This report reviews what quantum physics and information theory have to tell us about the age-old question, How come existence? No escape is evident from four conclusions: (1) The world cannot be a giant machine, ruled by any preestablished continuum physical law. (2) There is no such thing at the microscopic level as space or time or spacetime continuum. (3) The familiar probability function or functional, and wave equation or functional wave equation, of standard quantum theory provide mere continuum idealizations (...) and by reason of this circumstance conceal the information-theoretic source from which they derive. (4) No element in the description of physics shows itself as closer to primordial than the elementary quantum phenomenon, that is, the elementary device-intermediated act of posing a yes-no physical question and eliciting an answer or, in brief, the elementary act of observer-participancy. Otherwise stated, every physical quantity, every it, derives its ultimate significance from bits, binary yes-or-no indications, a conclusion which we epitomize in the phrase, it from bit. (shrink)

Personal AI assistants are now nearly ubiquitous. Every leading smartphone operating system comes with a personal AI assistant that promises to help you with basic cognitive tasks: searching, planning, messaging, scheduling and so on. Usage of such devices is effectively a form of algorithmic outsourcing: getting a smart algorithm to do something on your behalf. Many have expressed concerns about this algorithmic outsourcing. They claim that it is dehumanising, leads to cognitive degeneration, and robs us of our freedom and autonomy. (...) Some people have a more subtle view, arguing that it is problematic in those cases where its use may degrade important interpersonal virtues. In this article, I assess these objections to the use of AI assistants. I will argue that the ethics of their use is complex. There are no quick fixes or knockdown objections to the practice, but there are some legitimate concerns. By carefully analysing and evaluating the objections that have been lodged to date, we can begin to articulate an ethics of personal AI use that navigates those concerns. In the process, we can locate some paradoxes in our thinking about outsourcing and technological dependence, and we can think more clearly about what it means to live a good life in the age of smart machines. (shrink)

This chapter examines a common objection to sex robots: the symbolic-consequences argument. According to this argument sex robots are problematic because they symbolise something disturbing about our attitude to sex-related norms such as consent and the status of our sex partners, and because of the potential consequences of this symbolism. After formalising this objection and considering several real-world uses of it, the chapter subjects it to critical scrutiny. It argues that while there are grounds for thinking that sex robots could (...) symbolically represent a troubling attitude toward women (and maybe children) and the norms of interpersonal sexual relationships, the troubling symbolism is going to be removable in many instances and reformable in others. What will ultimately matter are the consequences of the symbolism but these consequences are likely to be difficult to ascertain. This may warrant an explicitly experimental approach to the development of this technology. (shrink)

Five experiments demonstrate the central role of knowledge attributions in social evaluations. In Experiments 1–3, we manipulated whether an agent believes, is certain of, or knows a true proposition and asked people to rate whether the agent should perform a variety of actions. We found that knowledge, more so than belief or certainty, leads people to judge that the agent should act. In Experiments 4–5, we investigated whether attributions of knowledge or certainty can explain an important finding on how people (...) act based on statistical evidence, known as “the Wells effect”. We found that knowledge attributions, but not certainty attributions, mediate this effect on decision making. 2018 APA, all rights reserved). (shrink)

For most philosophers who have written recently on the topic, to give into temptation is always to revise a decision in a way that is somehow unreasonable—as when, say, recalling that there is a World Cup game that I can stream from my office, I abandon my plan to spend the morning writing. But I argue in this paper that a person can also give in to the temptation to violate a decision without undoing that decision or even calling it (...) into question. This is possible, I argue, because the content of our decisions does not always settle exactly what is required to abide by them. This slack between the explicit content of our decisions, and the specific acts by which we carry or fail to carry them out, allows us to act contrary to those decisions even as they remain in place. As such, temptation of this kind cannot be resisted simply by refraining from reconsidering our decisions or changing our minds about what to do. (shrink)

This paper examines some recent arguments for internalism that (i) appeal to an analogy between practical and theoretical reasons, (ii) look toward our practices of reasoning with others, or (iii) tie reasons to good deliberation. The conclusion of this paper is a skeptical one: none of these new arguments gives us sufficient reason to think that internalism is true.

Evidence from life science, cognitive science, and philosophy supports the hypothesis that knowledge is a central norm of the human practice of assertion. However, to date, the experimental evidence supporting this hypothesis is limited to American anglophones. If the hypothesis is correct, then such findings will not be limited to one language or culture. Instead, we should find a strong connection between knowledge and assertability across human languages and cultures. To begin testing this prediction, we conducted three experiments on Koreans (...) in Korean. In each case, the findings replicated prior results observed in Americans and were corroborated by key findings from new replication studies on Americans using materials back-translated from Korean. These findings support the theory that there is a core, cross-culturally robust human practice of assertion and that, according to the rules of this practice, assertions should express knowledge. (shrink)

Part One of the paper argues against evidentialism and individualism in religiousepistemology, and in favor of a “social turn” in the field. The idea here is that humanbelief in general, and religious belief in particular, is largely characterized by epistemicdependence on other persons. An adequate epistemology, it is agued, ought to recognizeand account for social epistemic dependence.Part Two considers a problem that becomes salient when we make such a turn. Inshort, how are we to understand the transmission of knowledge and (...) rational faith in areligious tradition? The problem arises because, by all accounts, even the best traditionstransmit superstitions, self-serving prejudices, and other things that are down right falseon any reasonable view. So how is it that these same traditions can also transmit rationalfaith and even knowledge by means of the very same channels, for example channels ofreligious authority and religious teaching?Part Three offers a tentative solution to this problem. (shrink)

This paper connects recent findings from experimental epistemology to several major themes in classical Indian epistemology. First, current evidence supports a specific account of the ordinary knowledge concept in contemporary anglophone American culture. According to this account, known as abilism, knowledge is a true representation produced by cognitive ability. I present evidence that abilism closely approximates Nyāya epistemology’s theory of knowledge, especially that found in the Nyāya-sūtra. Second, Americans are more willing to attribute knowledge of positive facts than of negative (...) facts, especially when such facts are inferred and even when the positive and negative “facts” are logically equivalent. Similar suspicions about knowledge of negative facts seemingly occur in classical Indian epistemology, suggesting that the asymmetry might not be an American quirk but instead reflect a cross-culturally robust tendency in knowledge attributions. Each of these themes—abilism and the positive/negative asymmetry—presents an exciting opportunity for further research in experimental cross-cultural epistemology. (shrink)

The chapter introduces the edited collection Robot Sex: Social and Ethical Implications. It proposes a definition of the term 'sex robot' and examines some current prototype models. It also considers the three main ethical questions one can ask about sex robots: (i) do they benefit/harm the user? (ii) do they benefit/harm society? or (iii) do they benefit/harm the robot?

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 common objection to moral enhancement is that it would undermine our moral freedom and that this is a bad thing because moral freedom is a great good. Michael Hauskeller has defended this view on a couple of occasions using an arresting thought experiment called the 'Little Alex' problem. In this paper, I reconstruct the argument Hauskeller derives from this thought experiment and subject it to critical scrutiny. I claim that the argument ultimately fails because (a) it assumes that moral (...) freedom is an intrinsic good when, in fact, it is more likely to be an axiological catalyst; and (b) there are reasons to think that moral enhancement does not undermine moral freedom. (shrink)

The idea that education should equip people to lead flourishing lives and help others to do so is now becoming salient in policy-making circles. Philosophy of education can help here by clarifying what flourishing consists in. This essay examines one aspect of this. It rejects the view that well-being goods are derivable from human nature, as in the theories of Howard Gardner and Edmond Holmes. It locates them, rather, as cultural products, but not culturally-relative ones, drawing attention to the proliferating (...) forms they have taken over the past three or four centuries. It looks to aesthetics and art criticism as a guide to a philosophical treatment of well-being goods more generally. It also takes off from aesthetics and art criticism in seeking to identify reliable authorities on the flourishing life. On this, it rejects elitist conceptions in favour of a more democratic model, emphasising its importance in education for citizenship. (shrink)

Anne Conway rejects the view that creatures are essentially members of any natural kind more specific than the kind 'creature'. That is, she rejects essentialism about species membership. This chapter provides an analysis of one of Anne Conway's arguments against such essentialism, which (as I argue) is drawn from metaethical rather than metaphysical premises. In her view, if a creature's species or kind were inscribed in its essence, that essence would constitute a limit on the creature's potential to participate in (...) the divine good. It is this consideration that ultimately leads her to reject essentialism about species membership. The chapter concludes with an examination of some of the metaethical consequences of Conway's view as well as a lesson it can teach us about ideal adviser accounts of the good. (shrink)

I suggest a solution to two puzzles in Spinoza's metaphysics. The first puzzle involves the mind and the idea of the mind, in particular how they can be identical, even though the mind thinks about bodies and nothing else, whereas the idea of the mind thinks about ideas and nothing else. The second puzzle involves the mind and the idea of a thing that belongs to an unknown attribute, in particular how they can be identical, even though the mind thinks (...) about bodies and nothing else, whereas the idea thinks about things belonging to the unknown attribute and nothing else. I suggest that Spinoza would respond to both puzzles by rejecting the Indiscernibility of Identicals. (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 paper explores the handling of singular analogy in quantitative inductive logics. It concentrates on two analogical patterns coextensive with the traditional argument from analogy: perfect and imperfect analogy. Each is examined within Carnap’s λ-continuum, Carnap’s and Stegmüller’s λ-η continuum, Carnap’s Basic System, Hintikka’s α-λ continuum, and Hintikka’s and Niiniluoto’s K-dimensional system. Itis argued that these logics handle perfect analogies with ease, and that imperfect analogies, while unmanageable in some logics, are quite manageable in others. The paper concludes with a (...) modification of the K-dimensional system that synthesizes independent proposals by Kuipers and Niiniluoto. (shrink)

In England and Wales we have had a National Curriculum since 1988. How can it have survived so long without aims to guide it? This IMPACT pamphlet argues that curriculum planning should begin not with a boxed set of academic subjects of a familiar sort, but with wider considerations of what schools should be for. We first work out a defensible set of wider aims backed by a well-argued rationale. From these we develop sub-aims constituting an aims-based curriculum. Further detail (...) is provided here on one of the most central educational aims, to do with equipping each child to live a flourishing personal and civic life. [A later, more detailed account of an aims-based curriculum is available in Reiss, M and White J <An Aims-based Curriculum: the significance of human flourishing for schools> Institute of Education Press 2013]. (shrink)

Richard Peters argued for a general education based largely on the study of truth-seeking subjects for its own sake. His arguments have long been acknowledged as problematic. There are also difficulties with Paul Hirst's arguments for a liberal education, which in part overlap with Peters'. Where justification fails, can historical explanation illuminate? Peters was influenced by the prevailing idea that a secondary education should be based on traditional, largely knowledge-orientated subjects, pursued for intrinsic as well as practical ends. Does history (...) reveal good reasons for this view? The view itself has roots going back to the 16th century and the educational tradition of radical Protestantism. Religious arguments to do with restoring the image of an omniscient God in man made good sense, within their own terms, of an encyclopaedic approach to education. As these faded in prominence after 1800, old curricular patterns persisted in the drive for ‘middle-class schools’, and new, less plausible justifications grew in salience. These were based first on faculty psychology and later on the psychology of individual differences. The essay relates the views of Peters and Hirst to these historical arguments, asking how far their writings show traces of the religious argument mentioned, and how their views on education and the development of mind relate to the psychological arguments. (shrink)

In the first two chapters of his 1925 book Les cadres sociaux de la mémoire (The Social Frameworks of Memory), the French sociologist Maurice Halbwachs (1877-1945) develops a sustained comparison between remembering and dreaming. Engaging in detail with large bodies of contemporary research in psychology, physiology, philosophy, and linguistics, he aims to combat what he calls the ‘surprising’ tendency of ‘psychological treatises that deal with memory’ to treat each of us as ‘an isolated being’ (1925/ 1994, vi) 1. In the (...) course of making a case that memory is deeply situated and social, Halbwachs offers a subtle and challenging treatment of dreams. (shrink)

Open peer commentary on the article “Beyond Individual-Centred 4E Cognition: Systems Biology and Sympoiesis” by Mads Julian Dengsø & Michael David Kirchhoff. Abstract: Dengsø and Kirchhoff offer a revised dynamic conception of the individual in place of the bounded cognitive agent of classical cognitive science. However, this may not be sufficiently robust to ground the enquiries into individual and cultural differences that remain vital in the proposed “deterritorialized cognitive science.” It also needs to make contact with rich traditions of 4E (...) research on socially distributed cognition, which are neglected in Dengsø and Kirchhoff’s critique. It is just because individualization is a fragile process, and because boundaries are hard-won achievements, that anti-individualists who highlight the multiplicity, heterogeneity, and dynamism of cognitive ecologies must reconfigure rather than eliminate or efface the individual. (shrink)

What the rational thing to do in the face of disagreement by an epistemic peer is has been much discussed recently. Those who think that a peer’s disagreement is itself evidence against one’s belief, as many do, are committed to a special form of epistemic dependence. If such disagreement is really evidence, it seems reasonable to take it into account and to adjust one’s belief accordingly. But then it seems that the belief one ends up with depends, in part, on (...) what someone else believes, even if one does not know why that someone believes what he does. While the practical impossibility of finding actual cases of peer disagreement has been often noted, its conceptual possibility has gone unquestioned. Here we challenge this consensus and argue, first, that, strictly speaking, peer disagreement is impossible and, second, that cases of – all-too-common – near-peer disagreement present no special puzzle and require nothing more than adhering to standard principles of sensible epistemic conduct. In particular, we argue that in such cases there is no good reason to adopt the widely accepted principle that evidence of evidence is evidence. If so, even if one takes a near-peer’s disagreement as a reason for reexamining one’s belief, one is not epistemically dependent in the sense one would be if that disagreement were evidence concerning the matter in question. (shrink)

Misinformation can have significant societal consequences. For example, misinformation about climate change has confused the public and stalled support for mitigation policies. When people lack the expertise and skill to evaluate the science behind a claim, they typically rely on heuristics such as substituting judgment about something complex (i.e. climate science) with judgment about something simple (i.e. the character of people who speak about climate science) and are therefore vulnerable to misleading information. Inoculation theory offers one approach to effectively neutralize (...) the influence of misinformation. Typically, inoculations convey resistance by providing people with information that counters misinformation. In contrast, we propose inoculating against misinformation by explaining the fallacious reasoning within misleading denialist claims. We offer a strategy based on critical thinking methods to analyse and detect poor reasoning within denialist claims. This strategy includes detailing argument structure, determining the truth of the premises, and checking for validity, hidden premises, or ambiguous language. Focusing on argument structure also facilitates the identification of reasoning fallacies by locating them in the reasoning process. Because this reason-based form of inoculation is based on general critical thinking methods, it offers the distinct advantage of being accessible to those who lack expertise in climate science. We applied this approach to 42 common denialist claims and find that they all demonstrate fallacious reasoning and fail to refute the scientific consensus regarding anthropogenic global warming. This comprehensive deconstruction and refutation of the most common denialist claims about climate change is designed to act as a resource for communicators and educators who teach climate science and/or critical thinking. (shrink)

Sterelny and Hiscock (S&H) argue against the centrality of high-fidelity copying in cumulative culture. I address one key strand of their case, the decoupling of expertise from precise imitation. This advances understanding of hominin skill acquisition, and underlines a puzzle about domain-specificity.

In this paper, I discuss several temporal aspects of paleontology from a philosophical perspective. I begin by presenting the general problem of “taming” deep time to make it comprehensible at a human scale, starting with the traditional geologic time scale: an event-based, relative time scale consisting of a hierarchy of chronological units. Not only does the relative timescale provide a basis for reconstructing many of the general features of the history of life, but it is also consonant with the cognitive (...) processes humans use to think about time. Absolute dating of rocks, fossils, and evolutionary events (such as branching events on the tree of life) can be accomplished through the use of radiometric dating, chronological signals extractable from fossil growth patterns, and the “molecular clock.” Sometimes these different methods of absolute dating, which start from largely independent assumptions and evidentiary bases, converge in their temporal estimates, resulting in a consilience of inductions. At other times they fail to agree, either because fossils and molecules are giving temporal information about different aspects of nature and should not be expected to agree, or because of flawed assumptions that give rise to an inaccurate estimate. I argue that in general, despite the fact that it can be difficult to integrate disparate kinds of evidence, the principle of total evidence should be applied to the dating of evolutionary events. As a historical science, paleontology studies past events we cannot observe directly. This raises questions of epistemic access, meaning that due to the fragmentary nature of the fossil record we may find ourselves without access to the relevant traces to adjudicate between rival hypotheses about the past. The problems and prospects of epistemic access are explored through a case study of the reconstruction of the colors of dinosaurs. The paper closes with a reflection on the Darwin- Lyell metaphor of the fossil record as a highly fragmentary history book, and a call for a reconsideration of the book metaphor in favor of a systems view of the geologic and fossil records. (shrink)

Howard Gardner's theory of Multiple Intelligences has had a huge influence on school education. But its credentials lack justification, as the first section of this paper shows via a detailed philosophical analysis of how the intelligences are identified. If we want to make sense of the theory, we need to turn from a philosophical to a historical perspective. This is provided in the second section, which explores how the theory came to take shape in the course of Gardner's intellectual development. (...) The third section looks at changes in the theory since its inception in 1983 and at problems with its applications to education. The paper concludes with a response to Gardner's critical comments on the argument to this point. (shrink)

As one of the first readers of this fine collection of chapters in improvisation studies, I’ve been interactively constructing my experiences and interpretations of the chapters as I go along. Engaged reading – like all our characteristic activities – has a substantial improvisatory dimension. Readers are neither passively downloading data transmitted fully formed from the contributors’ minds nor making up whatever we like, projecting our own views onto a blank slate of a book. In forging and sharing here my own (...) idiosyncratic responses, I reach out to other, future readers by welcoming and inviting creative pushback, aiming to open up options, to accept and expand on the rich fare these authors offer us. (shrink)

Argument about changes in the law of rape are logically dependent upon a prior definitional account. For any legal definition of an act, one can sensibly ask if that definition is right. To know whether the law is sound, one must first understand of what it is that the definition is a definition. For many parts of the criminal law, and the law of rape is one, the definitions on which the law moves are concepts perfectly accessible outside and apart (...) from the law. I have two aims for this article. The first is to argue for a particular conception of rape as the best understanding of the constellation of acts we conceptualize as rape. The second, less direct, is to show that traditional methods of conceptual analysis can contribute to legal and social scholarship and reform. (shrink)

What is analytical philosophy of education (APE)? And what has been its place in the history of the subject over the last fifty years? In a recent essay in Ethics and Education (Vol 2, No 2 October 2007) on ‘Rival conceptions of the philosophy of education’, Paul Standish described a number of features of APE. Relying on both historical and philosophical argument, the present paper critically assesses these eight points, as well as another five points delineating APE in the Introduction (...) to The Blackwell Guide to the Philosophy of Education. (shrink)

A brief account of educational aims, focussing on preparation for a life of autonomous well-being.

As the author has previously argued, a statement of form “Y is X” can often be taken as hyperbolic for a notably high degree of likeness between Y and X, or, instead, as hyperbolically stating how important Y is as a part of X. The present article goes further and argues that these types of hyperbole, as well as various others, are just special cases of reflexive hyperbole, a style that appears not previously to have been explored in its own (...) right. The article therefore serves to introduce this style and to unify under it various more specific, disparate-seeming types of hyperbole, revealing their deep similarity. They all rest in a uniform way on a special property that some relationships have, namely of being reflexive in a broadened sense. The relationship of likeness is reflexive in the standard sense that any entity bears the relationship to itself with maximum possible strength. But some other relationships of interest in this article are only reflexive in a broader way that relaxes these universality and maximality requirements to an extent. The article also explains how reflexive hyperbole about likeness is a novel addition to the theory of metaphor, involving a distinctive interpretative process with special effects, and how reflexive hyperbole about part importance is not reducible to whole-for-part metonymy, because the latter does not systematically access sufficiently important parts. In addition, the article briefly considers the defaultness or otherwise of reflexive hyperbolic interpretations. (shrink)

Portraits of Wittgenstein and Hume are used as test cases in some preliminary investigations of a new kind of philosophical picture. Such pictures are produced via a variety of visual transformations of the original portraits, with a final selection for display and discussion being based on the few results that seem to have some interesting relevance to the character or philosophical views of the philosopher in question.

The New Age philosopher, Rudolf Steiner (1861-1925), was the most prolific and arguably the most influential philosopher of his era. He assembled a substantial library, of approximately 9,000 items, which has been preserved intact since his death. Most of Rudolf Steiner’s books are in German, his native language however there are books in other languages, including English, French, Italian, Swedish, Sanskrit and Latin. There are more books in English than in any other foreign language. Steiner esteemed English as “a universal (...) world language”. The present paper identifies 327 books in English in Rudolf Steiner’s personal library. Fifty percent of the English-language books identified are on Theosophy (n=164). Rudolf Steiner was the General Secretary of the German branch of the Theosophy Society from 1902, and he hived off his own Anthroposophy Society in 1912. The present study reveals that Steiner maintained his interest in Theosophy throughout his life as he stayed up to date with the proliferating portfolio of Theosophy publications. The publication dates of Steiner’s Theosophy collection range from 1877 to 1923. The leading exponents of Theosophy in his day are well represented in Steiner’s collection, including Annie Besant (n=61), Charles Leadbeater (n=13), William Westcott (n=13) and Helena Blavatsky (n=10). Of the other 50% of the Anglo-books identified, 20% are in the category of Religion (n=67), 10% are Social Science (n=33), 6% are Philosophy (n=21), 4% are Science (n=13), and 3% each are Anthroposophy (n=11), History (n=9) and Arts (n=9). The publication dates of Steiner’s Anglo-books span the period 1659 to 1925. This demonstrates that Steiner was acquiring Anglo-books right to the end of his life. The Steiner library throws light on the development of the thoughts of this remarkable individual and the present paper reveals Steiner’s engagement throughout his life with the world of Anglo-publishing and thought. (shrink)

The recent trend among many philosophers of religion has been to interpret divine eternity as an everlasting temporality in which an omnitemporal God exists in and throughout the whole of time. This is in contrast to the classical account of divine eternity as atemporal, immutable existence. In this paper, Aquinas' use of Boethius's definition of eternity as “the whole, perfect, and simultaneous possession of endless life” is analyzed and explained in contradistinction to Aristotle's definition of time. This analysis is then (...) used to respond to Nicholas Wolterstroff's argument in "God Everlasting" that God's knowledge of temporal events infects God with temporality and mutability. The argument concludes by introducing an important distinction between absolute simultaneity and temporal simultaneity, which allows us to hold God is omniscient because he is absolutely simultaneous with all events but is not temporally simultaneous with any event. (shrink)

The pejorative have been the object of a growing literature in philosophy. Hom and May (2013) defend the Semantic Innocence thesis to explain a depreciative force of the pejoratives, receiving attacks from Sennet and Copp (2014). The purpose of this article is to present contributions to this discussion, defending the Semantic Innocence thesis of the attacks received from Sennet and Copp (2014), but presenting a new argument against its pretensions, showing that the Semantic Innocence thesis fails to recognize the derogatory (...) character of insults whose neutral counterpart is false. (shrink)

The genealogy-based classificatory programs of Kant and Darwin are briefly discussed for context. It is detailed how in biology there is no unambiguous term to reference infraspecific-level descent-based divisions. The term lineage population is introduced and defined for analytic purposes as one of a set of inter-fertile divisions of organisms into which members are arranged by propinquity of descent. It is argued that the lineage population concept avoids the ambiguities associated with related biological and anthropological concepts and polysemes such as (...) population, ethnicity, and race. Other terms and concepts, such as form, cline, cluster, geographic population, breeding population, genetic population, breed, species, subspecies, ancestry, geographic ancestry, biogeographic ancestry, ancestral population, ancestry population, natural division, and population lineage, are discussed in relation to this concept. It is concluded that the lineage population concept is a useful analytic tool which describes, in line with the Kantian/Darwinian perspective, an interesting class of biological variation. (shrink)

The present dissertation presents an examination of the Carrollian logic through the reconstruction of its syllogistic theory. Lewis Carroll was one of the main responsible for the dissemination of logic during the nineteenth century, but most of his logical writings remained unknown until a posthumous publication of 1977. The reconstruction of the Carrollian syllogistic theory was based on the comparison of the two books on author's logic, "The Game of Logic" and "Symbolic Logic". The analysis of the Carrollian syllogistics starts (...) from a study of the historical context of development of the logic and the developments of syllogistics previous to the contribution of the author. Situated in the historical period of algebraical logic, Carrollian syllogistics is characterized as a conservative extension of the Aristotelian syllogistics, the main innovation is the use of negative terms and the introduction of a diagrammatic method suitable for the representation of negative terms. The diagrammatic method of the Carrollian syllogistics presents advances in relation to the methods of Euler and Venn. The use of negative terms also requires a redefinition of the notion of syllogism, simplifying and expanding the amount of arguments amenable to logical treatment. Carroll does not use four, but only three categorical propositions in his syllogistic, with interpretation of existential presuppositions congruent with a syntactic-existential reading. Carrollian syllogistics uses some techniques found in the work of algebraists of logic and also made the same confusions between notions of "class" and "member" that were common in the period. Convinced of the social utility of logic and dedicated to popularize it, Carroll priorized a creation of new didactics for the teaching of logic in his works, where he can include his diagrammatic method of solving syllogisms. Carroll made only scant considerations of his conception of logic. Based on the small considerations found throughout the study and on the constant claim of the social utility of logic, it is suggested that Carroll is close to the so-called pragmatic position, which considers a logic as an instrument of regulation of discourse. (shrink)