The Routledge Handbook of Emergence is an outstanding reference source and exploration of the concept of emergence, and is the first collection of its kind.

Emergence is often described as the idea that the whole is greater than the sum of the parts: interactions among the components of a system lead to distinctive novel properties. It has been invoked to describe the flocking of birds, the phases of matter and human consciousness, along with many other phenomena. Since the nineteenth century, the notion of emergence has been widely applied in philosophy, particularly in contemporary philosophy of mind, philosophy of science and metaphysics. It has more recently (...) become central to scientists' understanding of phenomena across physics, chemistry, complexity and systems theory, biology and the social sciences. The Routledge Handbook of Emergence is an outstanding reference source and exploration of the concept of emergence, and is the first collection of its kind. Thirty-two chapters by an international team of contributors are organised into four parts: Foundations of emergence Emergence and mind Emergence and physics Emergence and the special sciences Within these sections important topics and problems in emergence are explained, including the British Emergentists; weak vs. strong emergence; emergence and downward causation; dependence, complexity and mechanisms; mental causation, consciousness and dualism; quantum mechanics, soft matter and chemistry; and evolution, cognitive science and social sciences. Essential reading for students and researchers in philosophy of mind, philosophy of science and metaphysics, The Routledge Handbook of Emergence will also be of interest to those studying foundational issues in biology, chemistry, physics and psychology. (shrink)

I. EXECUTIVE SUMMARY The MRCT Center Post-trial Responsibilities: Continued Access to an Investigational Medicine Framework outlines a case-based, principled, stakeholder approach to evaluate and guide ethical responsibilities to provide continued access to an investigational medicine at the conclusion of a patient’s participation in a clinical trial. The Post-trial Responsibilities (PTR) Framework includes this Guidance Document as well as the accompanying Toolkit. A 41-member international multi-stakeholder Workgroup convened by the Multi-Regional Clinical Trials Center of Brigham and Women’s Hospital and Harvard University (...) (MRCT Center) developed this Guidance and Toolkit. Project Motivation A number of international organizations have discussed the responsibilities stakeholders have to provide continued access to investigational medicines. The World Medical Association, for example, addressed post-trial access to medicines in Paragraph 34 of the Declaration of Helsinki (WMA, 2013): “In advance of a clinical trial, sponsors, researchers and host country governments should make provisions for post-trial access for all participants who still need an intervention identified as beneficial in the trial. This information must also be disclosed to participants during the informed consent process.” This paragraph and other international guidance documents converge on several consensus points: • Post-trial access (hereafter referred to as “continued access” in this Framework [for terminology clarification – see definitions]) is the responsibility of sponsors, researchers, and host country governments; • The plan for continued access should be determined before the trial begins, and before any individual gives their informed consent; • The protocol should delineate continued access plans; and • The plan should be transparent to potential participants and explained during the informed consent process. -/- However, there is no guidance on how to fulfill these responsibilities (i.e., linking specific responsibilities with specific stakeholders, conditions, and duration). To fill this gap, the MRCT Center convened a working group in September of 2014 to develop a framework to guide stakeholders with identified responsibilities. This resultant Framework sets forth applicable principles, approaches, recommendations and ethical rationales for PTR regarding continued access to investigational medicines for research participants. (shrink)

There has been extensive discussion of testimonial epistemic injustice, the phenomenon whereby a speaker’s testimony is rejected due to prejudice regarding who they are. But people also have their testimony rejected or preempted due to prejudice regarding what they communicate. Here, the injustice is content focused. We describe several cases of content focused injustice, and we theoretically interrogate those cases by building up a general framework through which to understand them as a genuine form of epistemic injustice that stands in (...) intertwined relationships to other forms of epistemic injustice. (shrink)

Robin McKenna argues that we need to make space for an approach to epistemology that avoids the idealizations typical of the field. He applies this approach to topics in applied and social epistemology, such as what to do about science denial, whether we should try to be intellectually autonomous, and what our obligations are to other inquirers.

This book is not just about thinking or acting in transdisciplinary ways, but about being transdisciplinary. To achieve this requires a deconstruction of our current way of acting within the definition of being that others impose upon us. Transdisciplinarity is a phenomenological perspective of reality and its manifestation in the world in which we exist. The volume develops a widely based transdisciplinary understanding of the issues faced by higher education institutions and those who work within and with these institutions to (...) educate professionals. It incorporates international contributions from organisational theory, anthropologists, historians, psychologists, social sciences, philosophers and practitioners to create a volume that makes an important and distinct contribution to the literature on higher education and professional practice. "Transdisciplinarity provides one of our greatest challenges in higher education, both to the way it is organized and to the nature of the curriculum. This book is an important contribution to the debate about its implications." "Higher education is being challenged by the nature of knowledge and how it is organized-the world is transdisciplinary but out institutions are constrained by the disciplines. This book contributes to the important debates about the challenges transdisciplinarity provides to our institutions." Professor David Boud Emeritus Professor, Faculty of Arts and Social Sciences, University of Technology, Sydney. (shrink)

The reclamation of slurs raises a host of important questions. Some are linguistic: What are the linguistic conventions governing the slur post-reclamation and how are they related to the conventions governing it pre-reclamation? What mechanisms engender the shift? Others bend toward the social: Why do a slur’s targets have a special privilege in initiating its reclamation? Is there a systematic explanation why prohibitions on out-group use of reclaimed slurs vary from slur to slur? And how does reclamation contribute to shaping (...) social identities and reversing oppressive social norms and stigma? Most analyses of slur reclamation advance a single model to answer these questions. The author argues that there are different varieties of reclamation. Two predominate, what she calls pride reclamation and insular reclamation. While many features unite pride and insular reclamation, they differ with respect to the purpose of the reclamatory act, the linguistic mechanisms reclaimers employ to execute the linguistic change, and the social and grammatical roles of the reclaimed slur. By distinguishing these two types of reclamation and offering a fine-grained characterization of their properties, the author argues that we gain deeper insight into the reasons why slurs may in principle only be ignited by the target group and why pride- but not insular-reclaimed slurs become available for use by out-group members. (shrink)

Is the world internally connected by a web of necessary connections or is everything loose and independent? Followers of David Hume accept the latter by upholding Hume’s Dictum, according to which there are no necessary connections between distinct existences. Roughly put, anything can coexist with anything else, and anything can fail to coexist with anything else. Hume put it like this: “There is no object which implies the existence of any other if we consider these objects in themselves.” Since Hume’s (...) day, Hume’s Dictum has played a major role in philosophy, especially in contemporary metaphysics. In ruling out necessary connections, Hume’s Dictum implies that causal relations and the laws of nature are contingent. It makes other demands on our metaphysics of science as well; for example, it places restrictions on our metaphysics of counterfactuals, dispositions, and explanation. The principle has applications in other areas too. Hume’s Dictum places constraints on our theories of abstract objects and moral properties. For example, Hume’s Dictum rules out the view that moral properties are distinct from, but necessarily connected to, non-moral properties. While Hume’s Dictum is a prominent principle in metaphysics, few Humeans have defended the principle at length. It is assumed more often than it is argued for. As a result, Hume’s Dictum no longer enjoys the reputation it once did. It’s common to hear complaints about the lack of arguments in support of Hume’s Dictum. Moreover, philosophers are increasingly willing to defend views that are at odds with Hume’s Dictum. A striking example of this is the recent explosion of interest in views that take causal relations and the laws of nature to be necessary. Humeans can no longer afford to be complacent. An extended defense of Hume’s Dictum is called for, and that’s what this dissertation aims to offer. This dissertation has three parts. In the first part, I lay out some preliminaries and offer a precise formulation of Hume’s Dictum. In the second part, I develop three arguments in favor of Hume’s Dictum. In the final part, I defend Hume’s Dictum against objections. (shrink)

Interpreting Figurative Meaning critically evaluates the recent empirical work from psycholinguistics and neuroscience examining the successes and difficulties associated with interpreting figurative language. There is now a huge, often contradictory literature on how people understand figures of speech. Gibbs and Colston argue that there may not be a single theory or model that adequately explains both the processes and products of figurative meaning experience. Experimental research may ultimately be unable to simply adjudicate between current models in psychology, linguistics and (...) philosophy of how figurative meaning is interpreted. Alternatively, the authors advance a broad theoretical framework, motivated by ideas from 'dynamical systems theory', that describes the multiple, interacting influences which shape people's experiences of figurative meaning in discourse. This book details past research and theory, offers a critical assessment of this work and sets the stage for a new vision of figurative experience in human life. (shrink)

While many of the phenomenological currents in philosophy allegedly utilize a peculiar method, the type under consideration here is characterized by Franz Brentano s ambition to make philosophy scientific by adopting no other method but that of natural science. Brentano became particularly influential in teaching his students (such as Carl Stumpf, Anton Marty, Alexius Meinong, and Edmund Husserl) his descriptive psychology, which is concerned with mind as intentionally directed at objects. As Brentano and his students continued in their investigations in (...) descriptive psychology, another side of Austrian phenomenology, namely object theory, became more and more prominent. The philosophical orientation under consideration in this collection of essays is accordingly a two-sided discipline, concerned with both mind and objects, and applicable to various areas of philosophy such as epistemology, philosophy of language, value theory, and ontology.". (shrink)

This article analyses Adam Smith's and Sophie de Grouchy's accounts of sympathy to show how they arrive at strikingly different views on whether inequality is a threat to, or precondition of, social order. Where many scholars have recently sought to recover Smith's egalitarianism, I instead focus on how his account of sympathy in The Theory of Moral Sentiments naturalises socioeconomic inequalities, while also highlighting the wider inegalitarian implications of his analysis. I demonstrate that Grouchy was alert to these implications and (...) reveal how her own account of sympathy challenges the moral psychology underlying Smith's position on inequality. By reconstructing Grouchy's response to Smith, I illustrate how retrieving the insights of long‐overlooked thinkers can reorient the way we understand key debates in the history of philosophy, since Grouchy was far more concerned than Smith with exposing how economic inequality imperils the prospects of relating to one another as equals. (shrink)

_The Routledge Companion to Philosophy of Psychology, Second Edition_ is an invaluable guide and major reference source to the major topics, problems, concepts and debates in philosophy of psychology and is the first companion of its kind. A team of renowned international contributors provide forty-nine chapters organised into six clear parts: Historical background to Philosophy of Psychology Psychological Explanation Cognition and Representation The biological basis of psychology Perceptual Experience Personhood. _The Companion_ covers key topics such as the origins of experimental (...) psychology; folk psychology; behaviorism and functionalism; philosophy, psychology and neuroscience; the language of thought, modularity, nativism and representational theories of mind; consciousness and the senses; dreams emotion and temporality; personal identity and the philosophy of psychopathology. For the_ second edition_ many of the current chapters have been updated, and seven new chapters added on important new topics such predictive processing, comparative cognition, learning, and group cognition, as well as a new introductory chapter by the editors on the demarcation between philosophy and psychology. Essential reading for all students of philosophy of mind, science and psychology, _The Routledge Companion to Philosophy of Psychology _will also be of interest to anyone studying psychology and its related disciplines. (shrink)

Le Poidevin has recently presented an argument that gives rise to a serious problem for relationist theories of space. It appeals to the simple geometrical fact that if A, B and C are three points lying in a straight line, then AB and BC together entail AC. He suggests that an ontological relationship of supervenience must be appealed to to explain this entailment. Given this thesis of supervenience, relationism is implausible. I argue that the problem that Le Poidevin raises for (...) relationism should be rejected, because the thesis of supervenience is false. The latter rests upon what Le Poidevin refers to as ‘The explanatory principle', a principle which he claims to be a natural extension of the truthmaker principle. Contrary to this, I argue that given any plausible theory of truthmaking, the explanatory principle is false. With the rejection of this principle, Le Poidevin's argument against relationism collapses. (shrink)

Taken from a larger qualitative multi-case study, this article centers the voices of high school students who are from military affiliated families and how they want war to be taught to them. Using heritage history and difficult knowledge as theoretical frames, this article argues that military affiliated students seek a more robust teaching of war. Students demonstrated an interest in developing a deeper understanding of the community in which they live. Students requested a pedagogy that was inquiry and discussion based (...) with teachers not telling them what or how to think about war, a curriculum that was thematic in nature, teaching that was connected to the present, and teaching that was mindful of the personal connections students had to the subject of war through their family. (shrink)

Cognitive theories of metaphor understanding are typically described in terms of the mappings between different kinds of abstract, schematic, disembodied knowledge. My claim in this paper is that part of our ability to make sense of metaphorical language, both individual utterances and extended narratives, resides in the automatic construction of a simulation whereby we imagine performing the bodily actions referred to in the language. Thus, understanding metaphorical expressions like ‘grasp a concept’ or ‘get over’ an emotion involve simulating what it (...) must be like to engage in these specific activities, even though these actions are, strictly speaking, impossible to physically perform. This process of building a simulation, one that is fundamentally embodied in being constrained by past and present bodily experiences, has specific consequences for how verbal metaphors are understood, and how cognitive scientists, more generally, characterize the nature of metaphorical language and thought. (shrink)

Cognitive theories of metaphor understanding are typically described in terms of the mappings between different kinds of abstract, schematic, disembodied knowledge. My claim in this paper is that part of our ability to make sense of metaphorical language, both individual utterances and extended narratives, resides in the automatic construction of a simulation whereby we imagine performing the bodily actions referred to in the language. Thus, understanding metaphorical expressions like ‘grasp a concept’ or ‘get over’ an emotion involve simulating what it (...) must be like to engage in these specific activities, even though these actions are, strictly speaking, impossible to physically perform. This process of building a simulation, one that is fundamentally embodied in being constrained by past and present bodily experiences, has specific consequences for how verbal metaphors are understood, and how cognitive scientists, more generally, characterize the nature of metaphorical language and thought. (shrink)

This essay defends a novel interpretation of the term xìng 性 as it occurs in Chinese texts of the late Warring States period (roughly 320–221 BCE). The term played an important role both in the famous controversy over the goodness or badness of people’s xìng and elsewhere in the intellectual discourse of the period. Extending especially the work of A.C. Graham, the essay stresses the importance for understanding xìng of early Chinese assumptions about spontaneity, continuity, health, and (in the human (...) case) motivation. These assumptions make xìng fundamentally different from the contemporary nature concepts with which it is often equated. In particular, people’s xìng is not a near-equivalent of human nature or (in modern Chinese) of rénxìng 人性. (shrink)

For as long as history has been with us, religion has been a feature of human life. There is no known culture for which we have an ethnographic or an archaeological record that does not have some form of religion. Even in the secular societies that have become more common in the past few centuries, there are people who consider themselves religious and aspire to practise the rituals of their religion. These religions vary in form, style and size from small (...) cults numbering a few hundred people centred around a charismatic leader to worldwide organizations numbering tens, or even hundreds, of millions of adherents with representations in every country. Some, like Buddhism, take an individualistic stance (your salvation is entirely in your own hands), some like the older Abrahamic religions view salvation as more of a collective activity through the performance of appropriate rituals, and a few (Judaism is one) have no formal concept of an afterlife. Some like Christianity and Islam believe in a single all- powerful God. (shrink)

This essay concerns the disputed nature of the telos in Stoicism and argues that Michel Foucault’s description of the Stoic telos plausibly constitutes an accurate characterization, despite the frequent criticism it has received and the fact that it apparently neglects the important role of nature or physics in Stoicism. To advance this claim, the essay draws upon a neglected set of observations made by Foucault in The Hermeneutics of the Subject, in which the telos is characterized in terms of the (...) elimination of stultitia, or “indecision.” Once we analyze indecision and its causes from the perspective of physics, we can see that indecision is incompatible with the Stoic telos as standardly described, for example as “life in accord with nature.” It can be concluded that the Foucault’s view is not only plausible but is in fact supported by Stoic physics. The essay concludes with a discussion of some possible objections. (shrink)

The trial of Socrates -- Socrates in court -- How the system worked -- The charge of impiety -- The war years -- Alcibiades, Socrates, and the aristocratic milieu -- Pestilence and war -- The rise and fall of Alcibiades -- The end of the war -- Critias and Civil War --- Crisis and conflict -- Symptoms of change -- Reactions to intellectuals -- The condemnation of Socrates -- Socratic politics -- A cock for Asclepius.

When speakers utter metaphors, such as "Lawyers are also sharks," they often intend to communicate messages beyond those expressed by the metaphorical meaning of these expressions. For instance, in some circumstances, a speaker may state "Lawyers are also sharks" to strengthen a previous speaker's negative beliefs about lawyers, to add new information about lawyers to listeners to some context, or even to contradict a previous speaker's positive assertions about lawyers. In each case, speaking metaphorically communicates one of these three social (...) messages that are relevant to the ongoing discourse. At the same time, speaking metaphorically may express other social and affective information that is more difficult to convey using non-metaphorical speech, such as "Lawyers are also aggressive." We report the results of three experiments demonstrating that people infer different pragmatic messages from metaphors in varying social situations and that many metaphors can express additional pragmatic and rhetorical meanings beyond those conveyed by non-metaphorical language. These findings demonstrate the importance of trade-offs between cognitive effort and cognitive effects in pragmatic theories of metaphor use and understanding. (shrink)

One of the most important students of Franz Brentano was Anton Marty, who made it his task to develop a philosophy of language on the basis of Brentano’s analysis of mind. It is most unfortunate that Marty does not receive the attention he deserves, primarily due to his detailed and distracting polemics. In the analysis presented here his philosophy of language and other aspects of his thought, such as his ontology , are examined first and foremost in their positive rather (...) than critical character. The analysis is moreover supplemented by translations of four important works by Marty, including his entire work On the Origin of Language. These are in fact the first English translations of any substantial writings by him. The resulting picture that emerges from the analysis and translations is that Marty has much to say that proves to be of enduring interest for the philosophy of language on a range of topics, especially the meanings of statements, of emotive expressions, and of names as regards both their communicative and their ontological aspects. The volume will be of interest not only to philosophers and historians of philosophy, but also to historians of linguistics and psychology. (shrink)

In The Gay Science §341, the thought of eternal return is introduced as the announcement of a “demon.” Two possible hearers are described: one is crushed by the demon’s speech, while the other is overjoyed. This article argues that these responses are different because they are responses to different messages. One is conveyed in plain words by the demon’s speech; the other is implied by a final reference to “this ultimate eternal confirmation and sealing.” While that confirmation is provided by (...) what the demon says, not everyone will be aware of it: rather, only someone for whom the value of life has become problematic will be aware of it. Further, it seems that the demon does not understand his own message, since he personifies a will to knowledge that is indifferent to such concerns. Thus, only a human being can gain insight into the value and meaning of life from the thought of eternal return. (shrink)

What responsibility do individuals bear for structural injustice? Iris Marion Young has offered the most fully developed account to date, the Social Connections Model. She argues that we all bear responsibility because we each causally contribute to structural processes that produce injustice. My aim in this article is to motivate and defend an alternative account that improves on Young’s model by addressing five fundamental challenges faced by any such theory. The core idea of what I call the “Role-Ideal Model” is (...) that we are each responsible for structural injustice through and in virtue of our social roles, i.e. our roles as parents, colleagues, employers, citizens, etc., because roles are the site where structure meets agency. In short, the Role-Ideal Model explains how individual action contributes to structural change, justifies demands for action from each particular agent, specifies what kinds of acts should be undertaken, moderates between demanding too much and too little of individual agents, and provides an account of the critical responses appropriate for holding individuals accountable for structural injustice. (shrink)

In many cultures arrogance is regarded as a serious vice and a cause of numerous social ills. Although its badness is typically thought to lie in its harmful consequences for other persons and things, I draw on Kant to argue that what makes it a vice is first and foremost the failure to respect oneself. But arrogance is not only a problem inside individuals. Drawing on feminist insights I argue that it is a systemic problem constructed in and reinforcing unjust (...) distributions of social power. I identify ways in which arrogance is connected with social arrangements of domination and subordination, then discuss implications of a power-focused analysis Among the implications: (1) contrary to the widely-held view, humility is not the personal virtue opposing arrogance, self-respect is; (2) arrogance is not always a vice, for in circumstances of oppression a certain kind of arrogance is a virtue of self-respecting resistance to domination. (shrink)

A translation of Plato's dialogue on the nature of pleasure and its relation to thought and knowledge. It includes a cogent introduction, notes, and comprehensive bibliography.

Moral agency is limited, imperfect, and structurally constrained. This is evident in the many ways we all unwittingly participate in widespread injustice through our everyday actions, which I call ‘structural wrongs’. To do justice to these facts, I argue that we should distinguish between summative and formative moral criticism. While summative criticism functions to conclusively assess an agent's performance relative to some benchmark, formative criticism aims only to improve performance in an ongoing way. I show that the negative sanctions associated (...) with summative responses are only justifiably imposed under certain conditions when persons exercise their agency wrongly — conditions that do not always hold for structural wrongs. Yet even in such cases we can still use formative responses, which are warranted whenever agents fall short of moral ideals. Expanding our repertoire of moral criticism to include both summative and formative responses enables us to better appreciate both the powers and limitations of our agency, and the complexity of moral life. (shrink)

Sally Haslanger has recently argued that philosophical focus on implicit bias is overly individualist, since social inequalities are best explained in terms of social structures rather than the actions and attitudes of individuals. I argue that questions of individual responsibility and implicit bias, properly understood, do constitute an important part of addressing structural injustice, and I propose an alternative conception of social structure according to which implicit biases are themselves best understood as a special type of structure.

In the second chapter of Utilitarianism John Stuart Mill writes: It is quite compatible with the principle of utility to recognise the fact, that some kinds of pleasure are more desirable and more valuable than others. It would be absurd that while, in estimating all other things, quality is considered as well as quantity, the estimation of pleasures should be supposed to depend on quantity alone.

Platon, Aristote, Descartes, Rousseau, Hegel, Heidegger : tels sont les grands philosophes consacrés qui font ici l'objet d'une critique sans concession d'où il ressort que leur discours est daté quand il n'est pas tout simplement creux. renseignement s'en nourrit pourtant, relayant ainsi les commentaires bavards et prétentieux de fidèles serviteurs prisonniers d'une réputation surfaite de profondeur de la pensée. Ils ne se sont pas encore avisés que leurs formules sont vides. Ni véritable connaissance ni authentique sagesse, leur discours est un (...) bavardage sans fin à la gloire passée d'une discipline exsangue. "Au regard des disciplines devenues conquérantes : l'histoire, la psychologie, la sociologie, l'ethnologie, depuis que les grands progrès de la connaissance sont accomplis par les sciences et les techniques, la philosophie ne sait que faire. À mesure que les sciences progressent, que les méditations ne cheminent plus infailliblement par "la classe de philosophie", les systèmes philosophiques s'effondrent à un rythme qui fait peur. Que reste-t-il de ces valeureux combattants dont le propre de chacun a été de nier tous les autres? Platon, Aristote, Descartes, Des figurines abstraites et démodées, des penseurs vénérables soumis à une tradition fabriquée qui est encore une habile façon de justifier, par bribes, un état de fait insupportable". On aura compris que ce déboulonnage des idoles est en même temps un appel à une mise à jour radicale et assumée de la discipline. (shrink)

Higher education and the institution of the university exist in time, their essential nature now continually subject to change; change in students, in knowledge, in structure and in their own communities and those service. The nature of time in all the contemporary work on the university has been largely overlooked. This is an important omission and Universities in the Flux of Time has gathered leading academics whose contributions to the volume raise a debate as to the influence and use of (...) time in the university. They do this in an exploration of how these changes are perceived in higher education and how these affect its temporality from local, national and global perspectives. The book opens new spaces for the development of the university and civic society. The book develops an interdisciplinary understanding of the temporal issues of engaging with the past, present and future of higher education and its institutions, through consideration of the increased speed demanded for the production of able students and innovative research, to the accountability pressures from central governments and commerce. Reflecting on these issues in the higher education sector, Universities in the Flux of Time is split into three parts, with each one addressing time and its multiple relationships with the university: - Past, Present and Future - Knowledge and Time - Living with Time This volume will provide essential reading for those on Higher Education Studies courses as well as a wider audience of managers, practitioners, policy makers, academics and students and from many disciplinary perspectives including sociology, organisation studies, social psychology and the philosophy of education. (shrink)

Offering a lively source of debate for professionals and academics, this volume provides a window on a topic that is frequently fraught with uncertainty.