3.0. Well-being as a Challenge to Naturalism. In Chapter Three Adams discusses and criticizes those accounts of a person’s well being which characterize it in terms of counterfactuals regarding her actual desires and preferences. These criticisms are important for the question of ethical naturalism because any plausible naturalist position will have to portray a person’s well-being as somehow or other supervening on features of her psychology and her environment. The sorts of analyses Adams criticizes are the most prominent analyses consistent (...) with this constraint, so it is important to see whether or not Adams’ criticisms of them undermine the prospects for ethical naturalism generally. (shrink)

Recent challenges to non-traditional theories of natural kinds demand clarifications and revisions to those theories. Highlights: The semantics of natural kind terms is a special case of a general naturalistic conception of signaling in organisms that explains the epistemic reliability of signaling. Natural kinds and reference are two aspects of the same natural phenomenon. Natural kind definitions are phenomena in nature not linguistic or representational entities; their relation to conceptualized definitions is complex. Reference and truth are special cases of a (...) broader phenomenon of accommodation between aspects of signaling and epistemically relevant causal structures. (shrink)

Evolutionary psychologists often try to “bring together” biology and psychology by making predictions about what specific psychological mechanisms exist from theories about what patterns of behaviour would have been adaptive in the EEA for humans. This paper shows that one of the deepest methodological generalities in evolutionary biology—that proximate explanations and ultimate explanations stand in a many-to-many relation—entails that this inferential strategy is unsound. Ultimate explanations almost never entail the truth of any particular proximate hypothesis. But of course it does (...) not follow that there are no other ways of “bringing together” biology and psychology. Accordingly, this paper explores one other strategy for doing just that, the pursuit of a very specific kind of consilience. However, I argue that inferences reflecting the pursuit of this kind of consilience with the best available theories in contemporary evolutionary biology indicate that psychologists should have a preference for explanations of adaptive behavior in humans that refer to learning and other similarly malleable psychological mechanisms—and not modules or instincts or any other kind of relatively innate and relatively non-malleable psychological mechanism. (shrink)

This second research paper on science education in Māori‐medium school contexts complements an earlier article published in this journal (Stewart, 2005). Science and science education are related domains in society and in state schooling in which there have always been particularly large discrepancies in participation and achievement by Māori. In 1995 a Kaupapa Māori analysis of this situation challenged New Zealand science education academics to deal with ‘the Māori crisis’ within science education. Recent NCEA results suggest Pūtaiao (Māori‐medium Science) education, (...) for which a national curriculum statement was published in 1996, has so far increased, rather than decreased, the level of inequity for Māori students in science education. What specific issues impact on this lack of success, which contrasts with the overall success of Kura Kaupapa Māori, and how might policy frameworks and operational systems of Pūtaiao need to change, if better achievement in science education for Māori‐medium students is the goal? A pathway towards further research and development in this area is suggested. (shrink)

In this article I offer a naturalistic defence of semantic externalism. I argue against the following: (1) arguments for externalism rest mainly on conceptual analysis; (2) the community conceptual norms relevant to individuation of propositional attitudes are quasi-analytic; (3) externalism raises serious questions about knowledge of propositional attitudes; and (4) externalism might be OK for “folk psychology” but not for cognitive science. The naturalist alternatives are as follows. (1) Community norms are not anything like a priori; sometimes they are incoherent. (...) (2) Often propositional attitudes lack determinate content: we do not know the content of thoughts or sentences because there is no fully definite content to be known. (3) Often achieving determinate content is a major socially mediated cognitive achievement that depends on just the factors of social and environmental embedding posited as individuative by externalists, so (4) externalism explains how people can, sometimes, come to have, and to know, determinate attitude contents. (5) Reference and content, for both thought and language, are determined by complex and messy dialectical relations involving many such environmental and social factors; consequently, determinate reference, truth-conditions, etc., are somewhat uncommon outcomes. (6) The basic semantic relation is (typically imperfect) socially mediated accommodation between perceptual, cognitive, linguistic, classificatory and inferential dispositions and relevant causal structures in the environment. (7) This accommodation explains how concepts, language, taxonomies, etc., contribute to individuals' rational inductive, explanatory and practical achievements. (8) So externally individuated propositional attitudes are required for cognitive science explanations of individual human rationality and its inductive and explanatory achievements. “Individual rationality ain't (entirely) in the individual head.”. (shrink)