Psychiatry widely assumes an internalist biomedical model of mental illness. I argue that many of psychiatry’s diagnostic categories involve an implicit commitment to constitutive externalism about mental illness. Some of these categories are socially externalist in nature.

The orthodox monadic determination thesis holds that we represent colour relations by virtue of representing colours. Against this orthodoxy, I argue that it is possible to represent colour relations without representing any colours. I present a model of iconic perceptual content that allows for such primitive relational colour representation, and provide four empirical arguments in its support. I close by surveying alternative views of the relationship between monadic and relational colour representation.

This paper resolves a paradox concerning colour constancy. On the one hand, our intuitive, pre-theoretical concept holds that colour constancy involves invariance in the perceived colours of surfaces under changes in illumination. On the other, there is a robust scientific consensus that colour constancy can persist in cerebral achromatopsia, a profound impairment in the ability to perceive colours. The first stage of the solution advocates pluralism about our colour constancy capacities. The second details the close relationship between colour constancy and (...) contrast. The third argues that achromatopsics retain a basic type of colour constancy associated with invariants in contrast processing. The fourth suggests that one person-level, conscious upshot of such processing is the visual awareness of chromatic contrasts ‘at’ the edges of surfaces, implicating the ‘colour for form’ perceptual function. This primitive type of constancy sheds new light on our most basic perceptual capacities, which mark the lower borders of representational mind. (shrink)

The Philosophy of Rhetoric is widely regarded as the most important work of a theory of rhetoric produced in the 18th century. Campbell's work engages such themes in an attempt to formulate a universal theory of human communication. Campbell attempts to develop his theory by discovering deep principles in human nature that account for all instances and kinds of human communication. He seeks to derive all communication principles and processes empirically. In addition, all statements in discourse that have to do (...) with matters of fact and human affairs are likewise to be empirically derived. Thus, his theory of rhetoric is vastly wider than, and different from, such classical theories as those proposed by Aristotle, Cicero, and Quintilian, whose theories focused on discourse related to civic affairs. By attempting to elaborate a general theory of rhetoric through empirical procedures, Campbell's project reveals the limitations of his method. He cannot ground all statements empirically and it is at this point that his theological position comes into play. Inspection of his religious views shows that God's design of human nature, and God's revelations to humankind, make moral and spiritual truths known and quite secure to human beings, although not empirically. (shrink)

In recent years, academics and educators have begun to use software mapping tools for a number of education-related purposes. Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see relationships between concepts, and also as a method of assessment. The common feature of all these tools is the use of diagrammatic relationships of various kinds in preference to written or verbal descriptions. Pictures and structured diagrams are thought to be more comprehensible (...) than just words, and a clearer way to illustrate understanding of complex topics. Variants of these tools are available under different names: “concept mapping”, “mind mapping” and “argument mapping”. Sometimes these terms are used synonymously. However, as this paper will demonstrate, there are clear differences in each of these mapping tools. This paper offers an outline of the various types of tool available and their advantages and disadvantages. It argues that the choice of mapping tool largely depends on the purpose or aim for which the tool is used and that the tools may well be converging to offer educators as yet unrealised and potentially complementary functions. (shrink)

In recent years, there has been a surge in critical and historical work, dedicated to uncovering the roots of neoliberal thinking. In the process, the concept of ‘neoliberalism’ has become used in a far more nuanced way, contrary to the frequent allegation that it is merely a pejorative slogan used against capitalism generally. This bibliographic review identifies the texts that have mapped out this more sophisticated account of neoliberalism, and which distinguish between its different varieties and trajectories. In particular, the (...) recognition that neoliberalism is not simply about laissez-faire economics becomes a basis on which to interrogate neoliberalism more sociologically, learning especially from Foucault’s lectures on the topic. The review concludes by identifying those texts which point towards possible futures for neoliberalism. (shrink)

Colour constancy is a foundational and yet puzzling phenomenon. Standard appearance invariantism is threatened by the psychophysical matching argument, which is taken to favour variantism. This argument, however, is inconclusive. The data at best support a pluralist view: colour constancy is sometimes variantist, sometimes invariantist. I add another potential explanation of these data, complex invariantism, which adopts an atypical six-dimensional model of colour appearance. Finally I prospect for a unifying conception of constancy among two neglected notions: discriminatory colour constancy and (...) relational colour constancy. The former arguably marks a common core capacity that is present across widely differing viewing contexts. (shrink)

The financial crisis, and associated scandals, created a sense of a juridical deficit with regard to the financial sector. Forms of independent judgement within the sector appeared compromised, while judgement over the sector seemed unattainable. Elites, in the classical Millsian sense of those taking tacitly coordinated ‘big decisions’ over the rest of the public, seemed absent. This article argues that the eradication of jurisdictional elites is an effect of neoliberalism, as articulated most coherently by Hayek. It characterizes the neoliberal project (...) as an effort to elevate ‘unconscious’ processes over ‘conscious’ ones, which in practice means elevating cybernetic, non-human systems and processes over discursive spheres of politics and judgement. Yet such a system still produces its own types of elite power, which come to consist in acts of translation, rather than judgement. Firstly, there are ‘cyborg intermediaries’: elites which operate largely within the system of codes, data, screens and prices. Secondly, there are ‘diplomatic intermediaries’: elites who come to narrate and justify what markets are ‘saying’. The paper draws on Lazzarato’s work on signifying vs asignifying semiotics in order to articulate this, and concludes by considering the types of elite crisis which these forms of power tend to produce. (shrink)

Liberal government, as analysed by Foucault, is a project of measured, utilitarian political activity, that takes ‘population’ as its object, dating back to the late 17th century. The rise of nationalism, authoritarianism and populism directly challenges this project, by seeking to re-introduce excessive, gratuitous and performative modes of power back into liberal societies. This article examines the relationship and tensions between government and sovereignty, so as to make sense of this apparent ‘revenge of sovereignty on government’. It argues that neoliberalism (...) has been a crucial factor in the return of sovereignty as a ‘problem’ of contemporary societies. Neoliberalism tacitly generates new centres of sovereign power, which have become publicly visible since 2008, leading to a dramatic resurgence of discourses and claims to ‘sovereignty’. (shrink)

This paper presents a new response to the colour similarity argument, an argument that many people take to pose the greatest threat to colour physicalism. The colour similarity argument assumes that if colour physicalism is true, then colour similarities should be scrutable under standard physical descriptions of surface reflectance properties such as their spectral reflectance curves. Given this assumption, our evident failure to find such similarities at the reducing level seemingly proves fatal to colour physicalism. I argue that we should (...) dispense with this assumption, and thus endorse the inscrutability of colour similarity. This strategy is inspired by parallels between the colour similarity argument and the explanatory gap between mind and body made vivid by Jackson’s (1986) knowledge argument, and in particular by type-B physicalist responses to that argument. This inscrutability response is further motivated by cases in chemistry and biochemistry in which analogous scrutability theses fail to hold. Along the way, I present a challenge to standard formulations of the colour similarity argument based on the extreme context sensitivity of the similarity relation. Most presentations of the argument fail to control for such contextual variation, which raises the distinct possibility that the argument equivocates on the similarity relation across its premises. Although ultimately inconclusive, this context challenge forces a significant reformulation of the colour similarity argument, and highlights the need for much greater care in handling claims about colour similarity. (shrink)

Colour vision plays a foundational explanatory role in the philosophy of colour, and serves as perennial quarry in the wider philosophy of perception. I present two contributions to our understanding of this notion. The first is to develop a constitutive approach to characterizing colour vision. This approach seeks to comprehend the nature of colour vision qua psychological kind, as contrasted with traditional experiential approaches, which prioritize descriptions of our ordinary visual experience of colour. The second contribution is to argue that (...) colour vision does not constitutively involve the ability to see colours, in a natural and categorically committed sense. I argue that two subjects exactly alike in respect of their constitutive colour vision abilities could differ in respect of whether or not they have categorical perception of colour. The argument is supported by thought experiment and dissociations observed in cognitive neuropsychology. The argument also bears connections to recent neo-Whorfian accounts of colour categorization. _1._ Introduction _2._ Colour Vision, Experience, and Natures _3._ The Central Argument _3.1._ Colour constancy and discrimination _3.2._ Dissociating colour vision and categorical perception for colour _4._ Whorf and the View from Cognitive Neuropsychology _5._ Conclusion. (shrink)

Psychiatry uncomfortably spans biological and psychosocial perspectives on mental illness, an idea central to Engel's biopsychosocial paradigm. This paradigm was extremely ambitious, proposing new foundations for clinical practice as well as a non-reductive metaphysics for mental illness. Perhaps given this scope, the approach has failed to engender a clearly identifiable research programme. And yet the view remains influential. We reassess the relevance of the biopsychosocial paradigm for psychiatry, distinguishing a number of ways in which it could be (re)conceived.

With contributions from psychiatry, psychology, neuroscience, and philosophy, this book provides the most comprehensive account to date of the interplay between biological, psychological, and social factors in mental health and their ethical dimensions.

This study investigates all available literature related to critical thinking in business education in a survey of publications in the field produced from 1990-2019. It conducts a thematic analysis of 787 articles found in Web of Science and Google Scholar, including a specific focus on 55 highly-cited articles. The aim is to investigate the importance of critical thinking in business education, how it is conceptualised in business education research, the business contexts in which critical thinking is situated, and the key (...) and more marginal themes related to critical thinking outlined in the business and business education literature. The paper outlines six key areas and topics associated with those areas. It suggests future directions for further scholarly work in the area of critical thinking in business education. (shrink)

This article has already been published, under Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License in Ephemera – Theory & Politics in Organization, 2019 volume 19 : p. 513-536. We thank William Davies for the permission to republish it here. abstract : In the context of ubiquitous data capture and the politics of control, there is growing individual and managerial interest in ‘pulse', both in the literal sense of arterial pulse - Rythmes des corps – Nouvel article.

In recent years, there has been a panoply of new forms of ‘social’ government, as manifest in ‘social enterprise’ and ‘social media’. This follows an era of neoliberalism in which social logics were apparently being eliminated, through the expansion of economic rationalities. To understand this, the article explores the critique of the very notion of the ‘social’, as manifest in neoliberal contributions to the socialist calculation debate from the 1920s onwards. Understood as a zone lying between market and state, the (...) social was accused by Mises and Hayek of being both unaccountable (lacking any units of measurement) and formless (lacking instruments of explication). The article then asks to what extent these critiques still retain their purchase, following recent developments in hedonic measurement and data analytics. The argument is made that new post-neoliberal forms of ‘social government’ may now be entirely plausible, though focusing on the corporation rather than the state. (shrink)

The articles included in this issue represent some of the most recent thinking in the area of critical thinking in higher education. While the emphasis is on work being done in the Australasian region, there are also papers from the USA and UK that demonstrate the international interest in advancing research in the area. -/- ‘Critical thinking’ in the guise of the study of logic and rhetoric has, of course, been around since the days of the ancient Greeks and the (...) early beginnings of universities. In a narrower sense, critical thinking has been central to higher education as a desirable attribute of graduates since at least the beginning of the twentieth century. The work of John Dewey, and others, emphasised the importance of ‘good habits of thinking’ as early as 1916. In 1945, the Harvard Committee placed emphasis on the importance of ‘thinking effectively’ as one of three desirable educational abilities in their General education in a free society. This was later endorsed in 1961 by the US-based Educational Policies Commission: ‘The purpose which runs through and strengthens all other educational purposes … is the development of the ability to think’ (Kennedy, Fisher, & Ennis, 1991, pp. 11–12). -/- In recent times, universities have made a point of emphasising the importance of critical thinking as a ‘generic skill’ that is central to most, if not all, subjects. There is not a university today (in Australia at least) that does not proudly proclaim that their graduates will – as a result of a degree program in their institution – learn to think critically. Further, there is rarely a subject taught that does not offer the opportunity to acquire skills in critical thinking. However, where is the evidence that we teach critical thinking in higher education? Disturbingly, despite our best intentions, it appears we may be teaching very little of it. (shrink)

In higher education, interdisciplinarity involves the design of subjects that offer the opportunity to experience ‘different ways of knowing’ from students’ core or preferred disciplines. Such an education is increasingly important in a global knowledge economy. Many universities have begun to introduce interdisciplinary studies or subjects to meet this perceived need. This chapter explores some of the issues inherent in moves towards interdisciplinary higher education. Definitional issues associated with the term ‘academic discipline’, as well as other terms, including ‘multidisciplinary’, ‘cross-disciplinary’, (...) ‘pluridisciplinarity’, ‘transdisciplinarity’ and ‘interdisciplinary’ are examined. A new nomenclature is introduced to assist in clarifying the subtle distinctions between the various positions. The chapter also outlines some of the pedagogical and epistemological considerations which are involved in any move from a conventional form of educational delivery to an interdisciplinary higher education, and recommends caution in any implementation of an interdisciplinary curriculum. (shrink)

As individuals we often face complex issues about which we must weigh evidence and come to conclusions. Corporations also have to make decisions on the basis of strong and compelling arguments. Legal practitioners, compelled by arguments for or against a proposition and underpinned by the weight of evidence, are often required to make judgments that affect the lives of others. Medical doctors face similar decisions. Governments make purchasing decisions—for example, for expensive military equipment—or decisions in the areas of public or (...) foreign policy. These issues involve many arguments on all sides of difficult debates. These issues involve understanding the arguments of others and being able to make objections and provide rebuttals to objections. Students in universities deal with arguments all the time. A major purpose of a university education—regardless of subject matter—is to teach students how to read, understand, and respond to complex arguments. The ability to do this makes for highly employable, adaptable, and reflectively critical individuals. We often call the skill of marshaling arguments and assessing them “critical thinking.” All universities claim to instill the skill of critical thinking in their graduates and routinely note this in their advertising and promotional documents. This short paper outlines one way this skill can be taught. (shrink)

This paper is about the work of a long forgotten philosopher and his views which have surprising relevance to discussions in present-day philosophy of mind and cognitive science. I argue that, far from being a traditional idealist, Mitchell advanced a very subtle position best seen as marking a transition from idealist views and later materialist accounts, the latter popularly attributed to Australian philosophers in the second half of the 20th century.

This paper looks at the need for a better understanding of the impediments to critical thinking in relation to graduate student work. The paper argues that a distinction is needed between two vectors that influence student writing: (1) the word-level–sentence-level vector; and (2) the grammar–inferencing vector. It is suggested that much of the work being done to assist students is only done on the first vector. This paper suggests a combination of explicit use of deductive syllogistic inferences and computer-aided argument (...) mapping is needed. A methodology is suggested for tackling assignments that require students to ‘make an argument’. It is argued that what lecturers understand tacitly, now needs to be made a focus of deliberate educational practices. (shrink)

Imprinted genes are monoallelically expressed in a parent‐of‐origin‐dependent manner and can affect brain and behavioural phenotypes. The X chromosome is enriched for genes affecting neurodevelopment and is donated asymmetrically to male and female progeny. Hence, X‐linked imprinted genes could potentially influence sexually dimorphic neurobiology. Consequently, investigations into such loci may provide new insights into the biological basis of behavioural differences between the sexes and into why men and women show different vulnerabilities to certain mental disorders. In this review, we summarise (...) recent advances in our knowledge of X‐linked imprinted genes and the brain substrates that they may act upon. In addition, we suggest strategies for identifying novel X‐linked imprinted genes and their downstream effects and discuss evolutionary theories regarding the origin and maintenance of X‐linked imprinting. BioEssays 28:35–44, 2006. © 2005 Wiley Periodicals, Inc. (shrink)

This paper outlines new work in cross-cultural psychology largely drawn from Nisbett, Choi, and Smith (Cognition, 65, 15–32, 1997); Nisbett, Peng, Choi, & Norenzayan, Psychological Review, 108(2), 291–310, 2001; Nisbett, The Geography of Thought: How Asians and Westerners Think Differently...and Why. New York: Free Press 2003), Ji, Zhang and Nisbett (Journal of Personality and Social Psychology, 87(1), 57–65, 2004), Norenzayan (2000) and Peng (Naive Dialecticism and its Effects on Reasoning and Judgement about Contradiction. University of Michigan, Ann Arbor, Michigan 1997) (...) Peng and Nisbett (Cross-Cultural Similarities and Differences in the Understanding of Physical Causality. Paper presented at the Science and Culture: Proceedings of the Seventh Interdisciplinary Conference on Science and Culture, Frankfort, K. Y. 1996), and Peng, Ames, & Knowles (Culture and Human Inference: Perspectives from three traditions. In: D. Matsumoto (Ed.), Handbook of Cross-Cultural Psychology (pp. 1–2). Oxford: Oxford University Press 2000). The paper argues that the findings on cultural influences on inference-making have implications for teaching and education generally, and specifically for the debate on conceptions and misconceptions of Asian students studying in western tertiary institutions around the world. The position defended is that, while there seems to be compelling empirical evidence for intercultural differences in thought patterns, these patterns are, for the most part, insignificant in everyday exchanges, though language and culture might subtlety modulate our inference-making at the margins. Linguistic determinism however is not defended. Nonetheless, the evidence provides food for thought, and it needs to inform the recent debates about international students studying overseas. (shrink)

This commentary responds to Nicholas Gane’s article on the early history of neoliberalism. Gane contends that many histories, Foucault’s in particular, do not account for the very earliest period of neoliberal thought, during the 1920s, which was dominated by Ludwig von Mises. Gane also argues that by ignoring this period, critical scholars have misidentified the critical distantiation from John Stuart Mill that was definitive for early neoliberalism. In response to Gane, this piece argues, partly in defence of Foucault, that the (...) key moments in the history of neoliberalism concern the penetration of economic rationalities into the state. Hence, while the history of economics has intrinsic merits, figures such as Mill may be less significant for the shaping of political rationalities. (shrink)

The reach of markets and market-based forms of valuation is never unlimited in any society, which invites empirical and political questions regarding how limits to markets are instituted, justified and enforced. Under neoliberalism, the state performs a key role in expanding the reach of markets and associated principles and techniques of valuation, using law and governmental techniques. But this then poses a question of the relationship between the neoliberal state and the market that it endorses and enforces: is the state (...) internal or external to the market order that it helps to construct? European Union state aid rules provide an empirical entry point to consider such questions, providing a combination of normative, technical and sovereign principles, via which the division between state and market can be justified, tested and enacted. The article identifies three separate though overlapping logics within state aid documents, each of which offers the state a justification for suspending the competitive market order: exemptions, in which non-market values are upheld, externalities, in which markets are shown to be technically inefficient, and exceptions – such as the 2008 financial crisis – in which the state abandons the market to save the market. (shrink)

This paper develops a taxonomy of critical thinking dispositions using dispositional formulations identified over 40 years of research in the area. Critical thinking dispositions refer to the ‘habits’, ‘virtues’ or ‘intellectual character’ that prompts people to exercise their critical thinking skills. As such, they are as vital as the skills themselves. A person may be skilled in analysis, evaluation, or forming inferences, but without a disposition to do so, skills are impotent. Educating for critical thinking—both skills and dispositions—is an increasingly (...) important enterprise. The skills are clear enough and well-documented. However, to educate for critical thinking dispositions, we need to understand what dispositions are, and which are most important. Previous literature has been devoted to listing dispositions and categorising them, but there is much debate over the details. Attempts to reconcile various dispositional listings are limited. This paper is a step in the direction of a composite taxonomy. (shrink)

The series builds an extensive collection of high quality descriptions of languages around the world. Each volume offers a comprehensive grammatical description of a single language together with fully analyzed sample texts and, if appropriate, a word list and other relevant information which is available on the language in question. There are no restrictions as to language family or area, and although special attention is paid to hitherto undescribed languages, new and valuable treatments of better known languages are also included. (...) No theoretical model is imposed on the authors; the only criterion is a high standard of scientific quality. (shrink)

The subject of this book is the work of Scottish-born Sir William Mitchell, the Hughes Professor of Philosophy and Vice Chancellor at the University of Adelaide, and the first major philosopher who lived in South Australia. Mitchell worked at Adelaide University during the years 1895-1940 and died in 1962. Mitchell is a major, yet long forgotten, historical figure and intellectual, and an important figure in the history of Scottish and Australian philosophy. He was a part of Scottish schools of thought (...) that influenced early Australian intellectual and cultural life. (The same influence is behind the work of the more famous figure, John Anderson, former Professor of Philosophy at Sydney University.) Anderson’s work recently underwent a revival due to the publication of a recent biography (A Passion to Oppose: John Anderson, Philosopher, by Brian Kennedy, Melbourne University Press, 1995). However, there has never been a serious scholarly appraisal of the work of William Mitchell. At the time of preparation of this book there was no recent published material on Mitchell’s life, work or influence. -/- This book fills this need. I argue that Mitchell’s work is surprisingly relevant to current concerns among cognitive scientists and philosophers of mind. He wrote on issues that are only today being discussed by philosophers and psychologists under the auspices of ‘cognitive science’. His major work: Structure and Growth of the Mind (MacMillan, 1907) is a major treatise on philosophical psychology. The topics that concerned Mitchell are only now being revisited in the form of contemporary debates. -/- The specific aims of the book are as follows: • To assess the impact of late nineteenth/early twentieth century science (especially neurology, psychology and physics) on Mitchell’s philosophical work and trends in philosophical psychology during that period. • To demonstrate the importance of Mitchell’s philosophical work in the context of contemporary theories of mind and content, cognitive science, and the philosophy of science and perception. • To make clear the extent of Mitchell’s philosophical influence on others at the time • To locate Mitchell’s work in relation to other influences on philosophy in Australia. (shrink)

Although Barsalou is right in identifying the importance of perceptual symbols as a means of carrying certain kinds of content, he is wrong in playing down the inferential resources available to amodal symbols. I argue that the case for perceptual symbol systems amounts to a false dichotomy and that it is feasible to help oneself to both kinds of content as extreme ends on a content continuum. The continuum thesis I advance argues for the inferential content at one end and (...) perceptual content at the other. In between the extremes, symbols might have aspects that are either perceptual or propositional-linguistic in character. I argue that this way of characterising the issue preserves the good sense of Barsalou's recognition of perceptual representations and yet avoids the tendency to minimise the gains won with symbolic representations vital to contemporary cognitive science. (shrink)

In the early twenty-first century, liberal democracies have witnessed their foundational norms of critique and deliberation being disrupted by a combination of populist and technological forces. A distinctive style of dispute has appeared, in which a speaker denounces the unfairness of all liberal and institutional systems of equivalence, including the measures of law, economics and the various other ‘tests’ which convention scholars have deemed core to organisations. The article reviews how sociologists of critique have tended to treat critical capacities as (...) oriented towards consensus but then considers how technologies of real-time ‘control’ circumvent liberal critique altogether. In response, a different type of dispute emerges in the digital public sphere, which abandons equivalences in general, instead adopting a non-representational template of warfare. This style of post-liberal dispute is manifest in the rhetoric of populists but does not originate there. (shrink)

I argue that it is possible to perceptually represent colour relations between two objects, without perceptually representing their colours. Such primitive relational colour representation goes against the orthodox view that we represent colour relations by virtue of representing colours. I first argue that under certain assumptions, PRCR is conceptually and even nomically possible. I then compare two possible models of PRCR: the linguaform model and chromatic edge model, the latter involving iconic rather than discursive representation. I argue that the chromatic (...) edge model gives a better account of putative cases of PRCR in cerebral achromatopsia, a rare disorder of colour consciousness. (shrink)

This book is about experiential content: what it is; what kind of account can be given of it. I am concerned with identifying and attacking one main view - I call it the inferentialist proposal. This account is central to the philosophy of mind, epistemology and philosophy of science and perception. I claim, however, that it needs to be recast into something far more subtle and enriched, and I attempt to provide a better alternative in these pages. The inferentialist proposal (...) holds that experiential content is necessarily under¬pinned by sophisticated cognitive influences. My alternative, the continuum theory, holds that these influences are relevant to experience only at certain levels of organisation and that at other levels there are contents which such features do not capture at all. Central to my account is that there are degrees to which cognitive influences affect experiential content; indeed, for the most part, experience is an amalgam of both inferential and non-inferential features. I claim that the inferentialist proposal is fundamentally flawed and deserves replacement, and I argue that my alternative fills the hollow that remains. The book is divided into four sections. In Part I, Chapter 1, I introduce two traditionally rival views of experiential content. In Chapter 2, I develop my continuum alternative. Chapter 3 assesses the relationship between experience and language, while Chapter 4 explores the relationship between beliefs and experience. The overall argument is that it has been a mistake to understand experience simply in inferential or non-inferential terms. In Part II, I examine the structure of mental content. Chapter 5 is concerned with the kinds of experiences which escape the inferentialist analysis. Chapter 6 considers Kant’s metaphysic of experience counterpointed to Lorenz’s reading of his work in the light of evolutionary biology. Chapter 7 treats animal experience in relation to the continuum view I am developing, while Chapter 8 reviews Fodor’s contribution to perceptual psychology. It is argued that the view of experiential content being developed is both consistent with empirical data on informationally local perceptual sub-systems, but also accords well with evolutionary theory and a naturalist interpretation of Kant’s taxonomy. Part III deals with inferentialism in the philosophy of science. In Chapter 9, I assess the theory dependence of observation thesis as it is advanced by Paul Feyerabend. I bring out of his account a subtle confusion concerning the importance of inference in the context of scientific inquiry. Part IV deals with the issue of experience in the philosophy of mind. In Chapter 10, I look at Wilfred Sellars’s attack on sense data theories. Chapter 11 confronts Paul Churchland’s treatment of ‘folk psychology’ while Chapter 12 isolates the issue of experiential qualia and the position of property dualism. I offer a critical review of Thomas Nagel’s work in this chapter and claim that his position can be read in a way which is consistent with the continuum account I am developing. I conclude the book in the usual fashion with a summary of the central claims. (shrink)

This thesis is about experiential content: what it is; what kind of account can be given of it. I am concerned with identifying and attacking one main view - I call it the inferentialist proposal. This account is central to the philosophy of mind, epistemology and philosophy of science and perception. I claim, however, that it needs to be recast into something far more subtle and enriched, and I attempt to provide a better alternative in these pages. The inferentialist proposal (...) holds that experiential content is necessarily under¬pinned by sophisticated cognitive influences. My alternative, the continuum theory, holds that these influences are relevant to experience only at certain levels of organisation and that at other levels there are contents which such features do not capture at all. Central to my account is that there are degrees to which cognitive influences affect experiential content; indeed, for the most part, experience is an amalgam of both inferential and non-inferential features. I claim that the inferentialist proposal is fundamentally flawed and deserves replacement, and I argue that my alternative fills the hollow that remains. The thesis is divided into four sections. In Part I, Chapter 1, I introduce two traditionally rival views of experiential content. In Chapter 2, I develop my continuum alternative. Chapter 3 assesses the relationship between experience and language, while Chapter 4 explores the relationship between beliefs and experience. The overall argument is that it has been a mistake to understand experience simply in inferential or non-inferential terms. In Part II, I examine the structure of mental content. Chapter 5 is concerned with the kinds of experiences which escape the inferentialist analysis. Chapter 6 considers Kant’s metaphysic of experience counterpointed to Lorenz’s reading of his work in the light of evolutionary biology. Chapter 7 treats animal experience in relation to the continuum view I am developing, while Chapter 8 reviews Fodor’s contribution to perceptual psychology. It is argued that the view of experiential content being developed is both consistent with empirical data on informationally local perceptual sub-systems, but also accords well with evolutionary theory and a naturalist interpretation of Kant’s taxonomy. Part III deals with inferentialism in the philosophy of science. In Chapter 9, I assess the theory dependence of observation thesis as it is advanced by Paul Feyerabend. I bring out of his account a subtle confusion concerning the importance of inference in the context of scientific inquiry. Part IV deals with the issue of experience in the philosophy of mind. In Chapter 10, I look at Wilfred Sellars’s attack on sense data theories. Chapter 11 confronts Paul Churchland’s treatment of ‘folk psychology’ while Chapter 12 isolates the issue of experiential qualia and the position of property dualism. I offer a critical review of Thomas Nagel’s work in this chapter and claim that his position can be read in a way which is consistent with the continuum account I am developing. I conclude the thesis in the usual fashion with a summary of the central claims. (shrink)

News media helps shape the discourse around natural resource issues, especially rapidly emerging developments such as those taking place in the Arctic. Whilst the relationship between media and audience is complex, news media contributes towards setting the tone and expectations for the burgeoning number of stakeholders engaging with the Arctic, especially in the case of Greenland. This study undertakes a thematic analysis of English-language news media coverage surrounding natural resource development in Greenland to explore how the issue is framed. Five (...) media frames are identified: an emerging resource frontier; the warming Arctic; high-risk activity; geopolitical Greenland; and vulnerable traditional societies. An overarching frame is present within the coverage, one which depicts Greenland as 'a climate change frontier', facing 'uncertainties in the face of rapid change'. Media portrayals of a close-knit relationship between a warming climate and a rush for natural resources in Greenland could be problematic for several reasons, namely the disparity between actual resource development taking place and an overemphasis on increased economic development following increased warming. (shrink)