We accomplish three things in this paper. First, we provide evidence that the motivational internalism/externalism debate in moral psychology could be a false dichotomy born of ambiguity. Second, we provide further evidence for a crucial distinction between two different categories of belief in folk psychology: thick belief and thin belief. Third, we demonstrate how careful attention to deep features of folk psychology can help diagnose and defuse seemingly intractable philosophical disagreement in metaethics.

Nearly all success is due to some mix of ability and luck. But some successes we attribute to the agent’s ability, whereas others we attribute to luck. To better understand the criteria distinguishing credit from luck, we conducted a series of four studies on knowledge attributions. Knowledge is an achievement that involves reaching the truth. But many factors affecting the truth are beyond our control and reaching the truth is often partly due to luck. Which sorts of luck are compatible (...) with knowledge? We find that knowledge attributions are highly sensitive to lucky events that change the explanation for why a belief is true. By contrast, knowledge attributions are surprisingly insensitive to lucky events that threaten but ultimately fail to change the explanation for why a belief is true. These results shed light on our concept of knowledge, help explain apparent inconsistencies in prior work on knowledge attributions, and constitute progress toward a general understanding of the relation between success and luck. (shrink)

A standard view in contemporary philosophy is that belief is involuntary, either as a matter of conceptual necessity or as a contingent fact of human psychology. We present seven experiments on patterns in ordinary folk-psychological judgments about belief. The results provide strong evidence that voluntary belief is conceptually possible and, granted minimal charitable assumptions about folk-psychological competence, provide some evidence that voluntary belief is psychologically possible. We also consider two hypotheses in an attempt to understand why many philosophers have been (...) tempted to view belief as involuntary: that belief is a prototype concept and that belief is a dual character concept. Altogether, our findings contribute to longstanding philosophical debates about the relationship between the will and the intellect, while also advancing scientific understanding of important social judgments. (shrink)

Approximation involves representing things in ways that might be close to the truth but are nevertheless false. Given the widespread reliance on approximations in science and everyday life, here we ask whether it is conceptually possible for false approximations to qualify as knowledge. According to the factivity account, it is impossible to know false approximations, because knowledge requires truth. According to the representational adequacy account, it is possible to know false approximations, if they are close enough to the truth for (...) present purposes. In this paper, we adopt an experimental methodology to begin testing these two theories. When an agent provides a false and practically inadequate answer, both theories predict that people will deny knowledge. But the theories disagree about an agent who provides a false but practically adequate answer: the factivity hypothesis again predicts knowledge denial, whereas the representational adequacy hypothesis predicts knowledge attribution. Across two experiments, our principal finding was that people tended to attribute knowledge for false but practically adequate answers, which supports the representational adequacy account. We propose an interpretation of existing findings that preserves a conceptual link between knowledge and truth. According to this proposal, truth is not necessary for knowledge, but it is a feature of prototypical knowledge. (shrink)

It is widely accepted in epistemology that knowledge is factive, meaning that only truths can be known. We argue that this theory creates a skeptical challenge: because many of our beliefs are only approximately true, and therefore false, they do not count as knowledge. We consider several responses to this challenge and propose a new one. We propose easing the truth requirement on knowledge to allow approximately true, practically adequate representations to count as knowledge. In addition to addressing the skeptical (...) challenge, this view also coheres with several previous theoretical proposals in epistemology. (shrink)

We distinguish between two categories of belief—thin belief and thick belief—and provide evidence that they approximate genuinely distinct categories within folk psychology. We use the distinction to make informative predictions about how laypeople view the relationship between knowledge and belief. More specifically, we show that if the distinction is genuine, then we can make sense of otherwise extremely puzzling recent experimental findings on the entailment thesis (i.e. the widely held philosophical thesis that knowledge entails belief). We also suggest that the (...) distinction can be applied to debates in the philosophy of mind and metaethics. (shrink)

Centuries ago, Descartes and Locke initiated a foundational debate in epistemology over the relationship between knowledge, on the one hand, and practical factors, on the other. Descartes claimed that knowledge and practice are fundamentally separate. Locke claimed that knowledge and practice are fundamentally united. After a period of dormancy, their disagreement has reignited on the contemporary scene. Latter-day Lockeans claim that knowledge itself is essentially connected to, and perhaps even constituted by, practical factors such as how much is at stake, (...) how important the situation is, or how one should act. Latter-day Cartesians claim, by contrast, that knowledge is entirely constituted by truth-related factors such as truth, belief, and evidence. Each side has supported its case with claims about patterns in ordinary behavior and knowledge judgments. Lockeans argue that these patterns are best explained by positing a fundamental and direct link between knowledge and practical factors. Cartesians argue that the patterns can be equally well explained by positing an indirect link, entirely mediated by the traditional factors of truth, belief, and evidence, thereby rendering the Lockean hypothesis unnecessary. We argue that Cartesians are right about some practical factors, in particular stakes and how important a situation is, which have, at best, a modest indirect relationship to knowledge. However, Lockeans are right about actionability: whether a person should pursue a course of action is unquestionably very powerfully and directly connected to knowledge. (shrink)

Philosophers are divided on whether it is possible to intend believed-impossible outcomes. Several thought experiments in the action theory literature suggest that this is conceptually possible, though they have not been tested in ordinary social cognition. We conducted three experiments to determine whether, on the ordinary view, it is conceptually possible to intend believed-impossible outcomes. Our findings indicate that participants firmly countenance the possibility of intending believed-impossible outcomes, suggesting that it is conceptually possible to intend to do something that one (...) believes is impossible. (shrink)

Researchers recently demonstrated a strong direct relationship between judgments about what a person knows and judgments about how a person should act. But it remains unknown whether actionability judgments cause knowledge judgments, or knowledge judgments cause actionability judgments. This paper uses causal modeling to help answer this question. Across two experiments, we found evidence that actionability judgments cause knowledge judgments.

It is often thought that judgments about what we ought to do are limited by judgments about what we can do, or that “ought implies can.” We conducted eight experiments to test the link between a range of moral requirements and abilities in ordinary moral evaluations. Moral obligations were repeatedly attributed in tandem with inability, regardless of the type (Experiments 1–3), temporal duration (Experiment 5), or scope (Experiment 6) of inability. This pattern was consistently observed using a variety of moral (...) vocabulary to probe moral judgments and was insensitive to different levels of seriousness for the consequences of inaction (Experiment 4). Judgments about moral obligation were no different for individuals who can or cannot perform physical actions, and these judgments differed from evaluations of a non-moral obligation (Experiment 7). Together these results demonstrate that commonsense morality rejects the “ought implies can” principle for moral requirements, and that judgments about moral obligation are made independently of considerations about ability. By contrast, judgments of blame were highly sensitive to considerations about ability (Experiment 8), which suggests that commonsense morality might accept a “blame implies can” principle. (shrink)

Pedagogy is a pillar of human culture and society. Telling each other information and showing each other how to do things comes naturally to us. A strong case has been made that declarative knowledge is the norm of assertion, which is our primary way of telling others information. This article presents an analogous case for the hypothesis that procedural knowledge is the norm of instructional demonstration, which is a primary way of showing others how to do things. Knowledge is the (...) norm of telling and showing. It is the prime pedagogical principle. (shrink)

Research on the capacity to understand others' minds has tended to focus on representations ofbeliefs,which are widely taken to be among the most central and basic theory of mind representations. Representations ofknowledge, by contrast, have received comparatively little attention and have often been understood as depending on prior representations of belief. After all, how could one represent someone as knowing something if one does not even represent them as believing it? Drawing on a wide range of methods across cognitive science, (...) we ask whether belief or knowledge is the more basic kind of representation. The evidence indicates that nonhuman primates attribute knowledge but not belief, that knowledge representations arise earlier in human development than belief representations, that the capacity to represent knowledge may remain intact in patient populations even when belief representation is disrupted, that knowledge (but not belief) attributions are likely automatic, and that explicit knowledge attributions are made more quickly than equivalent belief attributions. Critically, the theory of mind representations uncovered by these various methods exhibits a set of signature features clearly indicative of knowledge: they are not modality-specific, they are factive, they are not just true belief, and they allow for representations of egocentric ignorance. We argue that these signature features elucidate the primary function of knowledge representation: facilitating learning from others about the external world. This suggests a new way of understanding theory of mind – one that is focused on understanding others' minds in relation to the actual world, rather than independent from it. (shrink)

We report two experiments exploring the perception of how contemporary philosophy is often conducted. We find that (1) participants associate philosophy with the practice of conducting thought experiments and collating intuitions about them, and (2) that this form of inquiry is viewed much less favourably than the typical form of inquiry in psychology: research conducted by teams using controlled experiments and observation. We also found (3) an effect whereby relying on intuition is viewed more favorably in the context of team (...) inquiry than in individual inquiry and (4) that greater prior exposure to philosophy lowered one’s opinion of inquiry driven by intuitions and thought experiments. Finally with respect to participant gender, we found that (5) women favored observation over intuition more than men did, and (6) tended to view a question pursued by a research team as more important than men viewed it. (shrink)

Moderate scientism is the view that empirical science can help answer questions in nonscientific disciplines. In this paper, we evaluate moderate scientism in philosophy. We review several ways that science has contributed to research in epistemology, action theory, ethics, philosophy of language, and philosophy of mind. We also review several ways that science has contributed to our understanding of how philosophers make judgments and decisions. Based on this research, we conclude that the case for moderate philosophical scientism is strong: scientific (...) practice has promoted significant progress in philosophy and its further development should be welcomed and encouraged. (shrink)

Two fundamentally different perspectives on knowledge diffusion dominate debates about academic disciplines. On the one hand, critics of disciplinary research and education have argued that disciplines are isolated silos, within which specialists pursue inward-looking and increasingly narrow research agendas. On the other hand, critics of the silo argument have demonstrated that researchers constantly import and export ideas across disciplinary boundaries. These perspectives have different implications for how knowledge diffuses, how intellectuals gain and lose status within their disciplines, and how intellectual (...) reputations evolve within and across disciplines. We argue that highly general claims about the nature of disciplinary boundaries are counterproductive, and that research on the nature of specific disciplinary boundaries is more useful. To that end, this paper uses a novel publication and citation network dataset and statistical models of citation networks to test hypotheses about the boundaries between philosophy of science and 11 disciplinary clusters. Specifically, we test hypotheses about whether engaging with and being cited by scientific communities outside philosophy of science has an impact on one’s position within philosophy of science. Our results suggest that philosophers of science produce interdisciplinary scholarship, but they tend not to cite work by other philosophers when it is published in journals outside of their discipline. Furthermore, net of other factors, receiving citations from other disciplines has no meaningful impact—positive or negative—on citations within philosophy of science. We conclude by considering this evidence for simultaneous interdisciplinarity and insularity in terms of scientific trading theory and other work on disciplinary boundaries and communication. (shrink)

The term “Gettier Case” is a technical term frequently applied to a wide array of thought experiments in contemporary epistemology. What do these cases have in common? It is said that they all involve a justified true belief which, intuitively, is not knowledge, due to a form of luck called “Gettiering.” While this very broad characterization suffices for some purposes, it masks radical diversity. We argue that the extent of this diversity merits abandoning the notion of a “Gettier case” in (...) a favour of more finely grained terminology. We propose such terminology, and use it to effectively sort the myriad Gettier cases from the theoretical literature in a way that charts deep fault lines in ordinary judgments about knowledge. (shrink)

People suffering from severe monothematic delusions, such as Capgras, Fregoli, or Cotard patients, regularly assert extraordinary and unlikely things. For example, some say that their loved ones have been replaced by impostors. A popular view in philosophy and cognitive science is that such monothematic delusions aren't beliefs because they don't guide behaviour and affect in the way that beliefs do. Or, if they are beliefs, they are somehow anomalous, atypical, or marginal beliefs. We present evidence from five studies that folk (...) psychology unambiguously views monothematic delusions as stereotypical beliefs. This calls into question widespread assumptions in the professional literature about belief's stereotypical functional profile. We also show that folk psychology views delusional patients as holding contradictory beliefs. And we show that frequent assertion is a powerful cue to belief ascription, more powerful than even a robust and consistent track record of non-verbal behaviour. (shrink)

A thorough examination of John Wesley’s writings will show that he was not a biblical literalist or infallibilist, despite his own occasional suggestions to the contrary. His most important principles for interpreting the Bible were: We should take its words literally only if doing so is not absurd, in which case we should “look for a looser meaning;” and “No Scripture can mean that God is not love, or that his mercy is not over all his works.” Eleven (...) instances of his not taking biblical texts literally are examined. His real view was something like this: Biblical language is infallibly and literally true if and only if it does not contradict more basic scriptures and is not absurd, that is, not construed literally when metaphorical, or not misleadingly metaphorical, or not oversimplified or exaggerated, or not culture bound, or not contrary to reason and experience, or not ethically unconscionable and unloving. (shrink)

According to a consensus view in philosophy, “deciding” and “intending” are synonymous expressions. Researchers have recently challenged this view with the discovery of a counterexample in which ordinary speakers attribute deciding without intending. The aim of this paper is to investigate the strengths and limits of this discovery. The result of this investigation revealed that the evidence challenging the consensus view is strong. We replicate the initial finding against consensus and extend it by utilizing several new measures, materials, and procedures. (...) Together this evidence strongly suggests that “deciding” is not synonymous with “intending” in ordinary language and that the consensus view should be rejected. (shrink)

John Wesley did not directly address the question, but he could have answered "Yes'" to "Was Jesus Ever Happy?" given his understanding of "happiness." His eudaimonistic understanding of happiness was that it consists in renewing and actualizing the image of God within us, especially the image of love. More particularly, it consists in actually living a life of moral virtue, love included, of spiritual fulfillment, of joy or pleasure taken in loving God, others, and self, and in minimizing (...) unnecessary pain and suffering, which we are morally obligated to do for others and even for ourselves. Jesus had it all most of the time, though not always, obviously not at the painful end of his life when he felt God-forsaken. -/- . (shrink)

On more than one occasion, John Wesley found himself engaged in debate with Calvinists in the Methodist revival. In this article, I philosophically re-examine John Wesley’s concerns with the Calvinism of some members of his evangelical cohort. I argue that Wesley’s concerns fall into two types: theoretical concerns about the conceptual coherency of a view that makes God the author of sin and practical concerns about the moral implications of a view that suggests some individuals (...) are elect and others are reprobate. I then attempt a principled reconstruction of these objections. I argue that while there is a rational Arminian case to be made here, what is arguably most valuable in this case is the distinctive method of weaving together thought and action in the Christian life the connections between Wesley’s theoretical and practical concerns reveal. (shrink)

This dissertation defends an ideal of democratic citizenship inspired by John Dewey’s theory of human flourishing, or “growth.” In its emphasis on the interrelatedness of individual development and social progress, Deweyan growth orients us toward a morally substantive approach to addressing the important question of how diverse citizens can live together well. I argue, however, that Dewey’s understanding of growth as a process by which conflicting interests, beliefs, and values are integrated into a more unified whole—both within the community (...) and within the self—is inadequate to the radical pluralism characteristic of contemporary liberal democratic societies. Given the pragmatist insight into the crucial role of socialization in identity formation, the problem with conceptualizing the ideal self as an integrated unity is that, for many, the complexity and diversity of our social world presents an insuperable obstacle to sustaining a unified (or always unifying) self. Most of us have multiple “selves” forged by the various groups with whom we identify and the often incongruous roles we play in our personal, professional, and/or public lives. Hence I offer a reconstruction of Deweyan growth that accounts for persistent yet positively valued diversity, both within the self and within the community. On the view I urge, which draws on the work of neopragmatist Richard Rorty and Chicana feminist Gloria Anzaldua, divisions within the self and between citizens are not merely problems always to be overcome, but potential resources for creating a stronger, more inclusive democracy. (shrink)

In her 1966 essay "Against Interpretation," Susan Sontag vehemently opposes specific methods of analyzing artworks that reduce them to mere examinations of their content. Sontag contends that interpretation often seeks to inject more meaning into the content than the artwork inherently possesses in its form. Consequently, she argues that interpretations that focus on content tend to devalue the significance of the artwork's form. Sontag asserts that content comprises the artwork's "prescriptive" ideas (12), which serve as a pathway for the viewer (...) to grasp the artist's "picture of reality" or "statement" (4). This is achieved through an interpretation of the artwork's form. On the other hand, form encompasses the "descriptive" elements of the artwork (12), including figures, colors, and lines. These elements, in themselves, should suffice to evoke a response in the viewer. (shrink)

This chapter starts from the claim that the state is plagued with problems of political short-termism: excessive priority given to near-term benefits at the expense of benefits further in thefuture. One possible mechanism to reduce short-termism involves apportioning greater relative political influence to the young, since younger citizens generally have greater additional life expectancy than older citizens and thus it looks reasonable to expect that they have preferences that are extended further into the future. But the chapter shows that (...) this is unlikely to make states significantly less short-termist: no empirical relationship has been found between age and willingness to support long-termist policies. Instead, the chapter proposes a more promising age-based mechanism. States should develop youth citizens’ assemblies that ensure accountability to future generations through a scheme of retrospective accountability. (shrink)

Rape and sexual assault are major problems. In the majority of sexual assault cases consent is the central issue. Consent is, to borrow a phrase, the ‘moral magic’ that converts an impermissible act into a permissible one. In recent years, a handful of companies have tried to launch consent apps which aim to educate young people about the nature of sexual consent and allow them to record signals of consent for future verification. Although ostensibly aimed at addressing the problems (...) of rape and sexual assault on university campuses, these apps have attracted a number of critics. In this paper, I subject the phenomenon of consent apps to philosophical scrutiny. I argue that the consent apps that have been launched to date are unhelpful because they fail to address the landscape of ethical and epistemic problems that arise in the typical rape or sexual assault case: they produce distorted and decontextualised records of consent which may in turn exacerbate the other problems associated with rape and sexual assault. Furthermore, because of the tradeoffs involved, it is unlikely that app-based technologies could ever be created that would significantly address the problems of rape and sexual assault. (shrink)

A woman is listening to Sinatra before work. As she later describes it, ‘suddenly from nowhere I could hear my mother singing along to it … I was there again home again, hearing my mother … God knows why I should choose to remember that … then, to actually hear her and I had this image in my head … of being at home … with her singing away … like being transported back you know I got one of those (...) … like shivery feelings really suddenly’ (Anderson 2004, 9-10). An older couple, discussing their honeymoon forty years ago, each say that they can’t remember the show they saw, until through iterative, puzzled cross-cuing they finally get there – ‘Desert Song, that’s it’ (Harris et al 2011, 292). An elderly English veteran of a prisoner of war camp in Japan, finishing up morning tea with a young Japanese social scientist interested in reconciliation, suddenly calls out loudly - in Japanese - ‘stand to attention’. He stands to attention in front of her: like many of the men she interviews, he physically re-enacts fragments of that long-past world of the camp, bringing that absent past into this new present context with a visceral shock (Murakami 2001, 2012; Middleton & Brown 2005, 133-136). (shrink)

John Wesley insisted that love is the “sum of all” in real Methodism, Christianity, and True Religion. This “sum” includes “God is love,” the two love commandments, and all beliefs, affections, and good works that are derived from, express, and nurture love to God, neighbors, and every creature God has made. Wesley expressly rejected Biblical doctrines and practices that are unloving such as predestination, God hated Esau, and the many malicious and vengeful imprecatory Psalms. Wesley’s example (...) encourages us to reconsider LGBTQ issues in light of “What would be the most loving thing to do?,” and to reject such unloving and unethical Biblical commandments as putting to death all people who work on the Sabbath, all practicing male homosexuals, and both the male and female partners involved in adultery. What else? Taking Wesley very seriously might require changes in the curriculum of Wesleyan divinity schools, and in the contents of Wesleyan preaching. (shrink)

Spinoza’s claims about true ideas are central to the Treatise on the Emendation of the Intellect. It is therefore worth trying to reconstruct what he means when he says that an idea is true. I argue that the three leading interpretations – correspondence, coherence, and causal – don’t explain key passages. I then propose a new interpretation. Roughly, I propose that an idea is true if and only if it represents an essence and was derived in the right kind of (...) way by the intellect from an innate idea of one’s own essence. In the final section I sketch why I believe this interpretation extends to his claims about truth and adequacy in the Ethics. (shrink)

A dilemma exists when a doctor is faced with a child or young person who refuses medically indicated treatment. The Gillick case has been interpreted by many to mean that a child of sufficient age and intelligence could validly consent or refuse consent to treatment. Recent decisions of the Court of Appeal on a child's refusal of medical treatment have clouded the issue and undermined the spirit of the Gillick decision and the Children Act 1989. It is now the (...) case that a child patient whose competence is in doubt will be found rational if he or she accepts the proposal to treat but may be found incompetent if he or she disagrees. Practitioners are alerted to the anomalies now exhibited by the law on the issue of children's consent and refusal. The impact of the decisions from the perspectives of medicine, ethics, and the law are examined. Practitioners should review each case of child care carefully and in cases of doubt seek legal advice. (shrink)

Mathematical modeling offers a promising approach to improving mathematics education. This study aims to determine if the concept of metacognitive awareness in the learning process is associated with mathematical modeling. This study also considers the interaction effect of sex and academic year level on both variables. Focusing the study on preservice elementary teachers might address potential issues and targeted intervention in their preparation program concerning their ability to teach and guide young learners in modeling activities. The research sample includes (...) 140 preservice elementary teachers at Central Luzon State University, Philippines. Data collection used an adapted metacognitive awareness inventory and a validated researcher-made mathematical modeling competency test aligned with the K-12 mathematics curriculum in the Philippines. Results revealed that the preservice elementary teachers had a high metacognitive awareness and mathematical modeling competency, ranging from 22 to 31 out of 36 points. Besides, Factorial ANOVA indicates that academic year level positively affects both variables regardless of sex, and stepwise regression analysis unveiled that information management, declarative knowledge, and planning significantly predict 41.4% of the mathematical modeling competency variance. This suggests that developing metacognitive awareness supports preservice elementary teachers in performing modeling tasks that improve their competency level in mathematics. (shrink)

Everyone will agree that education ought to prepare young people to lead a meaningful life, but there are different ways in which this notion can be understood. A religious interpretation has to be distinguished from the secular one on which this paper focuses. Meaningfulness in this non-religious sense is a necessary condition of a life of well-being, having to do with the nesting of one’s reasons for action within increasingly pervasive structures of activity and attachment. Sometimes a life can (...) seem meaningless when it is not so in fact. In more extreme cases it may in fact be to some extent meaningless. Equipping young people for a meaningful life is a worthwhile, but not all-important educational aim. Educators should help them not only to see their lives as meaningful but also to lead lives that <are> meaningful. This involves continuous engagement in the nesting of reasons mentioned above. Where autonomy is also an aim, temperamental attunement to possible options – rather than exposure to all possible options – and time to explore them are important considerations. Questions arise here both about social justice and about whether current school curriculum and timetabling arrangements help or hinder pupils in living a meaningful life. (shrink)

The traditional use of conventional media by businesses for audience targeting has shifted with the rise of influencer marketing, notably on platforms like TikTok, posing challenges in content adaptation and technological adaptation. Albert Bandura's Social Cognitive Theory examines factors shaping purchasing behavior, particularly relevant for young professionals. A quantitative correlational study focused on young professionals engaging with TikTok and influenced by Filipino TikTok creators, revealing education level as a key determinant of purchasing behavior. Extended TikTok engagement positively correlates (...) with increased purchasing likelihood. Filipino TikTok influencers significantly impact young professionals' purchasing decisions, emphasizing the need for tailored marketing strategies targeting this demographic. Recommendations were provided for effective influencer and digital marketing strategies targeting young professionals. (shrink)

Translation of "Von der Armut am Geiste; ein Dialog des jungen Lukács," by Ágnes Heller. This translation originally appeared in The Philosophical Forum, Spring-Summer 1972.

The purpose of the study was to determine the demographic profiles in terms of age, sex, years in teaching, type of school and ethnicity, SOGIE, perception about the workplace climate in terms of the different gender prejudices faced by secondary science teachers at City of Dasmariñas, Cavite; the study aims to identify if there is a significant difference between perceptions of the participants about the gender prejudices when grouped according to demographic profile; determine if there is a substantial relationship between (...) SOGIE and perceptions about the gender prejudices. This study developed an action plan to promote awareness and make schools SOGIE-sensitive; the research design was quantitative, and an online questionnaire was the data-gathering tool. Descriptive statistics used were mean, median, and standard error; the second level was for relational statistics using Chi-square statistics, Mann-Whitney statistics, and Kruskal-Walli’s statistics. The study revealed that most science teachers in Dasmariñas City, Cavite, were female and young professionals. Science teachers at the secondary level have a diverse SOGIE; in addition, there is zero visibility for transgender people and intersex people. Generally, the secondary schools in the City of Dasmariñas, Cavite, are unsafe for people with diverse SOGIE, especially for transgender and intersex people. The study suggests that the action plan proposed in this study should be adopted by schools to address the issues of gender prejudices and to promote awareness of SOGIE. (shrink)

In this paper, I critique arguments made by philosopher David Buller against central evolutionary-psychological explanations of human mating. Specifically, I aim to rebut his criticisms of Evolutionary Psychology regarding (1) women's long-term mating preferences for high-status men; (2) the evolutionary rationale behind men's provisioning of women; (3) men's mating preferences for young women; (4) women's adaptation for extra-pair sex; (5) the sex-differentiated evolutionary theory of human jealousy; and (6) the notion of mate value. In sum, I aim to demonstrate (...) that Buller's arguments contra Evolutionary Psychologists are left wanting. (shrink)

Understanding when it is acceptable to interrupt a joint activity is an important part of understanding what cooperation entails. Philosophical analyses have suggested that we should release our partner from a joint activity anytime the activity conflicts with fulfilling a moral obligation. To probe young children’s understanding of this aspect, we investigated whether 3-year-old children (N = 60) are sensitive to the legitimacy of motives (selfish condition vs. moral condition) leading agents to intentionally interrupt their joint activity. We measured (...) whether children protested or released their partner by scoring their reactions. Our results indicate that children did not manifest different reactions when the motive behind their partner leaving was moral than when the motive was selfish. However, our data showed a stable pattern: regardless of the partner’s motives, some 3-year-olds take initiatives to release their partners from joint activity, suggesting that measuring release is a valuable tool for investigating joint action. -/- . (shrink)

The predominant view in developmental psychology is that young children are able to reason with the concept of desire prior to being able to reason with the concept of belief. We propose an explanation of this phenomenon that focuses on the cognitive tasks that competence with the belief and desire concepts enable young children to perform. We show that cognitive tasks that are typically considered fundamental to our competence with the belief and desire concepts can be performed with (...) the concept of desire in the absence of competence with the concept of belief, whereas the reverse is considerably less feasible. (shrink)

John Smith was among the first of the Cambridge Platonists. He was therefore in a position to influence not only his contemporaries but all those who followed after him well into the twentieth century and beyond. Well established lines of influence both to and from Whichcote, Cudworth, and More are explored first before moving on to less well-known connections to Bishop Simon Patrick and mathematician Isaac Barrow. Smith’s continued significance for eighteenth century theology is demonstrated through discussion of his (...) inspiration of the doctrines of spiritual sensation developed by Jonathan Edwards and John Wesley. Special notice is also given to Smith’s authority as an interpreter of Biblical prophecy through the eighteenth and nineteenth centuries. The chapter concludes with looks at Smith’s influence on Samuel Taylor Coleridge, Ralph Waldo Emerson, William Ralph Inge, Rufus Jones, Pierre Hadot, and others. This chapter, offers a broad, but highly selective, overview of the reception and influence of Smith’s life and work. It is intended, however, as a call for future research more than as an authoritative presentation of Smith’s legacy. For, if the Cambridge Platonists have been underappreciated until recently, none of them have been unjustly ignored as consistently as Smith. (shrink)

The literature on the Cambridge Platonists abounds with references to Neoplatonism and the Alexandrian Fathers on general themes of philosophical and theological methodology. The specific theme of the spiritual senses of the soul has received scant attention however, to the detriment of our understanding of their place in this important tradition of Christian speculation. Thus, while much attention has been paid to the clear influence of Plotinus and the Florentine Academy, far less has been given to important theological figures that (...) also form a vital part of the tradition the Cambridge Platonists find irresistible. Similarly, scholarship on the spiritual senses has tended to ignore early modern Protestant developments in this tradition focusing instead on patristic, medieval, and later modern figures. In response to these oversights, the present chapter provides a close reading and analysis of the reception and modification of Origen of Alexandria’s (185-252) doctrine of the spiritual senses in the “Discourse on the True Way or Method of Attaining to Divine Knowledge” by the Cambridge Platonist, John Smith (1618-1652). Although Smith accepted much of the doctrine as he found it in Origen his allegiance to modern notions of methodology, derived especially from Descartes, as well as his Protestantism, made taking the doctrine on authority or antiquity alone unacceptable. Smith therefore offered his own case for the spiritual senses, at once intentionally mimicking the Alexandrian’s interpretive synthesis of Platonism and Scripture (“Origen as model”) and echoing Origen’s own words (“Origen as source”). Whereas Origen made spiritual sensibility intelligible by means of Middle Platonic thought, Smith’s Neoplatonism provided the conceptual tools needed to make sense of biblical passages without suggesting a merely metaphorical meaning for sensory language concerning the awareness of spiritual realities. In this way, both tradition and innovation guide Smith’s reformulation of the doctrine of the spiritual senses. In addition to demonstrating Smith’s debt to patristic thought, this chapter also discusses his influence on such leading figures in modern theology as John Wesley (1703-1791) and Jonathan Edwards (1703-1758). The chapter thus presents an important moment in the development of Christian speculation about the spiritual senses that begins to bridge scholarship on the Patristic and Enlightenment periods. (shrink)

The thesis aims to provide an interpretation of John Rawls’ social bases of self-respect from the debate on redistribution and recognition in the current state of the art of theories of justice. The first chapter reenacts the reception of Rawlsian theory in the debate based on three critiques: (a) Iris Young's critique of the allocative-distributive paradigm, (b) Axel Honneth’s critique of the legal-political limitation, (c) Nancy Fraser's critique of the redistributive-reductionism. Far from considering the conception of ‘justice as (...) fairness’ as an insensitive terrain for dealing with matters of recognition, criticisms point out, on the contrary, the attempts of liberal Rawlsian theory to move into these issues, mainly taking the social bases of self-respect into account. However, these criticisms agree that Rawls' theory of justice would fail for several reasons. In the following chapters, each of these criticisms is addressed. The second chapter replies to Young's criticism. Contrary to what the author have supposed, ‘justice as fairness’ is better understood as a relational conception of justice rather than an allocative-distributive one. The third chapter addresses Honneth's criticism. On the one hand, the Critical Theorist is right in stating the limitations of Rawls' theory of justice; however, on the other hand, a deontological theory of justice – like the Rawlsian one – conceives these limitations as a normative advantage rather than as a theoretical flaw. The fourth chapter focuses on Fraser's critique. Likewise in her deontological model, it is argued that ‘justice as fairness’ would also have taken the cultural dimension of justice duly into account as well as, more specifically, status inequalities and cultural conflicts. Given the compatibility between their normative models, in the fifth and last chapter, a return to Fraser's deontological recognition via Rawls is advocated. (shrink)

Joseph Butler was an Anglican priest and later a bishop who wrote about ethics, religion, and other philosophical themes. He is not well known today. During his lifetime and into the early part of the twentieth century he was better known especially for his major work the Analogy of Religion (1736). Today he is known mostly for his sermons which are interpreted as essays on ethics and for his essay on identity. Butler had a profound effect on J. H. Newman, (...) Matthew Arnold, and W. E. Gladstone and some effect on many other popular, academic, and professional readers. This book is as much about Butler’s sources and his reception as it is about the way he arranged and presented the evidence in the first half of the 18th century. He was a good man and is recognized by the Anglican church as a divine. We have no interest in taking a nostalgic look at a quaint figure in English church history. To those who claim Butler is unknown, that he was “blown out of the water” by John Wesley or Karl Barth, or Cornelius van Til, we can only say Butler is not as well known in the 20th and 21st centuries as in the 19th, but he is certainly not unknown to those who have taken any interest in philosophy, religion, or ethics. Today there has been a revival of interest in Bishop Butler. Our concern is to build and maintain a bridge that will help to keep this momentum. He offers an ethic that is universal and clearly Christian, yet it is based on the nature of man. Kant had a similar project, but in our opinion, Butler makes more compelling arguments. What is of interest to the Christian apologist is Butler’s work in this area. The purpose of this book is to present Butler’s ideas. We believe that his ethics have a universality that is applicable to people of all religious faiths and those that have none. It is common sense way of looking at ethics for everyday interaction. This book is a narrative argument presenting in detail how Butler’s creative arrangement of the evidence served as a bridge between the ancients as known in the Greek, Latin, and Hebrew originals, and the moderns, mostly Anglophone, who constituted Butler’s work environment and his reception in the latter day down to the present. We can hardly expect everyone to agree with Butler on all points, we certainly do not. The point at issue is rather whether he merits a seat at the present-day round table of deliberation on matters pertaining to philosophy, religion, and ethics. (shrink)

Commas can splice our sentences, and shift their connotations. Our mixed modes for hyphens compound our words as well as confuse them—even dash them to pieces. In written language, how can we know we are asking a question unless we use the proper punctuation? Punctuation is vital to how we communicate. Whether in speech or prose, we punctuate our thoughts. In this sense, we may classify punctuation among what John Wesley calls “God’s many providences” in the sermon “The (...) One Thing Needful” (1733): “designed either to wean us from what is not, or to unite us to what is worthy of our affection. Are they pleasing? Then they are designed to lift up our hearts to the Parent of all good. Are they painful?” Wesley again answers rhetorically, “Then they are means of rooting out those passions that forcibly withhold us from [God]” (§II.4). Indeed, punctuation espouses varied ‘pleasing’ and/or ‘pleasant’ responses. Rather than merely forcing the point that our punctuation carries meaning—either in addition to or against that which we otherwise intend—I want to suggest that the poetry, prose, and other linguistic media/mediums within our liturgies innately possess meaning(s) which we have the opportunity to punctuate (i.e., ‘consecrate’ or ‘sanctify’) as faith communities or else surrender to the individualisms of our so-called (post)modern preferential interpretations: our proverbial run-on sentence protracting philosophical discussions amid this (in)definite period of change we acutely sense but struggle to describe. We are not God’s grammar police. For our part, however, faith communities and their leaders can and must more dutifully approach the task of shaping the nature, meaning, and purpose of our liturgies as truly corporate worship, not as mere collections of thoughts, words, and actions expressed by individuals more or less simultaneously. (shrink)

The emerging field of the philosophy of dance, as suggested by Aili Bresnahan, increasingly recognizes the problem that (especially pre‐modern) dance has historically focused on bodily perfection, which privileges abled bodies as those that can best make and perform dance as art. One might expect that the philosophy of dance, given the critical and analytical powers of philosophy, might be helpful in illuminating and suggesting ameliorations for this tendency in dance. But this is particularly a difficult task since the analytic (...) philosophy of dance is too young to have achieved a comprehensive treatment of dance per se, let alone to update such a treatment in line with the demands of social justice. As a step in that direction, the present article (a) summarizes dance theorists on disabled dance (as opposed to the dance of the temporarily able‐bodied, or TAB) and then applies (b) the philosophy of art and dance to disability, (c) the philosophy of disability to dance, (d) interdisciplinary disability theory to dance, and (e) my own Figuration philosophy of dance to disability, as inspired in part by John Dewey. (shrink)

Culture is a notoriously elusive concept. This fact has done nothing to hinder its popularity in contemporary analytic political philosophy among writers like John Rawls, Will Kymlicka, Michael Walzer, David Miller, Iris Marion Young, Joseph Raz, Avishai Margalit and Bikhu Parekh, among many others. However, this should stop, both for the metaphysical reason that the concept of culture, like that of race, is itself either incoherent or lacking a referent in reality, and for several normative reasons. I focus (...) on the following interconnected points: • The vagueness of the term allows a myriad of candidates to claim rights, and typically to the detriment of increased equality and environmental goals . • Cultural capital cannot be regulated in the way that political capital must be regulated without undermining the cultures supposedly being protected. And the possession of cultural capital is almost never democratically regulated. In particular, granting cultures political status creates intergenerational conflict, rewarding the elders and creating incentives to be conservative and restrict cultural mobility of the younger generation. •The notion of a group owning “its” culture is conceptually suspect and corrupted by the foregoing points about unequal cultural capital. In defending a group’s right to preserve its culture we do not defend equally the rights of the individuals that make it up , and we ignore altogether the rights of those who may be unfairly denied recognition as “members” of the culture. (shrink)

1950s witnessed a drastic change in the history of British drama. The publication of John Osborne’s masterpiece, Look Back in Anger in 1956 radicalised the British theatre. The play was a blow against establishment. Osborne portrayed Jimmy Porter, the anti-hero of the play. He is frustrated and malcontent. He attacks the establishment in every sense. Following the success of this play, a generation of writers emerged who are labelled as “angry young men”, though they were not a unified (...) group. This media-created uncommon group included John Osborne, Kinsgsley Amis, John Wain, Collin Wilson, Allan Sillitoe, John Arden, Arnold Wesker and Harold Pinter. Shelagh Delaney, after publication of her successful and rebelling play, A Taste of Honey (1956) had been included in this group but it may not be appropriate to stick the journalistic label “angry young men” to her because she differs from most of them and the label itself obviously implies its patriarchal nature. This “new wave” of British young playwrights had tried to radicalise not only themes but also structures and styles of their plays. Hostile to anything that was “high-brow”, these British playwrights were revolutionary in dealing with working class characters and themes. They rejected the style and subject of educated upper middle class. Expressing the discontent and frustration of the newly educated lower class, they were explicitly and intensely against establishment. Their plays were termed as “Kitchen-Sink” Drama. It was a term that gained popularity in Britain in the middle and late 1950s. The term refers to pays which were set in ordinary domestic settings. They depict lower strata of British society and their struggle to survive in post-war period. According to Collin’s Dictionary, it is a term which refers to a type of drama of the 1950s depicting sordid aspects of domestic reality. (shrink)

Most philosophers believe that a person can have an obligation only insofar as she is able to fulfil it, a principle generally referred to as “Ought Implies Can”. Arguably, this principle reflects something basic about the ordinary concept of obligation. However, in a paper published recently in this journal, Wesley Buckwalter and John Turri presented evidence for the conclusion that ordinary people in fact reject that principle. With a series of studies, they claimed to have demonstrated that, in (...) people’s judgements, obligations persist irrespective of whether those who hold them have the ability to fulfil them. We argue in this paper that due to some problems in their design, Buckwalter & Turri’s conclusions may not be war- ranted. We present the results of a series of studies demonstrating the problems with their design and showing that, with an improved design, people judge that obligation depends on ability after all. (shrink)

Subtractive schooling is a type of pedagogy that subtracts from the student aspects of her identity in order to assimilate and reshape her identity to fit the American mainstream. Here, I question the value of assimilation as it takes place in our public school systems. Currently, immigrant children are often made to feel inadequate for being culturally different. This is detrimental to their development as students given that at their young age they do not yet have the emotional maturity (...) to know that their experience, language and culture are legitimate and valuable. My goal is to shift the focus of subtractive schooling to one that fosters the growth of students through recognition. I suggest that John Dewey’s and Paulo Freire’s pedagogy of recognition is a helpful approach to this problem. Both Dewey and Freire’s pedagogy emphasize recognition as central to their pedagogy. (shrink)

It is widely thought that knowledge is factive – only truths can be known. However, this view has been recently challenged. One challenge appeals to approximate truths. Wesley Buckwalter and John Turri argue that false-but-approximately-true propositions can be known. They provide experimental findings to show that their view enjoys intuitive support. In addition, they argue that we should reject the factive account of knowledge to avoid widespread skepticism. A second challenge, advanced by Nenad Popovic, appeals to multidimensional geometry (...) to build a case where it seems intuitive that a person knows p even though p is false. In addition, Popovic argues that we should reject the factive account of knowledge because most of us would not become widespread skeptics if we discovered that ordinary objects in our world are actually four-dimensional. In this paper, we defend the factive account of knowledge against these arguments by challenging the intuitive appeal of the cases and arguing that there is no real threat of widespread skepticism for the factive account of knowledge. (shrink)

In this study, we want to analyze the relation between two Romanian internationally-renowned men of culture: Mircea Eliade (often considered one of the greatest historians of religion of all times) and Nicolae Steinhardt (whose name and memory have been mentioned by Pope John the Second in his visit in Romania). Though they had about the same age (a difference of 5 years), they had little connections in the interwar period (a few meetings and, later, Steinhardt’s volume The Way of… (...) the Young [În genul… tinerilor] from 1934, where he parodies Eliade, among others). A strong influence (which changed destinies) occurred during 1958-1960, when Steinhardt was imprisoned for having read and spread writings of Romanians found in exile, including the novel Midsummer Night (The Forbidden Forest) [Noaptea de Sânziene (Pădurea interzisă)] by Eliade. After the release in 1964, Steinhardt was continuously watched by the communist Securitate and reports have been written about him, where his main guilt was his friendship with Mircea Eliade, Emil Cioran, Eugen Ionescu, Virgil Ierunca, Monica Lovinescu, et al. Beyond these biographical intersections between Eliade and Steinhardt, there are also connections with regard to the Romanian culture, literary ideas, and visions on religious life. Steinhardt brings appreciations to the scholar in Chicago for the fact that he presents the beauty of the Romanian culture in the Western desecrated world and considers Eliade – and he’s one of the few who does this – influenced in his thinking by Christian ideals (in this direction, memorable are Steinhardt’s appreciations of the role played by Eliade in the Western culture, especially with his volume From Zamolxis to Genghis-Kahn [De la Zalmoxis la Genghis-Han], but also with his fiction, marking a direct reference to the novella A Fourteen Year Old Photograph [O fotografie veche de 14 ani]). (shrink)

Richard Shusterman suggested that Maurice Merleau-Ponty neglected “‘lived somaesthetic reflection,’ that is, concrete but representational and reflective body consciousness.” While unsure about this assessment of Merleau-Ponty, lived somaesthetic reflection, or what the late Sam Mallin called “body phenomenology”—understood as a meditation on the body reflecting on both itself and the world—is my starting point. Another is John Dewey’s bodily theory of perception, augmented somewhat by Merleau-Ponty. -/- With these starting points, I spent roughly 20 hours with St. Benedict Restores (...) Life to a Young Monk (c. 1360), a work of tempera and gold leaf on panel, by Giovanni Del Biondo, active in Italy from 1356 to 1398, on display in the Art Gallery of Ontario’s permanent collection. Following Dewey’s suggestion that “[t]he eye ... is only the channel through which a total response takes place,” meaning that motor, emotional, intellectual and non-visual perceptual capacities become active when we encounter paintings, I describe how the work engaged a range of bodily modalities; and how reflecting on these, in turn, supplied phenomenal articulations of life negating, preserving and enhancing forces important in the culture that produced it, and famously discussed by Friedrich Nietzsche. By virtue of the approach adopted, I also demonstrate Dewey’s belief that intimate engagement with art entails a total coordination of one’s capacities around the artwork, while simultaneously reinforcing Merleau-Ponty’s ideas about perception and how we can find phenomenal articulations of concepts such as the Nietzschean ones just mentioned. While focusing on Del Biondo’s painting, my main purpose is to engage in body phenomenology practices, and to show, in the words of Shusterman, how “[w]e might sharpen our appreciation of art through more attention to our somaesthetic feelings involved in perceiving art” and indeed the world. (shrink)