Coherentism theory is a famous alternative theory for foundationalism in the structure of justification. The major objection to coherentism theory of justification is the isolation objection. Using an analytical approach, the present paper studies the objection which is mainly based on the fact that the theory allows for justified beliefs with no justifying relation with reality because it holds that justifying a belief is only a function of its coherence with other beliefs, while some justified beliefs can be supposed with (...) not justifying relation with reality. Therefore, the theory requires no relation between belief and reality. Having mentioned two main responses to the objection, it proves that they are incomplete. It also analyzes the objection and proves that it results from the theory’s internalism, indicating that coherentism and foundationalism have similar position about the objection. Accordingly, foundationalism is addressed by the objection as well. Finally, it tries to defend internalist theories against the objection. (shrink)

This paper is divided in five sections. Section 11.1 sketches the history of the distinction between speech act with negative content and negated speech act, and gives a general dynamic interpretation for negated speech act. “Downdate semantics” for AGM contraction is introduced in Section 11.2. Relying on semantically interpreted contraction, Section 11.3 develops the dynamic semantics for constative and directive speech acts, and their external negations. The expressive completeness for the formal variants of natural language utterances, none of which is (...) a retraction, has been proved in Section 11.4. The last section gives a laconic answer to the question posed in the title of the paper. (shrink)

Stump, Aquinas, and Dawkins & Company seem to think that objectual faith--"faith in"--is identical with propositional belief. I argue that they are wrong. More plausibly, objectual faith requires belief of the relevant proposition(s). There are other forms of faith: propositional faith, allegiant faith, and affective or global faith. We might conjecture that each of these forms of faith likewise require belief of the relevant propositions. More weakly, we might conjecture that at least one of them does. This latter thesis I (...) call the Stump-Aquinas-Dawkins Thesis (SAD). In this essay, I develop one reason against SAD and critique seven reasons for it. (shrink)

The AGI alignment problem has a bimodal distribution of outcomes with most outcomes clustering around the poles of total success and existential, catastrophic failure. Consequently, attempts to solve AGI alignment should, all else equal, prefer false negatives (ignoring research programs that would have been successful) to false positives (pursuing research programs that will unexpectedly fail). Thus, we propose adopting a policy of responding to points of metaphysical and practical uncertainty associated with the alignment problem by limiting and choosing necessary assumptions (...) to reduce the risk false positives. Herein we explore in detail some of the relevant points of uncertainty that AGI alignment research hinges on and consider how to reduce false positives in response to them. (shrink)

A number of areas of biology raise questions about what is of value in the natural environment and how we ought to behave towards it: conservation biology, environmental science, and ecology, to name a few. Based on my experience teaching students from these and similar majors, I argue that the field of environmental ethics has much to teach these students. They come to me with pent-up questions and a feeling that more is needed to fully engage in their subjects, and (...) I believe some exposure to environmental ethics can help focus their interests and goals. I identify three primary areas in which environmental ethics can con- tribute to their education. The first is an examination of who (or what) should be considered to be part of our moral community (i.e., the community to whom we owe direct duties). Is it humans only? Or does it include all sentient life? Or all life? Or ecosystems considered holistically? Often, readings implicitly assume one or more of these answers; the goal is to make the student more sensitive to these implicit claims and to get them to think about the different reasons that support them. The second area, related to the first, is the application of the different answers concerning the extent of the ethical community to real environmental issues and problems. Students need to be aware of how the different answers concerning the moral community can imply conflicting answers for how we should act in certain cases and to think about ways to move toward conflict resolution. The third area in which environmental ethics can contribute is a more conceptual one, focusing on central concepts such as biodiversity, sustainability, species, and ecosystems. Exploring and evaluating various meanings of these terms will make students more reflective and thoughtful citizens and biologists, sensitive to the implications that different conceptual choices make. (shrink)

One finds a surprising number of defenses of the legitimacy of some kinds of question-begging arguments or beliefs in the literature. Without wanting to deny the importance of dialectical analyses of begging the question, what I do here is explore the epistemic side of the issue. In particular, I want to explore the legitimacy of “epistemically circular” arguments and beliefs. My tentative conclusion is that epistemically circular arguments and beliefs are never legitimate. *Note: this is an unpublished manuscript presented at (...) the 2011 conference of the Ontario Society for the Study of Argumentation. A copy of the manuscript is hosted at the OSSA conference archive, linked above. Some of the central ideas in this paper appear in my "Epistemic Circularity, Reliabilism, and Transmission Failure," Episteme (2014). (shrink)