The overall aim of this two-part article is to provide a supplement to ability theories of practice in terms of a defense of the following thesis: In situations of social interaction, individuals’ ability to act appropriately sometimes depends on their exercise of the ability directly to perceive normative states. In this Part I, I introduce ability theories of practice and motivate my thesis. Furthermore, I offer an analysis of normative states as response-dependent properties. Last, I work out and defend an (...) account of direct perception that is compatible with individuals being able directly to perceive various everyday phenomena. Drawing on this account, I show in part II, that normative states are sometimes directly perceptible too. (shrink)

SummaryIn this essay I offer a set of characteristic scientific activities, accompanied by principles to be used as guides in performing these activities, and dispositions that are desirable for the person performing these activities to have. This set is intended to provide a rough and ready elaboration of scientific thinking as a goal for our schools and colleges.Although they are here labeled scientific, they are intended to apply to other activities than doing what is standardly called science. This wider application (...) is part of the justification for offering science in our schools and colleges. We want people to think scientifically about many other aspects of their lives, as well as about science content.There is no suggestion that science content is not important, nor that scientific thinking should be taught apart from science content. In fact I think that a very good way to teach scientific thinking is by infusing such instruction in the instruction of science content. See Swartz for a discussion of infusion, and Ennis, for treatments of the subject‐specificity issue that is generally raised when thinking and content are discussed.This essay contains one brief case study that exemplifies most of the activities, principles, and dispositions suggested as goals for the schools. I realize that the validity and comprehensiveness of these goals has not been here demonstrated. The scientists, science educators, philosophers of science, and critical thinking specialists to whom1 have shown them are in general agreement about them, but the ultimate test will be in whether the goals are widely adopted and successfully serve as guidance in the promotion of scientific thinking.I hope that this elaboration of scientific thinking and its formulation in terms of a suggested set of goals are “dear and precise as is needed in the situation”. (shrink)

This paper uses a non-distributive system of Boolean fractions (a|b), where a and b are 2-valued propositions or events, to express uncertain conditional propositions and conditional events. These Boolean fractions, 'a if b' or 'a given b', ordered pairs of events, which did not exist for the founders of quantum logic, can better represent uncertain conditional information just as integer fractions can better represent partial distances on a number line. Since the indeterminacy of some pairs of quantum events is due (...) to the mutual inconsistency of their experimental conditions, this algebra of conditionals can express indeterminacy. In fact, this system is able to express the crucial quantum concepts of orthogonality, simultaneous verifiability, compatibility, and the superposition of quantum events, all without resorting to Hilbert space. A conditional (a|b) is said to be "inapplicable" (or "undefined") in those instances or models for which b is false. Otherwise the conditional takes the truth-value of proposition a. Thus the system is technically 3-valued, but the 3rd value has nothing to do with a state of ignorance, nor to some half-truth. People already routinely put statements into three categories: true, false, or inapplicable. As such, this system applies to macroscopic as well as microscopic events. Two conditional propositions turn out to be simultaneously verifiable just in case the truth of one implies the applicability of the other. Furthermore, two conditional propositions (a|b) and (c|d) reside in a common Boolean sub-algebra of the non-distributive system of conditional propositions just in case b = d, their conditions are equivalent. Since all aspects of quantum mechanics can be represented with this near classical logic, there is no need to adopt Hilbert space logic as ordinary logic, just a need perhaps to adopt propositional fractions to do logic, just as we long ago adopted integer fractions to do arithmetic. The algebra of Boolean fractions is a natural, near-Boolean extension of Boolean algebra adequate to express quantum logic. While this paper explains one group of quantum anomalies, it nevertheless leaves no less mysterious the 'influence-at-a-distance', quantum entanglement phenomena. A quantum realist must still embrace non-local influences to hold that "hidden variables" are the measured properties of particles. But that seems easier than imaging wave-particle duality and instant collapse, as offered by proponents of the standard interpretation of quantum mechanics. (shrink)