This paper argues that various phenomenological considerations support a non-representational causal account of visual experience. This position claims that visual experiences serve as a non-representational causally efficacious medium for the production of beliefs concerning the external world. The arguments are centered on defending a non-representational causal account’s understanding of the cognitive significance of visual experience. Among other things, such an account can easily explain the inextricable role that background beliefs and conceptual capacities play in perceptually-based external world belief-formation processes, the (...) fact that visual mental states constrain beliefs because of their presentational phenomenology, and the phenomenon known as the transparency of visual experience. (shrink)

The argument from ignorance mounted by John Schellenberg argues from the existence of non-faulty unbelief to the non-existence of God, from the fact of atheism or agnosticism to the truth of atheism. It relies on two putative conceptual relations: between the idea of love and that of personal relationship, and between personal relationship and existential belief on each side of the relation concerning the other relatum. I argue that each is debatable, and so the argument cannot proceed.

We are concerned in this paper to establish the rationality of American legal realism by adopting a theory of reconstruction. American realism is plagued with dichotomies in relating theory and practice; and the need to broach these dichotomies involves transcendence of experience and transference of consciousness. In doing this, we have both to excavate and to justify its philosophy, logic and science. American legal realism has its root in the philosophy of pragmatism and a logic that sets out the essential (...) elements associated with the making and determination of the law through instrumentality of the court. The validity of this category of legal theory tends to lie on the extent of immediate use to which law can be put or the benefits it can afford the American society. Believing in the possibility of a realistic theory of law that is purely American precludes belief in universal understanding of human legal experience distinct from the understanding gained through the cultural lenses of the American people. Although American realists differ remarkably even within a single paradigm, nevertheless three areas of logical unity among them are that: They bear a cross relevance, a complementing and interlocking of results, and a similar faith in attacking legal problems. A completely empirical understanding of American legal realism seems nebulous, because causality presupposes the interaction of American liberal and legalistic political attitudes. Legalism is the life wire of American culture and this makes distribution of rights and legal predictability possible: incidentally language is an important instrument for making this happens. Countries seeking to adopt the American model of legal order or something similar to it should be capable of an equivalent orientation in terms of formulating their philosophy, logic and science of adjudication. (shrink)

I outline and defend a limited realism in socio-political conceptual amelioration (RSCA). RSCA claims that, in some cases, socio-political concepts are ameliorated to represent parts of a concept-independent reality more accurately. My main aim is to dissolve a seeming dilemma for RSCA: Whereas social kinds are mind-dependent (i.e. depending on human thought and action), realism implies that the kinds represented are ontologically independent of the concepts representing them. To dissolve this dilemma, I suggest considering two different roles concepts play concerning (...) social kinds. Concepts can both generate social kinds and represent social kinds. Once a concept has generated a social kind, this social kind is part of a concept-independent reality that can be represented by different concepts. Thereby, RSCA allows amelio-rated concepts to represent social kinds (e.g., rape, marriage) more accurately while acknowledging that human actions or concepts have generated these social kinds. (shrink)

Stroud has argued for many years that skepticism is conditionally correct. We cannot, he claims, both undergo a Cartesian-style examination of the extent of our knowledge as well as avoid skepticism. One reason Stroud's position appears quite plausible is the so-called "totality condition" imposed for this kind of examination: as inquiring philosophers we are called upon to assess all of our knowledge, all at once. However, in this paper I argue that Stroud's apparent understanding of the totality condition is mistaken. (...) Evidently, Stroud thinks that honoring the totality condition amounts to imposing the strong requirement that we initially assume that we don't know anything about external reality. However, there is a weaker requirement available: that we initially not assume that we know anything about external reality. I argue i) that the weaker conception of the totality condition is most suitable for the kind of philosophical examination that Stroud seems to have in mind; and ii) that according to this same conception skepticism is not conditionally correct. (shrink)

Objective: This study aims to provide an in-depth knowledge of the perspectives of young adults on gender roles. There is a lack of literature in the appropriate age classes. -/- Methods: The study is descriptive in nature and includes 473 students. This research was conducted using a questionnaire and the Social Gender Perception Scale (SGPS) to collect data. -/- Results: It was determined that 52.4% of the study participants were female and 47.6% were male. 63% of the participants were affiliated (...) with the Faculty of Health Sciences, while the remainder were students from other faculties. The average SGPS score of the participants was 95.62±18.17, but this score varied based on socio-demographic variables. Specifically, being female, possessing an undergraduate degree or higher, studying in a health sciences faculty, and having a mother who completed primary school or higher were all linked to higher SGPS mean scores. Furthermore, statistical analysis revealed a significant difference between these groups (p<0.05). -/- Conclusion: It is imperative that parents are provided with educational programs aimed at fostering knowledge of social gender roles and cultivating egalitarian attitudes and viewpoints. It is important to strategically design and execute research endeavours aimed at ascertaining the perspectives and attitudes of parents of young individuals with respect to societal gender roles. (shrink)

The problem of philosophical skepticism relates to the difficulty involved in underwriting the claim that we know anything of spatio-temporal reality. It is often claimed, in fact, that proper philosophical scrutiny reveals quite the opposite from what common sense suggests. Knowledge of external reality is thought to be even quite obviously denied to us as a result of the alleged fact that we all fail to know that certain skeptical scenarios do not obtain. A skeptical scenario is one in which (...) we have neurological occurrences just like any normal situation in which we actually perceive spatio-temporal objects, but where we are deceived in some sense as a result of the manipulation of our brains from some outside source. In this work I attempt to address the problem of philosophical skepticism by claiming that most of us are able to come to know plenty about external reality, since we can come to realize that a certain philosophical theory of perception is correct. The theory I have in mind is what I call a non-cognitive theory of perception. According to this view, perceptual experience is defined by continuous, sensitive behavioral interaction with spatio-temporal objects of the appropriate size, shape, hardness, speed, etc. Knowing that this theory of perception is correct is equivalent to knowing that we know plenty about external reality. This is ultimately because by knowing that a non-cognitive theory of perception is true, we know that any skeptical scenario must fail to obtain. The structure of the work proceeds by first discussing the significance of the problem of philosophical skepticism in some detail. Chapter 1 lays out how the problem does indeed forcefully arise if it is conceded that we fail to know that the skeptical scenarios fail to obtain. Chapter 2 develops the sort of view of our epistemological situation that falls out of accepting without qualification that the problem exists. Chapter 3 examines and criticizes certain popular responses to the skeptical problem. The main goal of these first three preliminary chapters is to indicate that once it is admitted that we fail to know that the skeptical scenarios fail to obtain, the problem of philosophical skepticism forcefully presents itself. Chapter 4, however, attacks the idea that we fail to know that the skeptical scenarios fail to obtain. In this chapter I argue that this idea is wedded to the position that a certain theory of perception is correct. The theory in question is what I call a conjunctive theory of veridical experience. According to this view, normal experience of spatio-temporal objects occurs when a subject has a certain perceptual experience, and that experience also happens to match up with and/or be satisfied by what is really the case. Only when a theory of this sort is assumed, I argue, is the claim that we fail to know that the skeptical scenarios fail to obtain found to be obvious. In chapter 5 I argue that, in fact, a non-cognitive theory, rather than a conjunctive theory, is the correct view to maintain. In the final chapter 6 I develop the epistemological position that falls out of accepting a non-cognitive theory. (shrink)

According to a popular view in philosophy, intuition is a singular propositional attitude. In this paper, I outline an opposite account on “garden-variety intuition”, i.e. intuition that people experience in their daily lives. The account is based on a distinction between intuition on the processing level, ‘intuitive belief’ and ‘intuition that p’. Immediacy and certainty prove to be the phenomenal features of intuitive beliefs and intuitions that p. Regarding the processing level, I suggest to combine dual-process theory and the theory (...) of mental models, and I claim that this results in non-propositional intuitions. Finally, I argue that non-propositional intuitions are fundamental for garden-variety intuition: They constitute inclinations to believe, possibly resulting in intuitive beliefs or intuitions that p. (shrink)

I argue that conscious visual experience is essentially a non-representational demonstration of a skill. The explication and defense of this position depends on both phenomenological and empirical considerations. The central phenomenological claim is this: as a matter of human psychology, it is impossible to produce a conscious visual experience of a mind-independent object that is sufficiently like typical cases, without including concomitant proprioceptive sensations of the sort of extra-neural behavior that allows us to there and then competently detect such objects. (...) I then argue that this view, which is a version of enactivism, best explains the temporality of conscious experience—what is often called the specious present. (shrink)

The Neo-Fregean view individuates concepts at the level of Fregean senses. It is an internalist view according to which concepts can be described as ways of thinking that imply classifications and epistemic/normative inferences. In this paper, I argue that the Neo-Fregean view of concepts adequately characterises the targets of conceptual engineering (CE), which I depict as the activity of purposefully changing our concepts in order to change classifications and/or concept-implicit inferences. I discuss and reject rival views that either reduce the (...) targets of CE to linguistic meanings or classification procedures or characterise concepts in a psychological or concept-externalist manner. I argue that the Neo-Fregean view is a more encompassing and adequate characterisation of the targets of CE. (shrink)

Projects of conceptual engineering that aim to ameliorate concepts face the challenge of topic continuity. In some instances of conceptual amelioration, a particularly strong kind of continuity is needed: Sameness of subject matter. This paper examines how sameness of subject matter can be maintained in conceptual amelioration. It starts from a view that sees concepts as ways of thinking, implying that to change a concept is to replace it. At first sight, this view seems incompatible with maintaining sameness of subject (...) matter in conceptual amelioration. Accordingly, Sally Haslanger and Sarah Sawyer have suggested accounts of conceptual amelioration that do without replacing concepts. On their accounts, the persisting concept is supposed to guarantee sameness of subject matter. However, both accounts face problems. Therefore, I suggest a different account to maintain sameness of subject matter inspired by Bartels’s chains of meaning theory. On this account, sameness of subject matter is guaranteed through a common referent of the pre- and the post-amelioration concept, established from the post-amelioration perspective. The account allows for sameness of subject matter even though concepts are replaced in the ameliorative process. (shrink)

The study aimed to investigate the language learning strategies and their contribution to the language competence of English major students in the teacher education program at Kapalong College of Agriculture Sciences and Technology. The researcher utilized a mixed-method design using the convergent parallel approach. Participants were English major students across all year levels at the college institution, with 204 students randomly selected for the quantitative phase and approximately 10 students purposively selected for the qualitative phase: 5 for in-depth interviews and (...) 5 for focused group discussions. The results indicated that both the level of language learning strategies and language competence were high; the findings were rejected, which reveals that there is significant relationship between them. Further, the findings from both the quantitative and qualitative phases largely converged however, there was one divergent indicator. The study confirmed that language learning strategies significantly impact the enhancement of language competencies among English major students, facilitating effective and efficient language use in realistic contexts. It is recommended that language learners must also prioritize memory strategies despite from the indicators’ lowest mean based from the results, such as mnemonic devices and spaced repetition techniques, to enhance vocabulary and grammar retention. Additionally, to improve speaking competency, students should engage in practical applications of the language within their specific contexts, allowing them to practice and develop fluency, essential for effective communication in professional, social, and academic environments. (shrink)

It is illegitimate to read any ontology about "race" off of biological theory or data. Indeed, the technical meaning of "genetic variation" is fluid, and there is no single theoretical agreed-upon criterion for defining and distinguishing populations (or groups or clusters) given a particular set of genetic variation data. Thus, by analyzing three formal senses of "genetic variation"—diversity, differentiation, and heterozygosity—we argue that the use of biological theory for making epistemic claims about "race" can only seem plausible when it relies (...) on the user’s own assumptions about race; the move from biological measures to claims about “race” inevitably amounts to a pernicious reification. We also excavate assumptions in the history of the technical discourse over the concept of "race" (e.g., Livingstone's and Dobzhansky's 1962 exchange, Edwards' 2003 response to Lewontin 1972, as well as contemporary discussions of cladistic "race", and "races" as clusters). We show that claims about the existence (or non-existence) of "race" are underdetermined by biological facts, methods, and theories. Biological theory does not force the concept of "race" upon us; our social discourse, social ontology, and social expectations do. We become prisoners of our abstractions at our own hands, and at our own expense. (shrink)

Objective: Long-term C-arm fluoroscopy exposes medical personnel to substantial radiation doses. Preventing this exposure requires protective equipment and radiation safety. This study examined anesthesia students' using fluoroscopy and preventive knowledge. -/- Methods: This descriptive and cross-sectional study included 139 Vocational High School Anesthesia students. The "Healthcare Professional Knowledge of Radiation Protection" scale and a 13-question survey collected data. The scale was designed with a Likert scale and three sub-factors. If the total and sub-dimension item average score of the scale is (...) below 5, it indicates that the level of knowledge of radiation protection among medical personnel is low, and if it is above 5, it indicates that the level of knowledge is high. -/- Results: More than half of the students (59.8%) heard the radiation from the fluoroscopy device, the vast majority (82.7%) did not receive radiation protection training, 58.3% stayed away from the device while it was operating, and 70.5% stated that it is crucial to stay away from the device while it was operating. It was determined that there was a statistically significant difference (p<0.05) in the "Radiation Physics, Biology, and Radiation Usage Principles" sub-dimension of students who were male, in their second year of education, received radiation protection training, and offered reliable answers to a number of questions measuring their level of radiation knowledge. In addition, the research revealed a positive and highly significant correlation between the scale and its subdimensions. -/- Conclusion: Although the scale scores of the students who received radiation protection training and had a high level of radiation knowledge were substantially higher than those of the other students, the average score of the students was less than 5. This indicates that students have an inadequate understanding of radiation protection. To prevent the negative biological effects of radiation on the human body, it is necessary to conduct epidemiological research, educate health care professionals and anesthesiology students about the effects and processes of this radiation on human cells, and provide frequent training. Radiation, radiation's biological effects, and radiation protection should be included in health students' curricula. (shrink)

From the early reception of Thomas Aquinas up to the present, many have interpreted his theory of liberum arbitrium to imply intellectual determinism: we do not control our choices, because we do not control the practical judgments that cause our choices. In this paper we argue instead that he rejects determinism in general and intellectual determinism in particular, which would effectively destroy liberum arbitrium as he conceives of it. We clarify that for Aquinas moral responsibility presupposes liberum arbitrium and thus (...) the ability to do otherwise, although the ability to do otherwise applies differently to praise and blame. His argument against intellectual determinism is not straightforward, but we construct it by analogy to his arguments against other deterministic threats. The non-determinism of the intellect’s causality with respect to the will results from his claims that practical reasoning is defeasible and that the reasons for actions are not contrastive reasons. (shrink)

This paper distinguishes three concepts of "race": bio-genomic cluster/race, biological race, and social race. We map out realism, antirealism, and conventionalism about each of these, in three important historical episodes: Frank Livingstone and Theodosius Dobzhansky in 1962, A.W.F. Edwards' 2003 response to Lewontin (1972), and contemporary discourse. Semantics is especially crucial to the first episode, while normativity is central to the second. Upon inspection, each episode also reveals a variety of commitments to the metaphysics of race. We conclude by interrogating (...) the relevance of these scientific discussions for political positions and a post-racial future. (shrink)

Biological research on race has often been seen as motivated by or lending credence to underlying racist attitudes; in part for this reason, recently philosophers and biologists have gone through great pains to essentially deny the existence of biological human races. We argue that human races, in the biological sense of local populations adapted to particular environments, do in fact exist; such races are best understood through the common ecological concept of ecotypes. However, human ecotypic races do not in general (...) correspond with 'folk' racial categories, largely because many similar ecotypes have multiple independent origins. Consequently, while human natural races exist, they have little or nothing in common with 'folk' races. (shrink)

This is a story about three of my favorite philosophers—Donnellan, Russell, and Frege—about how Donnellan’s concept of having in mind relates to ideas of the others, and especially about an aspect of Donnellan’s concept that has been insufficiently discussed: how this epistemic state can be transmitted from one person to another.

Epistemic accounts of scientific collaboration usually assume that, one way or another, two heads really are more than twice better than one. We show that this hypothesis is unduly strong. We present a deliberately crude model with unfavorable hypotheses. We show that, even then, when the priority rule is applied, large differences in successfulness can emerge from small differences in efficiency, with sometimes increasing marginal returns. We emphasize that success is sensitive to the structure of competing communities. Our results suggest (...) that purely epistemic explanations of the efficiency of collaborations are less plausible but have much more powerful socioepistemic versions. (shrink)

In the 1980s and early 1990s, the normativity of meaning was thought to be more-or-less 'incontestable.' But in the last 25 years, many philosophers of mind and language have contested it in several seemingly different ways. This, however, is somewhat illusory. There is an unappreciated commonality among most anti-normativist arguments, and this commonality, I argue, poses a problem for anti-normativism. The result, however, is not a wholesale rejection of anti-normativism. Rather, an insight from the anti-normativist position can be harnessed to (...) reveal an unappreciated position in the normativity of meaning debate. (shrink)

The most discussed theory of law of the twentieth century – HLA Hart’s theory from _The Concept of Law_ – is fundamentally _psychological_. It explains the existence of legal systems in terms of an attitude taken by legal officials: the internal point of view. Though much has been said about this attitude (what statements _express_ it, what it is _not_, how Hart _ought_ to have conceived of it, etc.), we nonetheless lack an adequate account of the attitude itself. This paper (...) presents and defends an account of the internal point of view and shows how, when understood as the account suggests, this attitude can play the several roles that Hartian positivists need it to play. (shrink)

Twenty years have passed since Gould and Lewontin published their critique of ‘the adaptationist program’ – the tendency of some evolutionary biologists to assume, rather than demonstrate, the operation of natural selection. After the ‘Spandrels paper’, evolutionists were more careful about producing just-so stories based on selection, and paid more attention to a panoply of other processes. Then came reactions against the excesses of the anti-adaptationist movement, which ranged from a complete dismissal of Gould and Lewontin’s contribution to a positive (...) call to overcome the problems. We now have an excellent opportunity for finally affirming a more balanced and pluralistic approach to the study of evolutionary biology. (shrink)

Though legal positivism remains popular, HLA Hart’s version has fallen somewhat by the wayside. This is because, according to many, the central task of a theory of law is to explain the so-called ‘normativity of law’. Hart’s theory, it is thought, is not up to the task. Some have suggested modifying the theory accordingly. This paper argues that both Hart’s theory and the normativity of law have been misunderstood. First, a popular modification of Hart’s theory is considered and rejected. It (...) stems from a misunderstanding of Hart and his project. Second, a new understanding of the mysterious but often-mentioned ‘normativity of law’ is presented. Once we have dispelled some misunderstandings of Hart’s view and clarified the sense in which law is supposed to be normative, we see that Hart’s view, unmodified, is well suited to the task of explaining law’s normativity. (shrink)

Lewis et al. (2011) attempted to restore the reputation of Samuel George Morton, a 19th century physician who reported on the skull sizes of different folk-races. Whereas Gould (1978) claimed that Morton’s conclusions were invalid because they reflected unconscious bias, Lewis et al. alleged that Morton’s findings were, in fact, supported, and Gould’s analysis biased. We take strong exception to Lewis et al.’s thesis that Morton was “right.” We maintain that Gould was right to reject Morton’s analysis as inappropriate and (...) misleading, but wrong to believe that a more appropriate analysis was available. Lewis et al. fail to recognize that there is, given the dataset available, no appropriate way to answer any of the plausibly interesting questions about the “populations” in question (which in many cases are not populations in any biologically meaningful sense). We challenge the premise shared by both Gould and Lewis et al. that Morton’s confused data can be used to draw any meaningful conclusions. This, we argue, reveals the importance of properly focusing on the questions asked, rather than more narrowly on the data gathered. (shrink)

Fiona Macpherson (2012) argues that various experimental results provide strong evidence in favor of the cognitive penetration of perceptual color experience. Moreover, she proposes a mechanism for how such cognitive penetration occurs. We argue, first, that the results on which Macpherson relies do not provide strong grounds for her claim of cognitive penetrability; and, second, that, if the results do reflect cognitive penetrability, then time-course considerations raise worries for her proposed mechanism. We base our arguments in part on several of (...) our own experiments, reported herein. (shrink)

Many of the most important social institutions—e.g., law and language—are thought to be normative in some sense. And philosophers have been puzzled by how this normativity can be explained in terms of the social, descriptive states of affairs that presumably constitute them. This paper attempts to solve this sort of puzzle by considering a simpler and less contentious normative social practice: table manners. Once we are clear on the exact sense in which a practice is normative, we see that some (...) practices can be normative in an interesting and non-trivial sense, but also explicable with merely descriptive resources. In addition to arguing that it is possible to explain normative practices with descriptive resources, this paper presents and defends just such an explanation—an account of the nature of table manners that appeals only to descriptive states of affairs. (shrink)

We attempt to improve the understanding of the notion of agene being `for a phenotypic trait or traits. Considering theimplicit functional ascription of one thing being `for another,we submit a more restrictive version of `gene for talk.Accordingly, genes are only to be thought of as being forphenotypic traits when good evidence is available that thepresence or prevalence of the gene in a population is the resultof natural selection on that particular trait, and that theassociation between that trait and the gene (...) in question isdemonstrably causal. It is therefore necessary to gatherstatistical, biochemical, historical, as well as ecologicalinformation before properly claiming that a gene is for aphenotypic trait. Instead of hampering practical use of the `genefor talk, our approach aims at stimulating much needed researchinto the functional ecology and comparative evolutionary biologyof gene action. (shrink)

This paper presents a series of arguments aimed at showing that, for an important subclass of social rules—non‐summary rules—no adequate metaphysical account has been given, and it tentatively suggests that no such account can be given. The category of non‐summary rules is an important one, as it includes the rules of etiquette, fashion, chess, basketball, California state law, descriptive English grammar, and so on. This paper begins with behavioristic accounts of the conditions for the existence of such rules, and proceeds (...) through progressively more complex accounts, all the way to what are labeled ‘normative attitude accounts,’ which are prima facie plausible and particularly popular. In each case it is argued that the type of account under consideration cannot explain the existence of the relevant type of social rule. (shrink)

This article examines how facial recognition technology reshapes the philosophical debate over the ethics of video surveillance. When video surveillance is augmented with facial recognition, the data collected is no longer anonymous, and the data can be aggregated to produce detailed psychological profiles. I argue that – as this non-anonymous data of people’s mundane activities is collected – unjust risks of harm are imposed upon individuals. In addition, this technology can be used to catalogue all who publicly participate in political, (...) religious, and socially stigmatised activities, and I argue that this would undermine central interests of liberal democracies. I examine the degree to which the interests of individuals and the societal interests of liberal democracies to maintain people’s obscurity while in public coincide with privacy interests, as popularly understood, and conclude that there is a practical need to articulate a novel right to obscurity to protect the interests of liberal democratic societies. (shrink)

Expressivism in logic is the view that logical vocabulary plays a primarily expressive role: that is, that logical vocabulary makes perspicuous in the object language structural features of inference and incompatibility (Brandom, 1994, 2008). I present a precise, technical criterion of expressivity for a logic (§2). I next present a logic that meets that criterion (§3). I further explore some interesting features of that logic: first, a representation theorem for capturing other logics (§3.1), and next some novel logical vocabulary for (...) expressing structural features of inference (§4). (shrink)

The normativity of meaning—introduced by Kripke in 1982, and the subject of active debate since the early 1990s—has been exclusively understood in terms of duty-imposing norms. But there are norms of another type, well-known within the philosophy of law: authority-conferring norms. Philosophers thinking and writing about the normativity of meaning—normativists, anti-normativists, and even Kripke himself—seem to have failed to consider the possibility that semantic norms are authority-conferring. I argue that semantic norms should be understood as having an authority-conferring structure, and (...) show how this allows normativism about meaning to escape the two most popular arguments against it. (shrink)

In this paper, I examine the ethics of nonviolent protest when a violent response is either foreseen or intended. One central concern is whether protesters, who foresee a violent response but persist, are provoking the violence and whether they are culpable for any eventual harms. A second concern is whether it is permissible to publicize the violent response for political advantage. I begin by distinguishing between two senses of the term provoke: a normative sense where a provocateur knowingly imposes an (...) unjustified risk of a violent response, and a descriptive sense where the respondent feels provoked. I argue that, when the risk of a violent response is justified, the protesters are not provocateurs but akin to nonculpable, entrapping agents who create an opportunity for the regime to respond with disproportionate violence. The regime’s response can disclose its brutality or criminality and this can be fairly publicized for political advantage. When nonviolent protesters create an unjustified risk of violence either because the injustice they oppose is insufficient to justify the risk of a violent response or because the risked harms are disproportionate with the likely political advantages derived from the protest, they are partially culpable provocateurs. However, I argue these partially culpable provocateurs can still permissibly publicize the disproportionate violence of the regime so as to shape public opinion. (shrink)

The works of the later Wittgenstein resonate with aspects of the pragmatist tradition in American philosophy. Davidson’s work is similarly informed. We argue that because of their association with the pragmatist tradition, their work can be put to use by philosophers interested in social justice issues, including, for example, feminism, and critical race theory. Philosophers concerned with social justice continue to struggle between the extremes of an untenable foundationalism and a radical relativism. Given their holistic understanding of knowledge, meaning and (...) communication, the work of Wittgenstein and Davidson is particularly suited to dissolving the foundationalist/relativist dichotomy. We explore how this and other features of their work facilitates philosophy for social change. (shrink)

Ratio Juris, Volume 34, Issue 4, Page 331-355, December 2021.

Rachlin's thought-provoking analysis could be strengthened by greater openness to evolutionary interpretation and the use of the directed attention concept as a component of self-control. His contribution to the understanding of prosocial behavior would also benefit from abandoning the traditional (and excessively restrictive) definition of altruism.

This article investigates the relation between the will and evil in Ockham’s thought. The main purpose is to show to what extent the deliberate and conscious will of evil (velle malum sub ratione mali) is possible according to Ockham’s psychological and metaethical assumptions.

This letter addresses the editorial decision to publish the article, “Research on group differences in intelligence: A defense of free inquiry” (Cofnas, 2020). Our letter points out several critical problems with Cofnas's article, which we believe should have either disqualified the manuscript upon submission or been addressed during the review process and resulted in substantial revisions.

This collection brings together fourteen contributions by authors from around the globe. Each of the contributions engages with questions about how local and global bioethical issues are made to be comparable, in the hope of redressing basic needs and demands for justice. These works demonstrate the significant conceptual contributions that can be made through feminists' attention to debates in a range of interrelated fields, especially as they formulate appropriate responses to developments in medical technology, global economics, population shifts, and poverty.

The educational setting has changed when pandemic forced everyone to take a reset. The change also known as transition from one modality to another paves the way to surface different stressors and tensions among the teachers and learners. In the literature, little attention was given to the teachers who experienced transition from the change of modality as more research studies focused on the learners’ academic performance. This study used a Heideggerian Phenomenology research design in explicating the lived experiences of the (...) teachers exposed in the transition from modular instruction to face-to-face classes. Interpretative Phenomenological Analysis (IPA) popularized by Moustakas and modified by Van Kaam was used in analyzing the authentic experiences of the participants. There were 8 participants in this study when the data saturation was reached. Semi-structured questionnaire was utilized in conducting the interview. There are four emerging themes generated – The Defect, The Struggles, Pedagogical Challenges, and the Inevitable Stressors. These themes are clear manifestations of how teachers are surviving and thriving in these trying times. It is expedient to create management plans that can alleviate the teachers’ circumstances which can make them ready in transitioning to any mode of teaching.The educational setting has changed when pandemic forced everyone to take a reset. The change also known as transition from one modality to another paves the way to surface different stressors and tensions among the teachers and learners. In the literature, little attention was given to the teachers who experienced transition from the change of modality as more research studies focused on the learners’ academic performance. This study used a Heideggerian Phenomenology research design in explicating the lived experiences of the teachers exposed in the transition from modular instruction to face-to-face classes. Interpretative Phenomenological Analysis (IPA) popularized by Moustakas and modified by Van Kaam was used in analyzing the authentic experiences of the participants. There were 8 participants in this study when the data saturation was reached. Semi-structured questionnaire was utilized in conducting the interview. There are four emerging themes generated – The Defect, The Struggles, Pedagogical Challenges, and the Inevitable Stressors. These themes are clear manifestations of how teachers are surviving and thriving in these trying times. It is expedient to create management plans that can alleviate the teachers’ circumstances which can make them ready in transitioning to any mode of teaching. (shrink)

We are addressing this letter to the editors of Philosophical Psychology after reading an article they decided to publish in the recent vol. 33, issue 1. The article is by Nathan Cofnas and is entitled “Research on group differences in intelligence: A defense of free inquiry” (2020). The purpose of our letter is not to invite Cofnas’s contribution into a broader dialogue, but to respectfully voice our concerns about the decision to publish the manuscript, which, in our opinion, fails to (...) meet a range of academic quality standards usually expected of academic publications. (shrink)

In our technologically advanced generation, using video as instructional support is the modern way to give high-quality instruction. Numerous studies have looked at how video education affects students' academic ability, but none have particularly looked at the scientific idea of the Convergent Plate Boundary. This study evaluates how well the video instruction enriched the Convergent Plate Boundary discussion. The study used a mixed method to triangulate the quantitative and qualitative information collected from the respondents who were Grade 10 students at (...) Balao National High School in Balao, Barili, Cebu, Philippines. The t-test was used to analyze the data for the 30 students in the experimental and control groups. The controlled group has a p-value of 0.014 and the experimental group has a p-value of 0.00072. The findings showed a significant difference between the pretest and posttest of both the controlled and experimental groups. Three themes that describe the students' interactions with instructional videos were developed from their real-world experiences: perceived usability, usefulness of instructional videos, and enjoyment. With this, video instruction is a strategy driven by technology that can change the behavior of the students and improve their academic performance as well. This study recommends that: (1) schools should begin using instructional videos to teach and master various disciplines, especially science; (2) schools should use instructional videos to improve students' attitudes toward science and other subjects; (3) teachers should receive training on how to design, develop, and use instructional videos to foster learning; and (4) the benefits of using instructional videos in teaching. (shrink)