Abstract: The New Latin-American Constitutionalism (NCL) is a new theory represented by the last-two decades constitutions of Colombia, Venezuela, Ecuador, and Bolivia. These constitutional texts share special characteristics in their originality and their comprehension of the features of their societies, which have originated new mechanism and institutions in constitutional theory, in order to advance the development of their nations. This paper analyzes the aspects of democracy, economic regulation, and peace building, as fundamental elements of NCL, in order to prove the (...) advance in social development of those States. -/- Resumen: El Nuevo Constitucionalismo Latinoamericano (NCL) es una teoría que enmarca las cartas políticas surgidas en las últimas décadas en Colombia, Venezuela, Ecuador y Bolivia. Estas constituciones comparten características especiales respecto a la originalidad y apropiación de los elementos particulares de sus sociedades, dando paso a nuevos mecanismos y figuras innovadoras en la teoría constitucional, buscando un avance en el desarrollo de sus naciones. El artículo analiza los postulados en la democracia, la regulación económica y la construcción de paz, como elementos fundamentales del NCL, buscando evidenciar el avance presentado por los Estados en su desarrollo social. (shrink)

After 50 years of debate, the ethics of aggregation has reached a curious stalemate, with both sides arguing that only their theory treats people as equals. I argue that, on the issue of equality, both sides are wrong. From the premise that “each counts for one,” we cannot derive the conclusion that “more count for more”—or its negation. The familiar arguments from equality to aggregation presuppose more than equality: the Kamm/Scanlon “Balancing Argument” rests on what social choice theorists call “(Positive) (...) Responsiveness,” Kamm’s “Aggregation Argument” assumes that “equal” lives are fungible, and Hsieh et al. have it that spreading goods broadly best approximates equality. In each case, the crucial premise is not equality itself but a further idea that Taurek, I argue, can safely reject. I conclude with a conjecture: there is no theory-neutral argument that settles the question of whether the numbers count. (shrink)

Using speech act theory from the Philosophy of Language, this paper attempts to develop an ethical framework for the phenomenon of speech processing. We use the concepts of the illocutionary force and the illocutionary content of a speech act to explain the ethics of speech processing. By emphasizing the different stages involved in speech processing, we explore the distinct ethical issues that arise in relation to each stage. Input, processing, and output are the different ethically relevant stages under which a (...) spoken item or a speech navigates within the range of speech-processing modules. Employing the illocutionary force-content distinction, we specify and characterize the input-related ethical issues, the output-related ethical issues, and the processing-related ethical issues involved in speech processing. Together with illocutionary force-content distinction, we employ the data-information distinction to characterize the stage-wise ethical issues in the phenomenon of speech processing as the ethics of collecting (speech) data, the ethics of contextualizing (speech) data/information, and the ethics of releasing the con-textualized information (processed speech). Immediate ethical issues that arise from the range of speech processing modules are distinguished from distant ethical issues. We also indicate the nature of ethical issues that arise from Speaker Independent speech technologies. (shrink)

Philosophers of mind and epistemologists are increasingly making room in their theories for epistemic emotions (E-emotions) and, drawing on metacognition research in psychology, epistemic – or noetic or metacognitive – feelings (E-feelings). Since philoso- phers have only recently begun to draw on empirical research on E-feelings, in particular, we begin by providing a general characterization of E-feelings (section 1) and reviewing some highlights of relevant research (section 2). We then turn to philosophical work on E-feelings and E-emotions, situating the contributions (...) to the focus section (two articles devoted to E-feelings and two devoted to E-emotions) with respect to both the existing literature and each other (section 3). We conclude by brie y describing some promising avenues for further philosophical research on E-feelings and E-emotions (section 4). (shrink)

Suffering can make sacred, so it may partly be nature, and not culture alone, that leads us to apprehend a sacred aspect in victims of oppression. Those who recognize this sacredness show piety—a special form of respect—toward members of oppressed groups. The result is a system of social constructions often dismissed as “identity politics.” This essay starts with an analysis of the intentionality of piety and sacredness and how they relate to suffering, sacrifice, sanctions, pollution, and purification. It then argues (...) that the sacralization of oppressed groups is an expression of the perennial human disposition to acknowledge sacredness and to respond piously. The essay then analyzes this sacred status as socially constructed. Based on the sacred-making power of suffering, the sacred status elicits piety, gives its bearers special authority, surrounds them with sanctions, and calls for symbolic sacrificial punishments of the impious. By dissecting sacrificial politics as a system of social constructions, we see that, although the oppressed groups are made sacred, certain people in the oppressor groups—“the Pious”—continue to exercise fundamental power. This essay, by displaying the inner logic of this cultural phenomenon, helps us both to sympathize with and to critique the system and then to pose questions about what good or bad the system might be doing. (shrink)

Value pluralists believe in multiple dimensions of value. What does betterness along a dimension have to do with being better overall? Any systematic answer begins with the Strong Pareto principle: one thing is overall better than another if it is better along one dimension and at least as good along all others. We defend Strong Pareto from recent counterexamples and use our discussion to develop a novel view of dimensions of value, one which puts Strong Pareto on firmer footing. We (...) conclude by defending Dimensionalism, the hypothesis that overall value relations are determined solely by how things compare along value dimensions. These are first steps towards a more systematic value pluralism. (shrink)

Many philosophers consider that memory is just a passive information retention and retrieval capacity. Some information and experiences are encoded, stored, and subsequently retrieved in a passive way, without any control or intervention on the subject’s part. In this paper, we will defend an active account of memory according to which remembering is a mental action and not merely a passive mental event. According to the reconstructive account, memory is an imaginative reconstruction of past experience. A key feature of the (...) reconstructive account is that given the imperfect character of memory outputs, some kind of control is needed. Metacognition is the control of mental processes and dispositions. Drawing from recent work on the normativity of automaticity and automatic control, we distinguish two kinds of metacognitive control: top-down, reflective control, on the one hand, and automatic, intuitive, feeling-based control on the other. Thus, we propose that whenever the mental process of remembering is controlled by means of intuitive or feeling-based metacognitive processes, it is an action. (shrink)

Ouraiminthischapteristodelineatetheformofsharedagencythatwe take to be manifested in collective memory. We argue for two theses. First, we argue that, given a relatively weak conception of episodicity, certain small-scale groups display a form of emergent (i.e., genuinely collective) episodic memory, while large-scale groups, in contrast, do not display emergent episodic memory. Second, we argue that this form of emergent memory presupposes (high-level and possibly low-level) metamemorial capacities, capacities that are, however, not themselves emergent group-level features but rather strictly individual-level features. The form of (...) shared agency that we delineate is thus revealed as being minimal in three senses. First, the relevant groups are themselves minimal in terms of their size. Second, the form of memory in question is minimally episodic. And finally, the cognitive capac- ities attributed to the relevant groups are minimal, in the sense that they need not themselves be capable of metacognition. (shrink)

The main aim of this paper is to clarify the relation between epistemic feel- ings, mental action, and self-ascription. Acting mentally and/or thinking about one’s mental states are two possible outcomes of epistemic or metacognitive feelings. Our men- tal actions are often guided by our E-feelings, such as when we check what we just saw based on a feeling of visual uncertainty; but thought about our own perceptual states and capacities can also be triggered by the same E-feelings. The first (...) section of the pa- per presents Dokic’s argument for the insufficiency of the “ascent routine” to account for non-transparent cases of self-ascription, as well as his account of E-feelings. The second section then presents a two-level model of metacognition that builds on Dokic’s account and my own view of the issue. The two-level model links E-feelings to a min- dreading capacity in order to account for non-transparent self-ascriptions. Finally, the third section develops a deeper characterization of the relation among E-feelings, mental action, and self-ascription of mental states based on epistemic rules. In the context of self-knowledge, these remarks suggest the existence of means of forming self-ascriptions other than the ascent routine. (shrink)

Mind-wandering seems to be paradigmatically unintentional. However, experimental findings have yielded the paradoxical result that mind-wandering can also be intentional. In this paper, we first present the paradox of intentional mind-wandering and then explain intentional mind-wandering as the intentional omission to control one’s own thoughts. Finally, we present the surrealist method for artistic production to illustrate how intentional omission of control over thoughts can be deployed towards creative endeavors.

Collaborative remembering, in which two or more individuals cooperate to remember together, is an ordinary occurrence. Ordinary though it may be, it challenges traditional understandings of remembering as a cognitive process unfolding within a single subject, as well as traditional understandings of memory knowledge as a justified memory belief held within the mind of a single subject. Collaborative memory has come to be a major area of research in psychology, but it has so far not been investigated in epistemology. In (...) this chapter, we attempt an initial exploration of the epistemological implications of collaborative memory research, taking as our starting point the “extended knowledge” debate which has resulted from the recent encounter between extracranialist theories of cognition and externalist theories of knowledge (Carter et al., 2014; Carter et al., forthcoming). Various forms of socially and technologically augmented memory have played important roles in the extended knowledge debate, but the debate has so far not taken collaborative memory, in particular, into account. We will argue that collaborative memory supports a novel externalist theory of knowledge: distributed reliabilism. Distributed reliabilism departs in two important respects from both traditional reliabilism (Goldman, 2012) and updated theories such as extended (Goldberg, 2010) and social reliabilism (Goldman, 2014). First, it acknowledges that belief-forming processes may extend extracranially to include processing performed both by other subjects and by technological artifacts. Second, it acknowledges that distributed sociotechnical systems themselves may be knowing subjects. Overall, then, the main aim of the chapter is to draw out the philosophical implications of psychological research on collaborative memory. But our argument will also suggest that it may be useful to broaden the standard conception of collaborative memory to include not only the sorts of direct interactions among subjects that have been the focus of psychological research so far but also a range of more indirect, technology-supported and -mediated interactions, and it thus has implications for psychology as well. (shrink)

It is difficult to advance a point beyond what Keynes himself commented about his own vision in The General Theory of Employment, Interest and Money in 1936 (hereafter TGT) in its Chapter 24. It is also difficult to express a deeper thought than what Skidelsky wrote about Chapter 24 of TGT (cf. Skidelsky, 1997). The purpose of this article is to identify whether Chapter 24 of TGT is the gist of Keynes’s legacy, having set the foundations of macroeconomics in the (...) previous 23 Chapters. Relevant topics included in Chapter 24 are the consequences of full employment, the fate of income distribution, the future of overall wealth, the socialization of investment, saving, expectations, the role of the State in economies, the future of financial markets and the interaction between economics and other disciplines. Indeed this Chapter displays Keynes’s genius as a social philosopher, following the tradition of The Economics Possibilities for our Grandchildren (1930). In Chapter 24 he was taking a glance at his product as did Phillip II when he was observing the construction of his castle El Escorial in XVII Spain. Within his vision, is this piece of work a justification of capitalism? Keynes sees the State as both the spender and the employer of last resort, thereby proposing a new role for the government (Skidelsky, 1998). He also suggests a new role for the private sector and reconsiders the interrelation between the two sectors. He is fully optimistic about this issue, which he considers as evolutionary. In addition, Keynes blurs the distinction between economics and sociology, advancing new interdisciplinary hints in his thinking. Keynes is also concerned on the epistemological role of assumptions in order to obtain defensible conclusions. Thereafter the British economist proposes new methods. He was a neo-realist and was against the inductive method. In addition, it can be stated that TGT is grounded on new psychological laws and motivations, that is, on a new vision of humankind, especially the analyzed chapter. His topics are the bypassing of Classical Economics; the destiny of macroeconomics in both theoretical and policy terms, highlighting new roles for interest rates; savers and rentiers; and the relevance of the concepts of ideas, interests and power. In all these respects Keynes is once again far ahead of his time. Finally a debatable topic dealt with by Keynes in Chapter 24 of TGT is 1 PhD in Economics, Lancaster University, UK; Professor-researcher at ISEC Universidad de Negocios, Mexico City. socialisation of investment. This is in words of Skidelsky, a shift in the balance of social power. Keynes is thus in Chapter 24 of TGT a visionary and an idealist, a reformer, and certainly a trans-generational thinker. When he talks about the passion of thriftiness and the setting of reasonable financial rewards arising from financial instruments he is advancing explications for financial crises in terms of speculation. The open conclusion is that Chapter 24 contains the gist of Keynes’s mature philosophical thinking and legacy, confirming that for him attitudes are one of the most relevant issues in life. In addition, he considers that both social and psychological elements are necessary for a thorough understanding of economic issues and their consequences, such as peace and happiness. Section 1 is an introduction. Section 2 is both a literature review and a summary of Keynes’s general philosophical insights. Section 3 is an analysis of Chapter 24 of TGT in the specific fields of Epistemology, Ethics, Ontology, and Political and Social Philosophy. Section 4 is a conclusion. References are listed at the end of the article. Keywords: Keynes, philosophy of economics, social philosophy, epistemology, method, ethics, ontology, uncertainty, full employment, income distribution, wealth, euthanasia of the rentier, saving, socialization of investment, O’Donnell, Carabelli, Fitzgibbons, Skidelsky. (shrink)

Husserl’s philosophy of culture relies upon a person’s body being expressive of the person’s spirit, but Husserl’s analysis of expression in Logical Investigations is inadequate to explain this bodily expressiveness. This paper explains how Husserl’s use of “expression” shifts from LI to Ideas II and argues that this shift is explained by Husserl’s increased understanding of the pervasiveness of sense in subjective life and his increased appreciation for the unity of the person. I show how these two developments allow Husserl (...) to better describe the bodily expressiveness that is the source of culture. Husserl’s account of culture is thoroughly intentionalistic, but it does not emphasize thought at the expense of embodiment. Culture originates not in an abstract subjectivity, but by persons’ expressing themselves physically in the world. By seeing how Husserl develops his mature position on bodily expressiveness, we can better appreciate the meaningfulness and the bodily concreteness of cultural objects. (shrink)

Background: Besides regulatory learning skills, learning also requires students to relate to their social context and negotiate it as they transition and adjust to medical training. As such, there is a need to consider and explore the role of social and cultural aspects in student learning, particularly in problem-based learning, where the learning paradigm differs from what most students have previously experienced. In this article, we report on the findings of a study exploring first-year medical students’ experiences during the first (...) semester of an undergraduate problem-based learning medical program at an African medical school. Method: We employed a qualitative case study approach using in-depth interviews with 23 first-year medical students. Participants ranged in age from 18 to 25 years. All students were bi/multilingual (some spoke three to five languages), with English as the learning language. We conducted an inductive thematic analysis to systematically identify and analyze patterns in the data using the Braun and Clarke framework. Results: Before medical school, students worked hard to compete for admission to medical school, were primarily taught using a teacher-centered approach, and preferred working alone. At the beginning of medical school, students found it challenging to understand the problem-based learning process, the role of the case, speaking and working effectively in a group, managing a heavy workload, and taking increased responsibility for their learning. By the end of the first semester, most students were handling the workload better, were more comfortable with their peers and facilitators, and appreciated the value of the problem-based learning approach. Conclusions: Our study highlights the importance of interrogating contextual sociocultural factors that could cause tension when implementing problem-based learning in non-western medical schools. Adjustment to problem-based learning requires a conceptual and pedagogic shift towards learner-centered practice, particularly concerning self direction, the role of the case, and collaborative learning. As such, there is a need to develop and implement research informed learning development programs that enable students to reflect on their sociocultural beliefs and practices, and enhance their regulatory learning competence to optimize meaningful and early engagement with the problem based learning process. (shrink)

Seems plausible to accept the thesis that “it is not objects per se that have a special status in the mind of the child”. I grasp this thesis in the sense that the only stuff that infants can individuate are not objects, but this not implies that objects do not make the core contribution to our (adult) metaphysical conceptual scheme, i.e. to constitute a platform for basic adaptive environmental performances in adult life. Plausibly, any young human cognitive system needs to (...) stabilize capacities to track holes and shadows since these non concrete entities could be indispensable in a world perceived as populated with objects. (shrink)

What types of unity and disunity belong to a group of people sharing a culture? Husserl illuminates these communities by helping us trace their origin to two types of interpersonal act—cooperation and influence—though cultural communities are distinguished from both cooperative groups and mere communities of related influences. This analysis has consequences for contemporary concerns about multi- or mono-culturalism and the relationship between culture and politics. It also leads us to critique Husserl’s desire for a new humanity, one that is rational, (...) cooperatively united, and animated by a universal philosophical culture. Reflecting on culture, a spiritually shaped and shared domain of the world, draws us to reflect also on ourselves as social and rational animals, and to ask, what should we reasonably hope for—and aim for—in a human culture that expresses and supports our shared lives of reason? Aristotle is used for occasional comparisons and contrasts. (shrink)

We argue that supererogation cannot be understood just in terms of reasons for action. In addition to reasons, a theory of supererogation must include prerogatives, which can make an action permissible without counting in favor of doing it.

Supererogatory acts—good deeds “beyond the call of duty”—are a part of moral common sense, but conceptually puzzling. I propose a unified solution to three of the most infamous puzzles: the classic Paradox of Supererogation (if it’s so good, why isn’t it just obligatory?), Horton’s All or Nothing Problem, and Kamm’s Intransitivity Paradox. I conclude that supererogation makes sense if, and only if, the grounds of rightness are multi-dimensional and comparative.

There are plenty of classic paradoxes about conditional obligations, like the duty to be gentle if one is to murder, and about “supererogatory” deeds beyond the call of duty. But little has been said about the intersection of these topics. We develop the first general account of conditional supererogation, with the power to solve familiar puzzles as well as several that we introduce. Our account, moreover, flows from two familiar ideas: that conditionals restrict quantification and that supererogation emerges from a (...) clash between justifying and requiring reasons. (shrink)

The crucial distinction for ethics is between the good and the apparent good, between being and seeming. Tradition is useful for developing our ability to make this distinction and to live ethically or in self-responsibility, but it is also threatening to this ability. The phenomenology of Husserl and of others in the Husserlian tradition, especially Robert Sokolowski, are helpful in spelling out how tradition works; how the difference between the apparent good and the good is bridged in the experience of (...) moral truth but also a permanent, challenging feature of human life; what ethics requires regarding self-responsibility or authenticity; and what the proper voice of tradition is in the ethical or moral life. (shrink)

This paper puts Searle’s social ontology together with an understanding of the human person as inclined openly toward the truth. Institutions and their deontology are constituted by collective Declarative beliefs, guaranteeing mind-world adequation. As this paper argues, often they are constituted also by collective Assertive beliefs that justify (rather than validate intrainstitutionally) institutional facts. A special type of Status Function-creating ‘Assertive Declarative’ belief is introduced, described, and used to shore up Searle’s account against two objections: that, as based on collective (...) acceptance, Searlean social ontology cannot make sense of dissenters, and that it, as its deontology is all game-like, implies a legal positivism and thus cannot make proper sense of the moral import of sociopolitical institutions. This change is necessary to deepen social ontology’s understanding of human societies and to accurately describe many social, religious, and political institutions as constituted from the perspectives of participants and dissidents. (shrink)

This paper discusses the rhetorical problems teachers face in presenting Socratic activity to students, and it then argues that parallel problems arise in presenting liberal education to many academic colleagues. Given the nature of philosophy and the nature of expertise in today’s academy, most academics will not understand, and perhaps be hostile to, philosophy, and philosophers may sometimes seem to them both arrogant and ignorant. The contemporary academy, dominated by assumptions Weber articulates in "Science as a Vocation," does not make (...) room for philosophical activity and practitioners of philosophy in the classroom (in various departments) must adopt rhetorically appropriate postures in order to create safe spaces for Socratic activity. (shrink)

So you want to publish some philosophy—preferably, good philosophy in a nice journal. -/- How do you do it?

Philosophers have long argued that duties to oneself are paradoxical, as they seem to entail an incoherent power to release oneself from obligations. I argue that self-release is possible, both as a matter of deontic logic and of metaethics.

Deontologists believe in two key exceptions to the duty to promote the good: restrictions forbid us from harming others, and prerogatives permit us not to harm ourselves. How are restrictions and prerogatives related? A promising answer is that they share a source in rights. I argue that prerogatives cannot be grounded in familiar kinds of rights, only in something much stranger: waivable rights against oneself.

Consequentialists say we may always promote the good. Deontologists object: not if that means killing one to save five. “Consequentializers” reply: this act is wrong, but it is not for the best, since killing is worse than letting die. I argue that this reply undercuts the “compellingness” of consequentialism, which comes from an outcome-based view of action that collapses the distinction between killing and letting die.

Why should ‘better than’ be transitive? The leading answer in ethics is that values do not change with context. But this cannot be the entire source of transitivity, I argue, since transitivity can fail even if values never change, so long as they are complex, with multiple dimensions combined non-additively. I conclude by exploring a new hypothesis: that all alleged cases of nontransitive betterness, such as Parfit’s Repugnant Conclusion, can and should be modelled as the result of complexity, not context-relativity.

In the classic Miners case, an agent subjectively ought to do what they know is objectively wrong. This case shows that the subjective and objective ‘oughts’ are somewhat independent. But there remains a powerful intuition that the guidance of objective ‘oughts’ is more authoritative—so long as we know what they tell us. We argue that this intuition must be given up in light of a monotonicity principle, which undercuts the rationale for saying that objective ‘oughts’ are an authoritative guide for (...) agents and advisors. (shrink)

Contingent negative existentials give rise to a notorious paradox. I formulate a version in terms of metaphysical grounding: nonexistence can't be fundamental, but nothing can ground it. I then argue for a new kind of solution, expanding on work by Kit Fine. The key idea is that negative existentials are contingently zero-grounded – that is to say, they are grounded, but not by anything, and only in the right conditions. If this is correct, it follows that grounding cannot be an (...) internal relation, and that no complete account of reality can be purely fundamental. (shrink)

John Taurek argues that, in a choice between saving the many or the few, the numbers should not count. Some object that this view clashes with the transitivity of ‘better than’; others insist the clash can be avoided. I defend a middle ground: Taurek cannot have transitivity, but that doesn’t doom his view, given a suitable conception of value. I then formalize and explore two conceptions: one context-sensitive, one multidimensional.

Justification depends on context: even if E on its own justifies H, still it might fail to justify in the context of D. This sort of effect, epistemologists think, is due to defeaters, which undermine or rebut a would-be justifier. I argue that there is another fundamental sort of contextual feature, disqualification, which doesn't involve rebuttal or undercutting, and which cannot be reduced to any notion of screening-off. A disqualifier makes some would-be justifier otiose, as direct testimony sometimes does to (...) distal testimony, and as manifestly decisive evidence might do to gratuitous evidence on the same team. Basing a belief on disqualified evidence, moreover, is distinctively irrational. One is not necessarily irresponsible. Instead one is turning down a free upgrade to a sleeker, stabler basis for one's beliefs. Such an upgrade would prevent wastes of epistemic effort, since someone who bases her belief on a disqualified proposition E will need to remember E and rethink her belief should E ever be defeated. The upgrade might also reduce reliance on unwieldy evidence, if E is relevant only thanks to some labyrinthine argument; and if even ideal agents should doubt their ability to follow such arguments, even they should care about disqualifiers. (shrink)

Supererogatory acts are those that lie “beyond the call of duty.” There are two standard ways to define this idea more precisely. Although the definitions are often seen as equivalent, I argue that they can diverge when options are infinite, or when there are cycles of better options; moreover, each definition is acceptable in only one case. I consider two ways out of this dilemma.

El plagio ha sido objeto de investigaciones desde hace algunos años; sin embargo, ha sido estudiado principalmente en el alumnado de diferentes niveles educativos, aun cuando es una práctica que se manifiesta también en la investigación científica. Por ello, este artículo parte de responder: ¿Cuál es la prevalencia del plagio entre investigadores? ¿Cuáles son las principales causas asociadas a su comisión? ¿Qué estrategias se emplean para prevenirlo? Se realizó una revisión sistemática de literatura. Un total de 25 documentos fueron evaluados, (...) analizados y sintetizados. Los resultados señalan que la estimación de la prevalencia del plagio es de 4.3% a nivel internacional, porcentaje por debajo de la práctica real debido al sesgo de respuesta: algunos investigadores podrían no estar reportando la comisión de plagio en su práctica investigativa, aun cuando participen de forma anónima en las investigaciones. La principal razón asociada al plagio es la falta de tiempo, relacionada con el trabajo excesivo y con la presión para lograr una promoción. Las estrategias de prevención se agrupan en tres: implementación de capacitaciones, creación o modificación de políticas y documentos. La revisión, a pesar de centrarse originalmente en el plagio, añade información sobre otras prácticas investigativas no éticas. Se concluye que el plagio, a pesar de su aparente baja prevalencia, es un fenómeno grave presente en la investigación científica, que requiere una definición clara y completa con miras a ser aceptada de forma internacional, además de que necesita ser estudiado en mayor medida y con diferentes metodologías. Se sugieren nuevas líneas de investigación y se invita a atender las estrategias de prevención recabadas. (shrink)

According to a familiar (alleged) requirement on practical reason, one must believe a proposition if one is to take it for granted in reasoning about what to do. This paper explores a related requirement, not on thinking but on acting—that one must accept a goal if one is to count as acting for its sake. This is the acceptance requirement. Although it is endorsed by writers as diverse as Christine Korsgaard, Donald Davidson, and Talbot Brewer, I argue that it is (...) vulnerable to counterexamples, in which agents act in light of ends that they do not accept but are still merely considering. For instance, a young professional may keep a job option open not because she definitely wants or intends to take it, but just because she is considering taking it. I try to show that such examples are not easily resisted; that they present challenges specifically for Brewer, Davidson, and especially Korsgaard; and that the examples also raise fresh, non-partisan questions in action theory. What is considering, exactly? How could it fall short of acceptance while still guiding behaviour? How can we act for an end before thinking it through? (shrink)

En este artículo presentamos el modelo tradicional (que llamaremos canónico) que se ha usado para explicar el autoengaño y algunos de los problemas que ha de enfrentar. Presentaremos luego el que ha sido conocido como el modelo deflacionista o no intencionalista y defenderemos que es una alternativa mejor para entender este fenómeno que el modelo canónico. Finalmente, presentaremos una limitación o problema que ha de enfrentar el modelo deflacionista y que, al ser tratada, obliga a hacer ciertas consideraciones y a (...) mirarlo bajo una nueva luz que, lejos de ponerlo en duda o debilitarlo, termina por fortalecerlo. Esta limitación se basa en que el modelo ha sido pensado teniendo en mente sólo evidencia perceptual, pero no interacciones sociales. Defenderemos que al incluir las interacciones sociales se hace necesario modificar levemente el modelo para dar cuenta de ellas y del comportamiento que los agentes a quienes adscribimos autoengaño tienen en estas relaciones. En cada una de las secciones de este texto acudiremos a ejemplos de la literatura que sirven para presentar con claridad las características de cada caso. (shrink)

Defiendo la opinión de que la infancia es intrínsecamente valiosa en lugar de tener valor solo en la medida en que conduce a una buena edad adulta. Ni la visión de los “niños como adultos inacabados” ni la más extravagante de “los adultos como niños defectuosos” son convincentes por sí mismas porque ambas son formas incompletas de contar la historia de la infancia y la edad adulta. Un breve artículo no puede resolver la cuestión del valor relativo de la niñez (...) y la adultez, pero sugiero que es plausible que algunos tipos de valor que podemos disfrutar plenamente como niños sean, en el caso de la mayoría de las personas, diferentes de aquellos que podemos disfrutar como adultos. A medida que nos hacemos adultos mejoramos nuestros conocimientos y habilidades: acumulamos experiencia y controlamos mejor nuestras emociones. Por lo tanto, nos volvemos capaces de una plena agencia moral. Además, nos volvemos más decididos y adquirimos las habilidades ejecutivas necesarias para perseguir nuestros objetivos de manera efec-tiva y, por lo tanto, tenemos nuevos tipos de logros disponibles. Al mismo tiempo, en la transición a la edad adulta perdemos, en promedio, no solo habilidades físicas deseables como la agilidad y la flexibilidad, sino también gran parte de la plasticidad mental, la imaginación, la curiosidad y la percepción vívida, a veces sinestésica, del mundo (es decir, la capacidad de experimentar el mundo a través de más de un sentido a la vez). En el proceso, la capacidad de imaginar mundos radicalmente diferentes y las habilidades filosóficas y artísticas que teníamos de niños se pierden en general o al menos se reducen en gran medida. Por lo tanto, el cambio de la niñez a la edad adulta puede no ser en todos los sentidos un progreso, como diría la visión de los “niños como adultos inacabados”, o una regresión, como sugiere la visión de los “adultos como niños defectuosos”. Más bien, es una transformación de un tipo de ser humano intrínsecamente valioso a un tipo diferente de ser humano intrínsecamente valioso. Mi relato se basa en el trabajo en filosofía con niños y en nuevas investigaciones en psicología del desarrollo. Si bien hablo de los niños en general, no hace falta decir que las afirmaciones sobre las habilidades de los niños se aplican de manera diferente a los diferentes grupos de edad; sin embargo, asumo que la distinción entre “infancia” y “edad adulta” es, como tal, pertinente. (shrink)

The Texas borderlands have come to be increasingly important in the historical literature and in public opinion for the way that the region shapes national thought on race, borders, and ethnicity. With this increasing importance, it is pressing to examine the history of these issues in the region so that they may be accurately and insightfully deployed. This article contributes to the existing scholarship with a close discursive analysis of race in the booster materials, 1904-1941. The booster materials forge a (...) notion of race relations that borrows from tropes common across the West but is also informed by Jim Crow and the unique demands of the region. The booster materials forward a notion of race that is largely unique in Western boosterism, positing only two major characters, Mexicans and white Northerners. The figure of ‘the Mexican’ is drawn more as a part of nature than human society in that it shares the fundamental characteristics of the land, animals, and rivers of the region. Nature in the region is depicted as an adventitious, disorderly, and wasteful body that calls out for northern discipline. The ‘Northerners’ are figured as the ones who, through applying discipline to the natural resources of the area (land, water, and Mexicans) can bring reason, fertility, and profitable connection to the national economy. The consequences of this racial division are further explored in the article as they play out in schooling, religion, justice, beauty, leisure, and sport. (shrink)

In this paper we analyze Libet’s conclusions on «free will» (FW), rejecting his view of the concept and defending a partially aligned view with Wittgenstein’s early remarks on FW. First, the concept of Readiness Potential (RP) and Libet’s view are presented. Second, we offer an account of Wittgenstein´s point of view. Third, a dual-domain analysis is proposed; finally, we offer our conclusions. This article´s conclusion is part of an ongoing research.

How could it be wrong to exploit—say, by paying sweatshop wages—if the exploited party benefits? How could it be wrong to do something gratuitously bad—like giving to a wasteful charity—if that is better than permissibly doing nothing? Joe Horton argues that these puzzles, known as the Exploitation Problem and All or Nothing Problem, have no unified answer. I propose one and pose a challenge for Horton’s take on the Exploitation Problem.