I address Sinnott-Armstrong's argument that evidence of framing effects in moral psychology shows that moral intuitions are unreliable and therefore not noninferentially justified. I begin by discussing what it is to be epistemically unreliable and clarify how framing effects render moral intuitions unreliable. This analysis calls for a modification of Sinnott-Armstrong's argument if it is to remain valid. In particular, he must claim that framing is sufficiently likely to determine the content of moral intuitions. I then re-examine the evidence which (...) is supposed to support this claim. In doing so, I provide a novel suggestion for how to analyze the reliability of intuitions in empirical studies. Analysis of the evidence suggests that moral intuitions subject to framing effects are in fact much more reliable than perhaps was thought, and that Sinnott-Armstrong has not succeeded in showing that noninferential justification has been defeated. (shrink)

Consent governs innumerable everyday social interactions, including sex, medical exams, the use of property, and economic transactions. Yet little is known about how ordinary people reason about the validity of consent. Across the domains of sex, medicine, and police entry, Study 1 showed that when agents lack autonomous decision-making capacities, participants are less likely to view their consent as valid; however, failing to exercise this capacity and deciding in a nonautonomous way did not reduce consent judgments. Study 2 found that (...) specific and concrete incapacities reduced judgments of valid consent, but failing to exercise these specific capacities did not, even when the consenter makes an irrational and inauthentic decision. Finally, Study 3 showed that the effect of autonomy on judgments of valid consent carries important downstream consequences for moral reasoning about the rights and obligations of third parties, even when the consented-to action is morally wrong. Overall, these findings suggest that laypeople embrace a normative, domain-general concept of valid consent that depends consistently on the possession of autonomous capacities, but not on the exercise of these capacities. Autonomous decisions and autonomous capacities thus play divergent roles in moral reasoning about consent interactions: while the former appears relevant for assessing the wrongfulness of consented-to acts, the latter plays a role in whether consent is regarded as authoritative and therefore as transforming moral rights. (shrink)

La rinascita negli ultimi decenni di un nutrito dibattito intorno alla nozione di analiticità dopo le critiche a suo tempo mosse da Quine alla batteria di nozioni utilizzate da Rudolf Carnap (ad esempio, postulati di significato, regole semantiche, definizioni implicite, convenzioni e stipulazioni esplicite) prende le mosse da una riflessione critica sulle argomentazioni di Quine e tenta, da un lato, di approfondire meglio il legame fra analiticità e conoscenza a priori, e, dall’altro, di capire meglio il ruolo che la definizione (...) può svolgere nella costituzione del significato e nella formulazione di verità concettuali. Questa nuova concezione è detta “epistemica” ed ha fra i suoi più autorevoli fautori Crispin Wright, Bob Hale e Paul Boghossian. Boghossian, al pari di molti filosofi critici della nuova concezione epistemica, come Timothy Williamson, conviene però con Quine nel sostenere che gli enunciati analitici hanno portata fattuale e vertono anch’essi sul mondo, oltre che sul linguaggio. Anche per questa ragione essi possono rendere possibile una genuina estensione delle nostre conoscenze. Tuttavia una seconda linea di obiezioni facenti capo dapprima a Paul Horwich, e in seguito agli stessi Wright e Hale, mette in evidenza rispettivamente due difficoltà corrispondenti alle questioni dell’arroganza e dell’accettazione. In questa discussione una parte importante è svolta dalla ripresa e della discussione del condizionale di Carnap, impiegato per rendere conto del ruolo che i termini teorici svolgono nel quadro dell’intera teoria cui appartengono, senza con ciò sposare le conseguenze dell’olismo quineano. La tesi centrale che questo lavoro cerca di rendere plausibile è che una lettura attenta degli ultimi scritti di Carnap mostri come il carattere aperto che egli attribuisce ai termini teorici in ragione, sia dello loro intrinseca indeterminatezza, sia delle revisioni imposte dalle scoperte scientifiche, è perfettamente compatibile con la fattorizzazione del contenuto di una teoria scientifica data in una parte linguistica, il condizionale di Carnap, riguardante la costituzione del significato di un certo termine teorico, e nella sua controparte empirica, che consente di registrare l’impatto dell’esperienza sulla teoria in questione. Se praticabile, questa concezione può a buon diritto entrare nel novero delle teorie epistemiche dell’analiticità, senza accampare alcuna pretesa di far rivivere i fasti della conoscenza a priori classica. (shrink)

Philosophers have claimed that education aims at fostering disparate epistemic goals. In this paper we focus on an important segment of this debate involving conversation between Alvin Goldman and Harvey Siegel. Goldman claims that education is essentially aimed at producing true beliefs. Siegel contends that education is essentially aimed at fostering both true beliefs and, independently, critical thinking and rational belief. Although we find Siegel’s position intuitively more plausible than Goldman’s, we also find Siegel’s defence of it wanting. We suggest (...) novel argumentative strategies that draw on Siegel’s own arguments but look to us more promising. (shrink)

In this paper, following Rahel Jaeggi’s critique of forms of life, I contend that to identify genuine critical thinking we should start from an analysis of the normative nature of forms of life as the basic constituents of the social world. In this view, critical thinking can be seen as a critical behaviour. While genuine forms of life can recognize and consider the variety of concrete and diverse situations, on the contrary non-functioning forms of life’s critical rationality understands the norm (...) as applied from outside of the form of life. In this case the norm, erroneously understood as a neutral and universally applicable principle, such as economic rationality, is not able to consider the particularity of forms of life as goods in themselves. I defend the meaning that an education in critical thinking must have, as a genuine and functional rationality characterising human beings in a social world. -/- . (shrink)

This chapter examines the relevance of the cognitive science of morality to moral epistemology, with special focus on the issue of the reliability of moral judgments. It argues that the kind of empirical evidence of most importance to moral epistemology is at the psychological rather than neural level. The main theories and debates that have dominated the cognitive science of morality are reviewed with an eye to their epistemic significance.

Contro una visione prettamente strumentale della razionalità, una tesi di questo libro è che il pensiero critico non può consistere solo di abilità di pensiero deduttivo o inferenziale, ma è più in generale espressione di abilità epistemiche e competenze etiche inerenti al processo della conoscenza intesa come questione complessa, poiché relativa alla formazione della persona che conosce e agisce nel mondo secondo determinati fini, valori, credenze. Una valutazione delle competenze che non tenga conto di questa differenza genera forme di ingiustizia (...) epistemica. La proposta di questo lavoro –– alla luce di alcune riflessioni su varie tendenze dell’epistemologia contemporanea –– è pertanto che il pensiero critico nasce essenzialmente da un processo di trasmissione dell’eredità culturale e va di pari passo con una didattica guidata. Il linguaggio rappresenta un bagaglio storico, olistico e sociale della tradizione delle ragioni e delle forme di vita che costituiscono le norme o il mezzo in base ai quali gli educatori mediano la loro interpretazione di colui che apprende e lo ammettono all’interno dello spazio delle ragioni. Il passaggio è così da una concezione improntata alla formazione di abilità volte alla ricerca di una verità oggettiva, all’idea che l’approccio critico, pur senza negare una verità oggettiva, e senza ricadere in una soluzione relativista, presuppone piuttosto un punto di vista prospettico sulla realtà. (shrink)

We focus on issues of learning assessment from the point of view of an investigation of philosophical elements in teaching. We contend that assessment of concept possession at school based on ordinary multiple-choice tests might be ineffective because it overlooks aspects of human rationality illuminated by Robert Brandom’s inferentialism––the view that conceptual content largely coincides with the inferential role of linguistic expressions used in public discourse. More particularly, we argue that multiple-choice tests at schools might fail to accurately assess the (...) possession of a concept or the lack of it, for they only check the written outputs of the pupils who take them, without detecting the inferences actually endorsed or used by them. We suggest that school tests would acquire reliability if they enabled pupils to make the reasons of their answers or the inferences they use explicit, so as to contribute to what Brandom calls the game of giving and asking for reasons. We explore the possibility to put this suggestion into practice by deploying two-tier multiple-choice tests. (shrink)

May assumes that if moral beliefs are counterfactually dependent on irrelevant factors, then those moral beliefs are based on defective belief-forming processes. This assumption is false. Whether influence by irrelevant factors is debunking depends on the mechanisms through which this influence occurs. This raises the empirical bar for debunkers and helps May avoid an objection to his Debunker’s Dilemma.

According to Brandom’s conceptual role semantics, to grasp a concept involves a commitment to drawing certain inferences. This is a consequence of the inferentialist thesis that the meaning of a term is given by its justification through assertibility conditions. Inferential commitments come out from a material notion of inference which underwrites human rational discourse and activity. In this paper I discuss a problem of Brandom’s semantics allegedly exposed in an argument by Paul Boghossian against Dummett’s and Brandom’s substantive conception of (...) meaning. I contend that Boghossian’s analysis is dubious because it overlooks an important difference between Dummett’s and Brandom’s positions related respectively to a monotonic and a non-monotonic view of the norm underwriting meaning. (shrink)

Within his overarching program aiming to defend an epistemic conception of analyticity, Boghossian (1996 and 1997) has offered a clear-cut explanation of how we can acquire a priori knowledge of logical truths and logical rules through implicit definition. The explanation is based on a special template or general form of argument. Ebert (2005) has argued that an enhanced version of this template is flawed because a segment of it is unable to transmit warrant from its premises to the conclusion. This (...) article aims to defend the template from this objection. We provide an accurate description of the type of non-transmissivity that Ebert attributes to the template and clarify why this is a novel type of non-transmissivity. Then, we argue that Jenkins (2008)’s response to Ebert fails because it focuses on doxastic rather than propositional warrant. Finally, we rebut Ebert’s objection on Boghossian’s behalf by showing that it rests on an unwarranted assumption and is internally incoherent. (shrink)

Boghossian (1996) has put forward an interesting explanation of how we can acquire logical knowledge via implicit definitions that makes use of a special template. Ebert (2005) has argued that the template is unserviceable, as it doesn't transmit warrant. In this paper, we defend the template. We first suggest that Jenkins (2008)’s response to Ebert fails because it focuses on doxastic rather than propositional warrant. We then reject Ebert’s objection by showing that it depends on an implausible and incoherent assumption.

The modifier effect is the reduction in perceived likelihood of a generic property sentence, when the head noun is modified. We investigated the prediction that the modifier effect would be stronger for mutable than for central properties, without finding evidence for this predicted interaction over the course of five experiments. However Experiment 6, which provided a brief context for the modified concepts to lend them greater credibility, did reveal the predicted interaction. It is argued that the modifier effect arises primarily (...) from a general lack of confidence in generic statements about the typical properties of unfamiliar concepts. Neither prototype nor classical models of concept combination receive support from the phenomenon. 2010 Elsevier Inc. All rights reserved. (shrink)

Che cosa sono il pensiero critico e l’ingiustizia epistemica? E cosa hanno a che vedere con l’educazione e la riduzione delle disuguaglianze? Secondo una concezione molto diffusa il pensiero critico è un pensiero ragionevole finalizzato a decidere cosa credere e come agire. Tuttavia, come intendere questa ragionevolezza? Affrontare questa questione, nell’ottica del nostro convegno, richiede la considerazione di un altro aspetto noto come ‘ingiustizia epistemica’. L’ingiustizia epistemica è un fenomeno che genera oppressione relativamente a questioni legate alla conoscenza. Ciò accade (...) quando non si ascolta una persona e non si presta attenzione al suo pensiero o al suo giudizio, poiché ritenuti irrilevanti o ingiustamente non competenti, a causa di un pregiudizio. Questi pregiudizi possono essere l’appartenenza del parlante a una diversa classe sociale, a una determinata etnia, o genere o gruppo sociale. Tuttavia, esistono varie forme di ingiustizia epistemica. La conoscenza, infatti, comporta l’interscambio e la partecipazione al dialogo, alla discussione ai gruppi di ricerca. La partecipazione ad un dibattito non richiede solo uno scambio di informazioni, bensì anche la presentazione di domande e la considerazione di possibilità alternative. In questo caso l’ingiustizia epistemica avviene perché la partecipazione di un parlante, sebbene accreditato come competente, non viene presa in considerazione come un valido contributo al dibattito. L’idea di fondo di questo convegno è dunque che la filosofia per ragazzi, attraverso la discussione, nonché la trasmissione di contenuti e problematiche può contribuire all’abbattimento delle barriere che generano le disuguaglianze, favorendo lo sviluppo di una sensibilità critica e al tempo stesso etica. La sensibilità critica risulta funzionale a una forma di resistenza, vale a dire a un uso delle nostre risorse epistemiche e abilità che depotenziano e cambiano le strutture normative oppressive, quale tratto caratteristico della democrazia. Ciò significa concepire la democrazia come un processo dinamico di auto-correzione e apprendimento continui. (shrink)

The gray area of sexual violations generally refers to ambiguous sexual experiences that are not readily distinguishable from rape or sex. Such experiences are describable as ambiguous or complex in a way that, to some, seems to defy existent categories of sexual experiences. This leads some feminists to approach the gray area as a puzzle that must be resolved either by understanding it as a new category, or by upholding existing rape categorization. Rather than dispelling the gray-area ambiguity by resolving (...) conceptual puzzles, I assign the gray-area ambiguity a positive analytical role by attending to it in a historical and dialectical light. By tracing histories of feminist antirape discourse, I elaborate a way of understanding the “gray area” of sexual violations, articulating it as a historical condition affecting the interpretive possibilities of our sexual experiences. Such an approach underscores the potential of the gray area to inaugurate feminist critique in virtue of its status as a historically specific yet ambiguous horizon where our experiences can contradictorily seem not-like rape, but not-like sex. (shrink)

Will Daddario’s article, “What Acceptance Is,” brilliantly moves through aspects of grief, despair, and Acceptance; it allows grievers to meaningfully hold together aspects of loss that are otherwise fragmented and dispersed in our subjective experience of it. Daddario traces contradictions that permeate our experiences not only of grief and loss, but also of how we live in light of them. This includes the paradoxical relationships between accepting and giving, cure and poison, being open and closed off, centered and decentered, and, (...) as I will later add, of willingness and willfulness. His confrontation with acceptance resists the typical rectilinear picture (e.g., the “stages of grief”), ultimately providing us with a picture of the process out of despair that manages to retain its life and dynamic movement despite the fixity of language. ... (see more) -/- . (shrink)

Why do we find agents less blameworthy when they face mitigating circumstances, and what does this show about philosophical theories of moral responsibility? We present novel evidence that the tendency to mitigate the blameworthiness of agents is driven both by the perception that they are less normatively competent—in particular, less able to know that what they are doing is wrong—and by the perception that their behavior is less attributable to their deep selves. Consequently, we argue that philosophers cannot rely on (...) the case strategy to support the Normative Competence theory of moral responsibility over the Deep Self theory. However, we also outline ways in which further empirical and philosophical work would shift the debate, by showing that there is a significant departure between ordinary concepts and corresponding philosophical concepts, or by focusing on a different type of coherence with ordinary judgments. (shrink)

This monograph contrasts two prominent models of education, Competence-Based Education (CBE), more recent and currently dominant in most school systems around the world, and Bildung-Oriented Education (BOE), once the basis of the school systems of Northern Europe. CBE is assessment-oriented and interprets learning as the acquisition of clearly definable and allegedly measurable competences, and is supported by supranational organisations, such as the OECD, which approach education from the perspective of human capital theory. BOE is instead teaching-oriented and characterises learning holistically (...) as aimed at the progressive articulation of a meaningful ‘big picture’ in the student’s mind. Emerged in Northern Europe under the influence of the ideals of the Enlightenment and Neo-Humanism of individual and collective autonomy and responsibility, BOE was subsequently enriched with a hermeneutical approach to teaching and socio-political objectives of emancipation and solidarity originating within Critical Theory. The book first analyses CBE and argues that, in spite of its celebrated ‘scientificity’, it is internally incoherent and unreliable, contributes to structural forms of oppression and injustice, can foster social pathologies, and fails to provide students with the kind of intellectual autonomy they need as both human beings and citizens of our complex post-industrial societies. Then, it introduces BOE and articulates and defends an updated version of it from objections raised by critical theorists, poststructuralists and postcolonial thinkers. It argues that BOE is a coherent and flexible model of education that endows students with autonomy and responsibility, can reduce structural forms of oppression and injustice, and can heal social pathologies. (shrink)

‘I know his name.’ ‘I know something about him.’ ‘I know him.’ Consider how these uses of ‘know’ differ. The first two instances of know, seem to point to knowledge about something. Yet in the latter claim, the subject of the assertion is not a singular fact, but another person. I call these knowledge claims interpersonal knowledge. In the following paper, I provide an account for these interpersonal knowledge claims which employs the Conversational Contextualist view of language by synthesizing Allan (...) Gibbard’s Norm-Expressivist account for ‘good’ with an account of knowledge based in social epistemology. Under my theory ‘knowing someone claims’ amount to endorsements of our beliefs; as such, there is no truth-apt interpersonal knowledge. What is occurring is a self-assessment of our relationship to another person, based on our non-cognitive attitude towards the fact that we should know them. Therefore interpersonal knowledge claims are self-affirmations that assert we are doing what we believe we should, in an attempt to embody our perceived relationship with another person. -/- . (shrink)

This entry summarizes an emerging subdiscipline of both empirical bioethics and experimental philosophy (“x-phi”) which has variously been referred to as experimental philosophical bioethics, experimental bioethics, or simply “bioxphi”. Like empirical bioethics, bioxphi uses data-driven research methods to capture what various stakeholders think (feel, judge, etc.) about moral issues of relevance to bioethics. However, like its other parent discipline of x-phi, bioxphi tends to favor experiment-based designs drawn from the cognitive sciences – including psychology, neuroscience, and behavioral economics – to (...) tease out why and how stakeholders think as they do. (shrink)

The fact that Internet companies may record our personal data and track our online behavior for commercial or political purpose has emphasized aspects related to online privacy. This has also led to the development of search engines that promise no tracking and privacy. Search engines also have a major role in spreading low-quality health information such as that of anti-vaccine websites. This study investigates the relationship between search engines’ approach to privacy and the scientific quality of the information they return. (...) We analyzed the first 30 webpages returned searching “vaccines autism” in English, Spanish, Italian, and French. The results show that not only “alternative” search engines but also other commercial engines often return more anti-vaccine pages (10–53%) than Google (0%). Some localized versions of Google, however, returned more anti-vaccine webpages (up to 10%) than Google. Health information returned by search engines has an impact on public health and, specifically, in the acceptance of vaccines. The issue of information quality when seeking information for making health-related decisions also impact the ethical aspect represented by the right to an informed consent. Our study suggests that designing a search engine that is privacy savvy and avoids issues with filter bubbles that can result from user-tracking is necessary but insufficient; instead, mechanisms should be developed to test search engines from the perspective of information quality (particularly for health-related webpages) before they can be deemed trustworthy providers of public health information. (shrink)

In the second half of the last century, Albanian society adopted a totalitarian way of communist thinking, that could not have spared medical disciplines. Psychiatry was and probably remains a stigmatized field, whose problems almost never were discussed openly. Specialized writings on psychiatry were available and could shed light on the themes and questions of concern. A periodical journal entitled Psychoneurological Works circulated in its print edition, with its first issue of 1959, its tenth issue of 1984 till it ceased (...) publishing some years later. The journal was a mixture of neurological and psychiatric contributions, with the latter reflecting consistent time-related shifts in thematic, terminology, and data exposure. The panegyric and enthusiastic statements served as a good disguise for the immense ailing of patients and the ethical challenges that psychiatrists were facing, while exerting their profession in the time of severe dictatorship, when the disrespect of human being reached its apogee. (shrink)

The present study was carried out to revive the old art of dyeing with natural dye obtained from barks of Bombax ceiba Linn. locally known as semal tree. The commercialization of the present process will be helpful for their viable application in handloom and textile industries. Further, this will also have great impact especially for the economic growth of the rural dyer communities. In the present study, Cotton fabric was pre treated with eco friendly and non eco friendly mordants. The (...) various shades were obtained. The name of the shade and shade code was obtained by matching the shade card presented by Asian paint India. Colour strength of dyed cotton fabric was measured in terms of L, a, b colour scale by using hunter lab instrument Hunterlab EasyMatchQC Colour flex EZ 45 0, Reflectance . mode. The dyed samples have shown good to excellent and poor to good fastness properties Dr. Yogesh Vadwala | Dr. Namrita Kola "Dyeing of Cotton with Natural Dye Obtained from Barks of Bombax Ceiba Linn locally known as Semal" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-4 , June 2017. (shrink)

A safe and secure environment is an essential part of the early childhood development of any child. This study aims to investigate the safety and protection practices of early childhood centers in the Anambra state, Nigeria, and to determine if any improvements can be made to them. This study analyzed data collected from 60 Early Childhood Care Centers (ECCE Centers) and 60 Pre-Primary Schools (Preprimary School) in Anambra State using the Evaluation of ECCE Implementation Kit (KEIEP), direct observation, and unstructured (...) interviews, all of which were conducted using the evaluation tool. Using descriptive statistics, chi-squares, and student t-statistics, the data were analyzed. According to the results of this study, 28.0% of the private ECCE centers were in compliance with the requirements for enough space for children to play, fenced facilities, a standard first aid box, a splint bandage and an antiseptic. It is important to note that the majority of public early childhood education centers (62.0%) comply with the requirements for fencing, a first aid box, splint bandages, cotton wool, antiseptic, scissors, methylated spirit, liniment, analgesics, and thermometers, whereas 31% of those centers do not have the remaining seven practices. A conclusion of the study was that both private and public ECCE centers in Anambra State comply with the safety and protection provisions and practices in place. (shrink)

Agricultural biotechnology refers to a diverse set of industrial techniques used to produce genetically modified foods. Genetically modified (GM) foods are foods manipulated at the molecular level to enhance their value to farmers and consumers. This book is a collection of essays on the ethical dimensions of ag biotech. The essays were written over a dozen years, beginning in 1988. When I began to reflect on the subject, ag biotech was an exotic, untested, technology. Today, in the first year of (...) the millenium, the vast majority of consumers in the United States have taken a bite of the apple. Milk produced by cows injected with a GM protein called recombinant bovine growth hormone (bGH), is found, unlabelled, on grocery shelves throughout the US. In 1999, half of the soybeans and cotton harvested in the US were GM varieties. Billions of dollars of public and private monies are being invested annually in biotech research, and commercial sales now reach into the tens of billions of dollars each year. Whereas ag biotech once promised to change American agriculture, it now is in the process of doing so. (shrink)

The incorporation of thermal insulation materials into building walls is a novel strategy for reducing heating and cooling energy consumption. Nowadays, the issues of energy production, consumption, and energy storage have become global problems. Furthermore, the thermal insulation of buildings increases the thermal comfort of residential premises in order to save energy. The use of several kinds of thermal insulation materials is required in the construction sector. This paper compares the thermal and moisture performance of two different types of walls. (...) The buildings taken under consideration are located in two different Tirana neighborhoods, close to each other sharing similar climate parameters. Depending on the presence of thermal insulation, two types of walls were taken into consideration. A wall in which thermal insulation is not present and a wall with a ventilated façade system, are considered. Thermal insulation in the second case is made with rock mineral cotton. In order to obtain the most accurate results, pertinent temperature and humidity, measurements were made at several spots along the walls. The comparative analysis was performed using special measuring instruments. The temperature and moisture level in the internal walls and the temperatures of the external walls, at various spots on the walls, were taken into consideration, along with the layers of the relevant walls in both cases. The aim of this paper is to experimentally study the thermal performance of walls with various types of thermal insulation, including the ventilated façade system, as well as walls without thermal insulation. The purpose of the study is also to show how the technical and architectural methods utilized during construction affect the moisture and temperature fluctuations of the perimeter walls. (shrink)