aspects of nature, such as biodiversity, species and habitats. (shrink)

A review of deVries' and O'Shea's books, both titled "Wilfrid Sellars". By Jaroslav Peregrin.

A good deal of attention has been given in recent philosophy of religion to the question of whether we can sensibly attribute to God a form of knowledge which the 16th-century Jesuit theologian Luis de Molina termed "middle knowledge". Interest in the doctrine has been spurred by a recognition of its intimate connection to certain conceptions of providence, prophecy, and response to petitionary prayer. According to defenders of the doctrine, which I will call "Molinism", the objects of middle knowledge are (...) all the true counterfactuals of the form, 'If C were to occur, then S would freely do A', where C specifies a particular set of circumstances. (Such propositions are usually referred to as "counterfactuals of freedom" - hereafter "CFs".)' I will try to assess the current status of two distinct questions: (1) Are there true CFs? and (2) Could God know true CFs if there are any? Obviously, Molinism must answer both questions affirmatively. Most of the discussion has focused on the first question. I hope to show that this approach has been a dialectical mistake on the part of critics of Molinism, for the difficulties of giving an affirmative answer to question (2) are, I believe, far easier to state clearly and convincingly. (shrink)

"The Natural System" is the abstract notion of the order in living diversity. The richness and complexity of this notion is revealed by the diversity of representations of the Natural System drawn by ornithologists in the Nineteenth Century. These representations varied in overall form from stars, to circles, to maps, to evolutionary trees and cross-sections through trees. They differed in their depiction of affinity, analogy, continuity, directionality, symmetry, reticulation and branching, evolution, and morphological convergence and divergence. Some representations were two-dimensional, (...) and some were three-dimensional; n-dimensional representations were discussed but never illustrated. The study of diagrammatic representations of the Natural System is made difficult by the frequent failure of authors to discuss them in their texts, and by the consequent problem of distinguishing features which carried meaning from arbitrary features and printing conventions which did not. Many of the systematics controversies of the last thirty years have their roots in the conceptual problems which surrounded the Natural System in the late 1800s, problems which were left unresolved when interest in higher-level systematics declined at the turn of this century. (shrink)

Journal of Social Philosophy, EarlyView.

This study explores consumer expectations and attitudes related to gender-based price discrimination. Although much research has focused on pay inequalities and gender diversity, considerably less attention has been focused on situations in which men and women are charged different prices based on gender. In two studies, expectations and attitudes toward gender-based price discrimination are examined. In Study 1, two scenarios related to prices at hair salon and dry cleaning services were manipulated to measure expectations and attitudes toward gender-based price discrimination. (...) We found that the nature of the service results in expectations of price differences between men and women. We also found men expect gender-based pricing more than women. In Study 2, qualitative research was conducted to reveal the cognitions that men and women experience when exposed to gender-based price discrimination. (shrink)

In certain situations, lies can be used to pass on knowledge. The kinds of cases I focus on are those involving a speaker's devious manipulation of the hearer's irrational or prejudiced thought. These cases show that sometimes a speaker's knowledge of a hearer's mind is necessary for the testimonial transmission of knowledge. They also support a 'seeding' model of knowledge transmission, rather than one that is akin to the postal delivery of complete parcels of information.

Recent theorizing about the nature of the cognitive impairment in autism suggests that autistic individuals display abnormally weak central coherence, the capacity to integrate information in order to make sense of one’s environment. Our article shows the relevance of computational models of coherence to the understanding of weak central coherence. Using a theory of coherence as constraint satisfaction, we show how weak coherence can be simulated ina a connectionist network that has unusually high inhibition compared to excitation. This connectionist model (...) simulates autistic behaviour on both the false belief task and the homograph task. (shrink)

Proponents of ecological restoration view the practice as a means of both repairing damage done to ecosystems by humans and creating an avenue to re-establish respectful and cooperative human-environment relationships. One debate affecting ecological restoration focuses on the place of 'exotic' species in restored ecosystems. Though popular, campaigns against exotics have been criticized for their troubling rhetorical parallels with nativism aimed at human immigrants. I point to some of the reasons why this critique of nativism persists, despite protests that no (...) xenophobic intent is evident, emphasizing the intimacy between social metaphors and claims about exotic nature. Language is but one facet of an entanglement of nature and society that ecological restoration strives to take seriously; however, restoration practice remains ambivalent toward this dichotomy permitting a longing for lost community purity that is embraced in nativism. Regarding defenses of nativism, I point out limitations of attempts to reframe the issue from a reactionary rejection of the foreign Other toward an argument for protecting communities from a process akin to 'cultural imperialism'. (shrink)

In his commentary on my paper, “Means-Ends Epistemology”, David Chart constructs a Riddle of Induction with the following feature: Means-ends analysis, as I formulated it in the paper, selects “all emeralds are grue” as the optimal conjecture after observing a sample of all green emeralds. Chart’s construction is rigorous and correct. If we disagree, it is in the philosophical morals to be drawn from his example. Such morals are best discussed by elucidating some of the larger epistemological issues involved. “Means-ends (...) Epistemology” sought a normative theory of hypothesis selection. I defined what it means for an inductive method to reliably and efficiently find a correct hypothesis from a set of alternative hypotheses. (In fact, I investigated a number of standards of empirical success for inductive methods.) Call such methods optimal. We may take optimal inferences to be those made by optimal methods. This defines a relation Optimal-Inference(h,e,H): “given the set of alternative hypotheses H, and evidence e, hypothesis h is an optimal inference”. One fundamental difference between the means-ends approach and traditional confirmation theory is that the latter has sought a two-place relation between theory and evidence alone, something like “hypothesis h is highly confirmed given evidence e”. From my point of view, posing the problem of induction as discerning the right relation between theory and evidence is elliptical because it leaves unspecified the set of alternative hypotheses under investigation (as well as other relevant factors, such as the scientist’s background knowledge, observational means, cognitive capacities and epistemic values). Chart’s Riddle highlights the fact that depending on the space of alternative hypotheses, means-ends analysis may select a different hypothesis on the same evidence: “all emeralds are green” in my Goodmanian Riddle, and “all emeralds are grue” in his. To my mind, his example.. (shrink)

In this paper, I aim to clarify the role of ‘wonder’ in education. Most of us who work in education want to provide valuable experiences for our students, and we want them to be driven by intrinsic values such as truth and recognition of the dignity of human existence. However, whilst I echo many of the sentiments espoused by advocates of the utility and ethical significance of wonder, I contend that some recent developments—and in particular, Schinkel’s argument that ‘deep’ (‘contemplative’ (...) or ‘cosmic’) wonder has a ‘fundamental’ role in education—are misconceived. This is, I argue, because any concept deployable within educational spaces (whether formal or informal) must pay due regard to the conceptual constraints of the concept of ‘education’; that is, attention must be paid to the role of ‘learning’. Schinkel’s proposals are, I suggest, vulnerable to a critique of sentimentalism and excessive romanticism. As such, they offer little in terms of practical import for educators. As I will propose, if we are to take ‘wonder’ seriously in educational contexts, we must pay attention to the purpose of wonder as an epistemic emotion; namely, aiming for knowledge and understanding, and getting there requires sensitivity to practical know-how and conceptual competence. (shrink)