A large proportion of the total global burden of disease is caused by emergency medical conditions. Emergency care research is essential to improving emergency medicine but this research can raise some distinctive ethical challenges, especially with regard to (1) standard of care and risk–benefit assessment; (2) blurring of the roles of clinician and researcher; (3) enrolment of populations with intersecting vulnerabilities; (4) fair participant selection; (5) quality of consent; and (6) community engagement. Despite the importance of research to improve emergency (...) care in low-income and middle-income countries (LMICs) and the widely acknowledged ethical challenges, very little has been written on the ethics of emergency care research in LMICs. This paper examines the ethical and regulatory challenges to conducting emergency care research with human participants in LMICs. We outline key challenges, present potential solutions or frameworks for addressing these challenges, and identify gaps. Despite the ethical and regulatory challenges, conducting high-quality, ethical emergency care research in LMICs is possible and it is essential for global health. (shrink)

What is consciousness? Of course, each of us knows, privately, what consciousness is. And we each think, for basically irresistible reasons, that all other conscious humans by and large have experiences like ours. So we conclude that we all know what consciousness is. It's the felt experiences of our lives. But that is not the answer we, as cognitive scientists, seek in asking our question. We all want to know what physical process consciousness is and why it produces this very (...) strange, almost mysterious, phenomenon of felt experience. (shrink)

We describe a simple, flexible exercise that can be implemented in the philosophy of science classroom: students are asked to determine the contents of a closed container without opening it. This exercise has revealed itself as a useful platform from which to examine a wide range of issues in the philosophy of science and may, we suggest, even help us think about improving the public understanding of science.

An account of scientific explanation is presented according to which (1) scientific explanation consists in solving “insight” problems (Metcalfe and Wiebe 1984) and (2) understanding is the result of solving such problems. The theory is pragmatic; it draws upon van Fraassen’s (1977, 1980) insights, avoids the objections to pragmatic accounts offered by Kitcher and Salmon (1987), and relates scientific explanation directly to understanding. The theory also accommodates cases of explanatory asymmetry and intuitively legitimate rejections of explanation requests.

The commentaries by Contesi, Hardcastle, Pismenny, and Gallegos pose pressing questions about the nature of boredom, frustration, and anticipation. Although their questions concern specific claims that I make in Propelled, they are of broad philosophical interest for, ultimately, they pave the way for a better understanding of these three psychological states. In my responses to the commentators, I clarify certain claims made in Propelled; provide additional support for my understanding of frustration; articulate the relationship between effort and value; defend (...) the claim that boredom is an emotion and discuss its formal object; and finally, consider the relationship between boredom (ordinarily understood) and deep or profound boredom. I am grateful to the commentators for engaging with Propelled. (shrink)

Suppose Alice asserts p, and the Caterpillar wants to disagree. If the Caterpillar accepts classical logic, he has an easy way to indicate this disagreement: he can simply assert ¬p. Sometimes, though, things are not so easy. For example, suppose the Cheshire Cat is a paracompletist who thinks that p ∨ ¬p fails (in familiar (if possibly misleading) language, the Cheshire Cat thinks p is a gap). Then he surely disagrees with Alice's assertion of p, but should himself (...) be unwilling to assert ¬p. So he cannot simply use the classical solution. Dually, suppose the Mad Hatter is a dialetheist who thinks that p ∧ ¬p holds (that is, he thinks p is a glut). Then he may assert ¬p, but it should not be taken to indicate that he disagrees with Alice; he doesn't. So he too can't use the classical solution. The Cheshire Cat and the Mad Hatter, then, have a common problem, and philosophers with opinions like theirs have adopted a common solution to this problem: appeal to denial. Denial, these philosophers suppose, is a speech act like assertion, but it is not to be understood as in any way reducing to assertion. Importantly, denial is something different from the assertion of a negation; this is what allows it to work even in cases where assertion of negation does not. Just as importantly, denial must express disagreement, since this is the job it's being enlisted to do. (shrink)

This book is a collection of all the papers published in the special issue “Philosophy and Meaning in Life Vol.4: Selected Papers from the Pretoria Conference,” Journal of Philosophy of Life, Vol.12, No.1, 2022, pp.1-115. -/- Theorizing About Meaning in Life Cheshire Calhoun -/- Is It Possible to Say ‘Yes’ to Traumatic Experiences?: A Philosophical Approach to Human Suffering Masahiro Morioka -/- Why Beauvoir Is Not a Subjectivist about Meaning in Life Kiki Berk -/- Axiological Values Grounded in Basic (...) Motivational Dispositions: How to Be a Subjectivist about Meaning in Life Frank Martela -/- Pessimism, Political Critique, and the Contingently Bad Life Patrick O’Donnell -/- Reason, Luck, and Meaning: A Critique of the Moralist View of Meaning in Life Kazuki Watanabe. (shrink)

No two individuals with the autism diagnosis are ever the same—yet many practitioners and parents can recognize signs of ASD very rapidly with the naked eye. What, then, is this phenotype of autism that shows itself across such distinct clinical presentations and heterogeneous developments? The “signs” seem notoriously slippery and resistant to the behavioral threshold categories that make up current assessment tools. Part of the problem is that cognitive and behavioral “abilities” typically are theorized as high-level disembodied and modular functions—that (...) are assessed discretely (impaired, normal, enhanced) to define a spectral syndrome. Even as biology reminds us that organic developing bodies are not made up of independent switches, we remain often seduced by the simplicity of mechanistic and cognitive models. Developmental disorders such as autism have accordingly been theorized as due to different modular dysfunctions—typically of cortical origin, i.e., failures of “theory of mind” (Baron-Cohen et al., 1985), of the “mirror neuron system” (Ramachandran and Oberman, 2006), of “weak central coherence” (Happe and Frith, 2006) or of the balance of “empathizing” and “systemizing” (Baron-Cohen, 2009), just to list a few. -/- The broad array of autonomic (Ming et al., 2005; Cheshire, 2012) and sensorimotor (Damasio and Maurer, 1978; Maurer and Damasio, 1982; Donnellan and Leary, 1995; Leary and Hill, 1996; Donnellan and Leary, 2012; Donnellan et al., 2012) differences experienced and reported by people with autism have by such theories typically been sidelined as “co-morbidities,” possibly sharing genetic causes, but rendered as incidental and decisively behaviorally irrelevant symptoms—surely disconnected from cognition. But what if the development of cortically based mental processes and autonomous control relies on the complexities and proper function of the peripheral nervous systems? Through such an “embodied” lens the heterogeneous symptoms of autism invites new interpretations. We propose here that many behavioral-level findings can be re-defined as downstream effects of how developing nervous systems attempt to cope and adapt to the challenges of having various noisy, unpredictable, and unreliable peripheral inputs. (shrink)

The deaths of those on whom our practical identities rely generate a sense of disorientation or alienation from the world seemingly at odds with life being meaningful. In the terms put forth in Cheshire Calhoun’s recent account of meaningfulness in life, because their existence serves as a metaphysical presupposition of our practical identities, their deaths threaten to upend a background frame of agency against which much of our choice and deliberation takes place. Here I argue for a dual role (...) for grief in addressing this threat to life’s meaningfulness. Inasmuch as grief’s object is the loss of our relationship with the deceased as it was prior to their death, grief serves to alert us to the threat to our practical identities that their deaths pose to us and motivates us to defuse this threat by revising our practical identities to reflect the modification in our relationship necessitated by their deaths. Simultaneously, the emotional complexity and richness of grief episodes provides an abundance of normative evidence regarding our relationship with the deceased and our practical identities, evidence that can enable us to re-establish our practical identities and thereby recover a sense of our lives as meaningful. (shrink)

These days, a number of philosophers of science indulge in lamenting about a crisis of their discipline. They complain about its loss of relevance, and bemoan the mar gi na lization of their dis cipline in the philosophical community and in the wider academia , Hardcastle and Richardson ). The Munich take on the philosophy of science does not succumb to this temptation. According to it, philosophy of science is well and alive. In Carlos Ulises Moulines’s Die Entwicklung der (...) modernen Wissen schaftstheorie Eine historische Einführung the word “crisis” is used only in reference to the 1940s when clas sical logical positivism encountered some dif fi culties in dealing with problems concerning veri fi cation, the ana ly tic/synthetic distinction, and similar conundrums. For Moulines, “crisis” is not a word that applies to contemporary philosophy of science. (shrink)

This paper makes two essential claims about the nature of shame and shame punishment. I argue that, if we properly understand the nature of shame, that it is sometimes justifiable to shame others in the context of a pluralistic multicultural society. I begin by assessing the accounts of shame provided by Cheshire Calhoun (2004) and Julien Deonna, Raffaele Rodogno, & Fabrice Teroni (2012). I argue that both views have problems. I defend a theory of shame and embarrassment that connects (...) both emotions to “whole-self” properties. Shame and embarrassment, I claim, are products of the same underlying emotion. I distinguish between moralized and nonmoralized shame in order to show when, and how, moral and non-moral shame may be justly deployed. Shame is appropriate, I argue, if and only if it targets malleable moral or non-moral normative imperfections of a person’s ‘whole-self.’ Shame is unjustifiable when it targets durable aspects of a person’s “whole-self.” I conclude by distinguishing shame punishments from guilt punishments and show that my account can explain why it is wrong to shame individuals on account of their race, sex, gender, or body while permitting us to sometimes levy shame and shame punishment against others, even those otherwise immune to moral reasons. (shrink)

A wide body of psychological research corroborates the claim that whether one’s life is (or will be) meaningful appears relevant to whether it is rational to continue living. This article advances conceptions of life’s meaningfulness and of suicidal choice with an eye to ascertaining how the former might provide justificatory reasons relevant to the latter. Drawing upon the recent theory of meaningfulness defended by Cheshire Calhoun, the decision to engage in suicide can be understood as a choice related to (...) life’s meaningfulness insofar as an individual can see no point in investing her agency in her anticipated future. These meaning-based reasons relevant to suicidal choice either cannot be reduced to the reasons of well-being that philosophers have typically used to analyse suicide decisions or at least forms a distinct class of reasons within those that contribute to well-being. (shrink)

In this short essay, I report results from a representative national dataset from the Cooperative Institutional Research Program that shows that significantly more men than women intend to major in philosophy at the high-school and pre-university level. This lends credence to pre-university effects hypotheses of women's underrepresentation in philosophy and successfully replicates a smaller analysis performed by Cheshire Calhoun at Colby College in 2009. I also defend my analysis against an objection that claims that intention to major is not (...) a good predictor of final major selection. Finally, I argue that this new analysis should lead to further investment in university-level diversity programs. (shrink)

This is a book review of Cheshire Calhoun's 2018 book, Doing Valuable Time.

CONTENT Introduction .................................................................................. 9 1. The unexpected: “Epistemologically Different Worlds” .......... 15 1.1 Introduction ........................................................................ 15 1.2 Definitions .......................................................................... 16 1.3 Propositions for its .............................................................. 18 1.4 Propositions for Its and being ............................................ 24 1.5 The hyperverse ................................................................... 30 2. A general view on cognitive neuroscience................................ 37 3. Optimism for localization and the “mind reading”................... 58 3.1 Bechtel’s optimism ............................................................. 58 3.2 Gallant’s laboratory work................................................... 67 3.3 Other optimistic works ....................................................... 75 4. Skepticism in cognitive neuroscience....................................... 81 4.1 Hardcastle’s (...) skepticism ...................................................... 81 4.2 Uttal’s skepticism ............................................................... 88 5. Blood-oxygen-level-dependent (BOLD) of fMRI and local field potentials (LFPs)............................................................. 107 6. The localization problem (segmentation vs. integration) ......... 126 7. The binding problem ................................................................ 138 7.1 Introduction ....................................................................... 138 7.2 The “Feature-Integration Theory” (FIT)............................. 146 7.3 The synchrony or temporal coding theory (temporal binding). 153 7.3.1 Oscillations – a general framework ....................... 153 7.3.2 More details about frequency bands, activated neural areas and cognitive functions ........................ 160 8 7.3.3 Gamma range in visual cognition ............................. 168 7.3.4 Communication among neural areas through synchronized oscillations.......................................... 177 7.3.5 The main critics for temporal coding hypothesis... 187 8. Perception and object recognition ........................................... 194 8.1 Perception and object recognition.................................... 194 8.2 A few words about other notions in cognitive neuroscience .................................................................... 210 9. Space and the mind................................................................... 218 10. Crossmodal interactions ......................................................... 244 11. Holism in cognitive neuroscience........................................... 254 11.1 The parts-whole relationship ........................................... 254 11.2 Raichle’s default network............................................... 269 11.3 Conscious and unconscious mental states...................... 278 12. Fingelkurts’ approach or the status of cognitive neuroscience........................................................................... 293 Conclusion: The status of cognitive neuroscience: “No ontology landscape”..................................... 317. (shrink)