The main focus of this paper is the question as to what it is for an individual to think of her environment in terms of a concept of causation, or causal concepts, in contrast to some more primitive ways in which an individual might pick out or register what are in fact causal phenomena. I show how versions of this question arise in the context of two strands of work on causation, represented by Elizabeth Anscombe and Christopher Hitchcock, respectively. I (...) then describe a central type of reasoning that, I suggest, a subject has to be able to engage in, if we are to credit her with causal concepts. I also point out that this type of reasoning turns on the idea of a physical connection between cause and effect, as articulated in recent singularist approaches of causation. (shrink)

What is the connection between the way we represent time and things in time, on the one hand, and our capacity to remember particular past events, on the other? This is the substantive question that has stood behind the project of putting together this volume. The methodological assumption that has informed this project is that any progress with the difficult and fascinating set of issues that are raised by this question must draw on the resources of various areas both in (...) philos- ophy and in psychology. (shrink)

Philosophical debates about the metaphysics of time typically revolve around two contrasting views of time. On the A-theory, time is something that itself undergoes change, as captured by the idea of the passage of time; on the B-theory, all there is to time is events standing in before/after or simultaneity relations to each other, and these temporal relations are unchanging. Philosophers typically regard the A-theory as being supported by our experience of time, and they take it that the B-theory clashes (...) with how we experience time and therefore faces the burden of having to explain away that clash. In this paper, we investigate empirically whether these intuitions about the experience of time are shared by the general public. We asked directly for people’s subjective reports of their experience of time—in particular, whether they believe themselves to have a phenomenology as of time’s passing—and we probed their understanding of what time’s passage in fact is. We find that a majority of participants do share the aforementioned intuitions, but interestingly a minority do not. (shrink)

I examine some recent claims put forward by L. A. Paul, Barry Dainton and Simon Prosser, to the effect that perceptual experiences of movement and change involve an (apparent) experience of ‘passage’, in the sense at issue in debates about the metaphysics of time. Paul, Dainton and Prosser all argue that this supposed feature of perceptual experience – call it a phenomenology of passage – is illusory, thereby defending the view that there is no such a thing as passage, conceived (...) of as a feature of mind-independent reality. I suggest that in fact there is no such phenomenology of passage in the first place. There is, however, a specific structural aspect of the phenomenology of perceptual experiences of movement and change that can explain how one might mistakenly come to the belief that such experiences do involve a phenomenology of passage. (shrink)

In this paper, I present an outline of the oppression account of cultural appropriation and argue that it offers the best explanation for the wrongfulness of the varied and complex cases of appropriation to which people often object. I then compare the oppression account with the intimacy account defended by C. Thi Nguyen and Matt Strohl. Though I believe that Nguyen and Strohl’s account offers important insight into an essential dimension of the cultural appropriation debate, I argue that justified objections (...) to cultural appropriation must ultimately be grounded in considerations of oppression as opposed to group intimacy. I present three primary objections to the intimacy account. First, I suggest that in its effort to explain expressive appropriation claims (those that purportedly lack an independent ground), the intimacy account doubles down on the boundary problem. Second, I question whether group intimacy possess the kind of bare normativity that Nguyen and Strohl claim for it. Finally, I argue that these objections give us reason to accept the importance of group intimacy to the cultural appropriation debate, but question the source of its significance as identified by Nguyen and Strohl. (shrink)

This article reviews some recent research on the development of temporal cognition, with reference to Weist's (1989) account of the development of temporal understanding. Weist's distinction between two levels of temporal decentering is discussed, and empirical studies that may be interpreted as measuring temporal decentering are described. We argue that if temporal decentering is defined simply in terms of the coordination of the temporal locations of three events, it may fail to fully capture the properties of mature temporal understanding. Characterizing (...) the development of mature temporal cognition may require, in addition, distinguishing between event-dependent and event-independent thought about time. Experimental evidence relevant to such a distinction is described; these findings suggest that there may be important changes between 3 and 5 years in children's ability to think about points in time independently of the events that occur at those times. (shrink)

In temporal binding, the temporal interval between one event and another, occurring some time later, is subjectively compressed. We discuss two ways in which temporal binding has been conceptualized. In studies showing temporal binding between a voluntary action and its causal consequences, such binding is typically interpreted as providing a measure of an implicit or pre-reflective “sense of agency”. However, temporal binding has also been observed in contexts not involving voluntary action, but only the passive observation of a cause-effect sequence. (...) In those contexts, it has been interpreted as a top-down effect on perception reflecting a belief in causality. These two views need not be in conflict with one another, if one thinks of them as concerning two separate mechanisms through which temporal binding can occur. In this paper, we explore an alternative possibility: that there is a unitary way of explaining temporal binding both within and outside the context of voluntary action as a top-down effect on perception reflecting a belief in causality. Any such explanation needs to account for ways in which agency, and factors connected with agency, have been shown to affect the strength of temporal binding. We show that principles of causal inference and causal selection already familiar from the literature on causal learning have the potential to explain why the strength of people’s causal beliefs can be affected by the extent to which they are themselves actively involved in bringing about events, thus in turn affecting binding. (shrink)

Variants of the slogan that a succession of experiences does not amount to an experience of succession are commonplace in the philosophical literature on temporal experience. I distinguish three quite different arguments that might be captured using this slogan: the individuation argument, the unity argument, and the causal argument. Versions of the unity and the causal argument are often invoked in support of a particular view of the nature of temporal experience sometimes called intentionalism, and against a rival view sometimes (...) called extensionalism. I examine these arguments in light of the individuation argument. In particular, I show that the individuation argument is, at least prima facie, neutral between those two views of temporal experience; and once the individuation argument is in place, the unity and causal argument also lose their force against extensionalism. (shrink)

Is there something morally wrong with cultural appropriation in the arts? I argue that the little philosophical work on this topic has been overly dismissive of moral objections to cultural appropriation. Nevertheless, I argue that philosophers working on epistemic injustice have developed powerful conceptual tools that can aid in our understanding of objections that have been levied by other scholars and artists. I then consider the relationship between these objections and the harms of cultural essentialism. I argue that focusing on (...) the systematic nature of appropriative harms may allow us to sidestep the problem of essentialism, but not without cost. (shrink)

This chapter offers an overview of issues posed by the problem of immoral artists, artists who in word or deed violate commonly held moral principles. I briefly consider the question of whether the immorality of an artist can render their work aesthetically worse (making connections to chapters in the Theory section of the handbook), and then turn to questions about what the audience should do and feel in response to knowledge of these moral failings. I discuss questions such as whether (...) audiences have reason not to purchase or consume work by these artists, whether their shows and exhibitions should be canceled, and how fans might grapple with the emotional turmoil they feel when artists whom they love act or speak in ways that are morally condemnable. (shrink)

In the recent literature on episodic memory, there has been increasing recognition of the need to provide an account of its adaptive function. In this context, it is sometimes argued that episodic memory is critical for certain forms of decision making about the future. We criticize existing accounts that try to give episodic memory a role in decision making, before giving a novel such account of our own. This turns on the thought of a link between episodic memory and the (...) emotion of regret. We discuss how both experienced and anticipated regret can have a distinctive influence on decision making, and argue that the ability to recollect past events in episodic memory underpins the capacity to engage in the sophisticated types of mental time travel recruited in experiencing and anticipating regret. (shrink)

I describe and discuss one particular dimension of disagreement in the philosophical literature on episodic memory. One way of putting the disagreement is in terms of the question as to whether or not there is a difference in kind between remembering seeing x and remembering what x looks like. I argue against accounts of episodic memory that either deny that there is a clear difference between these two forms of remembering, or downplay the difference by in effect suggesting that the (...) former contains an additional ingredient not present in the latter, but otherwise treating them as the same thing. I also show that a recent ‘minimalist’ approach to episodic memory (Clayton & Russell in Neuropsychologia 47 (11): 2,330–2,340, 2009; Russell & Hanna in Mind & Language 27 (1): 29–54, 2012) fails to give a satisfactory explanatory account of the difference between the two types of remembering. I finish by sketching an alternative approach to episodic memory, which turns on the idea that episodic recollection recruits a specific form of causal reasoning that provides for a concrete sense in which remembered events are remembered as belonging to the past. (shrink)

In apparent motion experiments, participants are presented with what is in fact a succession of two brief stationary stimuli at two different locations, but they report an impression of movement. Philosophers have recently debated whether apparent motion provides evidence in favour of a particular account of the nature of temporal experience. I argue that the existing discussion in this area is premised on a mistaken view of the phenomenology of apparent motion and, as a result, the space of possible philosophical (...) positions has not yet been fully explored. In particular, I argue that the existence of apparent motion is compatible with an account of the nature of temporal experience that involves a version of direct realism. In doing so, I also argue against two other claims often made about apparent motion, viz. that apparent motion is the psychological phenomenon that underlies motion experience in the cinema, and that apparent motion is subjectively indistinguishable from real motion. (shrink)

It is often thought that there is little that seems more obvious from experience than that time objectively passes, and that time is, in this respect, quite unlike space. Yet nothing in the physical picture of the world seems to correspond to the idea of such an objective passage of time. In this paper, I discuss some attempts to explain this apparent conflict between appearance and reality. I argue that existing attempts to explain the conflict as the result of a (...) perceptual illusion fail, and that it is, in fact, the nature of memory, rather than perception, that explains why we are inclined to think of time as passing. I also offer a diagnosis as to why philosophers have sometimes been tempted to think that an objective passage of time seems to figure directly in perceptual experience, even though it does not. (shrink)

The notion of the absolute time-constituting flow plays a central role in Edmund Husserl’s analysis of our consciousness of time. I offer a novel reading of Husserl’s remarks on the absolute flow, on which Husserl can be seen to be grappling with two key intuitions that are still at the centre of current debates about temporal experience. One of them is encapsulated by what is sometimes referred to as an intentionalist (as opposed to an extensionalist) approach to temporal experience. The (...) other centres on the thought that temporal experience itself necessarily unfolds over time. I show how some of Husserl’s more enigmatic-sounding remarks about the absolute flow become intelligible if they are read as attempts to accommodate both these intuitions at the same time. However, I also question whether Husserl ultimately provides good reasons for preferring his intentionalist approach to a rival extensionalist one. (shrink)

It is often assumed that there is a necessary relationship between historical value and irreplaceability, and that this is an essential feature of historical value’s distinctive character. Contrary to this assumption, I argue that it is a merely contingent fact that some historically valuable things are irreplaceable, and that irreplaceability is not a distinctive feature of historical value at all. Rather, historically significant objects, from heirlooms to artifacts, offer us an otherwise impossible connection with the past, a value that persists (...) even in the face of suitable replacements. (shrink)

According to recent social interactionist accounts in developmental psychology, a child's learning to talk about the past with others plays a key role in memory development. Most accounts of this kind are centered on the theoretical notion of autobiographical memory and assume that socio-communicative interaction with others is important, in particular, in explaining the emergence of memories that have a particular type of connection to the self. Most of these accounts also construe autobiographical memory as a species of episodic memory, (...) but its episodic character, as such, is not typically seen as falling within the remit of an explanation in social interactionist terms. I explore the idea that socio-communicative interaction centered on talk about the past might also have an important role to play, quite independently of considerations about the involvement of the self in memory, in accounting for the emergence of memories that are episodic in character, i.e., memories that involve the recollection of particular past events. In doing so, I also try to shed light on a distinctive role that talk about the past plays in socio-communicative interaction. (shrink)

‘Heritage’ is a concept that often carries significant normative weight in moral and political argument. In this article, I present and critique a prevalent conception according to which heritage must have a positive valence. I argue that this view of heritage leads to two moral problems: Disowning Injustice and Embracing Injustice. In response, I argue for an alternative conception of heritage that promises superior moral and political consequences. In particular, this alternative jettisons the traditional focus on heritage as a primarily (...) positive relationship to the past, and thus offers resources for coming to terms with histories of injustice. (shrink)

Philosophers have used the terms 'impersonal' and 'personal value' to refer to, among others things, whether something's value is universal or particular to an individual. In this paper, I propose an account of impersonal value that, I argue, better captures the intuitive distinction than potential alternatives, while providing conceptual resources for moving beyond the traditional stark dichotomy. I illustrate the practical importance of my theoretical account with reference to debate over the evaluative scope of cultural heritage.

In this paper, I investigate in detail one theoretical approach to the symptom of thought insertion. This approach suggests that patients are lead to disown certain thoughts they are subjected to because they lack a sense of active participation in the occurrence of those thoughts. I examine one reading of this claim, according to which the patients’ anomalous experiences arise from a breakdown of cognitive mechanisms tracking the production of occurrent thoughts, before sketching an alternative reading, according to which their (...) experiences have to be explained in terms of a withdrawal, on the part of the patients themselves, from certain forms of active engagement in reasoning. I conclude with a discussion of the relationship between this view and the idea that patients’ reports of thought insertion reflect a situation in which the boundaries between the self and the world have become uncertain. (shrink)

At the centre of Arthur Prior’s ‘Thank goodness’ argument for the A-theory of time is a particular form of relief. Time must objectively pass, Prior argues, or else the relief felt when a painful experience has ended is not intelligible. In this paper, I offer a detailed analysis of the type of relief at issue in this argument, which I call temporal relief, and distinguish it from another form of relief, which I refer to as counterfactual relief. I also argue (...) that existing discussions of the ‘Thank goodness’ argument—including Prior’s own—fail to give a satisfactory account of temporal relief, and that it needs to be seen as an emotion linked to the ability to engage in fairly sophisticated forms of planning. I also suggest that this has an impact on Prior’s claim that the idea of points in time plays no fundamental role in the semantic analysis of tenses. (shrink)

This chapter offers an interpretation of Jaspers’ distinction between explaining and understanding, which relates this distinction to that between general and singular causal claims. Put briefly, I suggest that when Jaspers talks about (mere) explanation, what he has in mind are general causal claims linking types of events. Understanding, by contrast, is concerned with singular causation in the psychological domain. Furthermore, I also suggest that Jaspers thinks that only understanding makes manifest what causation between one element of a person’s mental (...) life and another ultimately consists in – that is, the particular way in which one psychic event can emerge from or arise out of another. I contrast the resulting view both with a view on causation in psychiatry recently put forward by John Campbell, and also with another view that is the target of Campbell’s attack, which is due to Donald Davidson and Daniel Dennett. (shrink)

This paper defends the claim that, in order to have a concept of time, subjects must have memories of particular events they once witnessed. Some patients with severe amnesia arguably still have a concept of time. Two possible explanations of their grasp of this concept are discussed. They take as their respective starting points abilities preserved in the patients in question: (1) the ability to retain factual information over time despite being unable to recall the past event or situation that (...) information stems from, and (2) the ability to remember at least some past events or situations themselves (typically because retrograde amnesia is not complete). It is argued that a satisfactory explanation of what it is for subjects to have a concept of time must make reference to their having episodic memories such as those mentioned under (2). It is also shown how the question as to whether subjects have such memories, and thus whether they possess a concept of time, enters into our explanation of their actions. (shrink)

It is sometimes claimed that non-human animals (and perhaps also young children) live their lives entirely in the present and are cognitively ‘stuck in time’. Adult humans, by contrast, are said to be able to engage in ‘mental time travel’. One possible way of making sense of this distinction is in terms of the idea that animals and young children cannot engage in tensed thought, which might seem a preposterous idea in the light of certain findings in comparative and developmental (...) psychology. I try to make this idea less preposterous by looking into some of the cognitive requirements for tensed thought. In particular, I suggest that tensed thought requires a specific form of causal understanding, which animals and young children may not possess. (shrink)

We identify a particular type of causal reasoning ability that we believe is required for the possession of episodic memories, as it is needed to give substance to the distinction between the past and the present. We also argue that the same causal reasoning ability is required for grasping the point that another person's appeal to particular past events can have in conversation. We connect this to claims in developmental psychology that participation in joint reminiscing plays a key role in (...) memory development. (shrink)

This is a comprehensive book on the philosophy of time. Leading philosophers discuss the metaphysics of time, our experience and representation of time, the role of time in ethics and action, and philosophical issues in the sciences of time, especially quantum mechanics and relativity theory.

This article draws together research from various sub-disciplines of philosophy to offer an overview of recent philosophical work on the ethics of historic preservation. I discuss how philosophers writing about art, culture, and the environment have appealed to historical significance in crafting arguments about the preservation of objects, practices, and places. By demonstrating how it relates to core themes in moral and political philosophy, I argue that historic preservation is essentially concerned with ethical issues.

Museums are home to millions of artworks and cultural artifacts, some of which have made their way to these institutions through unjust means. Some argue that these objects should be repatriated (i.e. returned to their country or culture of origin). However, these arguments face a series of philosophical challenges. In particular, repatriation, even if justified, is often portrayed as contrary to the aims and values of museums. However, in this paper, I argue that some of the very considerations museums appeal (...) to in order to oppose repatriation claims can be turned on their heads and marshaled in favor of the practice. In addition to defending against objections to repatriation, this argument yields the surprising conclusion that the redistribution of cultural goods should be much more radical than is typically supposed. (shrink)

This paper aims to investigate the temporal content of perceptual experience. It argues that we must recognize the existence of temporal perceptions, i.e., perceptions the content of which cannot be spelled out simply by looking at what is the case at an isolated instant. Acts of apprehension can cover a succession of events. However, a subject who has such perceptions can fall short of having a concept of time. Similar arguments have been put forward to show that a subject who (...) has spatial perceptions can fall short of having a concept of space. In both cases, it is the fact that perception is from a point of view which stands in the way of it constituting an exercise of a concept of how things are objectively. However, the paper also shows that the way in which perception is perspectival takes a different form in each of the two cases. (shrink)

An account of the development of temporal understanding is proposed which links such understanding with the development of episodic memory. We distinguish between different ways of representing time in terms of the kinds of temporal frameworks they involve. Distinctions are made between frameworks that are perspectival or nonperspectival and those that represent recurrent sequences or particular times. Even primitive temporal understanding integrates both perspectival and nonperspectival components. However, since early frameworks are event-based and localized, they are not yet sufficient for (...) episodic memory in that they do not enable the child to think of events as having occurred at particular points in time. We describe the emergence of new kinds of frameworks in terms of the development of temporal decentering. Two levels of temporal decentering are distinguished, with the higher level involving an appreciation of how event representations depend on one's temporal perspective. (shrink)

How are causal judgements such as 'The ice on the road caused the traffic accident' connected with counterfactual judgements such as 'If there had not been any ice on the road, the traffic accident would not have happened'? This volume throws new light on this question by uniting, for the first time, psychological and philosophical approaches to causation and counterfactuals. Traditionally, philosophers have primarily been interested in connections between causal and counterfactual claims on the level of meaning or truth-conditions. More (...) recently, however, they have also increasingly turned their attention to psychological connections between causal and counterfactual understanding or reasoning. At the same time, there has been a surge in interest in empirical work on causal and counterfactual cognition amongst developmental, cognitive, and social psychologists--much of it inspired by work in philosophy. In this volume, twelve original contributions from leading philosophers and psychologists explore in detail what bearing empirical findings might have on philosophical concerns about counterfactuals and causation, and how, in turn, work in philosophy might help clarify the issues at stake in empirical work on the cognitive underpinnings of, and relationships between, causal and counterfactual thought. (shrink)

Consider two commonly cited requirements of love. The first is that we should love people for who they are. The second is that loving people should involve concern for their well-being. But what happens when an aspect of someone’s identity conflicts with her well-being? In examining this question, I develop an account of loving someone in spite of something. Although there are cases where loving in spite of is merited, I argue that we generally do wrong to love people in (...) spite of who they are, even where it appears that some aspect of their identity is in tension with their well-being. (shrink)

In this paper, I argue that norms of artistic and aesthetic authenticity that prioritize material origins foreclose on broader opportunities for aesthetic experience: particularly, for the aesthetic experience of history. I focus on Carolyn Korsmeyer’s recent articles in defense of the aesthetic value of genuineness and argue that her rejection of the aesthetic significance of historical value is mistaken. Rather, I argue that recognizing the aesthetic significance of historical value points the way towards rethinking the dominance of the very norms (...) of authenticity that Korsmeyer endeavors to defend and explain. (shrink)

A new model of the development of temporal concepts is described that assumes that there are substantial changes in how children think about time in the early years. It is argued that there is a shift from understanding time in an event-dependent way to an event-independent understanding of time. Early in development, very young children are unable to think about locations in time independently of the events that occur at those locations. It is only with development that children begin to (...) have a proper grasp of the distinction between past, present, and future, and represent time as linear and unidirectional. The model assumes that although children aged 2 to 3 years may categorize events differently depending on whether they lie in the past or the future, they may not be able to understand that whether an event is in the past or future is something that changes as time passes and varies with temporal perspective. Around 4 to 5 years, children understand how causality operates in time, and can grasp the systematic relations that obtain between different locations in time, which provides the basis for acquiring the conventional clock and calendar system. (shrink)

This paper takes up David Kaplan's suggestion that the phenomenon of cognitive dynamics can be approached via a study of what it takes for someone to change her mind. It is argued that in order for a subject to be able to change her mind about something, there must be occasions on which the following is the case: (1) First, the subject believed of an 'x' that it was f, now she believes of 'x' that it is not-f. (2) She (...) stopped believing of 'x' that it was f before she started believing of 'x' that it was not-f. (3) She knows that (1) and (2). The first part of the investigation shows why (1) - (3) are necessary within an account of what it is for someone to change her mind. The second part focuses on condition (3) and argues that it entails that the sameness or difference of thought content over time must sometimes be an epistemic given, i.e., that the subject can know that a thought she entertains now is the same as a thought she entertained earlier. (shrink)

Four experiments examined children's ability to reason about the causal significance of the order in which 2 events occurred (the pressing of buttons on a mechanically operated box). In Study 1, 4-year-olds were unable to make the relevant inferences, whereas 5-year-olds were successful on one version of the task. In Study 2, 3-year-olds were successful on a simplified version of the task in which they were able to observe the events although not their consequences. Study 3 found that older children (...) had difficulties with the original task even when provided with cues to attend to order information. However, 5-year-olds performed successfully in Study 4, in which the causally relevant event was made more salient. (shrink)

The problem of value disagreement and contextualist, relativist and metalinguistic attempts of solving it are laid out. Although the metalinguistic account seems to be on the right track, it is argued that it does not sufficiently explain why and how disagreements about the meaning of evaluative terms are based on and can be decided by appeal to existing social practices. As a remedy, it is argued that original suggestions from Putnam's 'The Meaning of "Meaning"' ought to be taken seriously. The (...) resulting dual aspect theory of meaning can explain value disagreement in much the same way as it deals with disagreement about general terms. However, the account goes beyond Putnam's by not just defending a version of social externalism, but also defending the thesis that the truth conditional meaning of many evaluative terms is not fixed by experts either and instead constantly contested as part of a normal function of language. (shrink)

Gottlob Frege and Ludwig Wittgenstein (the later Wittgenstein) are often seen as polar opposites with respect to their fundamental philosophical outlooks: Frege as a paradigmatic "realist", Wittgenstein as a paradigmatic "anti-realist". This opposition is supposed to find its clearest expression with respect to mathematics: Frege is seen as the "arch-platonist", Wittgenstein as some sort of "radical anti-platonist". Furthermore, seeing them as such fits nicely with a widely shared view about their relation: the later Wittgenstein is supposed to have developed his (...) ideas in direct opposition to Frege. The purpose of this paper is to challenge these standard assumptions. I will argue that Frege's and Wittgenstein's basic outlooks have something crucial in common; and I will argue that this is the result of the positive influence Frege had on Wittgenstein. (shrink)

In discussion surrounding the destruction of cultural heritage in armed conflict, one often hears two important claims in support of intervention to safeguard heritage. The first is that the protection of people and the protection of heritage are two sides of the same coin. The second is that the cultural heritage of any people is part of the common heritage of all humankind. In this article, I examine both of these claims, and consider the extent to which they align with (...) the current practices that they are intended to justify. (shrink)

I identify one particular strand of thought in Thomas Nagel's ‘What Is It Like to Be a Bat?’, which I think has helped shape a certain conception of perceptual consciousness that is still prevalent in the literature. On this conception, perceptual consciousness is to be explained in terms of a special class of properties perceptual experiences themselves exhibit. I also argue that this conception is in fact in conflict with one of the key ideas that supposedly animates Nagel's argument in (...) ‘What Is It Like to Be a Bat?', which is the idea of an intimate connection between the idea of consciousness and that of a point of view. (shrink)

This article provides an introduction to a special issue of the journal Philosophy, Psychiatry and Psychology, On Understanding and Explaining Schizophrenia. The article identifies a common thread running through the different contributions to this special issue, inspired by Jaspers's (1963) suggestion that a profound impairment in the ability to engage in interpersonal and social relations is a key factor in psychiatric disorders. It is argued that this suggestion can help solve a central dilemma in psychopathology, which is to make intelligible (...) the emergence and nature of psychiatric phenomena involving disturbances of rationality, intentionality and self-consciousness, whilst at the same time accounting for a sense in which such phenomena resist understanding. (shrink)

This chapter begins with a discussion of the significance of studies of aspects of tool use in understanding causal cognition. It argues that tool use studies reveal the most basic type or causal understanding being put to use, in a way that studies that focus on learning statistical relationships between cause and effect or studies of perceptual causation do not. An overview of the subsequent chapters is also presented.

Art is saturated with cultural significance. Considering the full spectrum of ways in which art is colored by cultural associations raises a variety of difficult and fascinating philosophical questions. This curriculum guide focuses in particular on questions that arise when we consider art as a form of cultural heritage. Organized into four modules, readings explore core questions about art and ethics, aesthetic value, museum practice, and art practice. They are designed to be suitable for use in an introduction to philosophy (...) of art, as well as in more topically focused courses, particularly on topics concerning the ethics and politics of art. (shrink)

Contemporary philosophical debates about causation are dominated by two approaches, which are often referred to as difference-making and causal process approaches to causation, respectively. I provide a characterization of the dialectic between these two approaches, on which that dialectic turns crucially on the question as to whether our common sense concept of causation involves a commitment to locality – i.e., to the claim that causal relations are always subject to spatial constraints. I then argue that we can extract from existing (...) work on perceptual judgement (specifically work that invokes the notion of a simple theory of perception) materials for an argument in favour of a positive answer to that question, and that this work can also help to bring out a distinctive kind of role that a commitment to locality plays in our reasoning about causal relationships. (shrink)

We now have good reason to worry that many coastal cities will be flooded by the end of the century. How should we confront this possibility (or inevitability)? What attitudes should we adopt to impending inundation of such magnitude? In the case of place-loss due to anthropogenic climate change, I argue that there may ultimately be something fitting about letting go, both thinking prospectively, when the likelihood of preservation is bleak, and retrospectively, when we reflect on our inability to prevent (...) destruction. I then explore some of the ethical complications of this response. (shrink)

We offer an overview of both the empirical literature on food waste and philosophical work on the concept of waste. We use this background to argue that an overemphasis on the reduction of individual food waste is misleading at best, and pernicious at worst, in combatting the substantial problems that global food waste creates. Rather, we argue that civic engagement and political activism aimed at institutional reform will be essential in addressing these problems.

Decety presents evidence for the claim that neural mechanisms involved in the generation of actions are also recruited in the observation and mental simulation of actions. This paper explores the relationship between such neuropsychological findings and our common-sense understanding of what it is for a person to imitate or imagine performing an action they have observed. A central question is whether imitation and imagination necessarily involve the ability to distinguish between one's own actions and those of others. It is argued (...) that certain imitative and imaginative capacities can be present, and play a key role in the acquisition of knowledge, even in the absence of an ability to distinguish between self and other in this way. (shrink)