In its most basic form, Simple Reliabilism states that: a belief is justified iff it is formed as the result of a reliable belief-forming process. But so-called New Evil Demon cases have been given as counterexamples. A common response has been to complicate reliabilism from its simplest form to accommodate the basic reliabilist position, while at the same time granting the force of NED intuitions. But what if despite initial appearances, Simple Reliabilism, without qualification, is compatible with the NED intuition? (...) What we can call the Dispositionalist Response to the New Evil Demon problem is fascinating because it contends just that: Simple Reliabilism is fully compatible with the NED intuition. It is claimed that all we need to do to recognize their compatibility is appreciate that reliability is a dispositional property. In this paper I shall critically evaluate the Dispositionalist proposal. (shrink)

First authoritative and comprehensive study in the field of Inkblot Personality Test, this book describes the historical roots of the three major projective inkblot measures: the Rorschach, the Holtzman Inkblot Technique (HIT) and the Somatic Inkblot Series (SIS). It presents the extensive psychometric background work accompanying the normative data and diagnostic indicators along with indices for selecting executives in a business organization. The book begins with a detailed history of Hermann Rorschach and his early experiments with inkblots in the diagnosis (...) of mentally ill patients. Special attention is given to the administration and scoring of the Rorschach, with the sections detailing the systems developed by Klopfer and Exner. The HIT and SIS are also reviewed in detail, emphasizing their psychometric qualities. (shrink)

Gesellschaftliche Veränderungen in grossem Massstab, von der Pluralisierung der Gesellschaft, der Digitalisierung, die als Vierte Kulturtechnik bezeichnet wird, bis hin zur Widerfahrnis von Kontingenzen wie Armut und Flüchtlingsströmen oder Umweltkatastrophen, stellen die Verantwortungsfähigkeit des Menschen vor neue Herausforderungen. Es wird dabei deutlich: Humanität und Vernunft, Würde und Freiheit verdanken ihren Gehalt und ihre Gestalt einem die Vernunft selbst übersteigenden Transzendenten, in dem die Vernunft je und je ihres eigenen Grundes ansichtig werden kann. Dass dieses Verhältnis zwischen Vernunft und ihrem transzendenten (...) Grund alle Wissens- und Lebensbereiche durchdringt, zeigen die interdisziplinären Beiträge dieses Bandes, die Fragen der Weltentstehung und Anthropologie, der Logik und Mystik, des Glaubens und des Gottesbildes, des Sinns und der Religion, der Gottesdienstpraxis und der Architektur behandeln. (shrink)

This book applies philosophical hermeneutics to biblical studies. Whereas traditional studies of the Bible limit their analysis to the exploration of the texts' original historical sense, this book discusses how to move beyond these issues to a consideration of biblical texts' existential significance for the present. In response to the rejection of biblical significance in the late nineteenth century and the accompanying crisis of nihilism, B. H. McLean argues that the philosophical thought of Heidegger, Bultmann, Gadamer, Habermas, Ricoeur, Levinas, Deleuze (...) and Guattari provides an alternative to historically oriented approaches to biblical interpretation. He uses basic principles drawn from these philosophers' writings to create a framework for a new 'post-historical' mode of hermeneutic inquiry that transcends the subject-based epistemological structure of historical positivism. (shrink)

Volume 20, Issue 4, May 2020, Page 71-73.

Philosophy of science education can play a vital role in the preparation and professional development of science teachers. In order to fulfill this role a philosophy of science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be integrated. In this paper we describe our philosophy of science education which is composed of bounded rationalism as a guideline for understanding teachers’ practical reasoning, liberal education underlying (...) the why of teaching, scientific perspectivism as guideline for the what and educational social constructivism as guiding choices about the how of science education. Integration of multiple philosophies into a coherent philosophy of science education is necessary but not sufficient to make it practical for teachers. Philosophies are still formulated at a too abstract level to guide teachers’ practical reasoning. For this purpose, a heuristic model must be developed on an intermediate level of abstraction that will provide teachers with a bridge between these abstract ideas and their specific teaching situation. We have developed and validated such a heuristic model, the CLASS model in order to complement our ASSET approach. We illustrate how science teachers use the ASSET approach and the CLASS model to make choices about the what, the how and the why of science teaching. (shrink)

Episodic memory has been analyzed in a number of different ways in both philosophy and psychology, and most controversy has centered on its self-referential, autonoetic character. Here, we offer a comprehensive characterization of episodic memory in representational terms and propose a novel functional account on this basis. We argue that episodic memory should be understood as a distinctive epistemic attitude taken toward an event simulation. In this view, episodic memory has a metarepresentational format and should not be equated with beliefs (...) about the past. Instead, empirical findings suggest that the contents of human episodic memory are often constructed in the service of the explicit justification of such beliefs. Existing accounts of episodic memory function that have focused on explaining its constructive character through its role in future-oriented mental time travel do justice neither to its capacity to ground veridical beliefs about the past nor to its representational format. We provide an account of the metarepresentational structure of episodic memory in terms of its role in communicative interaction. The generative nature of recollection allows us to represent and communicate the reasons why we hold certain beliefs about the past. In this process, autonoesis corresponds to the capacity to determine when and how to assert epistemic authority in making claims about the past. A domain where such claims are indispensable are human social engagements. Such engagements commonly require the justification of entitlements and obligations, which is often possible only by explicit reference to specific past events. (shrink)

B. Rundle; X—Transitivity and Indirect Speech, Proceedings of the Aristotelian Society, Volume 68, Issue 1, 1 June 1968, Pages 187–206, https://doi.org/10.1093/.

Ten new graduate speech pathologists recounted their experiences in managing workplace ethical dilemmas in semi-structured interviews. Their stories were analysed for elements that described the nature and management of the ethical dilemmas. Ethical reasoning themes were generated to reflect the participants’ approaches to managing these dilemmas. Finally, a conceptual model, the Dynamic Model of Ethical Reasoning, was developed. This model incorporates the elements of awareness, independent problem solving, supported problem solving, and decision and outcome evaluation. Features of the model demonstrate (...) the complexity of ethical reasoning and the challenges that new graduates encounter when managing ethical dilemmas. The results have implications for preparing new graduates to manage ethical dilemmas in the workplace. (shrink)

The competency profile underlying higher nursing education in the Netherlands states that bachelor-prepared nurses are expected to be able to participate in ethics committees. What knowledge, skills and attitudes are involved in this participation is unclear. In five consecutive years, groups of two to three fourth-year (bachelor) nursing students conducted 8 to 11 semi-structured interviews each with nurses in ethics committees. The question was what competencies these nurses themselves say they need to participate in such committees. This article reports the (...) aggregate of the 52 interviews in these five studies. Regarding knowledge, the article reports on health law, ethics and professional knowledge. Regarding skills, communication is mentioned, as are professional skills and skills for ‘doing ethics’. An open and respectful attitude towards patients and fellow committee members is required, as well as commitment to patient care, committee work and professional ethics. The right attitude for a nurse in an ethics committee is said to include a reflective and perceptive attitude, along with an awareness of one’s own limitations and convictions. A detailed competency profile for nurses’ participation in ethics committees as outlined in the recommendations may serve nursing education, institutional committees and nurses themselves to meet the demands of nurses’ preparation for clinical ethics consultations. (shrink)

Some believe that there is a God who is the source of all things; and some believe that there are necessarily existing abstract objects. But can one believe both these things? That is the question of this Element. First, Einar Duenger Bøhn clarifies the concepts involved, and the problem that arises from believing in both God and abstract objects. Second, he presents and discusses the possible kinds of solutions to that problem. Third, Bøhn discusses a new kind of solution to (...) the problem, according to which reality is most fundamentally made of information. (shrink)

Professor Kemp Smith in providing a new edition of Hume’s Dialogues Concerning Natural Religion , embodying all the author’s additions and corrections, has given expression to the perennial interest and fascination which this work has possessed for many minds during the odd one hundred and fifty years since it was first published by Hume’s nephew. The editor himself has performed a great service by contributing an Introduction and a clear and concise summary of the Dialogues , in both of which (...) he expounds his own view as to how Hume’s discussion is to be interpreted. Hume employs three characters—Demea, Philo, and Cleanthes; and. (shrink)

The eleventh-century Byzantine compiler Cedrenus includes a unique story in the midst of his otherwise traditional and hagiographic material on the emperor Constantine. Mentioning the outbreak of war between the Roman and Persian empires, he describes the cause of the breakdown of peace somewhat as follows. A certain Metrodorus, who was of Persian origin, went to visit the Brahmins in India to study philosophy and won the reputation of being a holy man through his asceticism. He also built water mills (...) and baths, unknown to the Indians till that time. Having acquired this reputation, he entered the temples and took away many precious stones and pearls. He also received gifts from the king of the Indians. On his return to Byzantium he gave them to the emperor Constantine as being gifts of his own. When Constantine expressed his astonishment, Metrodorus said he had sent other gifts by the land route but that they had been detained by the Persians. Constantine then wrote a strong protest to Sapor demanding the gifts but received no reply; thus the peace was broken. This remarkable conte, more appropriate to the Arabian Nights than to sober history, is generally supposed to be referred to in a passage in Ammianus. Towards the end of a long section commenting on the personality and achievements of Julian, Ammianus turns briefly to the question of the ultimate responsibility for the Persian War which ended so disastrously for Julian and the Roman Empire: et quoniam eum obtrectatoribus novos bellorum tumultus ad perniciem rei communis insimulant concitasse, sciant docente veritate perspicue, non Iulianum sed Constantinum ardores Parthicos succendisse, cum Metrodori mendaciis avidius acquiescit, ut dudum rettulimus plane. (shrink)

Char et al. describe an interesting and useful approach in their paper, “Identifying ethical considerations for machine learning healthcare applications.” Their proposed framework, which see...

We interpret the concept of determinism for a classical system as the requirement that the solution to the Cauchy problem for the equations of motion governing this system be unique. This requirement is generally believed to hold for all autonomous classical systems. Our analysis of classical electrodynamics in a world with one temporal and one spatial dimension provides counterexamples of this belief. Given the initial conditions of a particular type, the Cauchy problem may have an infinite set of solutions. Therefore, (...) random behavior of closed classical systems is indeed possible. With this finding, we give a qualitative explanation of how classical strings can split. We propose a modified path integral formulation of classical mechanics to include indeterministic systems. (shrink)

Denne artikkelen tar utgangspunkt i et skille mellom samfunnsstrukturer som avgrenser legers skjønnsmessige utfoldelse på den ene siden, og profesjonens tilrettelegging for kultiveringen av erkjennelsesmessige ferdigheter på den annen. Ved å videreføre H. Grimen og A. Molanders anvendelse av S.E. Toulmins modell for praktisk resonnering i en klinisk kontekst redegjør jeg for legeskjønnets multidimensjonale, epistemiske struktur. Gjennomgangen viser hvordan skjønnsanvendelse i legerollen kan analyseres i henhold til en fagteknisk, en distributiv og en relasjonell dimensjon. Mot denne bakgrunnen diskuterer jeg så (...) spenninger som oppstår i skjæringspunktet mellom strukturering og kultivering av skjønnets ulike dimensjoner. Diskusjonen tydeliggjør at den medisinske profesjonen ikke kan betraktes som en selvtilstrekkelig premissleverandør når det gjelder å sikre adekvat kultivering av medlemmenes skjønnsutøvelse i en klinisk kontekst. Ved å synliggjøre og vektlegge de relevante profesjonseksterne bidragene i profesjonens pågående selvregulering kan befolkningens berettigete tillit til profesjonen styrkes ytterligere.Nøkkelord: strukturelt skjønn, epistemisk skjønn, profesjon, selvregulering, tillitEnglish summary: In Between Structures of Society and Profession: On Delimitation, Cultivation and Premises for Adequately Exercising Judgment in the Role as PhysicianThe point of departure of this article is a distinction between societal structures that delimit the discretion of the physician on the one hand and the profession's arrangements for the cultivation of the physician's judgment on the other. By developing H. Grimen and A. Molander's application of S.E. Toulmin's model for practical reasoning in a clinical context, the multi-dimensional epistemic structure of the physician's judgment in terms of technical, distributive, and relational judgment is accounted for. Against this backdrop, tensions emerging in the intersection between delimitation and cultivation of professional judgment in its various dimensions are discussed. The discussion clarifies that the medical profession is not a self-sufficient provider when it comes to ensuring an adequate cultivation of its members' judgment in a clinical context. It is argued that by emphasising and implementing the relevant external contributions to the profession's ongoing self-regulation, the public's justified trust in the medical profession can be strengthened. (shrink)

As philosophers in the continental tradition have taken an interest in the return of religion, anthropologists and sociologists have rejected the once-dominant secularization thesis. Bradley B. Onishi connects these lines of thought to reveal how philosophy's religious investigations have enabled critical reflections on the category of the secular.

B F Scarlett; Formal and Teleological Elements in Hirst’s Argument for a Liberal Curriculum, Journal of Philosophy of Education, Volume 18, Issue 2, 30 May 2006.