Arguing that ecological thinking can animate an epistemology capable of addressing feminist, multicultural, and other post-colonial concerns, this book critiques the instrumental rationality, hyperbolized autonomy, abstract individualism, and exploitation of people and places that western epistemologies of mastery have legitimated. It proposes a politics of epistemic location, sensitive to the interplay of particularity and diversity, and focused on responsible epistemic practices. Starting from an epistemological approach implicit in Rachel Carson’s scientific projects, the book draws, constructively and critically, on ecological (...) theory and practice, on (post-Quinean) naturalized epistemology, and on feminist and post-colonial theory. Analyzing extended examples from developmental psychology, from medicine and law, and from circumstances where vulnerability, credibility, and public trust are at issue, the argument addresses the constitutive part played by an instituted social imaginary in shaping and regulating human lives. The practices and examples discussed invoke the responsibility requirements central to this text’s larger purpose of imagining, crafting, articulating a creative, innovative, instituting social imaginary, committed to interrogating entrenched hierarchical social structures, en route to enacting principles of ideal cohabitation. (shrink)

A provocative argument that environmental thinking would be better off if it dropped the concept of “nature” altogether and spoke instead of the built environment. -/- Environmentalism, in theory and practice, is concerned with protecting nature. But if we have now reached “the end of nature,” as Bill McKibben and other environmental thinkers have declared, what is there left to protect? In Thinking like a Mall, Steven Vogel argues that environmental thinking would be better off if it (...) dropped the concept of “nature” altogether and spoke instead of the “environment”—that is, the world that actually surrounds us, which is always a built world, the only one that we inhabit. We need to think not so much like a mountain (as Aldo Leopold urged) as like a mall. Shopping malls, too, are part of the environment and deserve as much serious consideration from environmental thinkers as do mountains. -/- Vogel argues provocatively that environmental philosophy, in its ethics, should no longer draw a distinction between the natural and the artificial and, in its politics, should abandon the idea that something beyond human practices (such as “nature”) can serve as a standard determining what those practices ought to be. The appeal to nature distinct from the built environment, he contends, may be not merely unhelpful to environmental thinking but in itself harmful to that thinking. The question for environmental philosophy is not “how can we save nature?” but rather “what environment should we inhabit, and what practices should we engage in to help build it?”. (shrink)

The most popular uniting theme in feminist peace literature grounds women's peace work in mothering. I argue if maternal arguments do not address the variety of relationships different races and classes of mothers have to institutional violence and/or the military, then the resulting peace politics can only draw incomplete conclusions about the relationships between maternal work/thinking and peace. To illustrate this I compare two models of mothering: Sara Ruddick's decription of "maternal practice" and Patricia Hill Collins's account of racial-ethnic (...) women's "motherwork.". (shrink)

We outline a dual systems approach to temporal cognition, which distinguishes between two cognitive systems for dealing with how things unfold over time – a temporal updating system and a temporal reasoning system – of which the former is both phylogenetically and ontogenetically more primitive than the latter, and which are at work alongside each other in adult human cognition. We describe the main features of each of the two systems, the types of behavior the more primitive temporal updating system (...) can support, and the respects in which it is more limited than the temporal reasoning system. We then use the distinction between the two systems to interpret findings in comparative and developmental psychology, arguing that animals operate only with a temporal updating system and that children start out doing so too, before gradually becoming capable of thinking and reasoning about time. After this, we turn to adult human cognition and suggest that our account can also shed light on a specific feature of our everyday thinking about time that has been the subject of debate in the philosophy of time, which consists in a tendency to think about the nature of time itself in a way that appears ultimately self-contradictory. We conclude by considering the topic of intertemporal choice, and argue that drawing the distinction between temporal updating and temporal reasoning is also useful in the context of characterising two distinct mechanisms for delaying gratification. (shrink)

This collection of Habermas's recent essays on philosophical topics continues the analysis begun in The Philosophical Discourse of Modernity. In a short introductory essay, he outlines the sources of twentieth-century philosophizing, its major themes, and the range of current debates. The remainder of the essays can be seen as his contribution to these debates.Habermas's essay on George Herbert Mead is a focal point of the book. In it he sketches a postmetaphysical, intersubjective approach to questions of individuation and subjectivity. In (...) other essays, he develops his distinctive, communications-theoretic approach to questions of meaning and validity. The book as a whole expands on his earlier efforts to define a middle ground between nostalgic revivals of metaphysical conceptions of reason and radical deconstructions of reason. Jürgen Habermas is Professor of Philosophy at the University of Frankfurt.The Essays: The Horizon of Modernity is Shifting. Metaphysics after Kant. Themes in Postmetaphysical Thinking. Toward a Critique of the Theory of Meaning. Peirce and Communication. The Unity of Reason in the Diversity of Its Voices. Individuation through Socialization: On George Herbert Mead's Theory of Subjectivity. Philosophy and Science as Literature? (shrink)

Mark Sainsbury presents an original account of how language works when describing mental states, based on a new theory of what is involved in attributing attitudes like thinking, hoping, and wanting. He offers solutions to longstanding puzzles about how we can direct our thought to such a diversity of things, including things that do not exist.

This is Part I of a two-part reflection by Robert Ennis on his involvement in the critical thinking movement. Part I deals with how he got started in the movement and with the development of his influential definition of critical thinking and his conception of what critical thinking involves. Part II of the reflection will appear in the next issue of INQUIRY, Vol. 26, No. 2 (Summer 2011), and it will cover topics concerned with assessing critical (...) class='Hi'>thinking, teaching critical thinking, and what the future may hold. (shrink)

This is the second part of a two-part reflection by Robert Ennis on his involvement in, and the progress of, the critical thinking movement. It provides a summary of Part I (Ennis 2011), including his definition/conception of critical thinking, the definition being “reasonable reflective thinking focused on deciding what to believe or do.” It then examines the assessment and the teaching of critical thinking (including incorporation in a curriculum), and makes suggestions regarding the future of critical (...) thinking. He urges that now is the time to make a major effort in promoting critical thinking. Later may be too late. He also suggests a number of things to do. An Appendix, which provides a detailed elaboration of the nature of critical thinking, is at the end of Part I, but summaries are provided here. (shrink)

It is often suggested that social media is a hostile environment for critical thinking and that a major source for epistemic problems concerning social media is that it facilitates emotions. We argue that emotions per se are not the source of the epistemic problems concerning social media. We propose that instead of focusing on emotions, we should focus on the affective scaffolding of social media. We will show that some affective scaffolds enable desirable epistemic practices, while others obstruct beneficial (...) epistemic practices, or enable hostile epistemic practices. Particularly, we will show that emotions play a crucial role in the epistemic practice of critical thinking and that the affective scaffolding of social media can support, or hinder, online critical thinking. The upshot of our argument is that affective scaffoldings of social media can harness emotions to support beneficial epistemic practices, like online critical thinking. (shrink)

The concept of innateness appears in systematic research within cognitive science, but it also appears in less systematic modes of thought that long predate the scientific study of the mind. The present studies therefore explore the relationship between the properly scientific uses of this concept and its role in ordinary folk understanding. Studies 1-4 examined the judgments of people with no specific training in cognitive science. Results showed (a) that judgments about whether a trait was innate were not affected by (...) whether or not the trait was learned, but (b) such judgments were impacted by moral considerations. Study 5 looked at the judgments of both non-scientists and scientists, in conditions that encouraged either thinking about individual cases or thinking about certain general principles. In the case-based condition, both non-scientists and scientists showed an impact of moral considerations but little impact of learning. In the principled condition, both non-scientists and scientists showed an impact of learning but little impact of moral considerations. These results suggest that both non-scientists and scientists are drawn to a conception of innateness that differs from the one at work in contemporary scientific research but that they are also both capable of 'filtering out' their initial intuitions and using a more scientific approach. (shrink)

This paper explores an important type of biological explanation called ‘homology thinking.’ Homology thinking explains the properties of a homologue by citing the history of a homologue. Homology thinking is significant in several ways. First, it offers more detailed explanations of biological phenomena than corresponding analogy explanations. Second, it provides an important explanation of character similarity and difference. Third, homology thinking offers a promising account of multiple realizability in biology.

For most of the problems that economists consider, the assumption that agents are self-interested works well enough, generating predictions that are broadly consistent with observation. In some significant cases, however, we find economic behavior that seems to be inconsistent with self-interest. In particular, we find that some public goods and some charitable ventures are financed by the independent voluntary contributions of many thousands of individuals. In Britain, for example, the lifeboat service is entirely financed by voluntary contributions. In all rich (...) countries, charitable appeals raise large amounts of money for famine relief in the Third World. The willingness of individuals to contribute to such projects is an economic fact that requires an explanation. (shrink)

To explore the question of physical thinking – using the body as an instrument of cognition – we collected extensive video and interview data on the creative process of a noted choreographer and his company as they made a new dance. A striking case of physical thinking is found in the phenomenon of marking. Marking refers to dancing a phrase in a less than complete manner. Dancers mark to save energy. But they also mark to explore the tempo (...) of a phrase, or its movement sequence, or the intention behind it. Because of its representational nature, marking can serve as a vehicle for thought. Importantly, this vehicle is less complex than the version of the same phrase danced ‘full-out’. After providing evidence for distinguishing different types of marking, three ways of understanding marking as a form of thought are considered: marking as a gestural language for encoding aspects of a target movement, marking as a method of priming neural systems involved in the target movement, and marking as a method for improving the precision of mentally projecting aspects of the target. (shrink)

It is indisputable that Black Theology of Liberation intentionally un-thinks the West. BTL has its own independent conceptual and theoretical foundations and can hold without the West if it rejects the architecture of Western knowledge as a final norm for life. This, however, is a spiritual matter which the article argues. The historical arrest of the progression of liberative logic and its promises might be self-inflicted by rearticulating and reinterpreting liberation strong thought. At a time when neofascism, which is virtually (...) an open display of psychological and ideological confusion, racism, classism, sensibilities of integralism and gender violence, having become rife, liberal democracy is arguably in crisis today. BTL has to move beyond rethinking and repeating its tried and tested ways of response to black pain caused by racism and colonialism. Un-thinking the West is not only cognitive but also spiritual. Umoya, the spirit of life, the article argues, to un-think the West, constitutes inter alia, the rejection of Hellenocentric concepts as a starting point of knowledge. Umoya should reject the self-serving periodisation of history centred on Europe, dualistic obfuscating secularism and willingness by black to occlude their knowledge systems. Without this, the article argues, the lethargic sleep, the mocking laughter of the West at the self-wounding black African remains a syndrome that arrests the translation of liberation knowledge from history. (shrink)

According to a familiar (alleged) requirement on practical reason, one must believe a proposition if one is to take it for granted in reasoning about what to do. This paper explores a related requirement, not on thinking but on acting—that one must accept a goal if one is to count as acting for its sake. This is the acceptance requirement. Although it is endorsed by writers as diverse as Christine Korsgaard, Donald Davidson, and Talbot Brewer, I argue that it (...) is vulnerable to counterexamples, in which agents act in light of ends that they do not accept but are still merely considering. For instance, a young professional may keep a job option open not because she definitely wants or intends to take it, but just because she is considering taking it. I try to show that such examples are not easily resisted; that they present challenges specifically for Brewer, Davidson, and especially Korsgaard; and that the examples also raise fresh, non-partisan questions in action theory. What is considering, exactly? How could it fall short of acceptance while still guiding behaviour? How can we act for an end before thinking it through? (shrink)

Discussions of critical thinking across the curriculum typically make and explain points and distinctions that bear on one or a few standard issues. In this article Robert Ennis takes a different approach, starting with a fairly comprehensive concrete proposal for a four-year higher-education curriculum incorporating critical-thinking at hypothetical Wisdom University. Aspects of the Program include a one-year critical thinking freshman course with practical everyday-life and academic critical thinking goals; extensive infusion of critical thinking in other (...) courses; a senior project; attention to both critical thinking dispositions and skills; a glossary of critical thinking terms; emphasis on teaching ; communication at all levels; and last, but definitely not least, assessment. Advantages and disadvantages will be noted. Subsequently, Ennis takes and defends a position on each of several relevant controversial issues, including: 1) having a separate critical thinking course, or embedding critical thinking in existing subject matter courses, or doing both ; 2) the meaning of “critical thinking”; 3) the importance of teaching critical thinking because of its role in our everyday vocational, civic, and personal lives, as well as in our academic experiences; 4) the degree of subject-specificity of critical thinking; 5) the importance of making critical thinking principles explicit; and 6) the possible threat to subject matter coverage from the addition of critical thinking to the curriculum. (shrink)

Discussions of critical thinking across the curriculum typically make and explain points and distinctions that bear on one or a few standard issues. In this article Robert Ennis takes a different approach, starting with a fairly comprehensive concrete proposal for a four-year higher-education curriculum incorporating critical-thinking at hypothetical Wisdom University. Aspects of the Program include a one-year critical thinking freshman course with practical everyday-life and academic critical thinking goals; extensive infusion of critical thinking in other (...) courses; a senior project; attention to both critical thinking dispositions and skills; a glossary of critical thinking terms; emphasis on teaching ; communication at all levels; and last, but definitely not least, assessment. Advantages and disadvantages will be noted. Subsequently, Ennis takes and defends a position on each of several relevant controversial issues, including: 1) having a separate critical thinking course, or embedding critical thinking in existing subject matter courses, or doing both ; 2) the meaning of “critical thinking”; 3) the importance of teaching critical thinking because of its role in our everyday vocational, civic, and personal lives, as well as in our academic experiences; 4) the degree of subject-specificity of critical thinking; 5) the importance of making critical thinking principles explicit; and 6) the possible threat to subject matter coverage from the addition of critical thinking to the curriculum. (shrink)

ABSTRACTThe notion of immunity to error through misidentification has played a central role in discussions of first-person thought. It seems like a way of making precise the idea of thinking about oneself ‘as subject’. Asking whether bodily first-person judgments can be IEM is a way of asking whether one can think about oneself simultaneously as a subject and as a bodily thing. The majority view is that one cannot. I rebut that view, arguing that on all the notions of (...) IEM that have so far been successfully defined, bodily first-person judgments can be IEM. (shrink)

This is Part I of a two-part reflection by Robert Ennis on his involvement in the critical thinking movement. Part I deals with how he got started in the movement and with the development of his influential definition of critical thinking and his conception of what critical thinking involves. Part II of the reflection will appear in the next issue of INQUIRY, Vol. 26, No. 2 (Summer 2011), and it will cover topics concerned with assessing critical (...) class='Hi'>thinking, teaching critical thinking, and what the future may hold. (shrink)

In his recent work in social epistemology, Alvin Goldman argues that truth is the fundamental epistemic end of education, and that critical thinking is of merely instrumental value with respect to that fundamental end. He also argues that there is a central place for testimony and trust in the classroom, and an educational danger in over‐emphasizing the fostering of students’ critical thinking. In this paper I take issue with these claims, and argue that (1) critical thinking is (...) a fundamental end of education, independently of its instrumental tie to truth, and (2) it is critical thinking, rather than testimony and trust, that is educationally basic. (shrink)

The second edition of a unique introductory text, offering an account of the logical tradition in philosophy and its influence on contemporary scientific disciplines. Thinking Things Through offers a broad, historical, and rigorous introduction to the logical tradition in philosophy and its contemporary significance. It is unique among introductory philosophy texts in that it considers both the historical development and modern fruition of a few central questions. It traces the influence of philosophical ideas and arguments on modern logic, statistics, (...) decision theory, computer science, cognitive science, and public policy. The text offers an account of the history of speculation and argument, and the development of theories of deductive and probabilistic reasoning. It considers whether and how new knowledge of the world is possible at all, investigates rational decision making and causality, explores the nature of mind, and considers ethical theories. Suggestions for reading, both historical and contemporary, accompany most chapters. This second edition includes four new chapters, on decision theory and causal relations, moral and political theories, “moral tools” such as game theory and voting theory, and ethical theories and their relation to real-world issues. Examples have been updated throughout, and some new material has been added. It is suitable for use in advanced undergraduate and beginning graduate classes in philosophy, and as an ancillary text for students in computer science and the natural sciences. (shrink)

The late 20th century saw a remarkable flourishing of philosophy in France. The work of French philosophers is wide ranging, historically informed, often reaching out beyond the boundaries of philosophy; they are public intellectuals, taken seriously as contributors to debates outside the academy. Gary Gutting tells the story of the development of a distinctively French philosophy in the last four decades of the 20th century. His aim is to arrive at an account of what it was to 'do philosophy' in (...) France, what this sort of philosophizing was able to achieve, and how it differs from the analytic philosophy dominant in Anglophone countries. -/- His initial focus is on the three most important philosophers who came to prominence in the 1960s: Michel Foucault, Gilles Deleuze, and Jacques Derrida. He sets out the educational and cultural context of their work, as a basis for a detailed treatment of how they formulated and began to carry out their philosophical projects in the 1960s and 1970s. He gives a fresh assessment of their responses to the key influences of Hegel and Heidegger, and the fraught relationship of the new generation to their father-figure Sartre. He concludes that Foucault, Derrida, and Deleuze can all be seen as developing their fundamental philosophical stances out of distinctive readings of Nietzsche. The second part of the book considers topics and philosophers that became prominent in the 1980s and 1990s, such as the revival of ethics in Levinas, Derrida, and Foucault, the return to phenomenology and its use to revive religious experience as a philosophical topic, and Alain Badiou's new ontology of the event. Finally Gutting brings to the fore the meta-philosophical theme of the book, that French philosophy since the 1960s has been primarily concerned with thinking the impossible. (shrink)

Projects of human improvement take both individual and intergenerational forms. The biosciences provide many technologies, including prenatal screening and the latest gene editing techniques, such as CRISPR, that have been viewed as providing the means to human improvement across generations. But who is fit to furnish the next generation? Historically, eugenics epitomizes the science-based attempt to improve human society through distinguishing kinds of people and then implementing social policies—from immigration restriction to sexual sterilization and euthanasia—that influence and even direct what (...) sorts of people populate our future. Despite recognition of the horrors of the eugenic extremes of the past and of the subhumanizing of those sufficiently below appearance or ability norms to be viewed as “defective” or “unfit”, many people continue to be drawn to strands of eugenic thinking. (shrink)

This is the second part of a two-part reflection by Robert Ennis on his involvement in, and the progress of, the critical thinking movement. It provides a summary of Part I (Ennis 2011), including his definition/conception of critical thinking, the definition being “reasonable reflective thinking focused on deciding what to believe or do.” It then examines the assessment and the teaching of critical thinking (including incorporation in a curriculum), and makes suggestions regarding the future of critical (...) thinking. He urges that now is the time to make a major effort in promoting critical thinking. Later may be too late. He also suggests a number of things to do. An Appendix, which provides a detailed elaboration of the nature of critical thinking, is at the end of Part I, but summaries are provided here. (shrink)

The time of half-sleep : Merleau-Ponty between Husserl and Proust -- Ad limina philosophiae : Merleau-Ponty and the "introduction" to Hegel's Phenomenology of spirit -- Nature : variations on the theme -- The thinking of the sensible.

This introduction presents a state of the art of philosophical research on cognitive phenomenology and its relation to the nature of conscious thinking more generally. We firstly introduce the question of cognitive phenomenology, the motivation for the debate, and situate the discussion within the fields of philosophy, cognitive psychology and consciousness studies. Secondly, we review the main research on the question, which we argue has so far situated the cognitive phenomenology debate around the following topics and arguments: phenomenal contrast, (...) epistemic arguments and challenges, introspection, ontology and temporal character, intentionality, inner speech, agency, holistic perspective, categorical perception, value, and phenomenological description. Thirdly, we suggest future developments by pointing to four questions that can be explored in relation to the cognitive phenomenology discussion: the self and self-awareness, attention, emotions and general the... (shrink)

Dementia affects millions of people throughout the world. Thinking through Dementia offers a critique of the main models used to understand dementia-the biomedical, neuropsychological, and social constructionist. It discusses clinical issues and cases, together with philosophical work that might help us to better understand and treat this illness.

This article points out an internal tension, or even conflict, in the conceptual foundations of Harvey Siegel’s conception of critical thinking. Siegel justifies critical thinking, or critically rational autonomy, as an educational ideal first and foremost by an appeal to the Kantian principle of respect for persons. It is made explicit that this fundamental moral principle is ultimately grounded in the Kantian conception of autonomous practical reason as normatively and motivationally robust. Yet this Kantian conception openly conflicts with (...) Siegel’s own two-component theory of critical thinking, which on close inspection turns out to be a version of the Humean conception of instrumental practical reason as normatively and motivationally powerless. It is concluded that Siegel cannot have it both ways: he cannot appeal both to means-end and to robust rationality. Siegel’s Kantian justification of the critical thinking educational ideal is, therefore, found wanting in terms of his own Humean premises. (shrink)

This paper argues that Moore's specifist defence of critical thinking as ‘diverse modes of thought in the disciplines’, which appeared in Higher Education Research & Development, 30(3), 2011, is flawed as it entrenches relativist attitudes toward the important skill of critical thinking. The paper outlines the critical thinking debate, distinguishes between ‘top-down’, ‘bottom-up’ and ‘relativist’ approaches and locates Moore's account therein. It uses examples from one discipline-specific area, namely, the discipline of Literature, to show that the generalist (...) approach to critical thinking does not ‘leave something out’ and outlines why teaching ‘generic’ critical thinking skills is central to tertiary education, teaching and learning, and employment opportunities for students. The paper also defends the assessment of critical thinking skills. (shrink)

Theorists have hypothesized that skill in critical thinking is positively correlated with the consistent internal motivation to think and that specific critical thinking skills are matched with specific critical thinking dispositions. If true, these assumptions suggest that a skill-focused curriculum would lead persons to be both willing and able to think. This essay presents a researchbased expert consensus definition of critical thinking, argues that human dispositions are neither hidden nor unknowable, describes a scientific process of developing (...) conventional testing tools to measure cognitive skills and human dispositions, and summarizes recent empirical research findings that explore the possible relationship of critical thinking skill and the consistent internal motivation, or disposition, to use that skill. Empirical studies indicate that for all practical purposes the hypothesized correlations are not evident. It would appear that effective teaching must include strategies for building intellectual character rather than relying exclusively on strengthening cognitive skills. (shrink)

An introduction to philosophy through film, _Thinking Through Film: Doing Philosophy, Watching Movies_ combines the exploration of fundamental philosophical issues with the experience of viewing films, and provides an engaging reading experience for undergraduate students, philosophy enthusiasts and film buffs alike. An in-depth yet accessible introduction to the philosophical issues raised by films, film spectatorship and film-making Provides 12 self-contained, close discussions of individual films from across genres Films discussed include Total Recall, Minority Report, La Promesse, Funny Games, Ikuru, The (...) Dark Knight, Memento, AI and more Explores concepts that span epistemology, metaphysics, fate, choice, robot love, time travel, personal identity, spectacle, ethics, luck, regret, consequentialism, deontology and the philosophy of film itself A uniquely flexible resource for courses in philosophy and film that encourages student reflection, as well as being an engaging read for the film enthusiast. (shrink)

Carruthers views unsymbolized thinking as and, therefore, as a potential threat to his mindreading-is-prior position. I argue that unsymbolized thinking may involve (non-symbolic) sensory aspects; it is therefore not purely propositional, and therefore poses no threat to mindreading-is-prior. Furthermore, Descriptive Experience Sampling lends empirical support to the view that access to our own propositional attitudes is interpretative, not introspective.

Can computers think? This book is intended to demonstrate that thinking, understanding, and intelligence are more than simply the execution of algorithms--that is, that machines cannot think. Written and edited by leaders in the fields of artificial intelligence and the philosophy of computing.