Land use planning, based in either traditional liberalist philosophy or the emerging pragmatist philosophy formalizes an anthropocentric, reductionist division within itself: between nature and society, ignoring the socially constructed character of both terms. Representations of nature become political issues mediated through the planning system, with the various actants and their networks attempting to exert power over others in order to influence the outcome. Based on a theoretical understanding of, by deconstructing the different representations of nature/the environment and identifying the discourses (...) and narratives invoked by participants in land use planning decisions, we can better understand how nature continues to be exploited by humans in their own interests. (shrink)

The four guiding principles of the Society of Professional Journalists express ethical tension that can be viewed as a conflict between the metaphysical concepts of the "One" and the "Many." Historically, the most satisfying resolution of this tension has been the doctrine of the Trinity. When studied as a philosophical construct, this model, drawn from religion, can demonstrate a way to resolve the tension inherent in good journalism. This study reduces this resolution to grids that can be used for plotting (...) ethical journalism. (shrink)

This paper argues that it is possible to combine enactivism and ecological psychology in a single post-cognitivist research framework if we highlight the common pragmatist assumptions of both approaches. These pragmatist assumptions or starting points are shared by ecological psychology and the enactive approach independently of being historically related to pragmatism, and they are based on the idea of organic coordination, which states that the evolution and development of the cognitive abilities of an organism are explained by appealing to the (...) history of interactions of that organism with its environment. It is argued that the idea of behavioral or organic coordination within the enactive approach gives rise to the sensorimotor abilities of the organism, while the ecological approach emphasizes the coordination at a higher-level between organism and environment through the agent’s exploratory behavior for perceiving affordances. As such, these two different processes of organic coordination can be integrated in a post-cognitivist research framework, which will be based on two levels of analysis: the subpersonal one and the personal one. If this proposal is on the right track, this may be a promising first step for offering a systematized and consistent post-cognitivist approach to cognition that retain the full potential of both enactivism and ecological psychology. (shrink)

Common-sense philosophers typically maintain that common-sense propositions have a certain kind of epistemic privilege that allows them to evade the threats of skepticism or radical revisionism. Butwhydo they have this special privilege? In response to this question, the “Common-Sense Tradition” contains many different strands of arguments. In this paper, I will develop a strategy that combines two of these strands of arguments. First, the “Dynamic Argument” (or the “starting-point argument”), inspired by Thomas Reid and Charles S. Peirce (but which will (...) be strengthened with the help of Gilbert Harman’s epistemology of belief revision). Second, G.E. Moore’s “greater certainty argument” (interpreted along the lines of Soames’ and Pollock’s construal). This combined strategy, I will argue, is the strong core of Common-Sense Philosophy, and relies on extremely modest and widely held assumptions. (shrink)

ABSTRACTThis paper analyses influential approaches to CDA using an ethical lens that employs a synthesis underpinned by Kenneth Burke’s theoretical perspectives on language as action. It argues that CDA is an unavoidably moralistic pursuit with explicit aims of beneficially transforming social and political systems to make them more equal and democratic. The paper briefly addresses well aired criticisms of CDA based on its moralistic core and conclude that they miss the point by having made a Scientistic assessment of a Dramatistic (...) pursuit. I have analysed pieces by Theo van Leeuwen and Ruth Wodak, Norman Fairclough, Ruth Wodak, Teun van Dijk, Jay Lemke, and Isabela and Norman Fairclough. (shrink)

There is no consensus about appropriate philosophical method that can be relied on to settle philosophical questions and instead of established findings, there are multiple conflicting arguments and positions, and widespread disagreement and debate. Given this feature of philosophy, it might seem that philosophy has proven to be a worthless endeavour, with no possibility of philosophical progress. The challenge then is to develop a conception of philosophy that reconciles the lack of general or lasting agreement with the possibility of philosophical (...) progress. I present such a conception in this paper. I argue that the aim of philosophy is to resolve philosophical problems, which is different from establishing settled and final answers or positions. Philosophical problems involve inadequate or incongruous conceptions that cannot be settled once and for all but can be resolved by transforming our conceptions so they are now congruous and adequate. There is philosophical progress every time a warranted, defensible position is developed that resolves a philosophical problem, even if there are competing resolutions and further problems to resolve, as there always are in philosophy. (shrink)

This paper explores the issue of democracy and the role of the democratic classroom in the development of society in general, and the way in which educators understand and deal with diversity in particular. The first part of the paper explores different meanings of democracy and how they can be manifested in the classroom. We argue that the idea of a ‘democratic classroom’ is far too broad a category; democracy is defined in action and can have realist or pragmatic characteristics, (...) elitist or pluralist roots. The realist form of social education was championed by political scientist Charles Merriam, while a social educative process more dependent on pragmatic problem solving was pursued by educational philosopher John Dewey and those who followed in his theoretical wake. The history of democracy in the United States, and the battles of how to import different meanings of democracy into the classroom over the course of the 20th century is explored, suggesting that the educational establishment has a tendency to adopt more realist/elitist forms of civic education. We present five ‘democratic’ classrooms with different characteristics to illustrate the different characteristics social education can exhibit. In the second part of the paper we discuss the relationship between different types of democratic classrooms and issues of race/ethnicity/culture. (shrink)

We propose an experimental method to study the possible emergence of sensemaking in artificial agents. This method involves analyzing the agent's behavior in a test bed environment that presents regularities in the possibilities of interaction afforded to the agent, while the agent has no presuppositions about the underlying functioning of the environment that explains such regularities. We propose a particular environment that permits such an experiment, called the Small Loop Problem. We argue that the agent's behavior demonstrates sensemaking if the (...) agent learns to exploit regularities of interaction to fulfill its self-motivation as if it understood (at least partially) the underlying functioning of the environment. As a corollary, we argue that sensemaking and self-motivation come together. We propose a new method to generate self-motivation in an artificial agent called interactional motivation. An interactionally motivated agent seeks to perform interactions with predefined positive values and avoid.. (shrink)

There has only been sporadic engagement between the pragmatist and Marxist philosophical traditions. This is unfortunate because each has a great deal to learn from the other. This article seeks to form a bridge between the two traditions by reconstructing an argument from Marx and Engels for historical materialism in the light of both traditions' shared emphasis on the centrality of action. There is much in the Marxist tradition that pragmatists can and should integrate into their own work, particularly given (...) their interest in cultivating richer democracies. (shrink)

Koopman’s book revolves around the notion of transition, which he proposes is one of the central ideas of the pragmatist tradition but one which had not previously been fully articulated yet nevertheless shapes the pragmatist attitude in philosophy. Transition, according to Koopman, denotes “those temporal structures and historical shapes in virtue of which we get from here to there”. One of the consequences of transitionalism is the understanding of critique and inquiry as historical pro...

Textbooks and manuals on management suggest that managers are heroes who deal with difficult problems of collective adaptation and change. American films are similarly built on the premise of a hero confronted with extremely difficult situations. What if this hero figure promoted for so long in both management literature and the American film industry was the same at the structural level? This paper will attempt to clearly define the ethical performance of heroes that is perhaps shared by the imagination industry (...) and the workplace on the long run. We shall follow this picture of a hero-leader in the ethics of business and cinema through a large corpus of movies and writings on management and provide a set of six features for examining both, a common heroic structure we shall call the Hero-Leader Matrix. (shrink)

It has become apparent that the debate between scientific realists and constructive empiricists has come to a stalemate. Neither view can reasonably claim to be the most rational philosophy of science, exclusively capable of making sense of all scientific activities. On one prominent analysis of the situation, whether we accept a realist or an anti-realist account of science actually seems to depend on which values we antecedently accept, rather than our commitment to “rationality” per se. Accordingly, several philosophers have attempted (...) to argue in favour of scientific realism or constructive empiricism by showing that one set of values is exclusively best, for anyone and everyone, and that the downstream choice of the philosophy of science which best serves those values is therefore best, for anyone and everyone. These efforts, however, seem to have failed. In response, I suggest that philosophers of science should suspend the effort to determine which philosophy of science is best for everyone, and instead begin investigating which philosophy of science is best for specific people, with specific values, in specific contexts. I illustrate how this might be done by briefly sketching a single case study from the history of science, which seems to show that different philosophies of science are better at motivating different forms of scientific practice. (shrink)

This paper addresses recent examples of militant atheism. It considers the theistic reply that describes atheism as deriving from a “God-shaped hole” in the human soul. The paper will argue that American pragmatism offers a middle path that avoids militant atheism without suffering from this problem. The paper describes this middle path and considers the problem that is seen in Rorty’s recent work: how the pragmatist can remain critical of religious fundamentalism without succumbing to a militant version of atheism. The (...) solution proposed is tolerant acceptance of religion along with melioristic criticism developed within shared norms of inquiry. (shrink)

This paper argues against the view that a single environmental ethic can be formulated that could be universally applied in all geographic settings and across cultures. The paper specifically criticizes Callicott's proposal that Leopold's land ethic be adopted as a global environment ethic, and develops an alternative bioregional perspective which suggests that while there can be a great deal of variety in how different cultures think about and interact with their local environments, there is nonetheless the need for cross-cultural dialogue (...) on how specific problems that transcend cultural boundaries can be successfully resolved. (shrink)

The ethical choices faced by engineers today are increasingly complex. Competing and conflicting ethical demands from clients, communities, employees, and personal objectives combine to suggest that engineers employ ethical approaches that are adaptive yet grounded in three concrete professional circumstances: first, that engineers apply unique professional skills in the service of a client, subject to protecting the public interest; second, that engineers advance the state of knowledge of their professional field through reflection, research, and sharing experience in journals and conferences, (...) and third, that they develop new professionals by active mentoring. This paper examines five features of American pragmatism and suggests that its emphasis on specific, context-based ethical decision making can assist engineers in a postmodern setting. In particular, it considers the venues of interpersonal ethical choices, institutional ethical conflicts, and social choices that have ethical components. Pragmatism suggests that in such a complex ethical climate, there is a need for the co-evolution of judgment and action, for individual reflective judgment in particular situations, and for ceasing to search for a single, immutable principle for ethical choice. (shrink)

It is a cliché to say science and religion are antagonistic. The outlook is often promoted by religious people uneducated in the workings of science, and equally by scientifically-oriented individuals with little experience of religion. This essay challenges presumptions about the irreconcilability of science and religion, focusing on action organizing metaphysical principles infusing both. The aim, however, is not to evaluate proofs for God’s existence, nor defend young earth creationism, nor the notion that there is one true religion, nor still (...) the thesis that morality demands divine guidance – all positions that critics commonly raise to demonstrate the stupidity of religion, even though such views are hardly universal among theists. The aim is instead to expand what one can rationally accept, leaving it to individuals to decide what to believe. Central to my arguments is the concept of pragmatic faith. The notion holds that willingness to act measures strength of conviction and that actions generate empirical results that may either verify or disconfirm what was initially held without adequate evidence. Such a stance is a necessary ingredient in both scientific and spiritual activities, suggesting a rebuttal to New Atheists, who narrowly identify religion with superstitious irrationality -/- . (shrink)

(English:) The article introduces conspiracy beliefs and considers the most relevant literature in the field. The main purpose of the article is phenomenological: it proposes to understand conspiracy beliefs within the broader genre of what I call general conceptual beliefs (or simply, general beliefs), whose central features are big issues, logical-conceptual fallacies, pseudorationality, bad faith, and monological bias. I claim that general beliefs are functional to a motivationally biased and inherently dishonest communication (the same one that conspiracy narratives share with (...) political extremism, religious fundamenta-lism and other eccentric belief systems), which is essentially conceived for practical and self-representational purposes (not for knowledge). The article argues against the mere stigmatization of this phenomenon and rather seeks to understand it by looking at a broader and murkier region of human experience, for which we are all responsible in some way. -/- (Castellano:) El artículo introduce al análisis de las creencias conspirativas y considera la literatura más relevante sobre el tema. El objetivo del escrito es fenomenológico: entender las creencias conspirativas colocándolas en un género más amplio, las creencias conceptuales generales (o, simple-mente, creencias generales), cuyas carac-terísticas esenciales son: grandes temas, falacias lógico-conceptuales, pseudoracionalidad, mala fe y tendencia monológi-ca. Las creencias generales son funcionales a una comunicación sesgada y tendencialmente deshonesta, la misma que las his-torias conspirativas comparten con ex-tremismos políticos, fundamentalismos religiosos y otros sistemas de creencias excéntricos, cuya finalidad es eminentemente práctica y autorepresentativa (no teorética). El artículo se opone a la mera estigmatización del fenómeno y trata más bien de comprenderlo, observando una región más amplia y turbia de la experiencia humana, de la que todos somos responsables de alguna manera. (shrink)

In this contribution, I comment on Raffaella Campaner’s defense of explanatory pluralism in psychiatry (in this volume). In her paper, Campaner focuses primarily on explanatory pluralism in contrast to explanatory reductionism. Furthermore, she distinguishes between pluralists who consider pluralism to be a temporary state on the one hand and pluralists who consider it to be a persisting state on the other hand. I suggest that it would be helpful to distinguish more than those two versions of pluralism – different understandings (...) of explanatory pluralism both within philosophy of science and psychiatry – namely moderate/temporary pluralism, anything goes pluralism, isolationist pluralism, integrative pluralism and interactive pluralism. Next, I discuss the pros and cons of these different understandings of explanatory pluralism. Finally, I raise the question of how to implement or operationalize explanatory pluralism in scientific practice; how to structure the “genuine dialogue” or shape “the pluralistic attitude” Campaner is referring to. As tentative answers, I explore a question-based framework for explanatory pluralism as well as social-epistemological procedures for interaction among competing approaches and explanations. (shrink)

Truth is one of the central subjects in philosophy. It is also one of the largest. Truth has been a topic of discussion in its own right for thousands of years. Moreover, a huge variety of issues in philosophy relate to truth, either by relying on theses about truth, or implying theses about truth.

Narrowly speaking, the correspondence theory of truth is the view that truth is correspondence to a fact -- a view that was advocated by Russell and Moore early in the 20 th century. But the label is usually applied much more broadly to any view explicitly embracing the idea that truth consists in a relation to reality, i.e., that truth is a relational property involving a characteristic relation (to be specified) to some portion of reality (to be specified). During the (...) last 2300 years this basic idea has been expressed in many ways, resulting in a rather extended family of views, theories, and theory sketches. The members of the family employ various concepts for the relevant relation (correspondence, conformity, congruence, agreement, accordance, copying, picturing, signification, representation, reference, satisfaction) and/or various concepts for the relevant portion of reality (facts, states of affairs, situations, events, objects, sequences of objects, sets, properties, tropes). The resulting multiplicity of versions and reformulations of the theory is due to a blend of substantive and terminological differences. (shrink)

Debates about scientific realism are closely connected to almost everything else in the philosophy of science, for they concern the very nature of scientific knowledge. Scientific realism is a positive epistemic attitude toward the content of our best theories and models, recommending belief in both observable and unobservable aspects of the world described by the sciences. This epistemic attitude has important metaphysical and semantic dimensions, and these various commitments are contested by a number of rival epistemologies of science, known collectively (...) as forms of scientific antirealism. This article explains what scientific realism is, outlines its main variants, considers the most common arguments for and against the position, and contrasts it with its most important antirealist counterparts. (shrink)

(i) Scientific realism is primarily a metaphysical doctrine about the existence and nature of the unobservables of science. (ii) There are good explanationist arguments for realism, most famously that from the success of science, provided abduction is allowed. Abduction seems to be on an equal footing, at least, with other ampliative methods of inference. (iii) We have no reason to believe a doctrine of empirical equivalence that would sustain the underdetermination argument against realism. (iv) The key to defending realism from (...) the pessimistic meta-induction is that we have greatly improved our capacity to understand the unobservable world over recent centuries. (shrink)

In this dissertation I examine the topics of ethics, religion, and their relationship in the work of Charles Taylor. I take Taylor's attempt to confront modern disenchantment by seeking a kind of re-enchantment as my guiding thread. Seeking re-enchantment means, first of all, defending an `engaged realist' account of strong evaluation, i.e., qualitative distinctions of value that are seen as normative for our desires. Secondly, it means overcoming self-enclosure and achieving self-transcendence, which I argue should be understood in terms of (...) transcending a `lower' mode of selfhood for a `higher' one in concern for `strong goods'. One of the main issues that Taylor raises is whether re-enchantment requires theism for its full adequacy. He advances - often as `hunches' - controversial claims regarding the significance of theism (1) for defending strong evaluative realism and (2) for motivating an ethic of universal human concern. I seek to fill out his hunches in terms of a theistic teleological perspective that is centered on the `telos of communion'. I argue that such a view is important for overcoming the problem of what Bernard Williams calls the `radical contingency' of ethical beliefs, which seems to undermine their normative authority. However, I argue that if a non-theistic view of cosmic purpose (e.g., Thomas Nagel's view) can be regarded as a viable option, then it could also help to address this problem and support a kind of re-enchantment. Taylor also advances the controversial view that (3) there is an ineradicable draw to `transcendence' in human life in connection to the quest for the meaning of life. Here he opposes certain mainstream theories of secularization that see it as a process involving the ineluctable fading away of the relevance of religion. I seek to fill out and defend Taylor's view in this matter. Besides providing a reading of Taylor's work as a whole and advancing further some of the issues he raises, I also examine his general evaluative framework based on his account of strong evaluation. In doing so I show how he provides a distinct and important perspective among contemporary moral philosophers. (shrink)

We value possessing knowledge more than true belief. Both someone with knowledge and someone with a true belief possess the correct answer to a question. Why is knowledge more valuable than true belief if both contain the correct answer? I examine the philosophy of American pragmatist John Dewey and then I offer a novel solution to this question often called the value problem of knowledge. I present and explicate (my interpretation of) Dewey’s pragmatic theory of inquiry. Dewey values competent inquiry (...) and claims it is a knowledge-forming process, and I argue that it is competently conducting inquiry that explains why knowledge is more valuable than mere true belief. Knowledge is always the result of a process of competent inquiry (itself valuable) whereas belief can but need not be the result of inquiry. I end by considering and replying to reasonable objections to my pragmatic solution. (shrink)

What should be the primary aims of education? How might these aims be realized? These are foundational questions which Plato raised long ago in his Republic. The first of these questions is a normative, and profoundly philosophical, one which provides guidance to the whole endeavor of education. The second of these questions is a pedagogical one which informs educators as to how their work can be best conducted. In this work I endeavor to answer these interlocking educational questions. I follow (...) most closely in the footsteps of John Dewey. I believe that Dewey had it right when, decades ago, he argued that education ought to be concerned with the cultivation of good judgment. But here a difficulty arises. For "good judgment" is a complex philosophical concept which spills over into considerations of thinking, knowing, deciding, and acting. Despite the efforts of philosophers such as Aristotle, Kant, and Dewey, there is a lack of agreement about the precise meaning of good judgment. Before moving into matters of education, then, I first endeavor to vanquish this lack of conceptual clarity. What is good judgment? What are its elements? Can it, for that matter, even be cultivated? Having gotten clear on what good judgment is, I turn to matters of education. First, I argue that a vital task of education is the cultivation of good judgment. I then turn to the practical matter of how one might go about cultivating good judgment. The community of inquiry approach employed by The Philosophy for Children Program, I contend, is an effective pedagogical means through which to cultivate good judgment. (shrink)

This paper addresses the project of philosophical autobiography, using two different perspectives. On the one hand, the societal, economic, and family contexts of William James are addressed, and connected a modern academic context of business ethics research, marketing and purchasing decision making, and the continuing financial crisis. The concepts of “stream of consciousness” and “acting as-if” are connected to recent literature on William James. On the other hand, the significance of family context, and the possible connection between the William James (...) family and the author, is addressed through shared family narratives interspersed throughout the paper. (shrink)

Kirjoituksessa argumentoin, että metafysiikka on ollut valistusta, vaikka se edelleen kaipaa lisää valistumista, kun valistus ymmärretään avoimena prosessina, joka ei ole ajasta ja paikasta riippuvaista. Käsittelen ensin sitä, mitä metafysiikka ja valistus ovat. Sitten lausun länsimaisen metafysiikan historiasta hyvin lyhyesti. Päätän esseen argumentoimalla, että metafysiikka on valistunutta siinä mielessä, että klassisen substanssi-ominaisuus-skeeman sokeasta seuraamisesta on pitkälti päästy eroon. Metafysiikka kaipaa kuitenkin lisää valistusta ja kriittistä tarkastelua, jotta vapaudumme täysin kyseisen skeeman ja modernin predikaatti-logiikan johdatuksen aiheuttamasta kolmesta ongelmallisesta suositusta (tausta)oletuksesta: (1) (...) perustavat partikulaariset yksilöoliot ovat (periaatteessa) laskettavia, (2) ne eivät ole relationaalisia ja (3) ominaisuudet ovat ontologisesti riippuvaisia kantajistaan. (shrink)

The concept of empiricism evokes both a historical tradition and a set of philosophical theses. The theses are usually understood to have been developed by Locke, Berkeley, and Hume. But these figures did not use the term “empiricism,” and they did not see themselves as united by a shared epistemology into one school of thought. My dissertation analyzes the debate that elevated the concept of empiricism (and of an empiricist tradition) to prominence in English-language philosophy. -/- In the 1870s and (...) ’80s a lively debate about psychology emerged. Neo-Kantian idealists criticized the very idea that the mind can be studied scientifically. A group of philosopher-psychologists responded, often in Mind. They were among the first to call themselves “empiricists,” arguing that psychology could provide a scientific basis for philosophical progress. Idealists held that empirical psychology depended on premises developed by Locke, Berkeley, and Hume. These premises were allegedly absurd because they rendered ideas of extension, as well as other ideas crucial to natural science, unreal. Those who wanted to advance psychology towards becoming a legitimate science were forced to engage these philosophical attacks, while at the same time to develop empirical theories that could successfully explain some characteristics of experience. I show how James’s theory of space perception accomplished both tasks. -/- In developing this theory, James found he had to reject the Lockean notion that reality is associated with passively-registered sensations. James also abandoned Berkeley and Hume’s claim that ideas are ultimately derived from atomic sensations. Instead, James presented experimental evidence that sensation is a continuous stream. The mind must actively parse this stream if it is to gain a coherent representation of its environment. I argue that James’s stream-of-thought thesis served as a presupposition of his entire psychology. The thesis showed how the labor of investigating the mind could be divided between philosophers and scientists, and in a manner sensitive to the concerns of both. The stream thesis also provided a scientific basis for a new philosophical empiricism that, I argue, has a hidden legacy in the history of analytic philosophy. (shrink)

The present work is focussed on the completeness of physics, or what is here called the Completeness Thesis: the claim that the domain of the physical is causally closed. Two major questions are tackled: How best is the Completeness Thesis to be formulated? What can be said in defence of the Completeness Thesis? My principal conclusions are that the Completeness Thesis can be coherently formulated, and that the evidence in favour if it significantly outweighs that against it. In opposition to (...) those who argue that formulation is impossible because no account of what is to count as physical can be provided, I argue that as long as the purpose of the argument in which the account is to be used are borne in mind there are no significant difficulties. The account of the physical which I develop holds as physical whatever is needed to fix the likelihood of pre-theoretically given physical effects, and hypothesises in addition that no chemical, biological or psychological factors will be needed in this way. The thus formulated Completeness Thesis is coherent, and has significant empirical content. In opposition to those who defend the doctrine of emergentism by means of philosophical arguments I contend that those arguments are flawed, setting up misleading dichotomies between needlessly attenuated alternatives and assuming the truth of what is to be proved. Against those who defend emergentism by appeal to the evidence, I argue that the history of science since the nineteenth century shows clearly that the empirical credentials of the view that the world is causally closed at the level of a small number of purely physical forces and types of energy is stronger than ever, and the credentials of emergentism correspondingly weaker. In opposition to those who argue that difficulties with reductionism point to the implausibility of the Completeness Thesis I argue that completeness in no way entails the kinds of reductionism which give rise to the difficulties in question. I argue further that the truth of the Completeness Thesis is in fact compatible with a great deal of taxonomic disorder and the impossibility of any general reduction of non-fundamental descriptions to fundamental ones. In opposition to those who argue that the epistemological credentials of fundamental physical laws are poor, and that those laws should in fact be seen as false, I contend that truth preserving accounts of fundamental laws can be developed. Developing such an account, I test it by considering cases of the composition of forces and causes, where what takes place is different to what is predicted by reference to any single law, and argue that viewing laws as tendencies allows their truth to be preserved, and sense to be made of both the experimental discovery of laws, and the fact that composition enables accurate prediction in at least some cases. (shrink)

for The Deweyan Task Before Us: The New Global Paradigm for Philosophy, Education, and Democracy Emerging from the Pandemic (2021 edited volume under review) John Dewey proposed soon after the atomic bombings of Hiroshima and Nagasaki that citizens of techno-industrial nations suffer from "cultural lag" (LW 15:199-200; cf. LW 4:203-28). He had in mind a sort of moral jet lag, a condition in which most of the basic alternatives we have on hand to think and talk about moral and political (...) life, from customary moralizing to sophisticated theorizing, were developed, canned, and pickled on a shelf so long ago that they now lag far behind the multi-faceted problems that our values must speak to. The failure of many countries, most visibly the United States, to effectively navigate climate change and the Covid-19 global pandemic exemplifies our moral jet lag. Our collective responses to the new normal of global disruptions are, in William James’s words in Pragmatism, “out of plumb and out of key and out of ‘whack’” (1907, 37). The American philosophical tradition that includes James and Dewey has long sought to compensate for the excesses of America’s hyper-individualism and its anti-naturalistic distrust of experimental intelligence. In this brief analysis of our morally jet lagged response to the Covid-19 pandemic, we draw heavily on two highly articulated intellectual resources for America’s moral, political, and educational recovery: Jane Addams’s social ethics and Dewey’s deeply democratic theory of moral and political deliberation. (shrink)

In the dispute between presentism and eternalism, the affective dimensions of the debate have been somewhat neglected. Contemporary philosophers of time have not tried to relate these ontological positions with two of the most discussed maxims in the history of ethics – “live in the present” vs. “look at your life under the aspect of the eternity” (sub specie aeternitatis)– that since the Hellenistic times have been regarded as strictly connected with them. Consequently, I raise the question of whether the (...) endorsement of one of these two ontological views can make a practical difference in the way we should live. -/- . (shrink)

Great religions to pragmatic capacities sporadically abound in the stories of supernatural phenomena which subsumes telepathy, clairvoyance and precognition. However, unfortunately treated as the topics of spiritualism, witchcraft and edification, not the materials of Scientific Enquiry. Whatsoever, have been deciphered about these queer speculations, the most prevalent sole concept is : namely, that there can be senseexperiences from the realm which is not accessible to human brain and sense organs. Possessor of these senses which are not currently accessible to average (...) humans can be a omniscient being tapping to his full potential. Presently, we have no language or any communication system to describe them intelligibly. When inquiring about these affairs we cannot avoid absurdity as presently we lack any linguistic convention on it. Our linguistic convention is derived from the physical world in which the supernatural is not considered as "Normal". It is considerably strained with "Abnormality" in the first place. My aim in this paper is to reconcile this Orthodox Psychology with Science and Philosophy which certainly appears conflicting. This inquiry leads me to enable the 10 percent brain myth. (shrink)

Multidimensional property supplementation is a grounded theory method for analysis that conceives of concepts as multidimensional spaces of possibilities. It is applied in an iterative process comprising four steps: expansion, whereby vague codes are split and contraries postulated; abstraction of practically significant differences in terms of properties and dimensions; geometrization of properties to create conceptual subspaces that supplant subcategories and have additional, emergent qualities; and unification of the concept by validating it against data and relieving it of properties that do (...) not tie in sufficiently with other concepts. Multidimensional conceptual models encourage the researcher to elaborate properties that explain, predict, or guide action. Fully developed, they can be easily connected to others in a process and function, by virtue of their emergent qualities, as falsifiable hypotheses in their own right. For these reasons, multidimensional property supplementation is open to epistemological justification without presuming acceptance of techniques specific to grounded theory. (shrink)

Classical theories of truth are monistic, since they fundamentally search for the essence of truth. The correspondence theory of truth is the most representative in this regard. There are several difficulties with the essentialist theories of truth, which led to the emergence of several alternatives. The purpose of this article is to critically evaluate three of them: the pragmatic theory of truth, the deflationary theory and the pluralistic approach. I argue for overcoming monism and for accepting pluralism in our understanding (...) of truth. At the same time, I argue – from a wittgensteinian point of view – for abandoning the attempt to build a general philosophical theory of truth. I plead for limiting the philosopher’s role to the clarification of the specific ways in which the concept of truth is used in various forms of life and areas of scientific investigation. Multiple uses of the concept of truth in different thematic areas cannot be synthesized, properly speaking, through a particular philosophical theory. (shrink)

The aim of this dissertation is to offer and defend a correspondence theory of truth. I begin by critically examining the coherence, pragmatic, simple, redundancy, disquotational, minimal, and prosentential theories of truth. Special attention is paid to several versions of disquotationalism, whose plausibility has led to its fairly constant support since the pioneering work of Alfred Tarski, through that by W. V. Quine, and recently in the work of Paul Horwich. I argue that none of these theories meets the correspondence (...) intuition---that a true sentence or proposition in some way corresponds to reality---despite the explicit claims by each to capture this intuition. I distinguish six versions of the correspondence theory, and defend two against traditional objections, standardly taken as decisive against them, and show, plainly, that these two theories capture the correspondence intuition. Due to the importance of meeting this intuition, only these two theories stands a chance of being a satisfactory theory of truth. I argue that the version of the correspondence theory incorporating a simple semantic representation relation is preferable to its rival, for which the representation relation is complex. I present and argue for a novel version of this correspondence theory according to which truth is a correspondence property sensitive to semantic context. One consequence of this context-sensitivity is that an ungrounded sentence does not express a proposition. In addition to accounting for the similarity between the Liar and Truth-Teller sentences, this theory of truth is immune to the Liar Paradox, including empirical versions. It is argued that the Liar Paradox is devastating to all of the other theories above, and even formal theories of truth designed to solve it, such as the revision and vagueness theories. Customized versions of the Liar Paradox besetting this theory are handled by its context-sensitivity, and by enforcing the distinction between truth and truth value. This same pair of considerations also yields solutions to Lob's Paradox and Grelling's Paradox. Arguments similar to those given to defend this correspondence theory show that with one minor alteration, Kripke's fixed point theory may be used to model this correspondence notion of truth. (shrink)

A tese central deste trabalho consiste em reconstruir em bases filosóficas as linhas gerais da teoria aristotélica da verdade mostrando, a partir da análise do Livro IV da Metafísica, que esta teoria está fundada naquilo que é chamado nesta investigação de princípio transcendental de verdade, o qual é constituído pela bi- implicação modal dos princípios de não-contradição, do terceiro excluído e de identidade.

The paper explores Nietzsche's observations on language in Human, All Too Human I, 11; reflects on the anti-realist position that Nietzsche defends in that aphorism; and focuses on the role she plays in his later investigation on Western culture and its anthropology. As will be argued, Nietzsche's criticism towards common sense realism is consistent with some pragmatist epistemologies developed during the late-nineteenth and early-twentieth century. This treat of " timeliness " does not limit Nietzsche's originality on the topic. In fact, (...) the idea that philosophy can contrast the metaphysical commitment of common sense can be seen as the theoretical tool that allows Nietzsche to operate on the development of European culture and society. (shrink)

Purpose The role of entrepreneurship as a major engine for innovation, economic growth and job creation has made policymakers argue for infusing entrepreneurship into all levels of education. It is argued that citizens must develop their entrepreneurial skills in order to cope with our increasingly globalized, fast-paced and uncertain world. Making the leap of faith from entrepreneurship into education is however rife with challenges and failures. Most attempts have resulted in isolated initiatives impacting only a small number of interested students (...) on higher levels of education. Common challenges to wider adoption are lack of definitional clarity around what exactly signifies “entrepreneurial” education, impeding organizational structures, lack of resources, assessment difficulties and fear of capitalism. To address these challenges, the purpose of this thesis is to articulate and qualify a tentatively new educational philosophy grounded in entrepreneurship, allowing teachers to use value creation as a stepping stone between entrepreneurship and education when attempting to infuse entrepreneurship into education. Result An educational philosophy grounded in entrepreneurship has been defined in this thesis as letting students learn through creating value for others, giving teachers prescriptive advice on what, how and why issues in education. This is inherently entrepreneurial in its reliance on a widespread view of entrepreneurship as being about new value creation for others and constituted by a set of teachable entrepreneurial methods. The resulting process is rich with interaction between people and triggers a multitude of emotional learning events, allowing for more engaged students and deeper learning of entrepreneurial as well as subject specific knowledge, skills and attitudes. Method The tentatively new educational philosophy proposed here was developed through an abductive five-year action research process of constant iterations between theory and practice. A total of nine empirical studies on all levels of education were drawn from, involving a few hundred primary, secondary, tertiary and continuing education teachers, around 2000 students and around 100 different educational institutions in three European countries. Two main action research cycles were conducted, each spanning 3-4 years in time. Theory from entrepreneurship and education guided the research, as well as theory from fields such as psychology, philosophy, anthropology, economics and methodology. A number of methodological developments were made in the research process, such as a new “proxy” theory of assessing entrepreneurial education, a mobile app based experience sampling informed interview technique and analytical frameworks for key emotional events and entrepreneurial competencies. Novelty This is the first attempt that has been made to propose an educational philosophy grounded in entrepreneurship. Questions explored in order to qualify it included why educational philosophy is important when infusing entrepreneurship into education and what is new with an educational philosophy grounded in entrepreneurship. Compared to existing educational philosophies such as traditional, progressive and experiential education, it can contribute with a purposeful movement between often unconnected and opposing philosophical positions rather than being yet another flag on the philosophical playing field of education. Whether this makes it an entirely new educational philosophy or merely a novel combination of established ones remains to be determined. Limitations Some important challenges and limitations with the proposed educational philosophy have emerged. It could be viewed as too excluding to view entrepreneurial education as being solely about education that includes value creation attempts. Asking students to focus on knowledge that can be useful for others could also be viewed as an overly utilitarian emphasis. The interdisciplinary challenge of bridging the two very different scholarly fields of education and entrepreneurship was also shown to be significant. It remains to be seen whether value creation as a stepping stone will allow scholars and practitioners to keep their feet dry when attempting to infuse entrepreneurship into education. (shrink)

In this essay, I investigate the dynamic foundations of Hume’s philosophy which is so heavily dependent upon Newton’s physics. Hume’s ubiquitous phrase „force and vivacity” is symptomatic of his dynamic, rather than voluntaristic, position that dominates his interpretation of impressions, ideas, and causality in particular. After pointing out some inconsistencies of Hume’s Newtonism, I concentrate on Hume’s treatment of power. It is a well-known fact that Hume rejected natural powers, in fear of their occult character, but accepted human powers giving (...) them an actualist interpretation. I suggest that there is a dispositional treatment hidden in Hume’s statements which puts Hume in line with other philosophers of power. (shrink)

The book has two interrelated objectives. One objective is meta-theoretical and concerns the exploration of theoretical debates connected to issues of studying society and environmental problems; another objective is empirical/analytical, referring to the analysis of "green" public participation in the electricity and waste sectors in Sweden, and partly in the Netherlands as well as the UK. The metatheoretical part draws the conclusion that the ontology of critical realism, combined with a problem-subjectivist tenet, is a particularly fruitful basis for the social (...) sciences in order to provide an understanding environmental conflicts. The empirical questions refer to preconditions and obstacles to public participations in the "greening" of the domestic practices related to electricity and waste. Methodologically, the empirical part is based on a combination of statistical data and comparative case study research, conducted through semi-structured interviews with local authorities, housing organizations, energy companies, a windpower cooperative, and households. The challenges of providers are divided into making visible, making acceptable, and making doable, based on both material and socio-political characteristics of the sectors. Households, in turn, face the challenges of constructing combinations of green identity as a foundation of their motivation: ecological, environmental, economic, and social green identities. The study shows how differences in identity-combinations across cases-although materially influenced-are rarely materially determined in any irrevocable way. Instead, policy reform may substantially strengthen the social support of action-motivating combinations of green identities. (shrink)