James cornman and r routley and v macrae have argued that the principle of identity (alias leibniz's law) is inconsistent with certain plausible and widely accepted identity statements; e.G., "the temperature of a gas is identical with the mean kinetic energy of the molecules of the gas." they argue on this ground that the principle of identity should be modified to remove this appearance of inconsistency. The requisite modification however, Removes whatever "metaphysical teeth" the unmodified version might have had. I (...) argue in this paper that such attacks on the principle of identity are utterly unwarranted. (shrink)
This paper seeks to find a middle way between the views of hume and kant on the issue of the motivation of action-hume holding reason to be important in the production of action, and kant holding action in accord with reason alone to be possible. it further suggests that sustaining the middle way requires insisting on an account of the nature of values different from that held by either hume or kant.
This paper continues the discussion of the theory of eliminative materialism. The argument of the paper is that there is a simple principle about denotation--Called "the principle of the use of inter-Denoting terms"--Which can be seen to be clearly and necessarily true, And also to be inconsistent with the theory of eliminative materialism.
We assume that acting ethically is a skill. We then use a phenomenological description of five stages of skill acquisition to argue that an ethics based on principles corresponds to a beginner’s reliance on rules and so is developmentally inferior to an ethics based on expert response that claims that, after long experience, the ethical expert learns to respond appropriately to each unique situation. The skills model thus supports an ethics of situated involvement such as that of Aristotle, John Dewey, (...) and Carol Gilligan against the detached, rationalist ethics of Kant, John Rawls, Lawrence Kohlberg, and Jürgen Habermas. (shrink)
The following is a summary of the author’s five-stage model of adult skill acquisition, developed in collaboration with Hubert L. Dreyfus. An earlier version of this article appeared in chapter 1 of Mind Over Machine: The Power of Human Intuition and Expertise in the Era of the Computer.
The acquisition of a new skill usually proceeds through five stages, from novice to expert, with a sixth stage of mastery available for highly motivated performers. In this chapter, we re-state the six stages of the Dreyfus Skill Model, paying new attention to the transitions and interrelations between them. While discussing the fifth stage, expertise, we unpack the claim that, “when things are proceeding normally, experts don’t solve problems and don’t make decisions; they do what normally works” (Dreyfus & Dreyfus, (...) 1988, pp. 30 – 31). This leads us to offer an account of the “perspectival deliberation” that arises for experts and masters and that is distinct from the calculative deliberation characteristic of the lower stages of skillfulness. (shrink)
Their general theme might be taken as, "What is the way which man ought to choose for himself?" The debate they encourage by these stimulating and frank contributions will be welcomed by those of all faiths and traditions interested in the quality of our society.
This paper discusses the extent to which books about business ethics are purchased or read outside of tertiary institutions in Australia, whether the subject is commonly perceived as business, philosophy or both, what range of business ethics books is commonly offered for purchase, and what conclusions might be drawn from the above considerations. Investigation shows that the range and availability of business ethics books is quite limited outside of tertiary institutions, and that the general perception is that business ethics is (...) something which pertains specifically to business rather than to moral philosophy. It is likely that this tends to isolate the subject from philosophy as broadly conceived in the minds of business practitioners. (shrink)
The author proposes a neural-network-based explanation of how a brain might acquire intuitive expertise. The explanation is intended merely to be suggestive and lacks many complexities found in even lower animal brains. Yet significantly, even this simplified brain model is capable of explaining the acquisition of simple skills without developing articulable rules for behavior or a model of the skill domain or an explicit identification of which observables in the environment are necessary for skillful behavior. Furthermore, no memories of prior (...) experiences during the learning phase are explicitly stored and accessed during behavior. The explanation thus calls into doubt many conventional and intuitively reasonable assumptions concerning the learning and production of intuitive expertise. (shrink)
While tourism's positive contributions to societies have long been debated, commerce based tourism activities can strengthen peaceful societies by adhering to sustainable tourism principles. This study utilizes content analysis to examine 136 tourism practices from four major awards programs for their contributions to sustainability and peace. Specific practices which illuminate each of these contributions are highlighted. The findings reveal the most common initiatives focus on environmental quality, economic development, and community nourishment efforts, with substantially less focus on initiatives to engage (...) citizen diplomacy and increase transparency. The use of awards programs to further sustainable tourism is discussed, and suggestions for future research in this important area of study are shared. (shrink)
Influenced by recent neuroscientific research, the author proposes that the cognition underlying creativity should be seen as a sequential process requiring the appropriate interspersing of both intuitive and analytical modes of thought. Each of these modes may concern itself with either identifying the information that is the focus of potentially creative cognition or with the creative perspective from which to view the information. Here, perspective refers to the salience of various elements of the information set, of which some elements might (...) be seen as crucially important to a creative treatment of the situation, while other pieces of information may appear as merely contextually relevant. (shrink)
Some American intellectual traditions, although pristine in appearance, are racist at their core. This book reveals the racism inherent in those Platonist and Enlightenment moral traditions that motivate much contemporary rhetoric. Part One contains five chapters of substantial critique, while Part Two contains four chapters of constructive suggestion explaining how indigenous American traditions of thought about morality avoid the racism of conventional Western moral thought that dominates political rhetoric. This book, because of its focus, thesis, and brevity, will be useful (...) in a number of academic contexts, including political science, American studies, philosophy, sociology, and also to the larger educated public. (shrink)
Pragmatism and the Reflective Life explains the moral perspective embedded in the pragmatist tradition of American philosophy and offers pragmatist moral thought as an alternative to analytic moral theory. By contrasting the commitments of pragmatism with most Western philosophical traditions, this book brings into focus the inclusive idealism that informs the American intellectual tradition.
This article aims to discuss the history of medical history in the British medical undergraduate curriculum and it reviews the main characters and organisations that have attempted to earn it a place in the curriculum. It also reviews the arguments for and against the study of the subject that have been used over the last 160 years.
One's model of skill determines what one expects from neural network modelling and how one proposes to go about enhancing expertise. We view skill acquisition as a progression from acting on the basis of a rough theory of a domain in terms of facts and rules to being able to respond appropriately to the current situation on the basis of neuron connections changed by the results of responses to the relevant aspects of many past situations. Viewing skill acquisition in this (...) ways suggests how one can avoid the problem currently facing AI of how to train a network to make human-like generalizations. In training a network one must progress, as the human learner does, from rules and facts to wholistic responses. As to future work, from our perspective one should not try to enhance expertise as in traditional AI by attempting to construct improved theories of a domain, but rather by improving the learner's access to the relevant aspects of a domain so as to facilitate learning from experience. (shrink)