Ausgangspunkt ist die Frage, was Masse ist, wodurch sie insbesondere befähigt ist, Dauer zu konstituieren und deshalb - im Sinn des kinematischen Relativitätsprinzips - ebenso als bewegt wie als ruhend betrachtet werden kann. In einem Gedankenexperiment wird diese Frage, in Umkehrung der Perspektive, hier nicht von der Masse selbst, sondern von einer stehenden Lichtwelle her angegangen. In diesem Modell lassen sich masse-analoge Strukturen rekonstruieren, die in relativer Bewegung sein können. Die (empirisch bekannte) Unabhängigkeit der Lichtgeschwindigkeit vom Bezugssystem ist dabei (...) nicht vorausgesetzt. Doch kann gezeigt werden, dass die Lichtgeschwindigkeit Grenzgeschwindigkeit solcher relativer Bewegungen ist, dass dies für alle durch masse-analoge Strukturen konstituierte, relativ zueinander gleichförmig bewegten Bezugssysteme gilt und dass die Lichtgeschwindigkeit selbst in allen diesen Systemen gleich ist. Die Absolutheit der Lichtgeschwindigkeit und die Relativität der Massebewegungen erweisen sich so als zwar differente, aber intrinsisch zusammengehörende Momente des kinematischen Relativitätsprinzips: ein Beitrag zu einer Philosophie der Relativitätstheorie. - Die mathematischen Zusammenhänge werden im Anhang ausführlicher dargelegt. (shrink)

Perhaps the question “What is philosophy?” can only be posed late in life, when old age has come, and with it the time to speak in concrete terms. It is a question one poses when one no longer has anything to ask for, but its consequences can be considerable. One was asking the question before, one never ceased asking it, but it was too artificial, too abstract; one expounded and dominated the question, more than being grabbed by it. There are (...) cases in which old age bestows not an eternal youth, but on the contrary a sovereign freedom, a pure necessity where one enjoys a moment of grace between life and death, and where all the parts of the machine combine to dispatch into the future a trait that traverses the ages: Turner, Monet, Matisse. The elderly Turner acquired or conquered the right to lead painting down a deserted path from which there was no return, and that was no longer distinguishable from a final question. In the same way, in philosophy, Kant’s Critique of Judgment is a work of old age, a wild work from which descendants will never cease to flow.We cannot lay claim to such a status. The time has simply come for us to ask what philosophy is. And we have never ceased to do this in the past, and we already had the response, which has not varied: philosophy is the art of forming, inventing, and fabricating concepts. But it was not only necessary for the response to take note of the question; it also had to determine a time, an occasion, the circumstances, the landscapes and personae, the conditions and unknowns of the question. One had to be able to pose the question “between friends” as a confidence or a trust, or else, faced with an enemy, as a challenge, and at the same time one had to reach that moment, between dog and wolf, when one mistrusts even the friend. Gilles Deleuze was professor of philosophy at the University of Paris VIII, Vincennes-St.-Denis, until his retirement in 1987. Among his books translated into English are the two-volume Capitalism and Schizophrenia , the two-volume Cinema , The Logic of Sense , and Expressionism in Philosophy: Spinoza . Daniel W. Smith is a doctoral candidate in philosophy at the University of Chicago. He is at work on a study of the philosophy of Deleuze, and is translating Deleuze’s Francis Bacon: Logique de la sensation. Arnold I. Davidson, executive editor of Critical Inquiry, teaches philosophy at the University of Chicago and is currently Marta Sutton Weeks Fellow at the Stanford Humanities Center. (shrink)

FRANCIS SUÁREZ’S VIEWS ON THE RELATION BETWEEN THE ABSOLUTE POWER OF GOD AND THE NATURAL LAW The article presents Francis Suárez’s views concerning the problem of the possibility of granting dispensation from the natural law by the absolute power of God. Suárez’s opinions on this matter were shown in his comprehensive work on the philosophy of law: De legibus ac Deo legislatore, in Book II De lege aeterna, naturali, et jure gentium, chapter XV entitled Utrum Deus dispensare possit (...) in lege naturali etiam de absoluta potestate. Analyzing the notion of natural law Suárez accepts the Thomistic formula, according to which, the created world is a collection of things with invariable natures. These natures require us to fulfil certain moral obligations and to act in a proper manner. And for this reason, natural law, included in the Decalogue, is invariable and even God is not able to grant its dispensation. The commandments involve an intrinsic principle of justice and obligation and for this reason they are not liable to dispensation. God cannot act contrary to His own nature and His being just, so He would not order people to do something intrinsically unjust. Doctor Eximius justifies moral norms expressed in the Decalogue axiologically, not in a voluntaristic way, by referring to God’s will alone. Suárez criticises both strong theological voluntarism, attributed to Ockham, as well as weak theological voluntarism, attributed to John Duns Scotus. Keywords: FRANCIS SUÁREZ, ABSOLUTE POWER OF GOD, NATURAL LAW. (shrink)

As one of the most prominent figures of dystopic posthumanism Francis Fukuyama views biotechnological revolution as presumably the most dangerous challenges we are going to face in what he calls our posthuman future. In his opinion human enhancement will lead inevitably to some forms of eugenic practices, blurring the difference between humans and other live forms, posing the problem of legal status of modified individuals, etc. Hence he calls for establishment of a new regulatory instruments for controlling biotechnological research (...) and development. Those instruments, Fukuyama says, should refer to and protect his original notion of human nature. In the article I try to criticaly examine the way Fukuyama constructs this notion. (shrink)

Data increasingly drive our lives. Often presented as a new trajectory, the deep immersion of our lives in data has a history that is well over a century old. By revisiting the work of early pioneers of what would today be called data science, we can bring into view both assumptions that fund our data-driven moment as well as alternative relations to data. I here excavate insights by contrasting a seemingly unlikely pair of early data technologists, Francis Galton and (...) W.E.B. Du Bois. Galton, well known for his contributions to eugenics, was first and foremost a tinkering technician of measure. There are numerous domains of science over which Galtonian conceptions retain considerable influence, presumably without his pride in racial inequality. A more viable, because more egalitarian, alternative for the present can be found in the early data work of Du Bois. (shrink)

One claim found in the received historiography of the biometrical school (comprised primarily of Francis Galton, Karl Pearson, and W. F. R. Weldon) is that one of the biometricians' great flaws was their inability to look past their population-focused, statistical, gradualist understanding of evolutionary change – which led, in part, to their ignoring developments in cellular biology around 1900. I will argue, on the contrary, that the work of the biometricians was, from its earliest days, fundamentally concerned with connections (...) between statistical patterns of inheritance and the underlying cellular features that gave rise to them. Such work remained current with contemporary knowledge of chromosomes, cytology, and development; in this article, I explore the first case. The biometricians were thus well positioned to understand the relationship between the patterns of Mendelian inheritance and the statistical distributions with which they primarily occupied themselves. Ignorance of this connection, then, is not the reason why they rejected Mendelism. Further, both Galton and Weldon – though each in their own unique way – decided to turn to biological detail as a way to better justify the generality of their statistical approaches to heredity. Perhaps paradoxically, then, for these biometricians, detail offered an approach to theoretical generality. (shrink)

Although cognitivism has lost some ground recently in the philosophical circles, it is still the favorite view of many scholars of emotions. Even though I agree with cognitivism's insight that emotions typically involve some type of evaluative intentional state, I shall argue that in some cases, less epistemically committed, non-propositional evaluative states such as mental pictures can do a better job in identifying the emotion and providing its intentional object. Mental pictures have different logical features from propositions: they are representational, (...) and some may or may not portray actual objects aptly. Yet, unlike propositional attitudes, mental pictures do not allow for objective criteria by which one can judge that a certain picture is an apt portrait of someone or something. (shrink)

Themed Section of Bruniana & Campanelliana 2022/1, pp. 85-198 -/- - Simone Guidi, Introduction; - Andrew W. Arlig, Part-Whole Interdependence and the Presence of Form in Matter According to Some Fifteenth-Century Platonists; - Jean-Pascal Anfray, Aux limites de la métaphysique: parties, indivisibles et contact chez Suárez; - Simone Guidi, Indivisibles, Parts, and Wholes in Rubio’s Treatise on the Composition of Continuum (1605); - Dana Jalobeanu, Dissecting Nature ad vivum: Parts and Wholes in Francis Bacon’s Natural Philosophy; - Carla Rita (...) Palmerino, From Active Matter to Inertia, from Celerity to Slowness: the Motion of Atoms and of Compound Bodies in Gassendi’s Physics. (shrink)

Isaac Newton is best known as a mathematician and physicist. He invented the calculus, discovered universal gravitation and made significant advances in theoretical and experimental optics. His master-work on gravitation, the Principia, is often hailed as the crowning achievement of the scientific revolution. His significance for philosophers, however, extends beyond the philosophical implications of his scientific discoveries. Newton was an able and subtle philosopher, working at a time when science was not yet recognized as an activity distinct from philosophy. He (...) engaged with the work of Rene Descartes and G.W. Leibniz, and showed sensitivity to the work of John Locke, Francis Bacon, Pierre Gassendi and Henry More, to name just a few. In his time, Newton was not perceived as a scientific outsider, but as an active and knowledgeable participant in philosophical debates.... (shrink)

O ensino de filosofia seguiu uma rota tortuosa desde a colônia até os tempos atuais. O breve histórico desse percurso tem o objetivo de reafirmar a necessidade dessa disciplina no currículo escolar, sobretudo porque sempre há aqueles que a consideram de pouca importância. No entanto, em um mundo cada vez mais pragmático, a formação exclusivamente técnica de nossos jovens dificulta o processo de conscientização crítica, além de desprezar a herança de uma sabedoria milenar. Os primeiros tempos No Brasil, desde o (...) século XVI, o ensino de filosofia fazia parte do chamado curso de artes oferecido pelos jesuítas aos filhos de colonos que concluíam o primeiro nível de letras humanas. É bem verdade que apenas alguns colégios dispunham desse curso, voltado exclusivamente para a elite colonial portuguesa. A base do ensino de filosofia era a tradição escolástica, e, mesmo durante os séculos seguintes, não houve interesse em abordar as conquistas das ciências modernas, já vigentes desde o século XVII, na perspectiva de Francis Bacon e das descobertas de Galileu Galilei. Do mesmo modo, não eram ensinadas as teorias de René Descartes e John Locke. Inspirado nos ideais da Contrarreforma, o ensino jesuítico reafirmava a autoridade da Igreja e dos clássicos, com o controle sobre as informações a que os alunos teriam acesso. No século XVIII, os fundamentos aristotélico-tomistas perduraram, com raras exceções, apesar de o marquês de Pombal ter expulsado os jesuítas. O próprio Pombal permitiu a divulgação de algumas dessas obras "esclarecidas", mas cuidou de elencar uma lista das proibidas. Contrariando o controle, as novas ideias circulavam no Brasil por meio de estudantes formados pela Universidade de Coimbra e também pela venda clandestina de panfletos e cópias manuscritas. Desse modo, nas aulas régias, instituídas por Pombal para substituir as escolas dos jesuítas, no geral foi mantida a educação elitista, livresca, desfocada da realidade brasileira durante o império e a república. Apesar do controle, havia exceções, nas poucas vezes em que intelectuais, professores e conhecedores de bibliografia atualizada ensinavam disciplinas como ciências modernas, filosofia e matemática. Algumas congregações religiosas, como a dos franciscanos, também se interessavam pelas contribuições científicas e filosóficas de seu tempo. Ensino de filosofia: entre facultativa e obrigatória A partir do século XIX, predominou um vaivém entre a filosofia como disciplina obrigatória ou facultativa. Com a criação de cursos jurídicos no Brasil, na década de 1820 - em São Paulo e Recife -, a filosofia tornou-se disciplina obrigatória do ensino médio, como pré- requisito para o ingresso ao curso superior, reforçando o caráter propedêutico daquele curso. Em 1915, uma reforma de ensino tornou a filosofia disciplina facultativa, mas o ministro Francisco Campos tentou reverter esse quadro em 1932, tornando-a novamente obrigatória. Conhecido pela atuação no movimento da Escola Nova, Campos aliou seus esforços aos de figuras importantes da pedagogia brasileira, como o sociólogo Fernando de Azevedo e o filósofo e educador Anísio Teixeira. A tendência escolanovista era renovadora e se fazia necessária diante da situação econômica do Brasil. Com o início da industrialização, surgia a necessidade de melhorar a escolarização, sobretudo para os segmentos urbanos. Francisco Campos introduziu as disciplinas de lógica, sociologia e história da filosofia no currículo escolar. Com a Reforma Capanema, em 19142, o ensino secundário dividiu-se em ginasial e colegial. Este último foi subdividido em científico, com ênfase no estudo de ciências, e clássico, que privilegiava a formação em humanidades. Nesse contexto, a filosofia se constituiu como disciplina obrigatória em um dos três anos do científico e em dois anos do curso clássico, com proposta de programa bastante extenso. No entanto, uma sequência de portarias reduziu gradativamente o número de horas-aula da disciplina, por fim, restrita ao último ano do colegial. Em 1961, foi promulgada a nossa primeira Lei de Diretrizes e Bases da Educação (LDBJ, a Lei n. 4.024, ocasião em que o ensino de filosofia perdeu a obrigatoriedade. Período da ditadura militar Durante a ditadura militar no Brasil (1964-1985), as aulas de filosofia foram extintas pela Lei n. 5.692, de 1971. Essa lei reformou o então chamado ensino de 1º e 2º graus e introduziu o ensino profissionalizante, de acordo com a tendência tecnicista proposta pelos acordos entre militares e tecnocratas. Um dos objetivos era adequar a educação às exigências da sociedade industrial e tecnológica, com economia de tempo, esforços e custos. A educação tecnicista encontrava-se imbuída dos ideais de racionalidade, organização, objetividade, eficiência e produtividade, como se fosse uma empresa: esperava-se que, ao terminar cada um dos níveis, o aluno estivesse capacitado para ingressar no mercado como força de trabalho, caso necessário. Para implantar o projeto de educação proposto, o governo militar não revogou a LDB de 1961, mas introduziu alterações e fez atualizações. Enquanto a aprovação da LDB resultara de amplo debate na sociedade civil, o governo autoritário regulamentou as leis do ensino universitário (Lei n. 5.540/1968) e do ensino de 1º e 2º graus (Lei n. 5.692/1971) de maneira impositiva. Diversos acordos, conhecidos como MEC-Usaid (Ministério da Educação e Cultura e United States Agency for International Development), ofereceram assistência técnica e cooperação financeira para implantar a reforma. A habilitação profissional constituiu-se em um emaranhado de "ofertas" que chegavam a 130 habilitações profissionais distribuídas conforme os cursos e as regiões do país. Algumas disciplinas desapareceram, como a de filosofia, e outras foram aglutinadas. Por sua vez, a inclusão de Moral e Cívica no primeiro nível e de Organização Social e Política no segundo exerceu a clara intenção de doutrinamento político. Há controvérsias em torno da extinção da filosofia do currículo escolar. Para alguns, a extinção revelava a intenção explícita dos governos militares de evitarem o desenvolvimento do pensamento crítico. Outros analisam de modo diferente, alegando que, com raríssimas exceções, o ensino da filosofia reduzia-se à história da filosofia, com ênfase na memorização, não representando, portanto, nenhuma ameaça ao regime de exceção, por desempenhar papel submisso e nada subversivo. Além disso, de acordo com o viés tecnicista da reforma, havia necessidade de mais espaço para incluir disciplinas voltadas para a habilitação profissional. Já nas universidades, era possível notar o crescente desprestígio da filosofia, tendo ocorrido perseguição a professores, muitos deles exilados. Todavia, o propósito de formar profissionais, conforme propunha a nova lei, não se concretizou. A escola pública se fragilizou ainda mais, enquanto algumas boas escolas da rede particular encontraram meios de contornar a lei e oferecer um ensino de qualidade com os mesmos conteúdos que visavam desenvolver o espírito crítico e, portanto, a capacidade de seus alunos pensarem por si mesmos. Em 1982, no clima da abertura democrática, a Lei n. 7.01-114 permitiu a reinserção da filosofia no currículo como optativa, a critério do estabelecimento de ensino. Nada foi conseguido sem esforço, mas com trabalho intenso e pressão da sociedade civil. Associações especialmente criadas para esse fim aglutinaram professores de cursos secundários e superiores para promoverem encontros, movimentos de protesto e contatos com autoridades governamentais, no esforço conjunto para alcançar aquele objetivo. Lei de Diretrizes e Bases da Educação Nacional (LDB) n. 9.394/1996 Após a aprovação da Constituição brasileira de 1988, restava elaborar a lei complementar para tratar das Diretrizes e Bases da Educação Nacional. A primeira LDB, de 1961, levara muito tempo para ser aprovada e ofereceu no final um texto já envelhecido. Devido a esse fato, havia interesse em acelerar a regulamentação da nova LDB, o que ocorreu em dezembro de 1996, com a publicação da Lei n. 9.394. O primeiro projeto da nova LDB baseou-se em amplo debate, não só na Câmara, mas também na sociedade civil, além de várias entidades sindicais, científicas, estudantis e segmentos organizados da educação. O projeto original exigiu do relator Jorge Hage importante trabalho de finalização, já que a nova lei não resultaria de exclusiva iniciativa do Executivo, e sim do debate democrático da comunidade educacional. No entanto, com apoio do governo e do ministro da Educação, o senador Darcy Ribeiro apresentou outro projeto que começara a ser discutido paralelamente e que terminou por ser aprovado. Como ficou a situação do ensino de filosofia? Apesar do movimento consistente que continuava defendendo o retorno da filosofia ao ensino médio, foi grande a decepção. Vejamos por quê. Ao estabelecer as finalidades da educação básica e as diretrizes dos conteúdos curriculares, essa lei destacava a importância da formação para o exercício da cidadania, a difusão de valores fundamentais ao interesse social, aos direitos e deveres dos cidadãos e de respeito ao bem comum e à ordem democrática. Foi recomendado também o aprimoramento do educando como pessoa humana, por meio de formação ética e desenvolvimento da autonomia intelectual e do pensamento crítico. Conforme a LDB sob Lei 9.394/98: Art. 22. A educação básica tem por finalidades desenvolver o educando, assegurar-lhe a formação comum indispensável para o exercício da cidadania e fornecer-lhe meios para progredir no trabalho e em estudos posteriores. Art. 27. Os conteúdos curriculares da educação básica observarão, ainda, as seguintes diretrizes: I – a difusão de valores fundamentais ao interesse social, aos direitos e deveres dos cidadãos, de respeito ao bem comum e à ordem democrática; II – consideração das condições de escolaridade dos alunos em cada estabelecimento; III – orientação para o trabalho; IV – promoção do desporto educacional e apoio às práticas desportivas não- formais. Art. 35. O ensino médio, etapa final da educação básica, com duração mínima de três anos, terá como finalidades: I – a consolidação e o aprofundamento dos conhecimentos adquiridos no ensino fundamental, possibilitando o prosseguimento de estudos; II – a preparação básica para o trabalho e a cidadania do educando, para continuar aprendendo, de modo a ser capaz de se adaptar com flexibilidade a novas condições de ocupação ou aperfeiçoamento posteriores; III – o aprimoramento do educando como pessoa humana, incluindo a formação ética e o desenvolvimento da autonomia intelectual e do pensamento crítico; IV – a compreensão dos fundamentos científico-tecnológicos dos processos produtivos, relacionando a teoria com a prática, no ensino de cada disciplina. Por fim, ficou claro no artigo 36, parágrafo 1º, inciso III (revogado pela Lei n. 11.684, de 2008), que os conteúdos, as metodologias e as formas de avaliação deveriam ser organizados de tal maneira que ao final do ensino médio o educando demonstrasse "domínio dos conhecimentos de filosofia e de sociologia necessários ao exercício da cidadania". Embora a educação para a cidadania constituísse um objetivo visado por qualquer disciplina, com mais razão o professor de filosofia teria condições de abordá-la explicitamente, não só por tomá-la como um de seus conteúdos, mas principalmente pelo seu caráter problematizador e argumentativo, próprio da filosofia. Portanto, seria válido supor que o artigo 36 definisse a reinserção da filosofia no currículo, ministrada por profissional formado na área, o que de fato não se concretizou, e o ensino de filosofia permaneceu como não obrigatório. Posteriormente, conforme a Resolução CEB n. 3/1998, "as propostas pedagógicas das escolas deverão assegurar o tratamento interdisciplinar e contextualizado para os conhecimentos de filosofia e de sociologia necessários ao exercício da cidadania" (artigo 10, parágrafo 2º, alínea b]. Ou seja, professores de outras disciplinas seriam responsáveis por esses "temas transversais", orientação que prevaleceu nos Parâmetros Curriculares Nacionais. Um pouco antes, em 1997, dando continuidade a anseios de educadores, o deputado federal Padre Roque Zimmermann apresentara projeto de lei para tornar obrigatório o ensino de filosofia e sociologia no currículo do ensino médio. Após sua aprovação no Senado, em 2001, o projeto foi vetado pelo então presidente Fernando Henrique Cardoso. Finalmente, em 2008, o artigo 36 da LDB sofreu alteração, tornando obrigatório o ensino de filosofia e de sociologia no currículo do ensino médio, por meio da Lei n. 11.684/2008. Na sequência da aprovação, continua em andamento a implantação desse projeto de ensino. Esperamos que o espaço conquistado não venha a sofrer mais tarde nova retração. REFERÊNCIAS BIBLIOGRÁFICAS ARANHA, M. L. de A.; MARTINS, H. P. Filosofando: Introdução à Filosofia. 6ª ed. São Paulo: Moderna, 2016. BRASIL. Ministério de Educação e Cultura. Ciências humanas e suas tecnologias. In: Orientações Curriculares para o Ensino Médio. Brasília: Ministério da Educação; Secretaria de Educação Básica, 2006. ______________________________________. LDB - Lei nº 9394/96, de 20 de dezembro de 1996. Estabelece as diretrizes e bases da Educação Nacional. Brasília: MEC, 1996. Disponível em: Lei de Diretrizes e Bases da Educação Nacional - Biblioteca do Senado. Acesso em: 11 Jun. 2019. ______________________________________. Parâmetros Curriculares Nacionais. Ensino Médio: Bases Legais. Brasília: MEC, 1999. ______________________________________. Resolução CEB n° 3 de 1998. Institui as Diretrizes Curriculares Nacionais para o Ensino Médio. Brasília: MEC, 1998. Disponível em: Resolução CEB n° 3 de 1998. Acesso em: 11 Jun. 2019. KOHAN, W. O. (Org.). Políticas do ensino de filosofia. Rio de Janeiro: DP6A, 2014. (shrink)

Antes de entrar cuidadosamente no estudo de cada filósofo, em suas respectivas ordens cronológicas, é necessário dar um panorama geral sobre eles, permitindo, de relance, a localização deles em tempos históricos e a associação de seus nomes com sua teoria ou tema central. l. OS FILÓSOFOS PRÉ-SOCRÁTICOS - No sétimo século antes de Jesus Cristo, nasce o primeiro filósofo grego: Tales de Mileto2 . Ele e os seguintes filósofos jônicos (Anaximandro: Ἀναξίμανδρος: 3 610-546 a.C.) e Anaxímenes: (Άναξιμένης: 586-524 a.C.) tentaram (...) expressar/elucidar o que é a arché, ou constitutivo fundamental do Universo. 4 Também sobressaem as teorias de Pitágoras (Ὁ Πυθαγόρας: 570 a.C.- 495 a.C.), completas de misticismo e Matemática; a de Heráclito (Ἡράκλειτος ὁ Ἐφέσιος: 540-470 a.C.), o filósofo do devir e o de seu oponente, Parmênides (Παρμενίδης: 530-460 a.C.), que elucida a primeira teoria do ser, e para qual é alcunhado como o iniciador da Metafísica. Anaxágoras (Ἀναξαγόρας: 500 a.C.- 428 a.C.) esboça uma teoria sobre o Nous, o espírito divino. Por outro lado, Demócrito (Δημόκριτος: Grécia: 460-370 a.C.) e Empédocles (Ἐμπεδοκλῆς: 490 a.C.-430 a.C.) insistem no materialismo. Em contrapartida, os sofistas (Parmênides, Cálicles (Καλλικλῆς: personagem platônico cuja existência é duvidosa) e Górgias (Γοργίας: 485 a.C.-380 a.C.)) gozam das suas aptidões à dialética, e colocam o relativismo como uma posição filosófica. Sócrates será o inimigo mais temível dessa posição. Este é o começo do movimento filosófico de Atenas, que culmina nos séculos quinto e quarto, tal qual, posteriormente, veremos. 2. O APOGEU GREGO – Sócrates (Σωκράτης: 469 a.C.-399 a.C.), Platão (Πλάτων: 428/427- 348/347 a.C.) e Aristóteles (Ἀριστοτέλης: 384 a.C.-322 a.C.) formam o triunvirato dos grandes filósofos gregos. O primeiro (Sócrates), com seu método "maiêutico" e sua teoria do conceito; o segundo (Platão), com sua teoria das ideias e seu estilo literário (dialogista); e o terceiro (Aristóteles), com a estruturação dos principais ramos filosóficos, como a Lógica, a Metafísica, a Ética, a Psicologia racional e a Política; todos eles elevaram a Filosofia para um posto de primeira ordem. Doravante, todos os filósofos tornam-se credores das contribuições desses gênios. Em certos autores, é clara a influência de Platão ou de Aristóteles. Sendo que, ambos os filósofos, tiveram influência absoluta de Sócrates, uma vez que Platão fora seu discípulo, e Aristóteles discípulo de Platão. A Idade Média, por exemplo, foi toda ela, em sua gênese e desenvolvimento, alicerçada no pensamento e nas ideias platônicas; tal era histórica é caracterizada pela luta em favor de um ou de outro autor; o platonismo tomou precedência nos primeiros séculos do cristianismo; somente após o décimo século Aristóteles foi redescoberto. 3. A FILOSOFIA CRISTÃ MEDIEVAL - Santo Agostinho (354 a.C.-430 a.C.) se destaca, no quinto século, com sua teoria da iluminação e a aplicação da teoria platônica ao Cristianismo. No século XIII, São Tomás de Aquino (1225-1274), sintetiza Aristóteles com o Cristianismo. Os dois autores formam o núcleo da filosofia cristã em seus respectivos séculos. A escolástica teve seu tempo de decadência. Se mencionam, principalmente, dois autores: João Duns Escoto (1266-1308) e Guilherme de Ockham (1285-1347). O primeiro é o "Doutor Sutil ", e o segundo cai em um fideísmo e um nominalismo, para todos os conceitos criticáveis. Em uma segunda parte, tentaremos explicar os respectivos pensamentos dos autores mencionados, e outros que pertencem ao mesmo tempo, antigos e medievais. Naquela época, a Filosofia era puramente realista, aplicada ao mundo e ao homem. Somente na Idade Moderna, a Filosofia assumirá o problema do conhecimento como a base e o começo de todo filosofar. 4. A FILOSOFIA RACIONALISTA (MODERNA) - Na Idade Moderna, sobressai o racionalismo de Descartes (1596-1650) prolongado, então, com Malebranche (1638-1715) (ocasionalismo), Espinosa (1632 -1677) (panteísmo) e Leibniz (1646-1716) (teoria das mônadas). Estamos nos séculos XVII e XVIII. A atenção será focada nas disputas filosóficas da corrente empirista contra a racionalista. 5. A FILOSOFIA EMPIRISTA – O empirismo é florescido, principalmente, na Inglaterra. Francis Bacon (1561-1626), primeiro, e depois Locke (1632-1704) com sua rejeição de ideias inatas, Berkeley (1685-1753) com postura e ideias paradoxais, também idealistas e Hume (1711-1776), com suas famosas críticas contra o princípio da causalidade e o conceito de substância, são os principais autores. 6. KANT E OS IDEALISTAS ALEMÃES - Como a tentativa de sintetizar o racionalismo e empirismo, está a teoria de Kant (1724-1804), no século XVIII. Para o seu gênio seguido pelos três idealistas alemães mais importantes: Fichte (1762-1814) (idealismo subjetivo), Schelling (1775-1854) (idealismo objetivo) e Hegel (1770-1831) (idealismo absoluto). Esses Autores representam o ápice da especulação filosófica. A análise, a profundidade, a complexidade da expressão e o espírito sistemático são as características do gênio alemão idealista. 7. OS FILÓSOFOS DO SÉCULO XIX - Antes de tudo, é necessário mencionar, no século dezenove, aos dois grandes críticos de Hegel, que são Kierkegaard (1813-1855) (precursor do existencialismo) e Marx (1818-1883) (com seu materialismo dialético). O próximo é outro casal: Nietzsche (1844-1900) (teoria do Super-homem) e Schopenhauer (1788-1860) (com seu absoluto pessimismo). Comte (1798-1857) com sua doutrina positivista, completará o quadro desses filósofos. Numa outra oportunidade, vamos desmembrar sobre o pensamento e principais ideias acerca desses autores. 8. OS FILÓSOFOS DO SÉCULO XX - Antes de tudo, há um autor que iluminou a filosofia do século XX: Edmund Husserl (1859-1938), fundador do método fenomenológico. Em seguida, existem dois fluxos que são derivados diretamente de Husserl, a saber, o existencialismo e a axiologia. Dentro da corrente axiológica, estudaremos Scheler (1874-2928). Por outro lado, o existencialismo tem quatro autores principais; dois são alemães: Heidegger (1889-1976) e Jaspers (1883-1969); e os demais são franceses: Sartre (1905-1980) e Marcel (1889-1973). Heidegger insiste em que seu tema tratado em sua filosofia não é a unicidade do homem, mas o ser em geral. Jaspers é famoso por seu conceito de transcendência (Deus). Sartre é um antiteísta sincero, e seu existencialismo é definido como um pensamento que assume todas as consequências da negação de Deus. Em contraste, Gabriel Marcel é um filósofo Católico, que conseguiu uma análise profunda das situações humanas, que aparecem em íntima concordância com as verdades cristãs. Vamos terminar com Russell (1872-1970), autor básico do positivismo lógico. Cronologia de filósofos e suas escolas até nossos dias ➢ Filosofia Antiga - Escola naturalista da Jônia: Tales, Anaximandro e Anaxímenes; - Escola matemática da Itália: Pitágoras e os pitagóricos; - Escola idealista de Eléia: Xenófanes (570-475 a.C.), Parmênides, Zenão (490/85-420 a.C.) e Meliso (h.443); - Escola empirista: Heráclito, Empédocles e Anaxágoras; - Escola atomista de Abdera: Leucipo (h.437) e Demócrito; - Escolas de Atenas: - Sofistas: Protágoras (480-410), Górgias (484-375?); Sócrates, Platão e Aristóteles; - Pirronismo: Pirro (h.365-h.275); - Estoicismo: Zenão de Cítio (359/33-262) e Crisipo (281/77-208); - Epicurismo: Epicuro (341-270); - Nova Academia: Arcesilau (315-241) e Carnéades (214-129); Romanos: Sêneca (4 a.C.-65 d.C.), Marco Aurélio (121-180) e Cícero (106-43). - Escola greco-judia: Fílon de Alexandria (25 a.C.-50 d.C.); - Neoplatonismo: Plotino (204/5-270), Porfirio (h.233-304), Jâmblico (h.250-330) e Proclo (h.411-485). ➢ Filosofia patrística - Apologistas: São Justino (100/10-165), Ireneu de Lyon (h.140-h.l 77) e Atenágoras (fines s. II); - Alexandrinos: São Clemente (h.145/50-215) e Orígenes (h.185-255); - Africanos: Tertuliano (h.160-230), Arnóbio (h.260-h.327) e Lactâncio (nascido h. 250); - Gregos: São Basílio (h.330-379), São Gregório de Nazianzo (330-390), São Gregório de Níssa (330-390) e Pseudo-Dionísio (h.500); - Latinos: São Hilário (h.315-367), Santo Ambrósio (333-397) e Santo Agostinho; - Outros: Claudiano (+h.473), Boécio (480-524), São Isidoro (h.560-633) e Beda (672/3-735). ➢ Filosofia Medieval/Escolástica - Judeus: Isaac Israeli (+h.940), Salomão Ibn Gabirol (h.l020-p.l058) e Maimônides (1135- 1204); - Árabes: Alquindi (h. 796-874), Al-Farabi (870-950), Avicena (980-1037), Algazali (1058- 1111) e Averróis (1126-1198); - Escola palatina: Alcuíno de Iorque (730/5-804), Rábano Mauro (h.784-856), Escoto Erígena (h.810-h.870) e Papa Silvestre II (+1003); - Dialéticos: Santo Anselmo (1033/4-1109) e Pedro Abelardo (1079-1142); - Tradutores: Domingo Gundisalvo (meados s. XII), Gerardo de Cremona (h. 1114-1187); - Enciclopedistas: Teodorico de Chartres (+1155), Hugo de São Vitor (+1141) e Vicente de Beauvais (+1264); - Universidades: Guilherme de Auvergne (1180- 1249) e Sigerio de Brabante (+h.l284); - Dominicanos: São Alberto Magno (1206-1280) e Santo Tomás de Aquino; - Franciscanos: Alexandre de Hales (1170/80-1245), São Boaventura (1217-1274), Roger Bacon (h.1210/14-1292), João Duns Escoto, Raimundo Lulio (1235-1315) e Guilherme de Ockham (h.1285-1349). ➢ Filosofia Moderna - Humanistas Renascentistas: Ficino (1433-1499), Erasmo (1467-1536), Maquiavel (1469- 1527), Thomas More (1480-1535), Juan Luis Vives (1492-1540) e Giordano Bruno (1548- 1600); - Racionalismo: Descartes, Malebranche, Espinosa e Leibniz; - Empiristas: Francis Bacon, Thomas Hobbes (1588-1679), Locke, Berkeley e Hume; - Escola escocesa: Thomas Reid (1710-1796); Iluministas: Voltaire (1694-1778), Condillac (1715-1757), Diderot (1713-1784) e J. J. Rousseau (1712-1778). - Idealismo transcendental: Kant; - Idealismo subjetivo: Fichte; - Idealismo objetivo: Schelling; - Idealismo absoluto: Hegel; - Pessimismo: Schopenhauer; - Ecletismo: Cousin (1792-1867); - Positivismo: A. Comte, J. S. Mill (1806-1873) e H. Spencer (1820-1900); - Socialismo: H. Saint-Simon (1760-1825), Ch. Fourier (1772-1837) e K. Marx; - Vitalismo: Nietzsche e W. Dilthey (1833-1912). ➢ Filosofia Contemporânea - Intucionismo: H. Bergson (1859-1941); - Pragmatismo: Ch. S. Peirce (1839-1914), W. James (1842-1910) e J. Dewey (1859-1952); - Fenomenologia: Husserl, Scheler, N. Hartmann (1882-1950) e M. Merleau-Ponty (1908- 1961); - Existencialismo: Jaspers, Heidegger, Marcel e Sartre; - Atomismo lógico: B. Russell (1872-1970) e L. Wittgenstein (1889-1951); - Positivismo lógico: M. Schlick (1882-1936), R. Carnap (1891-1970 ) e A. J. Ayer (1910- 1990). - Filosofia analítica: J. L. Austin (1911-1960), G. Ryle (1900-1976), W.V.O. Quine (1908- 2000), P. F. Strawson (1919-2003) e H. Putnam (1926-); - Hermenêutica: H. G. Gadamer (1900-2002), P. Ricoeur (1913-2007) e J. Habermas (1929-). - Estruturalismo e pós-estruturalismo: F. de Saussure (1857-1913), C. Lévi-Strauss (1908- 2009) e M. Foucault (1926-1984). - Filosofia pós-moderna: J. F. Lyotard (1924-1999), G. Deleuze (1925-1995), J. Derrida (1930- 2004), R. Rorty (1931-2007) e G. Vattimo (1936-). - Comunitaristas: A. Maclntyre (1929-), Ch. Taylor (1931-). REFERÊNCIAS BIBLIOGRÁFICAS CHAUÍ, M. Iniciação à Filosofia. Vol. Único. 2ª ed. São Paulo: Ática, 2013. 460 p. SANTOS, R. dos. Filosofia: Uma breve introdução. 1ª ed. Pelotas: Dissertativo Incipiens, 2014. 108 p. . Rua do Riachuelo, 303, Centro, Rio de Janeiro, RJ Casa Histórica de Osório CEP: 20230-011 E-mail: [email protected]. (shrink)

Ausgangspunkt ist die Frage, was Masse ist, wodurch sie insbesondere befähigt ist, Dauer zu konstituieren und deshalb - im Sinn des kinematischen Relativitätdprinzips - ebenso als bewegt wie als ruhend betrachtet werden kann. In einem Gedankenexperiment wird diese Frage, in Umkehrung der Perspektive, hier nicht von der Masse selbst, sondern von einer stehenden Lichtwelle her angegangen. In diesem Modell lassen sich masse-analoge Strukturen rekonstruieren, die in relativer Bewegung sein können. Die (empirisch bekannte) Unabhängigkeit der Lichtgeschwindigkeit vom Bezugssystem ist dabei (...) nicht vorausgesetzt. Doch kann gezeigt werden, dass die Lichtgeschwindigkeit Grenzgeschwindigkeit solcher relativer Bewegungen ist, dass dies für alle durch masse-analoge Strukturen konstituierte, relativ zueinander gleichförmig bewegten Bezugssysteme gilt und dass die Lichtgeschwindigkeit selbst in allen diesen Systemen gleich ist. Die Absolutheit der Lichtgeschwindigkeit und die Relativität der Massebewegungen erweisen sich so als zwar differente, aber intrinsisch zusammengehörende Momente des kinematischen Relativitätsprinzips: ein Beitrag zu einer Philosophie der Relativitätstheorie. - Die mathematischen Zusammenhänge werden im Anhang ausführlicher dargelegt. (shrink)

Autonomous systems are machines that can alter their behavior without direct human oversight or control. How ought we to program them to behave? A plausible starting point is given by the Reduction to Acts Thesis, according to which we ought to program autonomous systems to do whatever a human agent ought to do in the same circumstances. Although the Reduction to Acts Thesis is initially appealing, we argue that it is false: it is sometimes permissible to program a machine to (...) do something that it would be wrong for a human to do. We advance two main arguments for this claim. First, the way an autonomous system will behave can be known in advance. This knowledge can indirectly affect the behavior of other agents, while the same may not be true at the time the system actually executes its programming. Second, a lack of knowledge of the identities of the victims and beneficiaries can provide a justification during the programming phase that would be unavailable to an agent at the time the autonomous system executes its programming. (shrink)

There is conflicting experimental evidence about whether the “stakes” or importance of being wrong affect judgments about whether a subject knows a proposition. To date, judgments about stakes effects on knowledge have been investigated using binary paradigms: responses to “low” stakes cases are compared with responses to “high stakes” cases. However, stakes or importance are not binary properties—they are scalar: whether a situation is “high” or “low” stakes is a matter of degree. So far, no experimental work has investigated the (...) scalar nature of stakes effects on knowledge: do stakes effects increase as the stakes get higher? Do stakes effects only appear once a certain threshold of stakes has been crossed? Does the effect plateau at a certain point? To address these questions, we conducted experiments that probe for the scalarity of stakes effects using several experimental approaches. We found evidence of scalar stakes effects using an “evidence seeking” experimental design, but no evidence of scalar effects using a traditional “evidence-fixed” experimental design. In addition, using the evidence-seeking design, we uncovered a large, but previously unnoticed framing effect on whether participants are skeptical about whether someone can know something, no matter how much evidence they have. The rate of skeptical responses and the rate at which participants were willing to attribute “lazy knowledge”—that someone can know something without having to check—were themselves subject to a stakes effect: participants were more skeptical when the stakes were higher, and more prone to attribute lazy knowledge when the stakes were lower. We argue that the novel skeptical stakes effect provides resources to respond to criticisms of the evidence-seeking approach that argue that it does not target knowledge. (shrink)

This paper investigates the strange case of an argument that was directed against a positivist verification principle. We find an early occurrence of the argument in a talk by the phenomenologist Roman Ingarden at the 1934 International Congress of Philosophy in Prague, where Carnap and Neurath were present and contributed short rejoinders. We discuss the underlying presuppositons of the argument, and we evaluate whether the attempts by Carnap (especially) actually succeed in answering this argument. We think they don’t, and offer (...) instead a few sociological thoughts about why the argument seems to have disappeared from the profession’s evaluaton of the positivist criterion of verifiability. (shrink)

Our starting point is the question ‘What is mass’, what in particular enables mass to constitute duration: so that mass can be regarded as moving as well as at rest (the kinematic principle of relativity). In a thought experiment, this question is attacked here not from the perspective of mass itself, but from that of a standing light wave. In this model, mass-analogous structures can be re- constructed that can be in relative motion to each other. The (empirically known) constancy (...) of the speed of light in every reference system is not as- sumed here. However, it can be shown that the speed of light is identical in all systems constituted by mass-analogous structures that move uniformly relative to each other and that the speed of light moreover is the limiting speed of mo- tions. This indepence of the motion of light from the system of reference, this character of absoluteness, and the relativity of mass motions thus prove to be contrary but inextricably linked moments of the kinematic principle of relativi- ty: an interesting perspective concerning a philosophy of relativity theory. - The mathematical relationships are explained in more detail in the appendix. (shrink)

The purpose of this essay is to offer support for the substance view of persons, the philosophical anthropology defended by Patrick Lee in his essay. In order to accomplish this the author presents a brief definition of the substance view; argues that the substance view has more explanatory power in accounting for why we believe that human persons are intrinsically valuable even when they are not functioning as such, why human persons remain identical to themselves over time, and why it (...) follows from these points that the unborn are human persons; and responds to two arguments that attempt to establish the claim that the early human being is not a unified substance until at least fourteen days after conception. (shrink)

This paper proposes an abstract mathematical frame for describing some features of biological time. The key point is that usual physical (linear) representation of time is insufficient, in our view, for the understanding key phenomena of life, such as rhythms, both physical (circadian, seasonal …) and properly biological (heart beating, respiration, metabolic …). In particular, the role of biological rhythms do not seem to have any counterpart in mathematical formalization of physical clocks, which are based on frequencies along the usual (...) (possibly thermodynamical, thus oriented) time. We then suggest a functional representation of biological time by a 2-dimensional manifold as a mathematical frame for accommodating autonomous biological rhythms. The “visual” representation of rhythms so obtained, in particular heart beatings, will provide, by a few examples, hints towards possible applications of our approach to the understanding of interspecific differences or intraspecific pathologies. The 3- dimensional embedding space, needed for purely mathematical reasons, allows to introduce a suitable extra-dimension for “representation time”, with a cognitive significance. (shrink)

Emotion is an important issue in Wittgenstein’s philosophy of psychology, yet the literature on this topic is quite small. Wittgenstein’s philosophical investigation is a grammatical one, and he tries to dissolve philosophical problems by using many philosophical methods. In this paper I examine the grammatical rules for some emotion words and the methods he employs in dealing with the philosophical problem of emotion. To facilitate this examination, I first analyze Wittgenstein’s treatment of the problem of sudden understanding, where the grammar (...) and methods are easier to comprehend. I will then show that the grammar and methods used by Wittgenstein in the cases of sudden understanding and emotion are rather similar. (shrink)

This dissertation has two main goals. The first is to provide a practice-based analysis of the field of inconsistent mathematics: what motivates it? what role does logic have in it? what distinguishes it from classical mathematics? is it alternative or revolutionary? The second goal is to introduce and defend a new conception of inconsistent mathematics - queer incomaths - as a particularly effective answer to feminist critiques of classical logic and mathematics. This sets the stage for a genuine revolution in (...) mathematics, insofar as it suggests the need for a shift in mainstream attitudes about the role of logic and ethics in the practice of mathematics. (shrink)

The beginning of the 21st century has seen the renewed use of aesthetics as a critical and interpretive method within various discursive spheres. Particularly, and unsurprisingly, this move has been most pronounced in the discursive systems of philosophy and the artworld. It is to this more specific re-discovery that the authors in this journal address their arguments.

This article profiles one of my mentor's research focus. The scholar has consistently published on language, teaching and learning.

This paper seeks to defuse two claims. On the one hand, I confront the Hildebrandian claim that Thomism, by placing the principium of love in the needs and desires of the lover rather than in the beloved, denies the possibility of transcendent love; on the other, I seek to refute the Thomistic objection that Hildebrand lacks a sufficient understanding of nature and its inherent teleology. In order to accomplish this, a distinction must be made between different kinds of principium or (...) “for-its-own-sakeness.” Using St. Thomas’ theory of friendship-love, I show how every affective movement in fact has two fundamentally different principia: an “end-desired,” and an “end-for-whom” the former is desired. I next note that “value” and “bonum honestum” each encompass both of these types of “worthiness,” and that the failure to distinguish between these two has led to much of the misunderstanding between Thomists and Hildebrandians: for while the latter sometimes seem to include inanimate objects like sunsets under the higher “worthiness” (as “ends-for-whom”), the former often tend to classify even the beloved under the lower “worthiness” (as a mere “end-desired”), which are both untenable positions. It is shown, however, that for St. Thomas it is the higher, more ultimate sense of “worthiness” that is the foundation of friendship-love, and that thus love remains a truly “transcendent” or “ecstatic” phenomenon. Two objections are then addressed: 1) St. Thomas’ claim that substantial unity is the greatest cause of love, and 2) his claim that man’s primary end is Vision. In both these respects I argue that Aquinas’ position needs correction; still I maintain that neither claim should be taken to imply that, for Aquinas, man is his own center, his own chief “end-for-whom.” Finally, while Hildebrand emphatically denies that natural teleology can explain man’s transcendence (a Thomistic position), this denial seems to flow simply from confusing two ways in which “nature” can be invoked as an explanation: where he sees it invoked as the final cause, Thomists actually invoke it as simply the formal cause of our love for our true Final Cause. (shrink)

Comparison of Steve Fuller's and Alvin Goldman's social epistemologies.

Over the last fifteen years, an ambitious explanatory framework has been proposed to unify explanations across biology and cognitive science. Active inference, whose most famous tenet is the free energy principle, has inspired excitement and confusion in equal measure. Here, we lay the ground for proper critical analysis of active inference, in three ways. First, we give simplified versions of its core mathematical models. Second, we outline the historical development of active inference and its relationship to other theoretical approaches. Third, (...) we describe three different kinds of claim -- labelled mathematical, empirical and general -- routinely made by proponents of the framework, and suggest dialectical links between them. Overall, we aim to increase philosophical understanding of active inference so that it may be more readily evaluated. -/- This the final submitted version of the Introduction to the Topical Collection "The Free Energy Principle: From Biology to Cognition", forthcoming in Biology & Philosophy. (shrink)

When experimental participants are given the chance to reflect and revise their initial judgments in a dynamic conversational context, do their responses to philosophical scenarios differ from responses to those same scenarios presented in a traditional static survey? In three experiments comparing responses given in conversational contexts with responses to traditional static surveys, we find no consistent evidence that responses differ in these different formats. This aligns with recent findings that various manipulations of reflectiveness have no effect on participants’ judgments (...) about philosophical scenarios. Although we did not find a consistent quantitative effect of format (conversation vs. static survey), conversational experiments still provide qualitative insights into debates about how participants are understanding (or misunderstanding) the scenarios they read in experimental studies, whether they are replacing difficult questions with questions that are more easily answered, and how participants are imagining the scenarios they read in ways that differ from what is explicitly stated by experimenters. We argue that conversational experiments—"Socratic questionnaires"—help show what is going on “under the hood” of traditional survey designs in the experimental investigation of philosophical questions. (shrink)

The free energy principle is notoriously difficult to understand. In this paper, we relate the principle to a framework that philosophers of biology are familiar with: Ruth Millikan’s teleosemantics. We argue that: systems that minimise free energy are systems with a proper function; and Karl Friston’s notion of implicit modelling can be understood in terms of Millikan’s notion of mapping relations. Our analysis reveals some surprising formal similarities between the two frameworks, and suggests interesting lines of future research. We hope (...) this will aid further philosophical evaluation of the free energy principle. (shrink)

Hutto and Myin claim that teleosemantics cannot account for mental content. In their view, teleosemantics accounts for a poorer kind of relation between cognitive states and the world but lacks the theoretical tools to account for a richer kind. We show that their objection imposes two criteria on theories of content: a truth-evaluable criterion and an intensionality criterion. For the objection to go through, teleosemantics must be subject to both these criteria and must fail to satisfy them. We argue that (...) teleosemantics meets the truth-evaluable criterion and is not required to meet the intensionality criterion. We conclude that Hutto and Myin’s objection fails. (shrink)

In this essay I suggest that we view design principles in systems biology as minimal models, for a design principle usually exhibits universal behaviors that are common to a whole range of heterogeneous (living and nonliving) systems with different underlying mechanisms. A well-known design principle in systems biology, integral feedback control, is discussed, showing that it satisfies all the conditions for a model to be a minimal model. This approach has significant philosophical implications: it not only accounts for how design (...) principles explain, but also helps clarify one dispute over design principles, e.g., whether design principles provide mechanistic explanations or a distinct kind of explanations called design explanations. (shrink)

A question arising from the COVID-19 crisis is whether the merits of cases for climate policies have been affected. This article focuses on carbon pricing, in the form of either carbon taxes or emissions trading. It discusses the extent to which relative costs and benefits of introducing carbon pricing may have changed in the context of COVID-19, during both the crisis and the recovery period to follow. In several ways, the case for introducing a carbon price is stronger during the (...) COVID-19 crisis than under normal conditions. Oil costs are lower than normal, so we would expect less harm to consumers compared to normal conditions. Governments have immediate need for diversified new revenue streams in light of both decreased tax receipts and greater use of social safety nets. Finally, supply and demand shocks have led to already destabilized supply-side activities, and carbon pricing would allow this destabilization to equilibrate around greener production for the long-term. The strengthening of the case for introducing carbon pricing now is highly relevant to discussions about recovery measures, especially in the context of policy announcements from the European Union and United States House of Representatives. Key Policy Insights: • Persistently low oil prices mean that consumers will face lower pain from carbon pricing than under normal conditions. • Many consumers are more price-sensitive during the COVID-19 context, which suggests that a greater relative burden from carbon prices would fall upon producers as opposed to consumers than under normal conditions. • Carbon prices in the COVID-19 context can introduce new revenue streams, assisting with fiscal holes or with other green priorities. • Carbon pricing would contribute to a more sustainable COVID-19 recovery period, since many of the costs of revamping supply chains are already being felt while idled labor capacity can be incorporated into firms with lower carbon-intensity. (shrink)

This paper aims to establish several interconnected points. First, a particular interpretation of the mathematical definition of information, known as the causal interpretation, is supported largely by misunderstandings of the engineering context from which it was taken. A better interpretation, which makes the definition and quantification of information relative to the function of its user, is outlined. The first half of the paper is given over to introducing communication theory and its competing interpretations. The second half explores three consequences of (...) the main thesis. First, a popular claim that the quantification of information in a signal is irrelevant for the meaning of that signal is exposed as fallacious. Second, a popular distinction between causal and semantic information is shown to be misleading, and I argue it should be replaced with a related distinction between natural and intentional signs. Finally, I argue that recent empirical work from microbiology and cognitive science drawing on resources of mathematical communication theory is best interpreted by the functional account. Overall, a functional approach is shown to be both theoretically and empirically well-supported. (shrink)

It is commonly assumed that the expression “an sich selbst” (“in itself”) in Kant combines with terms to form complex nouns such as “thing in itself” and “end in itself.” I argue that the basic use of “an sich selbst” in Kant’s German is as a sentence adverb, which has the role of modifying subject-predicate combinations, rather than either subject or predicate on their own. Expressions of the form “S is P an sich selbst” mean roughly that S is P (...) ‘in its own right’ or without some further ‘condition’. Accordingly, “an sich selbst” should not be treated as forming complex nouns. This analysis has significant consequences for the interpretation of “thing in itself” in particular, for it implies that the latter is not a complete nominal expression. Instead, one must treat ‘an sich selbst’ as expressing how some S is a ‘thing’, looking to the wider sentential context. I conclude with a brief account of the new significance granted to the concept of a ‘thing’ (Ding) according to the present interpretation. (shrink)

In recent years, philosophy of science has witnessed a significant increase in attention directed toward the field’s social relevance. This is demonstrated by the formation of societies with related agendas, the organization of research symposia, and an uptick in work on topics of immediate public interest. The collection of papers that follows results from one such event: a 3-day colloquium on the subject of socially engaged philosophy of science (SEPOS) held at the University of Cincinnati in October 2012. In this (...) introduction, we first survey the recent history of philosophy of science’s social involvement (or lack thereof) and contrast this with the much greater social involvement of the sciences themselves. Next, we argue that the field of philosophy of science bears a special responsibility to contribute to public welfare. We then introduce as a term of art “SEPOS” and articulate what we take to be distinctive about social engagement, with reference to the articles in this collection as exemplars. Finally, we survey the current state of social engagement in philosophy of science and suggest some practical steps for individuals and institutions to support this trajectory. (shrink)

Things and Their Place in Theories Our talk of external things, our very notion of things, is just a conceptual apparatus that helps us to foresee and ...

In this paper, I present the recently much discussed Value Challenge for Theories of Knowledge and formulate Generic Theistic reliabilism as a theory, which can answer this challenge, with respect to Theism and the proposition ”God exists’.

As automating technologies are increasingly integrated into workplaces, one concern is that many of the human workers who remain will be relegated to more dull and less positively impactful work. This paper considers two rival theories of meaningful work that might be used to evaluate particular implementations of automation. The first is achievementism, which says that work that culminates in achievements to workers’ credit is especially meaningful; the other is the practice view, which says that work that takes the form (...) of an open-ended practice is especially meaningful. Of the two, the practice view is the better tool for assessing the future of meaningful work, because achievementism is explanatorily inadequate in two ways. Moreover, the practice view can explain why the most meaningful forms of work cannot be automated. A procedure can only be automated as long as the steps are defined, whereas, in such work, which steps to take is indefinitely open to redefinition. This reveals the real threat to meaningful work to be a political-economic one. The relevant ethical questions there have to do with how much creative control workers retain in crafting their own jobs, when those jobs involve meaningful work in collaboration with machines; and how to liberate workers from jobs that do not involve meaningful work, which should be left to machines anyway. (shrink)

Nudging works through dispositions to decide with specific heuristics, and has three component parts. A nudge is a feature of an environment that enables such a disposition; a person is nudged when such a disposition is triggered; and a person performs a nudged action when such a disposition manifests in action. This analysis clarifies an autonomy-based worry about nudging as used in public policy or for private profit: that a person’s ability to reason well is undermined when she is nudged. (...) Reasoning well is a component of self-guidance, which is an aspect of autonomy and so something there is reason to promote, preserve, or respect. However, a person can reason well when she is nudged: Many of these heuristics are good rules to reason with, and she can be flexible with respect to them when she takes there to be a better way to reason. Along the way, this paper uncovers several design specifications for responsible nudging, and discusses open empirical questions. However, nudging’s being compatible with reasoning well crystallizes a distinct worry about manipulation: that nudge designers can rely on nudged people guiding themselves toward the designers’ own ends. Manipulation of this sort exploits one aspect of autonomy (namely, self-guidance) to undermine autonomy in other respects. (shrink)

This article is a defense and explication of Aristotelian substance-accident terminology used in the Catholic dogma of transubstantiation following upon Fr. Thomas Reese's denigration of orthodox terminology and theology. It was reworked from a paper entitled “They Must Fall into Being: The Son’s Power as Quasi-Subject of the Accidents of Bread and Wine in the Sacrament of the Eucharist” which I delivered on Feb. 4, 2023, at The Holiness of God and the Mystery of the Eucharist conference at Ave Maria (...) University co-sponsored by the Aquinas Center for Theological Renewal (Ave Maria, FL) and the St. Paul Center for Biblical Theology (Steubenville, OH). (shrink)

This book is a translation of W.V. Quine's Kant Lectures, given as a series at Stanford University in 1980. It provide a short and useful summary of Quine's philosophy. There are four lectures altogether: I. Prolegomena: Mind and its Place in Nature; II. Endolegomena: From Ostension to Quantification; III. Endolegomena loipa: The forked animal; and IV. Epilegomena: What's It all About? The Kant Lectures have been published to date only in Italian and German translation. The present book is filled out (...) with the translator's critical Introduction, "The esoteric Quine?" a bibliography based on Quine's sources, and an Index for the volume. (shrink)

In the Transcendental Aesthetic (TA), Kant is typically held to make negative assertations about “things in themselves,” namely that they are not spatial or temporal. These negative assertions stand behind the “neglected alternative” problem for Kant’s transcendental idealism. According to this problem, Kant may be entitled to assert that spatio-temporality is a subjective element of our cognition, but he cannot rule out that it may also be a feature of the objective world. In this paper, I show in a new (...) way how Kant’s view (focusing on his conclusions about space) is not subject to this objection, by showing that he does not make the denial about mind-independent reality that he is typically held to make. The argument develops consequences of a new reading of Kant’s expression “an sich selbst” (‘in itself’; ‘in themselves’). I argue that “an sich selbst” or “per se” has a special, judgment-level role, so that this expression does not form new noun-terms adjectivally. It follows that the conceptual unit of Kant’s “Conclusions” in the TA is simply “things” (Dinge), since “things in themselves” is not a nominal expression; Kant adopts the Wolffian ontological use of “thing” as the basic kind-term for any existent. The arguments that things per se are not in space are arguments that space cannot be a necessary property or relations of things as a kind. I show that this does not involve the positive claim about mind-independent reality that inspires the neglected alternative objection. (shrink)

ABSTRACTThe close connection often cited between Hegel and Wilfrid Sellars is not only said to lie in their common negative challenges to the ‘framework of givenness,’ but also in the positive less...

Some cognitive processes appear to have “phenomenal” properties that are directly revealed to the subject and not determined by physical properties. I suggest that the source of this appearance is the method by which our brain processes sensory information. The appearance is an illusion. Nonetheless, we are not mistaken when we judge that people sometimes fee lpain.

It is no surprise that the philosophy of religion, the many disciplines counted within the study of religion and theology, and religion-specific studies, all have their own methods and interests, and often proceed necessarily as conversations among small groups of experts. But the intellectual cogency and credibility of such studies also entails a problematization of the boundaries that divide them. While disciplinary distinctions are necessary and valuable, a freer flow of ideas and questions across boundaries is to the benefit of (...) all concerned. In particular, the philosophy of religion proceeds more fruitfully if, among its several dimensions, it is also intentionally comparative and inter-religious, vulnerable to the questions raised by insiders to traditions, and open to the implications of ideas for religious practice. (shrink)

ArgumentIn the United States, scientific knowledge is brought before the courts by way of testimony – the testimony of scientific experts. We argue that this expertise is best understoodfirstas related to the quality of the underlying scienceand thenin terms of who delivers it. Bloodstain pattern analysis (BPA), a contemporary forensic science, serves as the vaulting point for our exploration of objectivity as a metric for the quality of a science in judicial contexts. We argue that BPA fails to meet the (...) minimal standard set by Helen Longino’s social-procedural account of objectivity (1990, 2002). In light of some pressing issues for social-procedural accounts, we offer an infrastructural account of objectivity. This account offers what amounts to a friendly amendment to Longino’s account and adds to the ways in which we might analyze social-procedural objectivity. Finally, we address an issue that is pressing in the legal context: given that scientific knowledge is delivered by individuals, not communities, at least in U.S. courts, we (may) need a way to evaluate individual scientific and epistemic agents. We suggest a means for making this evaluation that is derived from our infrastructural account of objectivity. (shrink)

European Journal of Philosophy, Volume 29, Issue 4, Page 1026-1038, December 2021.

In November 2022, OpenAI released ChatGPT, an incredibly sophisticated chatbot. Its capability is astonishing: as well as conversing with human interlocutors, it can answer questions about history, explain almost anything you might think to ask it, and write poetry. This level of achievement has provoked interest in questions about whether a chatbot might have something similar to human intelligence or even consciousness. Given that the function of a chatbot is to process linguistic input and produce linguistic output, we consider the (...) question whether a sophisticated chatbot might have inner speech. That is: Might it talk to itself, internally? We explored this via a conversation with ‘Playground’, a chatbot which is very similar to ChatGPT but more flexible in certain respects. We asked it questions which, plausibly, can only be answered if one first produces some inner speech. Here, we present our findings and discuss their philosophical significance. (shrink)

In this essay I propose that what design principles in systems biology and systems neuroscience do is to present abstract characterizations of mechanisms, and thereby facilitate mechanistic explanation. To show this, one design principle in systems neuroscience, i.e., the multilayer perceptron, is examined. However, Braillard (2010) contends that design principles provide a sort of non-mechanistic explanation due to two related reasons: they are very general and describe non-causal dependence relationships. In response to this, I argue that, on the one hand, (...) all mechanisms are more or less general (or abstract), and on the other, many (if not all) design principles are causal systems. (shrink)