Abilities are in many ways central to what being an agent means, and they are appealed to in philosophical accounts of a great many different phenomena. It is often assumed that abilities are some kind of dispositional property, but it is rarely made explicit exactly which dispositional properties are our abilities. Two recent debates provide two different answers to that question: the new dispositionalism in the debate about free will, and virtue reliabilism in epistemology. This paper argues (...) that both answers fail as general accounts of abilities, and discusses the ramifications of this result. (shrink)

In the book, I provide an account of what it is for an agent to have an ability. According to the Success View, abilities are all about success across possible situations. In developing and applying the view, the book elucidates the relation between abilities on the one hand and possibility, counterfactuals, and dispositions on the other; it sheds light on the distinction between general and specific abilities; it offers an understanding of degrees of abilities; it explains (...) which role intentions and performances play for the having of an ability, how abilities relate to success and failure, and gives an outlook at how the view might be applied to the free will debate and time travel. (shrink)

The conditional analysis of ability faces familiar counterexamples involving cases of volitional incapacity. An interesting response to the problem of volitional incapacity is to try to explain away the responses elicited by such counterexamples by distinguishing between what we are able to do and what we are able to bring ourselves to do. We argue that this error-theoretic response fails. Either it succeeds in solving the problem of volitional incapacity at the cost of making the conditional analysis vulnerable to obvious (...) counterexamples to its necessity. Or, it avoids the counterexamples to its necessity but fails to solve the problem of volitional incapacity. (shrink)

Incompatibilists often claim that we experience our agency as incompatible with determinism, while compatibilists challenge this claim. We report a series of experiments that focus on whether the experience of having an ability to do otherwise is taken to be at odds with determinism. We found that participants in our studies described their experience as incompatibilist whether the decision was (i) present-focused or retrospective, (ii) imagined or actual, (iii) morally salient or morally neutral. The only case in which participants did (...) not give incompatibilist judgments was when the question was explicitly about whether one’s ignorance of the future was compatible with determinism. This lends empirical support to claims made by incompatibilists about the experience of agency, while also showing that compatibilist accounts of ability are inadequate to the reported phenomenology. Our results also inform recent debates about the presuppositions of deliberation. (shrink)

According to one prominent view of exercising abilities (e.g., Millar 2009), a subject, S, counts as exercising an ability to ϕ if and only if S successfully ϕs. Such an ‘exercise-success’ thesis looks initially very plausible for abilities, perhaps even obviously or analytically true. In this paper, however, I will be defending the position that one can in fact exercise an ability to do one thing by doing some entirely distinct thing, and in doing so I’ll highlight various (...) reasons (epistemological, metaphysical and linguistic) that favor the alternative approach I develop over views that hold that the exercise of an ability is a success notion in the sense Millar maintains. (shrink)

Early in his Essays on Intellectual Powers, Reid draws a distinction between mental power, mental operation, and mental capacity (EIP 21). To the untrained eye, these terms could probably be used interchangeably, and Reid believes this is correct, up to a point. He argues that, if we are interested in understanding exactly how the human mind works, we must use these terms with more precise meanings. This is part of his more general strategy of trying to always use the words (...) with their common meanings, as much as possible, but also pointing out that certain philosophical distinctions are needed to carry out the project of laying out the foundations of the science of the mind. This paper explains what the distinction between power, operation, and capacity is, according to Reid, with the goal of understanding why it is important to draw such a distinction, not only for the Reidian project, but for action theory, more generally. (shrink)

This paper examines the view of abilities to act advanced by Kadri Vihvelin in Causes, Laws, and Free Will. Vihvelin argues that (i) abilities of an important kind are “structurally” like dispositions such as fragility; (ii) ascriptions of dispositions can be analyzed in terms of counterfactual conditionals; (iii) ascriptions of abilities of the kind in question can be analyzed similarly; and (iv) we have the free will we think we have by having abilities of this kind (...) and being in circumstances that are propitious for their exercise. I raise doubt about each of these claims. Further, I argue that even if abilities of the kind in question are dispositions, and even if determinism is compatible with our commonly having unexercised abilities of this kind, the compatibility of determinism and free will remains in question. (shrink)

The Hong and Page ‘diversity trumps ability’ result has been used to argue for the more general claim that a diverse set of agents is epistemically superior to a comparable group of experts. Here we extend Hong and Page’s model to landscapes of different degrees of randomness and demonstrate the sensitivity of the ‘diversity trumps ability’ result. This analysis offers a more nuanced picture of how diversity, ability, and expertise may relate. Although models of this sort can indeed be suggestive (...) for diversity policies, we advise against interpreting such results overly broadly. (shrink)

The reading abilities of Filipino students have been a challenge for educators and policymakers alike. Despite government efforts to improve literacy rates in the Philippines, recent studies have shown that many students need help with reading comprehension, vocabulary development, and critical thinking skills. This research note examines the current state of reading abilities among Filipino students and potential areas for improvement. The poor reading abilities can be attributed to several factors, including a lack of resources and socioeconomic (...) factors. However, there are identified potential areas for improvement, such as promoting early literacy programs, investing in teacher training, and developing reading materials that are culturally relevant and engaging for Filipino students. These findings have important implications for education policies and practices in the Philippines and for educators and researchers seeking to improve reading abilities among Filipino students. (shrink)

In this paper I argue that there are different ways that an agent may be able to do otherwise and that therefore, when free will is understood as requiring that an agent be able to do otherwise, we face the following question: which way of being able to do otherwise is most relevant to free will? I answer this question by first discussing the nature of intrinsic dispositions and abilities, arguing that for each action type there is a spectrum (...) of intrinsic abilities. I suggest that recognising this allows us to articulate two ways in which an intrinsic ability is general (such that there are two kinds of non-general ability). And I argue that the abilities most relevant to free will need to be non-general in both of the ways identified. Along the way I show why these points threaten to undermine Vihvelin’s dispositionalist account of free will. (shrink)

Many philosophers maintain that the ability to do otherwise is compatible with comprehensive divine foreknowledge but incompatible with the truth of causal determinism. But the Fixity of the Past principle underlying the rejection of compatibilism about the ability to do otherwise and determinism appears to generate an argument also for the incompatibility of the ability to do otherwise and divine foreknowledge. By developing an account of ability that appeals to the notion of explanatory dependence, we can replace the Fixity of (...) the Past with a principle that does not generate this difficulty. I develop such an account and defend it from objections. I also explore some of the account's implications, including whether the account is consistent with presentism. (shrink)

Many have argued we have a moral obligation to assist others in need, but given the scope of global suffering, how far does this obligation extend? According to one traditional philosophical view, the obligation to help others is limited by our ability to help them, or by the principle that “ought implies can”. This view is primarily defended on the grounds that it is a core principle of commonsense moral psychology. This paper reviews findings from experimental philosophy in cognitive science (...) demonstrating that “ought implies can” is rejected by moral psychology. Researchers find that moral obligations are ascribed to agents who cannot fulfill them, suggesting that moral requirements do sometimes extend beyond what we are able to do. This research furthers our understanding of moral obligation, identifies an important need for further cross-cultural work in moral psychology, and demonstrates a way in which scientific experimentation can be applied to improve upon the conceptual analysis of important philosophical concepts in normative ethics. (shrink)

One natural way to argue for the existence of some subjective constraint on agents’ obligations is to maintain that without that particular constraint, agents will sometimes be obligated to do that which they lack the ability to do. In this paper, I maintain that while such a strategy appears promising, it is fraught with pitfalls. Specifically, I argue that because the truth of an ability ascription depends on an (almost always implicit) characterization of the relevant possibility space, different metaethical accounts (...) take obligation to be constrained by different senses of ability. As a result, what initially looks to be a point of consensus—that ability constrains obligation—turns out to be a point of contention, and arguments with this at the foundation are much more likely to obscure, rather than resolve, metaethical disputes. Despite this, appeals to ability in metaethics aren’t doomed to be fruitless. On the contrary, if we can independently establish a particular sense of ability as the normatively relevant one, then we have good grounds for ruling out metaethical accounts that are inconsistent with it. In the final section, I make just such an argument. What seems right about the thought that ability constrains obligation is that an agent cannot be obligated to do that which her circumstances prevent her from doing. I argue that only a sense of ability that is both epistemically and motivationally restricted adequately respects the limits of agential control. (shrink)

A compelling, and popular, thought is that ability entails control: S’s being able to φ entails that φ be, in some sense, in S’s control. But this intuition is inconsistent with a different prima facie compelling thought: that S’s succeeding in φ-ing entails that S is able to φ. In this paper, I introduce a new form of evidence to help adjudicate between these two theses: namely, probability judgments about ability ascriptions. I argue that these judgments provide evidence in favor (...) of the intuition that success entails ability, and against the intuition that ability requires control. Moreover, I argue that these judgments support one particular analysis which vindicates the success intuition, namely, the analysis of ability in terms of conditionals. (shrink)

Determinations of ability/disability are rooted in coloniality, specifically in categorizations of race, gender, and animality as they bear on social formations. I elucidate this rootedness by weaving the “coloniality of ability” into María Lugones’ accounts of the coloniality of gender and the colonial-modern system as founded on the “human-nonhuman” difference. This enables me to reveal an “ability system” based on the “ability-bestiality” difference and delineate with more specificity liminal sites of oppression and resistance across the heterogeneous socialities of coloniality-modernity. From (...) the perspective of the coloniality of ability that I develop, I focus on the liminality of the white woman Victorian invalid and that of the colonized “bestial” body in order to distinguish between two forms of colonial-modern liminality—“light” and “dark.” I also draw from this discussion two forms of colonial-modern oppression—“dehumanizing” and “bestializing”—and two related modalities of anticolonial resistance—“humanizing” and “decolonial.”. (shrink)

The received wisdom on ability modals is that they differ from their epistemic and deontic cousins in what inferences they license and better receive a universal or conditional analysis instead of an existential one. The goal of this paper is to sharpen the empirical picture about the semantics of ability modals, and to propose an analysis that explains what makes the can of ability so special but that also preserves the crucial idea that all uses of can share a common (...) lexical semantics. The resulting framework combines tools and techniques from dynamic and inquisitive semantics with insights from the literature of the role of agency in deontic logic. It explains not only why the can of ability, while essentially being an existential modal operator, sometimes resists distribution over disjunction and interacts with its duals in particular and hitherto unnoticed ways, but also has a tendency to license free choice inferences. (shrink)

This paper is about the principle that success entails ability, which I call Success. I argue the status of Success is highly puzzling: when we focus on past instances of actually successful action, Success is very compelling; but it is in tension with the idea that true ability claims require an action be in the agent's control. I make the above tension precise by considering the logic of ability. I argue Success is appealing because it is classically equivalent to two (...) genuinely valid inferences, which I call Past Success and Can't-Entails-Won't; but also that Success itself has counterexamples. I show how to invalidate Success while validating Past Success and Can't-Entails-Won't by connecting the meaning of ‘can’ to facts about what is settled or open. I define an operator W with features attributed to ‘will’ in the literature on future contingents. I then give a conditional analysis of ability ascriptions stated with W-conditionals, where "S can A" says, roughly, there’s some action available to S such that if S does it, then W(S A). I show this semantics invalidates Success while still explaining its appeal. (shrink)

Leading virtue epistemologists defend the view that knowledge must proceed from intellectual virtue and they understand virtues either as refned character traits cultivated by the agent over time through deliberate effort, or as reliable cognitive abilities. Philosophical situationists argue that results from empirical psychology should make us doubt that we have either sort of epistemic virtue, thereby discrediting virtue epistemology’s empirical adequacy. I evaluate this situationist challenge and outline a successor to virtue epistemology: abilism . Abilism delivers all the (...) main benefts of virtue epistemology and is as empirically adequate as any theory in philosophy or the social sciences could hope to be. (shrink)

Living with chronic illness can involve fluctuating between radically different bodily states depending on whether you are experiencing flareups of illness symptoms. What you can do in these bodily states can differ drastically from one another. Sometimes, these fluctuations in abilities lead to fluctuations in your values. That is, your evaluative perspective can shift when you are experiencing flareups of the illness. This can give rise to a puzzle for planning, since it is unclear what you should plan on (...) doing when you do not have a stable set of preferences guiding your plans. This paper argues that one way to navigate this puzzle is for the agent to adopt an overarching plan that mediates the conflict between her differing perspectives. (shrink)

The debate about the nature of knowledge-how is standardly thought to be divided between intellectualist views, which take knowledge-how to be a kind of propositional knowledge, and anti-intellectualist views, which take knowledge-how to be a kind of ability. In this paper, I explore a compromise position—the interrogative capacity view—which claims that knowing how to do something is a certain kind of ability to generate answers to the question of how to do it. This view combines the intellectualist thesis that knowledge-how (...) is a relation to a set of propositions with the anti-intellectualist thesis that knowledge-how is a kind of ability. I argue that this view combines the positive features of both intellectualism and anti-intellectualism. (shrink)

There is a very plausible principle linking abilities and possibilities: If S is able to Φ, then it is metaphysically possible that S Φ’s. Jack Spencer recently proposed a class of counterexamples to this principle involving the ability to know certain propositions. I renew an argument against these counterexamples based on the unknowability of Fitch propositions. In doing so, I provide a new argument for the unknowability of Fitch propositions and show that Spencer’s counterexamples are in tension with a (...) principle weaker than the one linking abilities and possibilities. (shrink)

In the space of possible worlds, there might be a best possible world (a uniquely best world or a world tied for best with some other worlds). Or, instead, for every possible world, there might be a better possible world. Suppose that the latter is true, i.e., that there is no best world. Many have thought that there is then an argument against the existence of God, i.e., the existence of an omnipotent, omniscient and morally perfect being; we will call (...) such arguments no-best-world arguments. In this paper, we discuss ability-based objections to such arguments; an ability-based objection to a no-best world argument claims that the argument fails because one or more of its premises conflict with a plausible principle connecting the applicability of some type of moral evaluation to the agent’s possession of a relevant ability. In particular, we formulate and evaluate an important new ability-based objection to the most promising no-best world argument. (shrink)

While the situationist challenge has been prominent in philosophical literature in ethics for over a decade, only recently has it been extended to virtue epistemology . Alfano argues that virtue epistemology is shown to be empirically inadequate in light of a wide range of results in social psychology, essentially succumbing to the same argument as virtue ethics. We argue that this meeting of the twain between virtue epistemology and social psychology in no way signals the end of virtue epistemology, but (...) is rather a boon to naturalized virtue epistemology. We use Gird Gigerenzer’s models for bounded rationality (2011) to present a persuasive line of defense for virtue epistemology, and consider prospects for a naturalized virtue epistemology that is supported by current research in psychology. (shrink)

Background: Previous studies assessing students’ learning outcomes and identifying contributing factors have often dwelt on the cognitive domain. Furthermore, school evaluation decisions are often made using scores from cognitive-based tests to rank students. This practice often skews evaluation results, given that education aims to improve the three learning domains. This study addresses this gap by assessing the contributions of four students’ input to their cognitive, affective and psychomotor skills (CAPs). Methods: A cross-section of senior secondary class II students (n = (...) 870), sampled through the multistage procedure, participated in a physical survey. Students’ Inputs Questionnaire (STIQ) and Learning Outcomes Questionnaire (LOQ) were used for data collection. Based on data obtained from a pilot sample (n = 412), principal axis factoring (PAF) was performed to assess the internal structure of the instruments following an oblique rotation. The KMO value of sampling adequacy were 0.88 and 0.94, while the Bartlett’s test of sphericity were significant χ2 (253) = 5,010; p < 0.001 and χ2 (105) = 3693.38, p < 0.001 for the STIQ and LOQ, respectively. Confirmatory factor analysis was used to assess the models’ acceptability based on the maximum likelihood estimation technique. The main study used hierarchical linear regression for data analysis. Results: Findings indicated that innate ability, health, motivation and social capital relatively and cumulatively predicted students’ overall, cognitive, affective and psychomotor learning outcomes. The proportion of variance explained by the predictors increased at different levels of the models with the addition of new variables. Students’ social capital reduced the effect of students’ innate ability regardless of their motivation and health status. Conclusion/implication: This study has provided evidence that the four students’ inputs are crucial predictors of their learning outcomes in the three domains. This result is helpful for school management to provide services aimed at improving the school climate for students’ motivation and social capital. The result can provide policymakers with a proper understanding of the constituents of learning outcomes and how policies can be aligned to secure quality student inputs for maximum productivity in education. (shrink)

According to a recent account of epistemic authority proposed by Linda Zagzebski (2012), it is rational for laypersons to believe on authority when they conscientiously judge that the authority is more likely to form true beliefs and avoid false ones than they are in some domain. Christoph Jäger (2016) has recently raised several objections to her view. By contrast, I argue that both theories fail to adequately capture what epistemic authority is, and I offer an alternative account grounded in the (...) abilities that different kinds of authorities are required to possess. (shrink)

According to the criterion of physical ability any state considers a person as a source of wealth and economic growth, industry and economic sector – as a personification of productive power and profit, and business – as a resource for productive activities and super income. Such a perception of an individual implies the existence of his three constituents, namely: the function of movement, the means of exchange activity, and, finally, the complex of motives to join the interaction environment and the (...) development environment. These constituents also define the motion trajectory of an individual who is involved in the reproductive process, and the result of such a movement expected by the society. At all stages of movement of an individual there are different environments which have leading value for him, such as education, family growth and bringing up, physical training and sport, communication and interaction which develop desire for learning, curiosity, inquisitiveness and other qualities. To trace the emergence of an individual as the product of bringing up, education, and activities, we have to examine the overall situation and the target system environment, which contributes to the development of physical abilities. The systems of physical education and development of physical abilities take the leading part in this environment; more and more people in post industrial society of our planet pay attention to these issues. However, many of the conceptual basics and the position of the perception of these systems and their significance for the individual, who has his own spiritual and cultural values, their role in providing vital activities are not studied enough yet. For example, a person’s entering into the environment of sports activities, which is based on his physical abilities, at any age transfers him into a group of factors of productive forces of the society and an individual becomes a business object. (shrink)

Virtue epistemologists define knowledge as true belief produced by intellectual virtue. In this paper, I review how this definition fails in three important ways. First, it fails as an account of the ordinary knowledge concept, because neither belief nor reliability is essential to knowledge ordinarily understood. Second, it fails as an account of the knowledge relation itself, insofar as that relation is operationalized in the scientific study of cognition. Third, it serves no prescriptive purpose identified up till now. An alternative (...) theory, abilism, provides a superior account of knowledge as it is ordinarily and scientifically understood. According to abilism, knowledge is an accurate representation produced by cognitive ability. (shrink)

It is widely thought that, to be morally responsible for some action or omission, an agent must have had, at the very least, the general ability to do otherwise. As we argue, however, there are counterexamples to the claim that moral responsibility requires the general ability to do otherwise. We present several cases in which agents lack the general ability to do otherwise and yet are intuitively morally responsible for what they do, and we argue that such cases raise problems (...) for various kinds of accounts of moral responsibility. We suggest two alternative approaches to thinking about the connection between moral responsibility and abilities to do otherwise, one of which denies that there is any ability-to-do-otherwise requirement on moral responsibility and the other of which requires only an opportunity to do otherwise. We also argue that a general-ability-to-do-otherwise requirement not only faces counterexamples but also lacks positive motivation. (shrink)

Christopher Franklin argues that, despite appearances, everyone thinks that the ability to do otherwise is required for free will and moral responsibility. Moreover, he says that the way to decide which ability to do otherwise is required will involve settling the nature of moral responsibility. In this paper I highlight one point on which those usually called leeway theorists - i.e. those who accept the need for alternatives - agree, in contradistinction to those who deny that the ability to do (...) otherwise is needed for free will. And I explain why it falsifies both of Franklin’s claims. (shrink)

This paper explores the prospects for dispositional accounts of abilities. According to so-called new dispositionalists, an agent has the ability to Φ iff they have a disposition to Φ when trying to Φ. We show that the new dispositionalism is beset by some problems that also beset its predecessor, the conditional analysis of abilities, and bring up some further problems. We then turn to a different approach, which links abilities not to motivational states but to the notion (...) of success, and consider ways of implementing that approach. Our results suggest that there are principled disanalogies between abilities and disposition which prevent any dispositional account of abilities from succeeding. (shrink)

Disability has been a topic in multiple areas of philosophical scholarship for decades. However, it is only in the last ten to fifteen years that philosophy of disability has increasingly become recognized as a distinct field. In this paper, I argue that the foundational question of continental philosophy of disability is the question of the meaning of ability. Engaging a range of canonical texts across the Western intellectual tradition, I argue that the foundational question of continental philosophy of disability is (...) the question of the meaning of ability. I then explore three pathways toward this question: the verdict of bodies, the bind of bodies and worth, and the dogma of individual ability. I contend that unlike the question of the meaning of being, the question of the meaning of ability is not simply a problem of forgetting but instead a problem of cruelty and dehumanization. (shrink)

Certain aspects of our situations often influence us in significant and negative ways, without our knowledge (call this claim “situationism”). One possible explanation of their influence is that they affect our abilities. In this paper, we address two main questions. Do these situational factors rid us of our abilities to act on our sufficient reasons? Do situational factors make it more difficult for us to exercise our abilities to act for sufficient reasons? We argue for the answer (...) ‘sometimes’ to both these questions. We then explore the consequences of this view for moral responsibility. (shrink)

In a series of papers, Jesper Kallestrup and Duncan Pritchard argue that the thesis that knowledge is a cognitive success because of cognitive ability (robust virtue epistemology) is incompatible with the idea that whether or not an agent’s true belief amounts to knowledge can significantly depend upon factors beyond her cognitive agency (epistemic dependence). In particular, certain purely modal facts seem to preclude knowledge, while the contribution of other agents’ cognitive abilities seems to enable it. Kallestrup and Pritchard’s arguments (...) are targeted against views that hold that all it takes to manifest one’s cognitive agency is to properly exercise one’s belief-forming abilities. I offer an account of the notion of cognitive ability according to which our epistemic resources are not exhausted by abilities to produce true beliefs as outputs, but also include dispositions to stop belief-formation when actual or modal circumstances are not suitable for it (precautionary cognitive abilities). Knowledge, I argue, can be accordingly conceived as a cognitive success that is also due to the latter. The resulting version of robust virtue epistemology helps explain how purely modal facts as well as other agents’ cognitive abilities may have a bearing on the manifestation of one’s cognitive agency, which shows in turn that robust virtue epistemology and epistemic dependence are not incompatible after all. (shrink)

According to the knowledge argument, physicalism fails because when physically omniscient Mary first sees red, her gain in phenomenal knowledge involves a gain in factual knowledge. Thus not all facts are physical facts. According to the ability hypothesis, the knowledge argument fails because Mary only acquires abilities to imagine, remember and recognise redness, and not new factual knowledge. I argue that reducing Mary’s new knowledge to abilities does not affect the issue of whether she also learns factually: I (...) show that gaining specific new phenomenal knowledge is required for acquiring abilities of the relevant kind. Phenomenal knowledge being basic to abilities, and not vice versa, it is left an open question whether someone who acquires such abilities also learns something factual. The answer depends on whether the new phenomenal knowledge involved is factual. But this is the same question we wanted to settle when first considering the knowledge argument. The ability hypothesis, therefore, has offered us no dialectical progress with the knowledge argument, and is best forgotten. (shrink)

In this paper, I argue that it is open to semicompatibilists to maintain that no ability to do otherwise is required for moral responsibility. This is significant for two reasons. First, it undermines Christopher Evan Franklin’s recent claim that everyone thinks that an ability to do otherwise is necessary for free will and moral responsibility. Second, it reveals an important difference between John Martin Fischer’s semicompatibilism and Kadri Vihvelin’s version of classical compatibilism, which shows that the dispute between them is (...) not merely a verbal dispute. Along the way, I give special attention to the notion of general abilities, and, though I defend the distinctiveness of Fischer’s semicompatibilism against the verbal dispute charge, I also use the discussion of the nature of general abilities to argue for the falsity of a certain claim that Fischer and coauthor Mark Ravizza have made about their account. (shrink)

This paper’s aim is to help winnow out some ideas about the role of formal logic in human doings at large. I start by discussing some metaphysical presuppositions of logical theory; specifically, I attempt to work towards a clearer understanding of the role of modalities, together with the notions of meaning and truth, in mainstream logical theory. I then appeal to a modal formal semantics (Brandom, 2007a) in order to outline the cognitive role of logical constants in general. From these (...) discussions I conclude that any view of formal logic, and its core concepts, which does not involve a grasp of what we do with them will be found to be distorted. (shrink)

According to one picture of the mind, decisions and actions are largely the result of automatic cognitive processing beyond our ability to control. This picture is in tension with a foundational principle in ethics that moral responsibility for behavior requires the ability to control it. The discovery of implicit attitudes contributes to this tension. According to the ability argument against moral responsibility, if we cannot control implicit attitudes, and implicit attitudes cause behavior, then we cannot be morally responsible for that (...) behavior. The purpose of this paper is to refute the ability argument. Drawing on both scientific evidence in cognitive science and philosophical arguments in ethics and action theory, I argue that it is invalid and unsound because current evidence is insufficient to establish the premises that implicit attitudes are uncontrollable, that they significantly cause behavior, that responsibility always requires ability, and that even if uncontrollable attitudes did fully cause behavior, this entails that the behavior they cause is uncontrollable. The rejection of the ability argument questions the priority of the unconscious over the conscious mind in cognitive science, deprioritizes ability in theories of moral responsibility in ethics, and provides a strong reason to uphold moral responsibility for implicitly biased behavior. (shrink)

Logics of joint strategic ability have recently received attention, with arguably the most influential being those in a family that includes Coalition Logic (CL) and Alternating-time Temporal Logic (ATL). Notably, both CL and ATL bypass the epistemic issues that underpin Schelling-type coordination problems, by apparently relying on the meta-level assumption of (perfectly reliable) communication between cooperating rational agents. Yet such epistemic issues arise naturally in settings relevant to ATL and CL: these logics are standardly interpreted on structures where agents move (...) simultaneously, opening the possibility that an agent cannot foresee the concurrent choices of other agents. In this paper we introduce a variant of CL we call Two-Player Strategic Coordination Logic (SCL2). The key novelty of this framework is an operator for capturing coalitional ability when the cooperating agents cannot share strategic information. We identify significant differences in the expressive power and validities of SCL2 and CL2, and present a sound and complete axiomatization for SCL2. We briefly address conceptual challenges when shifting attention to games with more than two players and stronger notions of rationality. (shrink)

The ability to communicate in a specific language like Chinese typically indicates that the speaker understands the language. A counterexample to this belief is John Searle’s Chinese room experiment. It has been shown in this experiment that in certain circumstances we can communicate with a Chinese speaker without intuitively acknowledging that the Chinese language is understood in the conversation. In the present paper, we aim to present another counterexample showing that, in certain circumstances, we can communicate using a specific language (...) by converting its words to those of our natural language, and understand what is expressed using the language without understanding it. Using a specific conversion process introduced in the present paper, symbols and even sounds of a language like the Chinese language lose their original function and act as a tool to express one’s natural language. To better understand this, imagine the English language has another writing or phonological system in addition to its current writing system. (shrink)

This thesis is an investigation into the nature of those abilities that are relevant to free will when the latter is understood as requiring the ability to do otherwise. I assume from the outset the traditional and intuitive picture that being able to do otherwise bestows a significant kind of control on an agent and I ask what kinds of ability are implicated in such control. In chapter 1 I assess the simple conditional analysis of the sense of ‘can’ (...) relevant to free will, and I agree with the consensus that this analysis fails. In chapter 2 I consider Kadri Vihvelin’s contemporary version of the conditional account, which is cast in terms of dispositions. I develop, via engagement with Vihvelin’s view, an account of how modal properties such as dispositions and abilities should be individuated. In chapter 3 I use this account to show why Vihvelin’s account of free will is unsatisfactory. I also show how it helps us to better understand a distinction that is often made in the free will literature, namely, that between some notion of ‘general’ ability on the one hand and a notion of ‘specific’ or ‘particular’ abilities on the other. I argue that there are two important distinctions, both of which are relevant to free will. In chapter 4 I consider Keith Lehrer’s analysis of ‘can’ and conclude that while it fails to achieve Lehrer’s stated aim – namely, that of demonstrating that free will is compatible with determinism – it does contain some useful insights about the kinds of ability relevant to free will. In the fifth and final chapter I switch gears somewhat; I argue that various conditions typically treated under the banner of ‘the epistemic criteria on moral responsibility’ should instead be treated as conditions on an agent’s being able to do otherwise. (shrink)

There are three slogans in the history of Socialism that are very close in wording, viz. the famous Cabet-Blanc-Marx slogan: "From each according to his ability; To each according to his needs"; the earlier Saint-Simon-Pecqueur slogan: "To each according to his ability; To each according to his works"; and the later slogan in Stalin’s Soviet Constitution: "From each according to his ability; To each according to his work." We will consider the following questions regarding these slogans: a) What are the (...) earliest occurrences of each of these slogans? b) Where does the inspiration for each half of each slogan come from? c) What do the Saint-Simonians mean by “To each according to his ability”? d) What do they mean by “To each according to his works”? e) What motivates the shift from “To each according to his ability” to “From each according to his ability”? f) How should we envisage the progression toward “To each according to his needs”? g) What is the distinction between from “To each according to his works” and “To each according to his work”? (shrink)

Contemporary philosophers nearly unanimously endorse knowledge reliabilism, the view that knowledge must be reliably produced. Leading reliabilists have suggested that reliabilism draws support from patterns in ordinary judgments and intuitions about knowledge, luck, reliability, and counterfactuals. That is, they have suggested a proto-reliabilist hypothesis about “commonsense” or “folk” epistemology. This paper reports nine experimental studies (N = 1262) that test the proto-reliabilist hypothesis by testing four of its principal implications. The main findings are that (a) commonsense fully embraces the possibility (...) of unreliable knowledge, (b) knowledge judgments are surprisingly insensitive to information about reliability, (c) “anti-luck” intuitions about knowledge have nothing to do with reliability specifically, and (d) reliabilists have mischaracterized the intuitive counterfactual properties of knowledge and their relation to reliability. When combined with the weakness of existing arguments for reliabilism and the recent emergence of well supported alternative views that predict the widespread existence of unreliable knowledge, the present findings are the final exhibit in a conclusive case for abandoning reliabilism in epistemology. I introduce an alternative theory of knowledge, abilism, which out-performs reliabilism and well explains all the available evidence. (shrink)

We often have some reason to do actions insofar as they promote outcomes or states of affairs, such as the satisfaction of a desire. But what is it to promote an outcome? I defend a new version of 'probabilism about promotion'. According to Minimal Probabilistic Promotion, we promote some outcome when we make that outcome more likely than it would have been if we had done something (anything) else. This makes promotion easy and reasons cheap.

In a series of pre-registered studies, we explored (a) the difference between people’s intuitions about indeterministic scenarios and their intuitions about deterministic scenarios, (b) the difference between people’s intuitions about indeterministic scenarios and their intuitions about neurodeterministic scenarios (that is, scenarios where the determinism is described at the neurological level), (c) the difference between people’s intuitions about neutral scenarios (e.g., walking a dog in the park) and their intuitions about negatively valenced scenarios (e.g., murdering a stranger), and (d) the difference (...) between people’s intuitions about free will and responsibility in response to first-person scenarios and third-person scenarios. We predicted that once we focused participants’ attention on the two different abilities to do otherwise available to agents in indeterministic and deterministic scenarios, their intuitions would support natural incompatibilism—the view that laypersons judge that free will and moral responsibility are incompatible with determinism. This prediction was borne out by our findings. (shrink)

Agents' Abilities ist ein Geschenk von einem Buch, das man nicht genug loben kann. Und deswegen versuche ich es erst gar nicht. Stattdessen beschränke ich mich auf einige konstruktiv-kritische Bemerkungen, die in zwei miteinander verbundenen Bereichen Perspektiven der Weiterentwicklung und Verfeinerung aufzeigen sollen.

The Top-Down Argument for the ability to do otherwise aims at stablishing that humans can do otherwise in the sense that is relevant for debates about free will. It consists of two premises: first, we always need to answer the question of whether some phenomenon (such as the ability to do otherwise) exists by consulting our best scientific theories of the domain at issue. Second, our best scientific theories of human action presuppose that humans can do otherwise. This paper argues (...) that this is not enough to establish the conclusion. The Top-Down Argument supports that humans can do otherwise in some sense. But it does not show that humans can do otherwise in the sense that is relevant for debates about free will. The paper then shows that the apparently best way to make the argument valid does not work. (shrink)

We challenge a line of thinking at the fore of recent work on epistemic value: the line (suggested by Kvanvig in The value of knowledge and the pursuit of understanding, 2003 and others) that if the value of knowledge is “swamped” by the value of mere true belief, then we have good reason to doubt its theoretical importance in epistemology. We offer a value-driven argument for the theoretical importance of knowledge—one that stands even if the value of knowledge is “swamped” (...) by the value of true belief. Specifically, we contend that even if knowledge itself has no special epistemic value, its relationship to other items of value—cognitive abilities—gives ample reason to locate the concept at the very core of epistemology. (shrink)

Summary In 1915 the Danish psychologist Edgar Rubin describes in his famous work on figure-ground perception, the phenomenon that when you look attentively at a picture, a second, virtual ego arises, breaking away from the viewer-ego to wander around in the picture along the contours of the depicted. In 1982, German Gestalt psychologist Edwin Rausch expanded this observation of the emergence of a second phenomenal ego to the conclusion that not only does a second phenomenal ego emerge, but with it (...) a second phenomenal total field, ie a second phenomenal world with its own phenomenal ego and an own phenomenal environment of this ego. Several years ago, I proposed a multi-field-approach in psychotherapy building on this research. This approach involves three levels: First, the level of phenomenological observation and psychological analysis of the conditions that determine the formation of such a second total field (and even further total fields), regardless of whether this occurs spontaneously or intentionally or as a result of external influences. Second, the level of explanation of various psychic processes, which in the field of psychotherapy have been explained so far mainly on the basis of depth psychology, and the conceptualization of the therapeutic situation and therapeutic processes from a Gestalt psychological perspective. Third, finally, the level of practical application of such insights on the development of appropriate procedures and interventions that can promote or defer the emergence of such second or multiple fields in psychotherapy. The present article introduces the multi-field approach, especially at the first level, and refers to research and discussion on mind wandering, imagining, daydreaming and dissociation. (shrink)

This article explores the various psychological theories of cognitive development in children.