In 1965, Konrad Lorenz grounded the innate–acquired distinction in what he believed were the only two possible sources of information that can underlie adaptedness: phylogenetic and individual experience. Phylogenetic experience accumulates in the genome by the process of natural selection. Individual experience is acquired ontogenetically through interacting with the environment during the organism’s lifetime. According to Lorenz, the adaptive information underlying innate traits is stored in the genome. Lorenz erred in arguing that genetic adaptation is the only (...) means of accumulating information in phylogenetic experience. Cultural adaptation also occurs over a phylogenetic time scale, and cultural tradition is a third source from which adaptive information can be extracted. This paper argues that genetic adaptation can be distinguished from individual and cultural adaptation in a species like Homo sapiens, in which even adaptations with a genetic component require cultural inputs and scaffolding to develop and be expressed. Examination of the way in which innateness is used in science suggests that scientists use the term, as Lorenz suggested, to designate genetic adaptations. The search for innate traits plays an essential role in generating hypotheses in ethology and psychology. In addition, designating a trait as innate establishes important facts that apply at the information-processing level of description. (shrink)

The notion of innateness is widely used, particularly in philosophy of mind, cognitive science and linguistics. Despite this popularity, it remains a controversial idea. This is partly because of the variety of ways in which it can be explicated and partly because it appears to embody the suggestion that we can determine the relative causal contributions of genes and environment in the development of biological individuals. As these causes are not independent, the claim is metaphysically suspect. This paper argues that (...) there is a plausible reconstruction of the notion of innateness. This involves defining it sufficiently broadly to cover most of the current usages as well as making it an informational rather than a causal property. This has two consequences. Firstly, innateness becomes a matter of degree. Secondly, we have to abandon the idea, originally proposed by ethologists, that innate traits are necessarily the products of genetic information. (shrink)

I use a contrastive theory of causal explanation to analyze the notion of a genetic trait. The resulting definition is relational, an implication of which is that no trait is genetic always and everywhere. Rather, every trait may be either genetic or non-genetic, depending on explanatory context. I also outline some other advantages of connecting the debate to the wider causation literature, including how that yields us an account of the distinction between genetic traits and genetic dispositions.

This article illustrates in which sense genetic determinism is still part of the contemporary interactionist consensus in medicine. Three dimensions of this consensus are discussed: kinds of causes, a continuum of traits ranging from monogenetic diseases to car accidents, and different kinds of determination due to different norms of reaction. On this basis, this article explicates in which sense the interactionist consensus presupposes the innate?acquired distinction. After a descriptive Part 1, Part 2 reviews why the innate?acquired distinction (...) is under attack in contemporary philosophy of biology. Three arguments are then presented to provide a limited and pragmatic defense of the distinction: an epistemic, a conceptual, and a historical argument. If interpreted in a certain manner, and if the pragmatic goals of prevention and treatment are taken into account, then the innate?acquired distinction can be a useful epistemic tool. It can help, first, to understand that genetic determination does not mean fatalism, and, second, to maintain a system of checks and balances in the continuing nature?nurture debates. (shrink)

This article illustrates in which sense genetic determinism is still part of the contemporary interactionist consensus in medicine. Three dimensions of this consensus are discussed: kinds of causes, a continuum of traits ranging from monogenetic diseases to car accidents, and different kinds of determination due to different norms of reaction. On this basis, this article explicates in which sense the interactionist consensus presupposes the innate?acquired distinction. After a descriptive Part 1, Part 2 reviews why the innate?acquired distinction (...) is under attack in contemporary philosophy of biology. Three arguments are then presented to provide a limited and pragmatic defense of the distinction: an epistemic, a conceptual, and a historical argument. If interpreted in a certain manner, and if the pragmatic goals of prevention and treatment (ideally specifying what medicine and health care is all about) are taken into account, then the innate?acquired distinction can be a useful epistemic tool. It can help, first, to understand that genetic determination does not mean fatalism, and, second, to maintain a system of checks and balances in the continuing nature?nurture debates. (shrink)

This paper advocates a dispositional account of innate cognitive capacities, which has an illustrious history from Plato to Chomsky. The "triggering model" of innateness, first made explicit by Stich ([1975]), explicates the notion in terms of the relative informational content of the stimulus (input) and the competence (output). The advantage of this model of innateness is that it does not make a problematic reference to normal conditions and avoids relativizing innate traits to specific populations, as biological models (...) of innateness are forced to do. Relativization can be avoided in the case of cognitive capacities precisely because informational content is involved. Even though one cannot measure output relative to input in a precise way, there are indirect and approximate ways of assessing the degree of innateness of a specific cognitive capacity. (shrink)

The rise and fall of spectators performing “the wave” in a football stadium offers an analogy for how brain waves ripple across the cortex and lower brain. In both, the underlying actors (humans, neurons) serve multiple roles.

A case could be made that the practice of philosophy demands a certain humility, or at least intellectual humility, requiring such traits as inquisitiveness, openness to new ideas, and a shared interest in pursuing truth. In the positive psychology movement, the study of both humility and intellectual humility has been grounded in the methods and approach of personality psychology, specifically the examination of these virtues as traits. Consistent with this approach, the chapter begins with a discussion of the (...) examination of intellectual humility as a “character trait,” comparing intellectual humility to various well-known traits in the personality psychology literature (e.g the “Big 5” and the “Big 2”) as well as other key traits such as the need for cognition and the need for closure. The chapter then turns to the proverbial issue of whether virtues in general, and intellectual humility in particular, are a matter of “nature”- that is, an innate trait determined by heritability, or “nurture” – a trait mostly shaped by situation and environment. While the chapter does not resolve the issue, it provides occasion for an examination of the role of situations in the expression of intellectual humility, and for the interaction of “situation” and “trait.” The chapter concludes with a discussion of how the interaction of trait with situation provides the most robust understanding of the psychology of any character virtue, including humility and intellectual humility. (shrink)

Herein below I will try to set out certain innate traits of scientific rationality, by means of making a comparison between leading subjective and objective accounts of it in aspects representative for their explanatory potential. Scientific rationality might well be taken in as a system of specific norms, originating from, and upheld by, a scientific community; norms offering a choice of best decisions in a set of rival alternatives. Hence, a study may be developed up to the evolvement (...) of a uniform conception of scientific rationality and its variants. (shrink)

The thesis investigates the implications for moral philosophy of research in psychology. In addition to an introduction and concluding remarks, the thesis consists of four chapters, each exploring various more specific challenges or inputs to moral philosophy from cognitive, social, personality, developmental, and evolutionary psychology. Chapter 1 explores and clarifies the issue of whether or not morality is innate. The chapter’s general conclusion is that evolution has equipped us with a basic suite of emotions that shape our moral judgments (...) in important ways. Chapter 2 presents and investigates the challenge presented to deontological ethics by Joshua Greene’s so-called dual process theory. The chapter partly agrees with his conclusion that the dual process view neutralizes some common criticisms against utilitarianism founded on deontological intuitions, but also points to avenues left to explore for deontologists. Chapter 3 focuses on Katarzyna de Lazari-Radek and Peter Singer’s suggestion that utilitarianism is less vulnerable to so-called evolutionary debunking than other moral theories. The chapter is by and large critical of their attempt. In the final chapter 4, attention is directed at the issue of whether or not social psychology has shown that people lack stable character traits, and hence that the virtue ethical view is premised on false or tenuous assumptions. Though this so-called situationist challenge at one time seemed like a serious threat to virtue ethics, the chapter argues for a moderate position, pointing to the fragility of much of the empirical research invoked to substantiate this challenge while also suggesting revisions to the virtue-ethical view as such. (shrink)

Introduction -/- 1 Précis -/- 2 Methodology: Introducing digital humanities to the history of philosophy 2.1 Introduction 2.2 Core constructs 2.3 Operationalizing the constructs 2.4 Querying the Nietzsche Source 2.5 Cleaning the data 2.6 Visualizations and preliminary analysis 2.6.1 Visualization of the whole corpus 2.6.2 Book visualizations 2.7 Summary -/- Nietzsche’s Socio-Moral Framework -/- 3 From instincts and drives to types 3.1 Introduction 3.2 The state of the art on drives, instincts, and types 3.2.1 Drives 3.2.2 Instincts 3.2.3 Types 3.3 (...) The semantic neighborhood of drive, instinct, and type 3.4 A theory of (the relations among) instincts, drives, and types 3.4.1 Drives are act-directed rather than outcome-directed dispositions 3.4.2 The reflexive turn in Nietzsche’s drive psychology 3.4.3 Triggers of drive-displacement 3.4.4 Instincts are innate drives 3.4.5 Types are constellations of instincts and other drives 3.4.6 To what extent are types, instincts, and drives fixed? 3.5 Summary -/- 4 From types to virtues 4.1 Introduction 4.2 The state of the art on virtues and values 4.2.1 Virtues 4.2.2 Values 4.3 The semantic neighborhood of virtue and value 4.4 On (the relations among) instincts, drives, types, values, virtues, and values 4.4.1 Virtues are well-calibrated drives 4.4.2 Nietzsche’s type-relative unity of virtue thesis 4.4.3 The type of the criminal 4.4.4 Nietzschean exemplarism and his ad hominem attacks 4.5 Summary -/- 5 Socializing Nietzschean virtues 5.1 Introduction 5.2 Higher-order types 5.2.1 Social character construction 5.2.2 Reflexive character construction 5.3 Eponymous trait terms and Nietzschean summoning 5.3.1 Eponymous trait terms 5.3.2 Nietzschean summoning 5.4 Summary -/- Nietzschean virtues -/- 6 Curiosity 6.1 Introduction 6.2 Curiosity in virtue epistemology 6.3 Curiosity and its affiliated emotions 6.4 Curiosity, perspectivism, and inquiry 6.5 Curiosity as a virtue 6.5.1 A preliminary characterization 6.5.2 Curiosity in the middle through late works 6.6 Summary -/- 7 Courage 7.1 Introduction 7.2 Intellectual courage in contemporary virtue epistemology 7.3 Courage as a virtue 7.3.1 A preliminary characterization 7.3.2 Courage in the middle through late works 7.4 Summary -/- 8 Pathos of distance 8.1 Introduction 8.2 Contempt and disgust in contemporary moral psychology 8.3 The semantic neighborhood of contempt, disgust, and the pathos of distance 8.4 Nietzsche on contempt 8.4.1 Spernere mundum 8.4.2 Spernere neminem 8.4.3 Spernere se ipsum 8.4.4 Spernere se sperni 8.4.5 Nietzsche aims to induce what he considers fitting contempt in receptive readers 8.5 Nietzsche on disgust 8.5.1 The use of disgust: detaching from an ideal 8.5.2 The danger of disgust 8.6 The pathos of distance 8.7 Prospects for a Nietzschean democratic ethos 8.8 Summary -/- 9 Sense of humor 9.1 Introduction 9.2 The semantic neighborhood of laughter, humor, and comedy 9.3 The Nietzschean sense of humor and its functions 9.3.1 From episodic laughter to the sense of humor 9.3.2 Affirmation and inquiry 9.3.3 Negation and inquiry 9.3.4 Affiliation with like-minded inquirers 9.4 Summary -/- 10 Solitude 10.1 Introduction 10.2 Solitude in virtue theory and Nietzsche scholarship 10.3 The semantic neighborhood of solitude 10.4 An account of Nietzschean solitude 10.5 Summary -/- Conclusion -/- 11 Conscience & integrity 11.1 Introduction 11.2 Conscience and integrity in contemporary moral psychology and Nietzsche scholarship 11.2.1 Conscience and integrity in contemporary moral psychology 11.2.2 Conscience and integrity in Nietzsche commentary 11.3 The semantic neighborhood of conscience and integrity 11.4 Distinguishing conscience, good conscience, bad conscience, and intellectual conscience 11.4.1 Conscience 11.4.2 Good conscience 11.4.3 Bad conscience 11.4.4 Intellectual conscience and integrity 11.5 Summary -/- 12 Prospectus 12.1 Future directions in moral psychology 12.2 Future directions in Nietzsche scholarship 12.3 Future directions in digital humanities and the history of philosophy . (shrink)

Reproductive genetic technologies allow parents to decide whether their future children will have or lack certain genetic predispositions. A popular model that has been proposed for regulating access to RGTs is the ‘genetic supermarket’. In the genetic supermarket, parents are free to make decisions about which genes to select for their children with little state interference. One possible consequence of the genetic supermarket is that collective action problems will arise: if rational individuals use the genetic supermarket in isolation from one (...) another, this may have a negative effect on society as a whole, including future generations. In this article we argue that RGTs targeting height, innate immunity, and certain cognitive traits could lead to collective action problems. We then discuss whether this risk could in principle justify state intervention in the genetic supermarket. We argue that there is a plausible prima facie case for the view that such state intervention would be justified and respond to a number of arguments that might be adduced against that view. (shrink)

The “nature or nurture” problem concerning the debate on the innate features with respect to the acquired ones is approached in terms of information, from the perspective of the Informational Model of Consciousness. This model reveals seven distinct informational systems reflected in consciousness as informational centers, i.e. memory (Iknow-Ik), decisional info-operational center (Iwant-Iw), emotions (Ilove-Il), metabolic operations (Iam-Ia), genetic transmission (Icreate-Ic), genetic info-generation (Icreated-Icd) and the anti-entropic center (Ibelieve-Ib). Ib is a life-assisting beneficial center, because it is opposed to (...) the entropic action of matter, eliminating or reducing the uncertainty characteristic of unknown possibilities to certainty, and inducing in this way the trust and confidence in own actions. The pro and contra arguments of the “nature or nurture” are shortly presented, noting the large range of divergent opinions and concepts on the approached problem. It is shown that the information concept acting both as informal and matter-related information, specifically referred to the embodiment/ disembodiment mechanisms for the transmission of information during the epigenetic processes, can coherently approach and explain the transgenerational transmission of the traits acquired during the life span of the predecessors. The concepts of tendency, affinity, propensity, predisposition, aptitude, vocation and talent, specific for inheritable properties described by Icd are discussed, pointing out the large pallet and variety of such concepts describing the evidences detected by external observers on the inherited behaviors, and that of self-perceived by the implicated individual, as a silent voice of whose are no longer. The external manifestation of such inherited features and traits depends on practice, because the characteristic operation of the nervous system and of epigenetic processes is based on repetition and/or intensive practice, but these are permanently guided by the silent voice of those who are no longer, with various signal intensities. (shrink)

The notion of domain specificity plays a central role in some of the most important debates in cognitive science. Yet, despite the widespread reliance on domain specificity in recent theorizing in cognitive science, this notion remains elusive. Critics have claimed that the notion of domain specificity can't bear the theoretical weight that has been put on it and that it should be abandoned. Even its most steadfast proponents have highlighted puzzles and tensions that arise once one tries to go beyond (...) an initial intuitive sketch of what domain specificity involves. In this paper, we address these concerns head on by developing an account of what it means for a cognitive mechanism to be domain specific that overcomes the obstacles that have made domain specificity seem so problematic. We then apply this understanding of domain specificity to one of the key debates that it has figured prominently in—the rationalism-empiricism debate concerning the origins of cognitive traits—and introduce several related theoretical notions that work alongside domain specificity in helping to clarify what makes a view more (or less) rationalist. This example illustrates how the notion of domain specificity can, and should, continue to play a central role in ongoing debates in cognitive science. (shrink)

The statement everyone wants to live a fulfilled and happy life may seem simple, self-evident, and even trivial at first glance. However, upon closer philosophical analysis, can we unequivocally assert that people are truly focused on well-being? Assuming they are, the question becomes: what guidelines should be followed and how should one behave in order to achieve true well-being and attain their goals? One popular viewpoint is that cultivating moral virtues and personal qualities is essential for a life of "true" (...) well-being, rather than mere pleasure. This perspective is not particularly original, as it was advocated quite clearly by Aristotle. However, we must ask: what guarantees that virtue will lead to well-being? Can we really ignore the common-sense doubt that virtue (and moral life), as Kant points out, may not be rewarded with any form of well-being or "happiness" in the broadest sense during our earthly existence? How might we address this doubt? If questions about the relationship between happiness and virtue have been asked since ancient times, why don't we have definitive answers yet? Perhaps there is something wrong with the questions themselves, as is often the case in philosophy. Views on this relationship have influenced the modification of theories that philosophers have put forth in order to provide satisfactory answers. One such theory is the renewed and modernized ethics of virtue, which places the greatest emphasis on building an individual's moral character, assuming that Aristotelian character virtues such as courage, honesty, generosity, prudence, self-control, and compassion will enable us to lead a happy and fulfilling life. "Virtues" refer to a wide range of "excellences" or activities that individuals can use to perfect themselves. For example, an ordinary person might accept that courage can make their life more fulfilling, but it's important to recognize that virtues cannot be acquired overnight. Furthermore, many people believe that virtues are innate qualities that one either possesses or lacks. In contrast, ethics of virtue provides guidance and instructions for developing virtues over extended periods of time, as well as for continuously "practicing" the development of moral characteristics that will make us better individuals. The central and most significant concept in ethics of virtue is the golden mean, which can be interpreted in various ways. Essentially, ethics of virtue offers a path to a life filled with pleasure, harmony, and virtuous action. However, this collection of essays, Virtues and Vices: Between Ethics and Epistemology, is not exclusively concerned with virtues or ethics. Knowledge, as well as the processes of belief formation and justification of those beliefs, are also essential to ethics of virtue. Going back to the systematic Greek philosopher and his teacher, we can emphasize that virtues and knowledge are inseparable. Without the epistemology of virtues, even a thematic collection like this one would be incomplete. The Epistemology of Virtue is a relatively new branch of philosophy that has emerged as a response to questions about the value-neutrality of science. For a long time, the separation of values and scientific inquiry has been viewed as the correct methodological approach. However, it is clear that every scientist is also a human being with their own virtues and flaws. It is naive to assume that a scientist can leave their values and moral qualities outside the laboratory and treat their colleagues in the team differently than they would treat other people in their everyday life. Taking this into account, we can notice that Epistemology of Virtue is a theory that examines the influence of virtues on the processes of acquiring knowledge. Epistemic virtues refer to qualities that enable individuals to acquire knowledge and make reliable judgments. These virtues include traits such as openness to diverse testimonies and arguments, critical thinking, a tendency to question one's own assumptions, and the ability to identify errors in one's own thought processes. Just like in virtue ethics, the Epistemology of Virtue raises the question of how we can cultivate the necessary virtues and how these virtues can have a positive impact on both individuals and society. The field also explores how epistemic virtues can be put into practice, such as in educational settings, scientific research, and various social activities. Finally, we turn to a topic that is often overlooked in philosophy - human flaws. While ethics typically views flaws as the opposite of virtues, requiring correction both individually and socially, the Epistemology of Virtue questions what happens when flaws occur in knowledge-related qualities. Do these flaws also need to be eliminated, or are they an inherent part of the process of acquiring knowledge and making judgments? At first glance, prejudices, stereotypes, dogmatism, conformism, closed-mindedness towards arguments and evidence, as well as uncritical acceptance of authority, can all hinder our ability to acquire knowledge. Epistemologists view these qualities as vices, rather than flaws like ethicists do. The Epistemology of Vices is the newest of the three branches of philosophy covered in this thematic collection, and it examines the ways in which false and untrue beliefs develop and persist in society. This area of study seeks to answer questions about how people form delusions and whether it is possible to overcome them. On the other hand, the Epistemology of Virtue is like the "older brother" that supervises these vices. It contributes to the investigation and overcoming of vices by developing virtues that enable individuals to more accurately assess the truthfulness of their beliefs. However, even though vices can have a destructive impact on knowledge acquisition, the question remains: are vices always detrimental in every context? Conversely, can virtues be detrimental? For example, does a virtue like solidarity sometimes hinder the efficient formation of true beliefs in time-sensitive situations such as finding a vaccine to combat a virus pandemic? Can vices be useful? Can stubbornness and uncooperativeness sometimes help a research team by allowing two sides to reach the same goal through different paths? Within this collection, some of these questions will receive answers, some of which may confirm existing impressions, while others may surprise readers. The thematic collection, Virtues and Vices: Between Ethics and Epistemology, consists of four interesting chapters and 21 papers that cover the selected topic through the prism of philosophical disciplines such as ethics, epistemology, the history of philosophy, philosophy of mind, political philosophy, and philosophy of science. In this introduction, we will not discuss the contents of the articles so as not to disrupt the intended integral approach to reading the collection. A significant feature of this collection is the continuity that extends from one paper to another, from topic to topic, and from problem to problem. Lastly, we would like to express our gratitude to the Faculty of Philosophy at the University of Belgrade for their support in realizing this collection, as well as to our colleagues from the Department and Institute of Philosophy who have made this collection a relevant and significant achievement with their contributions. We are also thankful to the reviewers of the collection as a whole, as well as to the referees of individual articles, who have provided us with detailed comments and remarks that have made this collection clearer and more comprehensive. We owe a special thanks to our colleagues from Zagreb, Rijeka, and Maribor, whose exceptional papers have contributed to making this collection an unabashed international contribution to debates about the ethics and epistemology of virtues and vices. (shrink)

We often hear how scientists have discovered that a certain human trait – or a trait of another type of organism – is innate, genetic, heritable, inherited, naturally selected etc. All these claims have something in common: they all declare a trait to have significant organism internal (for instance genetic) causes that are present in the organism at its birth. I call claims like these “nativist claims”. Nativist claims are important. They shape our overall understanding of what we are, (...) what we can do and what is good for us. They also impact our practical decision making. For instance, we know that certain types of genes increase the risk of certain diseases, and increasingly this has an effect on healthcare practices. Many people believe that in the matter of children’s education we should consider the fact that many cognitive abilities are highly heritable. Associations between genetics and aggressive behavior have been taken to be alleviating circumstances in criminal sentencing. It is therefore important to correctly understand the content and implications of nativist claims. In this doctoral thesis I analyze, by philosophical means, the content of different kinds of nativist claim. What does it mean that some psychological tendency is innate? What does it mean that intelligence is 50% heritable? How (if at all) do genes come to carry information about the traits of an organism – they are nothing like the information carriers familiar to us, such as newspapers, e-mails, secret codes, and audio files. This thesis emphasizes two things. Firstly, I demonstrate, that in different scientific contexts these words ('innate', 'genetically caused' etc.) can mean very different things. Therefore, the implications of a given nativist claim in one scientific context can be remarkably different from another nativist claim’s implications in some other scientific context. Secondly, I explain how the development of innate, heritable and genetically caused traits can be determined in different and often unexpected ways by our environment and experiences. I demonstrate that the content of a concept that is considered innate by cognitive scientists can be determined by what the organism that possesses the concept has experienced. I also show that even a trait which is 100% heritable can at the same time be a socially constructed trait. (shrink)

Traditional ways of characterizing humans and persons are vague and simplistic. For example, persons are often defined as having free will and responsibility – but what actual powers underlie these vague metaphysical abstractions? Traditional answers like "rationality" and "creativity" are still vague, and also simplistic. Similar traits appear as defining traits of humans, yet we’re far too complex to be distinguished from other species in such simple and tight ways. But there may be a looser hallmark of humans (...) that just serves to best distinguish our complex package of traits from those of other species. It will be argued that while humans and persons differ, the underlying hallmark of both is their innately powerful, symbolically organized minds and societies. This seems to capture what is most distinctive about humans without the vagueness or oversimplification above. It explains how creativity, rationality, etc. arose in stages from precursors, and what is distinctive about their human forms. It also helps clarify what underlies the free will and responsibility of persons. It might also say interesting things about persons that may have evolved elsewhere, for example, that we have similar mentalities and evolutions, and that we are capable of mutual understanding. Finally, it might help weigh our evolutionary importance. (shrink)

У статті розкрито сутність і зміст індивідуального стилю професійної діяльності, його структуру й механізми формування. Установлено, що індивідуальний стиль професійної діяльності є комплексним особистісним утворенням, яке охоплює сталу систему методів і методик роботи та визначає певну стратегію поведінки в трудовій діяльності. Показано, що структуру індивідуального стилю можна уявити у вигляді змістового ядра й прибудови до нього, що формується внаслідок дії механізмів адаптації, компенсації й корекції під час опанування суб’єктом професійної діяльності. З’ясовано, що індивідуальний стиль професійної діяльності може бути охарактеризований через (...) своєрідність співвідношення в структурі орієнтовної, виконавчої та контрольної видів професійної діяльності та визначений як такий, що має процесуальність, особистісну своєрідність, продуктивність, розвивальнимй, коригувальний та адаптивний потенціал, умотивованість у виявленні й розвитку стилю. Акцентовано на тому, що стиль професійної діяльності є водночас фактором і наслідком індивідуального професійного розвитку індивіда, коли в процесі набуття професійного досвіду відбувається інтеграція вроджених властивостей нервової системи, набутих інтелектуальних, емоційних, поведінкових якостей та формуються відмітні риси й індивідуальні здібності людини, що забезпечують її ефективність і продуктивність у досягненні результатів. Виявлено та обґрунтовано педагогічні умови формування індивідуального стилю професійної діяльності майбутніх фахівців. Серед них: урахування індивідуально-психологічних особливостей майбутніх фахівців; запровадження засобів комплексної диференціації з метою розвитку адекватної самооцінки та настанов у виконанні трудових дій; цілеспрямоване формування системи раціональних трудових прийомів; створення на заняттях позитивного мікроклімату, атмосфери співтворчості та співпраці, що забезпечить закріплення оригінальних способів здійснення професійної діяльності. -/- The article studies the problem of the future specialist’s professional formation as a subject of professional activity, which is characterized by originality and peculiarity in the realization of labour functions. The aim of the article is to reveal the essence and content of the individual style of professional activity, its structure and formation mechanisms; determination of pedagogical terms that contribute to the shaping of the optimal individual style of future specialists’ professional activity during their professional preparation process. A complex of research methods has been used, namely: content analysis, generalization and specification in the provisions of the theory of activity and professional pedagogy regarding the essence of the individual style of activity, modelling of the structure of the individual style of professional activity, substantiating the pedagogical terms of its formation in future specialists during their professional preparation process. It has been established that the individual style of professional activity is a complex personal creation including a stable system of work methods and techniques, and determining a certain behaviour strategy in their labour activity. It has been shown that the structure of an individual style can be presented in the form of a content core and an extension to it; it is formed as a result of the action of mechanisms of adaptation, compensation and correction during the subject’s mastery of professional activity. It has been found that the individual style of professional activity can be characterized by means of the peculiarity of the ratio of the indicative, executive and control types of professional activity in its structure. It can be defined by way of procedural, personal originality, and productivity parameters, as well as one’s having the developmental, corrective and adaptive potential, and motivation in detecting and shaping the style. It has been emphasised that the style of professional activity, at the same time, is both a factor and a consequence of the person’s individual professional development. During the gaining professional experience process, the innate properties of the nervous system, and acquired intellectual, emotional, and behavioural qualities are integrated and a person’s distinctive features and individual abilities are formed ensuring their efficiency and productivity in achieving the results. It has been highlighted that such leading methodological approaches as systemic, personal-activity, axiological and acmeological ones are effective means to shape the future specialists’ individual style of professional activity. They make it possible to form not individual features or characteristics, but an integral dynamic psychological system of individual active adaptation to the conditions of the professional environment via involvement in the study and professional activities, taking into account personality traits and value attitudes and focusing on achieving the top of the professional mastery. Pedagogical terms for the formation of the future specialists’ individual style of professional activity have been identified and substantiated. They include taking into account the individual and psychological characteristics of future specialists, introducing means of complex differentiation to develop adequate self-assessment and attitudes in the performance of labour actions, purposeful formation of a system of rational labour methods, as well as creation of a positive microclimate and an atmosphere of co-creation and cooperation in classes, which will ensure the consolidation of original methods of carrying out professional activities. (shrink)

Abstract The present paper examines the role of epistemic virtues in the formation of intellectual identity and its impact on improving our truth-seeking behaviors. A epistemic virtue is a special faculty or trait of a person whose operation makes that person a thinker, believer, learner, scholar, knower, cognizer, perceiver, etc., or causes his intellectual development and perfection, and improves his truth-seeking and knowledge-acquiring behaviours and places him on the path to attain understanding, perception and wisdom. Virtue epistemology is a set (...) of approaches in contemporary epistemology that regards knowledge as "a true belief arising from humans epistemic virtues." Virtue responsibilism and Virtue reliabilism are two important approaches to virtue epistemology that differ together in their attitude to the nature of epistemic virtue. Responsibilisms regards epistemic virtues as an acquired character traits that must be attained through practice and training with plenty of effort from the agent who possesses the will. In contrast, virtue reliabilisms considers epistemic virtues as reliable and innate cognitive faculties, and believes that this natural faculties has been placed in the human being from the very beginning and, if used in the appropriate condition and in a proper environment, is reliably truth-conducive. So virtue epistemology, which is distinguished from belief-based analytical epistemology by focusing on the cognitive character of the agent rather than the belief, regards epistemic virtues as the constructive factor of the epistemic agent and the condition of reaching the truth. From the two approaches of virtue reliabilism and virtue responsibilism, this paper focuses on the second approach and with using of the nine-fold virtues, that Jason Baehr posed, shows how to make epistemically good and thinker human by utilizing these virtues and avoiding the corresponding vices and through this, gained the truth in various epistemic areas. After explaining these virtues and their role in the two mentioned domains based on the virtue epistemology, the significance of this relationship in the view of Mulla Sadra as an example of Islamic philosophy is examined, For the reason that he sees knowledge as the produce of some factors that epistemic virtues is considered part of them. In the view of Sadra, epistemic virtues is the specific attributes and traits of reason faculty that their function causes man to be a very good and strong perciever, and their actual possesion or their gradual acquisition leads to the perfection of the soul and the dignity of human existence. In a new theory of soul-  Ph.D. Student of Islamic Philosophy and Theology, Qom University, Qom, Iran (Responsible author) [email protected]  Associate Professor of Islamic Philosophy and Theology, Qom University, Qom, Iran. [email protected]  Professor of Islamic Philosophy and Theology, Qom University, Qom, Iran. [email protected] 2/ Comparative Theology, Vol: 9, No: 19, Spring & Summer 2018 knowledge, he considers the journey of the soul from the outset as evolutionary journey, and, on the other hand, he considers all human activities directly as an activity of the soul (epistemic agent), which he performs through his own faculties. As a result, the soul is a increasing and evolving being, while at the same time acquiring knowledge is also from its own activities, and therefore the factors that make up the soul are also influential in its products. Now, as knowledge comes from soul exposure to the outside world, the more this soul is refined from pollutions and adorned to virtues, the better reflection from reality will be. Undoubtedly, the desire to engage in the process of truth-seeking and the responsible use of cognitive virtues and skills lead man to a desirable goal (recognition of truth) and forms his true intellectual identity. In the end, the paper suggests that because of the importance of epistemic virtues in the improvement of truth-seeking behaviors, educating and cultivating of these types of virtues should be part of the spoken and written course content of universities and schools, and must be proper critical thinking is institutionalized and strengthened in the spirit of community members. Educational resources contain a wide range of information that can deeply influence our epistemic behaviors and actions. Hence, it is necessary to include praised cognitive skills and epistemic virtues training in them. Teachers play an important role in educating and developing epistemic virtues as part of the formal curriculum content of educational centers, perhaps as part of critical thinking and logic courses. The formal education of epistemic virtues and the creation of opportunities for practicing and exercising them will be a good starting point for institutionalizing and developing admired cognitive skills among members of the community. In a society where individuals in their epistemic processes use their own cognitive virtues and organize their beliefs on their basis, the community itself and the social relations will also be virtuous, because the necessity of such an virtues is that individuals interact with their peers and In these interactions, rule virtue. Observing fairness towards others, intellectual humility, intellectual generosity, courage against miscreant and one who has weak arguments, observance of neutrality and other epistemic virtues, if it is to be found in societies as a habit and praised skill, then that society will be virtuous and its relations will be healthier and with the cultivating of those virtues, Intellectual and moral development will also become easier and more common. Intellectual virtues (or praised cognitive skills) should be taught to the community members, so that they display such characteristics when engaging in social activities, whean expressing opinions, when doing research, and so on. It is important to change our education policies, because the decay of praised cognitive skills leads to devastating consequences for intellectual identity and the truth-seeking and knowledgeacquiring behavior of the community members. (shrink)

Innate cognitive capacities are widely posited in cognitive science, yet both philosophers and scientists have criticized the concept of innateness as being hopelessly confused. Despite a number of recent attempts to define or characterize innateness, critics have charged that it is associated with a diverse set of properties and encourages unwarranted inferences among properties that are frequently unrelated. This criticism can be countered by showing that the properties associated with innateness cluster together in reliable ways, at least in the (...) context of the study of cognition. Even though the causal connections between these cognitive properties are not always strict, they are robust enough to warrant considering innateness to be a natural kind as used in contemporary cognitive science. (shrink)

This paper attempts to articulate a dispositional account of innateness that applies to cognitive capacities. After criticizing an alternative account of innateness proposed by Cowie (1999) and Samuels (2002), the dispositional account of innateness is explicated and defended against a number of objections. The dispositional account states that an innate cognitive capacity (output) is one that has a tendency to be triggered as a result of impoverished environmental conditions (input). Hence, the challenge is to demonstrate how the input can (...) be compared to the output and shown to be relatively impoverished. I argue that there are robust methods of comparing input to output without measuring them quantitatively. (shrink)

A survey of innateness in cognitive science, focusing on (1) what innateness might be, and (2) whether concepts might be innate.

There is a widespread assumption in cognitive science that there is anintrinsic link between the phenomena of innateness and domain specificity. Many authors seem to hold that given the properties of these two phenomena, it follows that innate mental states are domain-specific, or that domain-specific states are innate. My aim in this paper is to argue that there are no convincing grounds for asserting either claim. After introducing the notions of innateness and domain specificity, I consider some possible (...) arguments for the conclusion that innate cognitive states are domain-specific, or vice versa. Having shown that these arguments do not succeed, I attempt to explicate what I take to be the connection between innateness and domain specificity. I argue that it is simply easier to determine whether and to what extent domain-specific cognitive capacities are innate. That is,the relation between innateness and domain specificity is evidential or epistemic, rather than intrinsic. (shrink)

The study determined the influence of innate mathematical characteristics on the number sense competencies of junior high school students in a Philippine public school. The descriptive-correlational research design was used to accomplish the study involving a nonrandom sample of sixty 7th-grade students attending synchronous math sessions. Data obtained from the math-specific Learning Style and Self-Efficacy questionnaires and the modified Number Sense Test (NST) were analyzed and interpreted using descriptive statistics, Pearson’s Chi-Square, and Simple Linear Regression analysis. The research instruments (...) and statistics were all validated and tested for reliability. The analysis revealed that the students are visual learners, had no or slight self-efficacy, and their number sense competency level is poor. They encountered difficulty in all the components and domains of the NST. Moreover, the students’ mathematical self-efficacy is significantly related and may influence their number sense competency level. Building upon the learners’ self-efficacy to further their understanding and skills in number sense is necessary. (shrink)

Hume's notion of conception is closer to Reid's than Reid realizes and may lie behind Hume's charge in the letter to Hugh Blair (1762) that Reid's philosophy "leads us back to innate ideas".

Jung’s individuation process, the central process of human development, relies heavily on several core philosophical and psychological ideas including the unconscious, complexes, the archetype of the Self, and the religious function of the psyche. While working to find empirical evidence of the psyche’s religious function, Jung studied a variety of subjects including the Eastern liberatory traditions of Buddhism and Patañjali’s Classical Yoga. In these traditions, Jung found substantiation of his ideas on psychospiritual development. Although Jung’s career in soul work was (...) lengthy, throughout, he aimed to steer clear of metaphysics. Patañjali’s metaphysics, on the other hand, are straightforward, and his ontological commitments are evident. Because Jung’s ontological commitments were not explicit, his theories, when seen through Patañjali’s lens, confuse ontological questions with epistemic issues. As a result, when comparing the Jungian and Patañjalian notions of the Self, Jung’s insightful ideas seem to be constructed upon a considerably shaky foundation. Yet, utilizing the exceptionally consistent ontological and epistemological commitments of Patañjali Yoga, as well as the objective measures of affective neuroscience, brings credence to the innate aspects and instinctual nature of Jung’s archetype of the Self, and assists in answering the question of whether the archetype is innate or emergent. (shrink)

Background: Previous studies assessing students’ learning outcomes and identifying contributing factors have often dwelt on the cognitive domain. Furthermore, school evaluation decisions are often made using scores from cognitive-based tests to rank students. This practice often skews evaluation results, given that education aims to improve the three learning domains. This study addresses this gap by assessing the contributions of four students’ input to their cognitive, affective and psychomotor skills (CAPs). Methods: A cross-section of senior secondary class II students (n = (...) 870), sampled through the multistage procedure, participated in a physical survey. Students’ Inputs Questionnaire (STIQ) and Learning Outcomes Questionnaire (LOQ) were used for data collection. Based on data obtained from a pilot sample (n = 412), principal axis factoring (PAF) was performed to assess the internal structure of the instruments following an oblique rotation. The KMO value of sampling adequacy were 0.88 and 0.94, while the Bartlett’s test of sphericity were significant χ2 (253) = 5,010; p < 0.001 and χ2 (105) = 3693.38, p < 0.001 for the STIQ and LOQ, respectively. Confirmatory factor analysis was used to assess the models’ acceptability based on the maximum likelihood estimation technique. The main study used hierarchical linear regression for data analysis. Results: Findings indicated that innate ability, health, motivation and social capital relatively and cumulatively predicted students’ overall, cognitive, affective and psychomotor learning outcomes. The proportion of variance explained by the predictors increased at different levels of the models with the addition of new variables. Students’ social capital reduced the effect of students’ innate ability regardless of their motivation and health status. Conclusion/implication: This study has provided evidence that the four students’ inputs are crucial predictors of their learning outcomes in the three domains. This result is helpful for school management to provide services aimed at improving the school climate for students’ motivation and social capital. The result can provide policymakers with a proper understanding of the constituents of learning outcomes and how policies can be aligned to secure quality student inputs for maximum productivity in education. (shrink)

In his essay against Eberhard, Kant denies that there are innate concepts. Several scholars take Kant’s statement at face value. They claim that Kant did not endorse concept innatism, that the categories are not innate concepts, and that Kant’s views on innateness are significantly different from Leibniz’s. This paper takes issue with those claims. It argues that Kant’s views on the origin of the intellectual concepts are remarkably similar to Leibniz’s. Given two widespread notions of innateness, the dispositional (...) notion and the input/output notion, intellectual concepts are innate for Kant no less than for Leibniz. (shrink)

Strong nativist views about numerical concepts claim that human beings have at least some innate precise numerical representations. Weak nativist views claim only that humans, like other animals, possess an innate system for representing approximate numerical quantity. We present a new strong nativist model of the origins of numerical concepts and defend the strong nativist approach against recent cross-cultural studies that have been interpreted to show that precise numerical concepts are dependent on language and that they are restricted (...) to speakers of languages with the right kind of structure. (shrink)

This paper challenges the common assumption that some phenotypic traits are quantitative while others are qualitative. The distinction between these two kinds of traits is widely influential in biological and biomedical research as well as in scientific education and communication. This is probably due to both historical and epistemological reasons. However, the quantitative/qualitative distinction involves a variety of simplifications on the genetic causes of phenotypic variability and on the development of complex traits. Here, I examine three cases (...) from the life sciences that show inconsistencies in the distinction: Mendelian traits, Mendelian diseases, and polygenic mental disorders. I show that these traits can be framed both quantitatively and qualitatively depending, for instance, on the methods through which they are investigated and on specific epistemic purposes. This suggests that the received view of quantitative and qualitative traits has a limited heuristic power—limited to some local contexts or to the specific methodologies adopted. Throughout the paper, I provide directions for framing phenotypes beyond the quantitative/qualitative distinction. I conclude by pointing at the necessity of developing a principled characterisation of what phenotypic traits, in general, are. (shrink)

Griffiths and Machery (2008) have argued that innateness is a folk notion that obstructs inquiry and has no place in contemporary science. They support their view by criticizing the canalization account of innateness (Ariew, 1999, 2006). In response, I argue that the criticisms they raise for the canalization account can be avoided by another recent account of innateness, the triggering account, which provides an analysis of the concept as it applies to cognitive capacities (Khalidi, 2002, 2007; Stich, 1975). I also (...) claim that they have not demonstrated that the folk notion of innateness is unsuitable for rehabilitation in a science of cognition. I conclude that they have not made the case that the notion of innateness ought to be eliminated from a scientific account of the mind. (shrink)

The article is dedicated to the popular argument among nativists, who use it against the empiricist approach. We analyze the strongest objection against the poverty of the stimulus argument which is the curry argument. As a result of the critical consideration of the poverty of the stimulus discussion, we conclude that the curry argument is quite sound.

This paper draws on work in the sciences of the mind to cast doubt on some assumptions that have often been made in the study of self-control. Contra a long, Aristotelian tradition, recent evidence suggests that highly self-controlled individuals do not have a trait very similar to continence: they experience relatively few desires that conflict with their evaluative judgments and are not especially good at directly and effortfully inhibiting such desires. Similarly, several recent studies have failed to support the view (...) that self-control capacities are constituted, at least in part, by excellent inhibitory executive function ability. I propose an alternative “indirect harmony” hypothesis about trait self-control. According to this hypothesis, if there is a character trait of being highly self-controlled, it consists in motivational harmony within the mind that is brought about through the effective use of indirect resistance strategies that prevent occurrent motivational conflict from emerging in the first place. If this hypothesis is correct, high trait self-control in actual humans does not fit neatly into the traditional categories of either continence or temperance. I conclude by drawing out several implications this hypothesis has for future research on trait self-control and its relation to executive functions. (shrink)

People can come to seem to us more beautiful the better we get to know their personalities. Some have taken this to show there is a moral kind of beauty. According to the moral beauty view, moral personality traits realise moral beauty in people. Here I present a problem for the standard articulation of the moral beauty view, namely that it is not a logical truth that people inherit the beauty of their virtues. I call this the ‘inheritance problem’. (...) I present an alternative articulation of the moral beauty view that does not give rise to the problem. On this alternative articulation, the moral beauty view is not as revisionary as it is standardly taken to be. (shrink)

Certain traits, such as intelligence and mental deficiency, have been the focus of eugenic research and propaganda. This focus on such eugenic traits builds on three commonsense ideas: (1) People differ with respect to some of their traits, such as eye-colour and height; (2) Many traits run in families, being passed on from parents to their children; (3) Some traits are desirable, while others are undesirable. These three ideas about traits—their variability, heritability, and desirability—fed (...) the much more controversial eugenicist view that some traits make a person of “good stock”, while others reflect the fact that she comes from “inferior stock”. In combination with the power to influence human reproduction, the systematic study of eugenic traits has thus been thought to provide the basis for human improvement across generations. Three sources reveal which traits were considered important to eugenicists, the public, and decision makers: the research publications of eugenicists, discussions of eugenics in public and popular media, and legislation. (shrink)

Discussions of the functions of biological traits generally take the notion of a trait for granted. Defining this notion is a non-trivial problem. Different approaches to function place different constraints on adequate accounts of the notion of a trait. Accounts of function based on engineering-style analyses allow trait boundaries to be a matter of human interest. Accounts of function based on natural selection have typically been taken to require trait boundaries that are objectively real. After canvassing problems raised by (...) each approach, I conclude with some facts that satisfactory notions of trait must respect. (shrink)

This paper is about evolutionary explanations. They come in different kinds but mostly need traits and functions. Evolutionary theory requires traits to be inheritable although not in a strong genetic sense: ideas of “inheritance pattern” and “inheritable pattern” are explored. Function is also a necessary concept, but complex and diverse, and it lacks causal power on traits. The debate on the evolution of morality is cautious and already far from naive “just-­‐so story” explanations, but theoretical analysis fleshed (...) into morality-­‐related examples can aid towards the development of critically conscious and up-­‐to-­‐date explanatory hypotheses in this field. (shrink)

Although fairness is a key moral trait, limited research focuses on participants' observed fairness behavior because moral traits are generally measured through self-report. This experiment focused on day-to-day interpersonal fairness rather than impersonal justice, and fairness was assessed as observed behavior. The experiment investigated whether a self-reported fairness trait would moderate a situational influence on observed fairness behavior, such that individuals with a stronger fairness trait would be less affected by a situational influence than those with a weaker fairness (...) trait. We used an iterated resource game in which participants could withdraw resources as they chose, and we manipulated the number of resources bogus players withdrew. The number of resources participants withdrew was the behavioral measure of fairness. Results confirmed the expected moderation of the unfairness manipulation by a fairness trait on observed behavior. Those reporting a stronger fairness trait were unaffected by the manipulation, whereas those reporting a weaker fairness trait were more strongly influenced. (shrink)

Bourrat and Griffiths :33, 2018) have recently argued that most of the evidence presented by holobiont defenders to support the thesis that holobionts are evolutionary individuals is not to the point and is not even adequate to discriminate multispecies evolutionary individuals from other multispecies assemblages that would not be considered evolutionary individuals by most holobiont defenders. They further argue that an adequate criterion to distinguish the two categories is fitness alignment, presenting the notion of fitness boundedness as a criterion that (...) allows divorcing true multispecies evolutionary individuals from other multispecies assemblages and provides an adequate criterion to single out genuine evolutionary multispecies assemblages. A consequence of their criterion is that holobionts, as conventionally defined by hologenome defenders, are not evolutionary individuals except in very rare cases, and for very specific host-symbiont associations. This paper is a critical response to Bourrat and Griffiths’ arguments and a defence of the arguments presented by holobiont defenders. Drawing upon the case of the hologenomic basis of the evolution of sanguivory in vampire bats, I argue that Bourrat and Griffiths overlook some aspects of the biological nature of the microbiome that justifies the thesis that holobionts are evolutionarily different to other multispecies assemblages. I argue that the hologenome theory of evolution should not define the hologenome as a collection of genomes, but as the sum of the host genome plus some traits of the microbiome which together constitute an evolutionary individual, a conception I refer to as the stability of traits conception of the hologenome. Based on that conception I argue that the evidence presented by holobiont defenders is to the point, and supports the thesis that holobionts are evolutionary individuals. In this sense, the paper offers an account of the holobiont that aims to foster a dialogue between hologenome advocates and hologenome critics. (shrink)

In order to decide whether a discursive product of human reason corresponds or not to the logical order, one must analyze it in terms of syntactic correctness, consistency, and validity. The first step in logical analysis is formalization, that is, the process by which logical forms of thoughts are represented in different formal languages or logical systems. Although each thought can be properly formalized in different ways, the formalization variants are not equally adequate. The adequacy of formalization seems to depend (...) on several essential features: parsimony, accuracy, transparency, fertility and reliability. Because there is a partial antinomy between these traits, it is impossible to find a perfectly adequate variant of formalization. However, it is possible and preferable to reach a reasonable compromise by choosing the variant of formalization which satisfies all of these fundamental characteristics. (shrink)

I discuss the respective roles of traits and reasons in the explanation of action. I begin by noting that traits and reasons explanations are systematically connected: traits explanations require motivation by reasons. Actions due to psychiatric conditions such as mental disorders cannot be explained by an appeal to traits. Because traits require motivation by reasons, it is often possible to explain one and the same action by an appeal to either the agent's traits or (...) to her reasons. I then ask whether it follows from here that traits and reasons explanations of action are equivalent – though perhaps offered from different points of view – or whether they differ in interesting ways. I argue that the differences are interesting and important – traits and reasons explanations answer different “why” questions regarding action: a reasons explanation tells us what reasons motivated the agent acting; a traits explanation, by contrast, indicates something about an agent’s reasons but tells us something else in addition: it tells us why the agent acted on those as opposed to other available reasons. (shrink)

It has been claimed that the intentional stance is necessary to individuate behavioral traits. This thesis, while clearly false, points to two interesting sets of problems concerning biological explanations of behavior: The first is a general in the philosophy of science: the theory-ladenness of observation. The second problem concerns the principles of trait individuation, which is a general problem in philosophy of biology. After discussing some alternatives, I show that one way of individuating the behavioral traits of an (...) organism is by a special use of the concept of biological function, as understood in an enriched causal role (not selected effect) sense. On this view, a behavioral trait is essentially a special kind of regularity, namely a regularity that is produced by some regulatory mechanism. Regulatory mechanisms always require goal states, which can only be provided by functional considerations. As an example from actual (as opposed to folk) science, I examine the case of social behavior in nematodes. I show that the attempt to explain this phenomenon actually transformed it. This supports the view that scientific explanation does not explain an explanandum phenomenon that is given prior to the explanation; rather, the explanandum is changed by the explanation. This means that there could be a plurality of stances that have some heuristic value initially, but which will be abandoned in favor of a functional characterization eventually. (shrink)

Impostor syndrome or Impostor phenomenon is a belief that a person thinks their success is due to luck or external factors, not their abilities. This psychological trait is present in certain groups like women. In this paper, we propose a neutrosophic trait measure to represent the psychological concept of the trait-anti trait using refined neutrosophic sets. This study analysed a group of 200 undergraduate students for impostor syndrome, perfectionism, introversion and self-esteem: after the COVID pandemic break in 2021. Data labelling (...) was carried out using these neutrosophic trait measures. Machine learning models like Support Vector Machine(SVM), K-nearest neighbour (K-NN), and random forest were used to model the data; SVM provided the best accuracy of 92.15%. (shrink)

I remark on the explanation that innate differences account for why some countries are wealthy and others poor. I draw a distinction between two versions of this explanation.

In this paper I argue that the extent to which a human trait is genetically caused can causally depend upon whether the trait is categorized within human genetics as genetically caused. This makes the kind genetically caused trait an interactive kind. I demonstrate that this thesis is both conceptually coherent and empirically plausible. I outline the core rationale of this thesis and demonstrate its conceptual coherence by drawing upon Waters’ (2007) analysis of genetic causation. I add empirical plausibility to the (...) thesis by describing a hypothetical but empirically plausible mechanism by which the fact that obesity is categorized as genetically caused within human genetics increases the extent to which obesity is in fact genetically caused. (shrink)

This paper defends the view that the Faculty of Language is compositional, i.e., that it computes the meaning of complex expressions from the meanings of their immediate constituents and their structure. I fargue that compositionality and other competing constraints on the way in which the Faculty of Language computes the meanings of complex expressions should be understood as hypotheses about innate constraints of the Faculty of Language. I then argue that, unlike compositionality, most of the currently available non-compositional constraints (...) predict incorrect patterns of early linguistic development. This supports the view that the Faculty of Language is com- positional. More generally, this paper presents a way of framing the compositionality debate (by focusing on its implications for language acquisition) that can lead to its even- tual resolution, so it will hopefully also interest theorists who disagree with its main conclusion. (shrink)

Realists about mental disorder have been hasty about dismissing social explanations of how mental disorder is constituted. However, many social ontologies are realist ontologies. In order to create a meaningful distinction between realism and social metaphysics about mental disorder, I propose that realism about mental disorder is best understood as Individual Trait Realism (ITR) about them. For ITR, mental disorders exist in virtue of traits. I defend the view that ITR is compatible with social metaphysics, arguing that, in asking (...) whether constituents in the social sphere figure the metaphysics of psychopathology, we are asking questions on three different strata of explanation: the strata of demarcation, instantiation, and individual traits. Distinguishing between these strata allows for nuanced realism that need not reject the social constitution of mental disorder. (shrink)

The evolutionary psychologist Geoffrey Miller has argued that various features of human psychology have been sculpted, at least in part, by the evolutionary process of sexual selection via mate choice. This paper specifically examines the central claim of Miller’s account, namely that certain cognitive traits have evolved to function as good genes fitness indicators. First, I expound on and clarify key foundational concepts comprising the focal hypothesis, especially condition-dependence, mutation target size, and mutation-selection balance. Second, I proceed to highlight (...) some subtle distinctions with respect to the concepts of exaptation and adaptation, as well as Fisherian runaway selection and good genes sexual selection, all of which in turn bear importantly on the overall framework of cognitive traits as fitness indicators. Third and finally, I close out the paper by examining various conceptual and methodological criteria which are integral to identifying sexually selected adaptations, then briefly examine some empirical work that has aimed to test the hypothesis that traits such as humor and creativity function as sexually attractive fitness indicators. (shrink)

In the article the author describes theoretical reasons that stood behind Kołakowski's transition from being an orthodox Marxist to become an actual leader of the polish revisionist movement. His intention is to concentrate on those aspects of Kołakowski's thought that have not changed, apart from any biographical and psychological reasons. (1) First of those features is Kołakowski's inability of completability, the anti-code disposition. (2) The second trait is the moral attitude, an intention to influence on people's morality by convincing them (...) that social and internal (necessarily bound with social) changes are desirable; that an existential calm demolishes morality. (3) Third feature concerns the fact that Kołakowski did not attempt to create his own philosophy, he was rather a historian of ideas, a skeptic, and a critic. (shrink)