On the dominant contemporary accounts of how practical considerations affect what we ought to believe, practical considerations either encroach on epistemic rationality by affecting whether a belief is epistemically justified, or constitute distinctively practical reasons for belief which can only affect what we ought to believe by conflicting with epistemic rationality. This paper argues that Søren Kierkegaard offers a promising alternative view on which practical considerations can affect what we ought to believe without either encroaching on or (necessarily) conflicting with (...) epistemic rationality by determining which among the epistemically permitted outright doxastic attitudes one should all‐things‐considered adopt. (shrink)

Sydney Shoemaker leads today’s “neo-Lockean” liberation of persons from the conservative animalist charge of “neo-Aristotelians” such as Eric Olson, according to whom persons are biological entities and who challenge all neo-Lockean views on grounds that abstracting from strictly physical, or bodily, criteria plays fast and loose with our identities. There is a fundamental mistake on both sides: a false dichotomy between bodily continuity versus psychological continuity theories of personal identity. Neo-Lockeans, like everyone else today who relies on Locke’s analysis of (...) personal identity, including Derek Parfit, have either completely distorted or not understood Locke’s actual view. Shoemaker’s defense, which uses a “package deal” definition that relies on internal relations of synchronic and diachronic unity and employs the Ramsey–Lewis account to define personal identity, leaves far less room for psychological continuity views than for my own view, which, independently of its radical implications, is that (a) consciousness makes personal identity, and (b) in consciousness alone personal identity consists—which happens to be also Locke’s actual view. Moreover, the ubiquitous Fregean conception of borders and the so-called “ambiguity of is” collapse in the light of what Hintikka has called the “Frege trichotomy.” The Ramsey–Lewis account, due to the problematic way Shoemaker tries to bind the variables, makes it impossible for the neo-Lockean ala Shoemaker to fulfill the uniqueness clause required by all such Lewis style definitions; such attempts avoid circularity only at the expense of mistaking isomorphism with identity. Contrary to what virtually all philosophers writing on the topic assume, fission does not destroy personal identity. A proper analysis of public versus perspectival identification, derived using actual case studies from neuropsychiatry, provides the scientific, mathematical and logical frameworks for a new theory of self-reference, wherein “consciousness,” “self-consciousness,” and the “I,” can be precisely defined in terms of the subject and the subject-in-itself. (shrink)

Jaakko Hintikka has argued that ordinary first-order logic should be replaced byindependence-friendly first-order logic, where essentially branching quantificationcan be represented. One recurring criticism of Hintikka has been that Hintikka'ssupposedly new logic is equivalent to a system of second-order logic, and henceis neither novel nor first-order. A standard reply to this criticism by Hintikka andhis defenders has been to show that given game-theoretic semantics, Hintikka'sbranching quantifiers receive the exact same treatment as the regular first-orderones. We develop a different reply, based around (...) considerations concerning thenature of logic. In particular, we argue that Hintikka's logic is the logic that bestrepresents the language fragment standard first-order logic is meantto represent. Therefore it earns its keep, and is also properly regarded as first-order. (shrink)

Guilt- and shame-prone responding were examined in a sample of 146, 18-month-old toddlers and their older siblings (M = 49.5 months, SD = 10.4) during mishap tasks which were used to differentiate both toddlers and their older siblings into Amenders (low avoidance) and Avoiders (high avoidance). Toddlers and older siblings classified as Amenders expressed more concern and were less distressed by the mishap than Avoiders. Children were divided into four groups: Amender-Amender (older sibling-toddler), Amender-Avoider, Avoider-Avoider, and Avoider-Amender to examine differences (...) in sibling interaction and moral development. Older siblings in the Avoider-Avoider group were significantly more aggressive and less empathic toward toddlers than older siblings in the Avoider-Amender group. Toddlers in the Amender-Amender, Amender-Avoider, and Avoider-Amender groups showed significant gains in moral regulation from 18 to 24 months whereas toddlers in the Avoider-Avoider group did not. In contrast, while older siblings were generally high on moral regulation when toddlers were 18 months, this was not the case for older siblings in the Avoider-Avoider group, who had lower moral regulation scores that significantly increased over time. Findings are discussed with respect to the significance of sibling socialisation for toddlers’ developing moral sensibility. (shrink)

Ovaj rad usmjeren je na proučavanje prijateljskih odnosa unutar razrednog odjela. Odnosi među vršnjacima izuzetno su važni u školskom razdoblju, a nedostatak ili trajne teškoće u prijateljskim odnosima mogu se reflektirati na uspjeh učenika, usvajanje nastavnih sadržaja, sliku učenika o sebi, socijalni status i socijalni uspjeh itd. Cilj empirijskog dijela rada je ispitati kvalitetu prijateljskih odnosa unutar razrednog odjela u kategoriji ‘najbolji prijatelj’. Iz cilja istraživanja proizašla su tri istraživačka pitanja: Kakav je profil prijateljskih odnosa u kategoriji ‘najbolji prijatelj’? Kako (...) izgleda hijerarhijska struktura dimenzija kvalitete prijateljstva u ponuđenim kategorijama? Koje karakteristike opisuju najboljeg prijatelja i idealnog prijatelja? Rezultati istraživanja utvrđuju dva profila: opći te profil blizine i roditeljske uključenosti. Utvrđivanje hijerarhijske strukture ukazalo je na važnost brige i priznanja te pouzdanosti i rješavanja problema. Vrh hijerarhijske ljestvice zauzimaju dimenzije priznanja i pouzdanosti. Kao najznačajnije karakteristike koje opisuju najboljeg prijatelja ističu se razgovor i zajedničko provođenje vremena, povjeravanje i pomoć, a u idealnom prijateljstvu izdvajaju se moralne vrijednosti prijatelja. This paper focuses on studying friend relationships in the classroom. Relationships between peers are exceptionally important in school age, and a lack of such relationships or continued difficulties with them can reflect on student successes, learning outcomes, and student perceptions of self, social status, social success, etc. The goal of the empirical part of the research was to examine the quality of friend relationships within the classroom in the category of ‘best friend’. Three research questions arose from the research goal: What is the profile of friend relationships in the category of ‘best friend’? What is the hierarchical structure of the quality dimensions of friendship in the categories offered? Which characteristics describe one’s best friend and the ideal friend? The results of research affirm two profiles – a general one, and the profile of closeness and parental involvement. The affirmation of hierarchical structure pointed to the importance of care and recognition and reliability and problem solving. The highest point in the hierarchy is held by the dimensions of recognition and reliability. The most significant characteristics that describe one’s best friend include conversation and spending time together, trust and aid; the moral values of the friend are exemplified in an ideal friendship. (shrink)

This paper focuses on studying friend relationships in the classroom. Relationships between peers are exceptionally important in school age, and a lack of such relationships or continued difficulties with them can reflect on student successes, learning outcomes, and student perceptions of self, social status, social success, etc. The goal of the empirical part of the research was to examine the quality of friend relationships within the classroom in the category of ‘best friend’. Three research questions arose from the research goal: (...) What is the profile of friend relationships in the category of ‘best friend’? What is the hierarchical structure of the quality dimensions of friendship in the categories offered? Which characteristics describe one’s best friend and the ideal friend? The results of research affirm two profiles – a general one, and the profile of closeness and parental involvement. The affirmation of hierarchical structure pointed to the importance of care and recognition and reliability and problem solving. The highest point in the hierarchy is held by the dimensions of recognition and reliability. The most significant characteristics that describe one’s best friend include conversation and spending time together, trust and aid; the moral values of the friend are exemplified in an ideal friendship. (shrink)

Cognitive Science is a major new guide to the central theories and problems in the study of the mind and brain. The authors clearly explain how and why cognitive science aims to understand the brain as a computational system that manipulates representations. They identify the roots of cognitive science in Descartes - who argued that all knowledge of the external world is filtered through some sort of representation - and examine the present-day role of Artificial Intelligence, computing, psychology, linguistics and (...) neuroscience. Throughout, the key building blocks of cognitive science are clearly illustrated: perception, memory, attention, emotion, language, control of movement, learning, understanding and other important mental phenomena. Cognitive Science: presents a clear, collaborative introduction to the subject is the first textbook to bring together all the different strands of this new science in a unified approach includes illustrations and exercises to aid the student. (shrink)

What are the metaphysical and metapsychological boundaries of a person? How do we draw our borders? This much is clear: personal identity without thought experiments is impossible. I develop a new way of conceptualizing physiological and psychological borders leading to a re-evaluation of the problem of personal identity within the contemporary literature, especially Parfit, arguing that we must, necessarily, turn to the conceptual analysis of metaphysical and metapsychological borders. I offer an explanation of the persistence of common sense against philosophical (...) analysis, criticize Wilkes's position, and provide a foundation for the proper use of thought experiments in analytic metapsychology and metaphysics. (shrink)

Many of the differences between empirical/psychological and conceptual/philosophical approaches to the mind can be resolved using a more precise language that is sensitive to both. Distinguishing identification from identity and identification as from identification with, and then defining the experiential concept of the per sonat, provides a walking bridge. Applying the new terminology to increasing degrees of dissociation, from non-pathological cases to multiple personality, shows how our psychologies can profit from philosophical analysis while our philosophies can revise themselves according to (...) empirical data. Redefining the psychological structures of persona, personality, and self in terms of an experientially more precise conceptual vocabulary, including the per sonat, avoids the pitfalls of the old approaches and provides insights into the nature of human consciousness that lead both to therapeutic results in psychotherapy and a long-overdue conceptual revision in the philosophy of personal identity. Among the practical conclusions is that for legal purposes MPD should not be considered as a multiple person phenomenon but, rather, as a phenomenon of one person who, simultaneously, is identified as many selves. Among the theoretical conclusions is that a person qua person consists not just in a biology and a psychology but also a philosophy. (shrink)

This volume gathers together essays from some of Hintikka’s colleagues and former students exploring his influence on their work and pursuing some of the insights that we have found in his work. This book includes a comprehensive overview of Hintikka’s philosophy by Dan Kolak and John Symons and an annotated bibliography of Hintikka’s work. Table of Contents: Foreword; Daniel Kolak and John Symons. Hintikka on Epistemological Axiomatizations; Vincent F. Hendricks. Hintikka on the Problem with the Problem of Transworld (...) Identity; Troy Catterson. What is Epistemic Discourse About? Radu J. Bogdan. Interrogative Logic and the Economic Theory of Information; Raymond Dacey. A Metalogical Critique of Wittgensteinian ‘Phenomenology’; William Boos. Theoretical Commensurability By Correspondence Relations: When Empirical Success Implies Theoretical Reference; Gerhard Schurz. What is Abduction?: An Assessment of Jaakko Hintikka's Conception; James H. Fetzer. The dialogic of just being different: Hintikka's new approach to the notion of episteme and its impact on 'second generation' dialogics; Shahid Rahman. Probabilistic Features in Logic Games; Johan F. A. K. van Benthem. On Some Logical Properties of ‘Is True’; Jan Wolenski. The Results are in: The Scope and Import of Hintikka's Philosophy; Daniel Kolak and John Symons. Annotated Bibliography of Jaakko Hintikka. Index. (shrink)

This exceptional anthology immerses students in such powerful ideas that they will find themselves not just reading about, but actually participating in, the kind of philosophical thinking that can change the way they look at their lives and the world around them. Now in a new edition, The Experience of Philosophy features eighty-five readings that challenge students' thinking about God, freedom, reality, nothingness, death, and their own identities. Provocative and accessible, these selections have been carefully chosen for their ability to (...) draw students out of an ordinary frame of reference into exciting new territory. Although the editors include many classic sources from philosophers such as Plato, Descartes, Locke, and Kant, the emphasis is on contemporary writings. Articles by Derek Parfit, Bertrand Russell, and others help students see philosophy's links to literature, the natural sciences, and the physical and social sciences. The sixth edition features twelve new essays--by Augustine, Alvin Plantinga and Daniel Kolak, Georges Rey, Fred Dretske, David Reisman, Paul Teller, Clea F. Rees, Padmasiri de Silva, Daniel Kolak, Karl Marx, Anand Chandavarkar, and Vincent Hendricks--as well as more text boxes offering excerpts from other relevant works. The Experience of Philosophy, Sixth Edition, integrates helpful pedagogical aids including section introductions, a brief introduction to each selection, biographical information on each author, and questions before and after each reading to reinforce main ideas and promote thinking. Further readings after each selection direct students to additional material on related issues. Ideal for introductory philosophy courses, The Experience of Philosophy, Sixth Edition, encourages students to "do" philosophy, rather than just read about its history. (shrink)

This exceptional anthology immerses students in such powerful ideas that they will find themselves not just reading about, but actually participating in, the kind of philosophical thinking that can change the way they look at their lives and the world around them. Now in a new edition, The Experience of Philosophy features eighty-five readings that challenge students' thinking about God, freedom, reality, nothingness, death, and their own identities. Provocative and accessible, these selections have been carefully chosen for their ability to (...) draw students out of an ordinary frame of reference into exciting new territory. Although the editors include many classic sources from philosophers such as Plato, Descartes, Locke, and Kant, the emphasis is on contemporary writings. Articles by Derek Parfit, Bertrand Russell, and others help students see philosophy's links to literature, the natural sciences, and the physical and social sciences. The sixth edition features twelve new essays--by Augustine, Alvin Plantinga and Daniel Kolak, Georges Rey, Fred Dretske, David Reisman, Paul Teller, Clea F. Rees, Padmasiri de Silva, Daniel Kolak, Karl Marx, Anand Chandavarkar, and Vincent Hendricks--as well as more text boxes offering excerpts from other relevant works. The Experience of Philosophy, Sixth Edition, integrates helpful pedagogical aids including section introductions, a brief introduction to each selection, biographical information on each author, and questions before and after each reading to reinforce main ideas and promote thinking. Further readings after each selection direct students to additional material on related issues. Ideal for introductory philosophy courses, The Experience of Philosophy, Sixth Edition, encourages students to "do" philosophy, rather than just read about its history. (shrink)

I show why all current theories of personal identity, including the relativist/dissolutionist alternatives proposed recently by Robert Nozick and Derek Parfit, are subject to criticisms that collectively point in the direction of the thesis that there exists only one person in the universe. By my analysis, we are each a different human being. But the barriers between human beings--such as our each having a different physical body, different memories, a different stream of consciousness, different spatiotemporal positions, and so on--are not (...) necessarily borders between persons. Personhood, I claim, is not reducible to anything but the I: the pure ego or pure consciousness, similar to what Zeno Vendler and J. L. Mackie have recently, folllowing Kant, called the "Transcendental I." It is by avoiding a "transcendental" analysis, however, that leads to the possibility that we are each, personally, the subject of the universe. (shrink)

Not so much a text as a philosophical adventure story, this book explores questions of consciousness, dreams vs. reality, the nature of the self, the search for wisdom, and the meaning of life.

This is the most comprehensive text with integrated readings available for Introduction to Philosophy courses. It covers all the major figures from the pre-Socratics to 20th Century philosophy with a scope wide enough to embrace the analytic and continental traditions.

By speaking directly to the students in a personal tone, this text invites students to get excited about philosophy and to explore how philosophy affects them. Fourteen lively chapters take students deep into the world of philosophical thinking and challenge them to ponder life's big questions.

Are we on the threshold of the final explanations of consciousness and self-consciousness? Is there a relationship between the insights of quantum theory and the conscious mind? With Verna Gehring, Daniel Kolak, and Bruce Umbaugh.

Are we on the threshold of the final explanations of consciousness and self-consciousness? Is there a relationship between the insights of quantum theory and the conscious mind? With Verna Gehring, Daniel Kolak, and Bruce Umbaugh.

Purpose. Romanticism as a movement developed in Germany, where, becoming the philosophy of time in the 18th-19th centuries, spread to all European countries. The "mobility" of the Romantic doctrine, its diversity, sometimes contradictory views, attitude to man as a free, harmonious, creative person led to the susceptibility of this movement by ethnic groups, different in nature and mentality. Its ideas found a wide response in Ukraine with its "cordocentric" type of culture in the early nineteenth century. Since the peculiarity of (...) "Ukrainian Romanticism" was its "literary-centric" nature, the purpose of this study is to analyse and comprehend the place of man in the national philosophy and literature of this period. Accordingly, the main tasks of the work are as follows: to determine the main features, the nature of Ukrainian Romanticism; to trace the main vectors of comprehension and image of man in the literature of this time. Theoretical basis. The ideas of European Romanticism were creatively rethought and assimilated during the emergence of new Ukrainian literature. It provided samples of highly artistic works, unique names of talented writers – creators and thinkers, who in their works reflected the philosophy of time. Based on the works of F. Schlegel, partly E. Husserl, M. Heidegger, K. Jaspers, Romanticism in the Ukrainian humanities, in terms of philosophy, culturology, as well as at the intersection with literature, was studied by T. Bovsunivska, Y. Hrybkova, S. Efremov, N. Kalenichenko, S. Kozak, T. Komarynets, D. Nalyvayko, Y. Nakhlik, I. Ogorodnyk, V. Ogorodnyk, A. Sinitsyna, D. Chyzhevsky, M. Yatsenko, E. Kyryliuk, M. Biletsky, D. Dontsov, S. Efremov, G. Kostyuk, S. Krymsky, Y. Sherekh and others. Originality. The authors of the article prove that Romanticism in Ukraine, being "literary-centric" inherently, having absorbed the main ideas and features of European Romanticism, has its own features and vectors of formation and development. Man in this kind of movement, thanks to the means of art, appears very clearly as a spiritually rich, sensitive, vulnerable and strong person. For him or her, the highest value is freedom, the ability to make freely independent fateful decisions. Conclusions. Ukrainian writers, reflecting the philosophical ideas of Romanticism, saw in man a harmonious combination of "natural" and "social", through which he indirectly carries out his own national existence. In addition to the objective realities of the external world, in their works, Romantic writers appeal to the subjective, internal, spiritual, "ideal" world of the hero, who interacts with reality through his own system of values. At each level of development of the humanities and methodology of cognition, this allows a new reading of these works. (shrink)

The authors study opera from the perspective of the theories of psychoanalyst Jacques Lacan, and argue that opera's second death corresponded with the rise of psychoanalysis in the early 20th century. With a preface by Lanfossi and an afterword by Alberto Toscano.

As a slew of recent work in epistemology has brought out, there is a range of cases where there's a strong temptation to say that prudential and (especially) moral considerations affect what we ought to believe. There are two distinct models of how this can happen. On the first, “reasons pragmatist” model, the relevant prudential and moral considerations constitute distinctively practical reasons for (or against) belief. On the second, “pragmatic encroachment” model, the relevant prudential and moral considerations affect what one (...) is epistemically justified in believing. The pragmatic encroachment model appears to have several advantages over reasons pragmatism, and this has led many recent philosophers to endorse the former. However, in this paper we argue that a version of reasons pragmatism can be (at least largely) saved from these purported disadvantages once paired with an independently plausible permissivism about epistemically justified outright belief. This hybrid view—“permissivist pragmatism”—holds that when there is more than one epistemically permitted doxastic attitude, practical (including moral) considerations can determine which epistemically permitted doxastic attitude one all-things-considered ought to have. This view avoids both the problems faced by simple versions of reasons pragmatism, and those that distinctively attend pragmatic encroachment, while preserving the advantages of each view. (shrink)