Many of us agree that we ought not to wrong future people, but there remains disagreement about which of our actions can wrong them. Can we wrong individuals whose lives are worth living by taking actions that result in their very existence? The problem of justifying an answer to this question has come to be known as the non-identity problem.[1] While the literature contains an array of strategies for solving the problem,[2] in this paper I will take what I call (...) the harm-based approach, and I will defend an account of harming—which I call the existence account of harming—that can vindicate this approach. -/- Roughly put, the harm-based approach holds that, by acting in ways that result in the existence of individuals whose lives are worth living, we can harm and thereby wrong those individuals. An initially plausible way to try to justify this approach is to endorse the non-comparative account of harming, which holds that an event harms an individual just in case it causes her to be in a bad state, such that the state’s badness does not derive from a comparison between that state and some alternative state that the individual would or could have been in. However, many philosophers argue that the non-comparative account of harming is inadequate,[3] and one might be tempted to infer from this that any harm-based approach to the non-identity problem will fail. My proposal, which I call the existence account of harming, will show that this inference is faulty: we can vindicate the harm-based approach without relying on the non-comparative account of harming. (shrink)

There are kinds of dialogue that support social justice and others that do the reverse. The kinds of dialogue that support social justice require that anger be bracketed and that hiding in safe spaces be eschewed. All illegitimate ad hominem/ad feminem attacks are ruled out from the get-go. No dialogical contribution can be down-graded on account of the communicator’s gender, race, or religion. As well, this communicative approach unapologetically privileges reason in full view of theories and strategies that might seek (...) to undermine reasoning as just another illegitimate form of power. On the more positive side, it is argued in this paper that social justice dialogue will be enhanced by a kind of “communicative upgrading,” which amplifies “person perception,” foregrounds the impersonal forces within our common social spaces rather than the “baddies” within, and orients the dialogical trajectory toward the future rather than the past. Finally, it is argued in this paper that educators have a pressing responsibility to guide their students through social justice dialogue so that their speech contributes to the amelioration of injustice, rather than rendering the terrain more treacherous. (shrink)

A complete theory of harming must have both a substantive component and a formal component. The substantive component, which Victor Tadros (2014) calls the “currency” of harm, tells us what I interfere with when I harm you. The formal component, which Tadros calls the “measure” of harm, tells us how the harm to you is related to my action. In this chapter I survey the literature on both the currency and the measure of harm. I argue that the currency of (...) harm is well-being and that the measure of harming is best captured by a causal account on which harming is causing a harm. A harm for you is the presence of something intrinsically bad for you or the absence of something intrinsically good for you. Thus, although a counterfactual account of the measure of harm need not distinguish between an harm and a harmful event, the causal account reserves the term ‘harm’, not for a harmful event, but only for its effect. Finally, I show how a complete theory of harming can help us to answer questions about whether we can harm people with speech, whether we can harm the dead, and how it is possible to harm future generations. (shrink)

There is a long standing controversy in education as to whether education ought to be teacher- or student- centered. Interestingly, this controversy parallels the parent- vs. child-centered theoretical swings with regard to good parenting. One obvious difference between the two poles is the mode of communication. “Authoritarian” teaching and parenting strategies focus on the need of those who have much to learn to “do as they are told,” i.e. the authority talks, the child listens. “Non-authoritarian” strategies are anchored in the (...) assumption that youngsters ought to be encouraged to develop their natural interests and talents and hence that it is important to allow the children to do the talking and that adults listen. Both strategies seemed flawed due to the absence of the inherent wisdom of its opposing view. This chasm can be overcome. The Community of Inquiry, a pedagogical method used in Philosophy for Children, demands a method of communication which is able to bridge this gap. A Community of Inquiry is neither teacher-centered and controlled nor student-centered and controlled, but centered on and controlled by the demands of truth. Truth is absolutely essential to this method; it is only because of progress toward truth that participants are ultimately convinced of the fruitfulness of the process. Truth, however, is a hard taskmaster; it places severe restrictions on participants and puts exacting demands on the facilitator. These inherent restrictions and demands are too often underplayed, overlooked and sometimes seemingly overtly denied by those who, quite correctly emphasize that ultimately this method depends on maintenance and enhancement of student autonomy. This underrating of the role of the facilitator has led to a severe undervaluing of this otherwise brilliant pedagogical method, but worse, it has left novice teacher/facilitators ill prepared to utilize this method successfully. (shrink)

According to various “harm-based” approaches to the non-identity problem, an action that brings a particular child into existence can also harm that child, even if his or her life is worth living. In the third chapter of The Non-Identity Problem and the Ethics of Future People, David Boonin surveys a variety of harm-based approaches and argues that none of them are successful. In this paper I argue that his objections to these various approaches do not impugn a harm-based approach that (...) Boonin does not consider, an approach I call the “existence solution to the non-identity problem.” I also argue that the existence solution is more plausible than Boonin’s own proposed solution. (shrink)

That the world is awash with resentment poses a genuine question for educators. Here, we will suggest that resentment can be better harnessed for good if we stop focusing on people and tribes and, instead, focus on systems: those invisible norms that often produce locked-in structures of social interaction. A “systems lens” is vast, so fixes will have to be an iterative process of reflection, and revision toward a more just system. Nonetheless, resentment toward the status quo may be an (...) important element in keeping that otherwise tedious process going, with the caveat that resentment is only productive when it is combined with reason, and that, therefore, educators, rather than privileging participant reactive attitudes, ought, instead, to promote participant reactive reasoning, as the latter can be a genuine force for both personal and interpersonal growth, while the former might very well do the reverse. (shrink)

Using two decades worth of experimental philosophy (aka x-phi), Edouard Machery argues in Philosophy within its Proper Bounds (OUP, 2017) that philosophers’ use of the “method of cases” is unreliable because it has a strong tendency to elicit different intuitive responses from non-philosophers. And because, as Machery argues, appealing to such cases is usually the only way for philosophers to acquire the kind of knowledge they seek, an extensive philosophical skepticism follows. I argue that Machery’s “Unreliability” argument fails because, once (...) its premises are percisified, they are either self-defeating or without justification. This is a significant result because Machery’s arguments are the most widely cited and discussed x-phi arguments for philosophical skepticism and many hold that Machery provides the most empirically informed, convincing, and thus best case for this kind of skepticism. So, if my arguments are sound, then the best x-phi argument for philosophical skepticism fails. I further argue that this result provides strong reason to believe the more general conclusion that “negative” x-phi is likely doomed: x-phi likely can never support a substantive philosophical skepticism. Ultimately, I argue for the broad conclusion that all empirically minded arguments for philosophical skepticism are likely to fail for the same reasons that Machery’s does, i.e. they are (likely) self-defeating. (shrink)

For several decades scientists and philosophers studying how the mind works have debated the issue of modularity. Their main disagreements concern the massive modularity hypothesis, according to which all (or most) of our cognitive mechanisms are modular in nature. Pietraszewski and Wertz (2022) have recently suggested that the modularity debate is based on a confusion about the levels of analysis at which the mind can be explained. This article argues that their position suffers from three major problems: (1) the argument (...) is unsound, with untrue premises; (2) it glosses over important empirical issues; and (3) the guidelines it offers are not sufficient for avoiding future confusions. As these criticisms are developed, this article will provide a way of making sense of the modularity debate—with an eye for what really is at stake both conceptually and empirically—and, by identifying a false assumption often shared by proponents and opponents of the massive modularity hypothesis alike, it will sketch out some guidelines for moving the debate forward. (shrink)

There is a clear distinction between genuine and fraudulent reasoning. Being seduced by the latter can result in horrific consequences. This paper explores how we can arm ourselves, and others with the ability to recognize the difference between genuine and pseudo-reasoning, with the motivation to maintain an unbending commitment to follow the “impersonal” “norm-driven” rules of reason even in situations in which “non-reasonable” strategies appear to support short-term bests interests, and with the confidence that genuine reasoning is the best defense (...) against the pseudo-reasoning. It also provides a simple table of “markers” whereby genuine reasoning can be distinguished from the “fake stuff.”. (shrink)

This chapter defends a deontological approach to both the non-identity problem and what is referred to as the “inconsequentiality problem.” Both problems arise in cases where, although the actions of presently living people appear to have harmful consequences for future people, it is difficult to explain why there are moral reasons against such actions. The deontological response to both problems appeals to a distinction between causal and non-causal consequences. By acknowledging the moral importance of such a distinction, deontologists can vindicate (...) the judgment that, collectively and individually, we have harm-based reasons against bringing about bad consequences for future people. (shrink)

In this paper I offer a selective, systematic rather than historical account of Merleau-Ponty’s highly complex relation to classical German philosophy, focussing on issues which bear on the question of his relation to transcendentalism and naturalism. I argue that the concerns which define his project in Phenomenology of Perception are fundamentally those of transcendental philosophy, and that Merleau-Ponty’s disagreements with Kant, and the position he arrives at in The Visible and the Invisible, are helpfully viewed in light of issues which (...) Merleau-Ponty identifies as raised by Kant’s Critique of the Power of Judgement, and Schelling’s conversion of Kantian idealism into a Real-Idealismus. Finally I address the question of whether, and on what basis, Merleau-Ponty’s claim to have surpassed systematic philosophy can be defended. (shrink)

Epistemic Courage is a timely and thought-provoking exploration of the ethics of belief, which shows why epistemology is no mere academic abstraction - the question of what to believe couldn't be more urgent. Jonathan Ichikawa argues that a skeptical, negative bias about belief is connected to a conservative bias that reinforces the status quo.

Abstract: In The Imaginary Jean-Paul Sartre makes what will strike many as an implausibly strong claim, namely that perception and imagination are incompatible kinds of experience - I call this the exclusion claim. This paper offers a reconstruction of Sartre’s exclusion claim. First, it frames the claim in terms of cross-modal attention distribution, such that it is not possible to simultaneously attend to what one is imagining and what one is perceiving. However, this leaves it open that a subject can (...) simultaneously imagine and perceive on the condition that either the perceived or imagined objects are not attended to. While this is a philosophically plausible position it fails to do justice to Sartre’s intended position, which suggests a more radical exclusion between perception and imagination. In light of this section 3 develops a supplementary argument to remove one of the possible configurations of attention that the ban on divided attention leaves in place by arguing that the objects of imagining must be attended to, which follows from Sartre’s characterisation of imagination as spontaneous. The resulting exclusion is as follows: attentive perception excludes imagination (and vice versa), given that the latter is necessarily attentive, but attentive imagination can co-occur with non-attentive or background perception (in this sense the exclusion is asymmetric in a way that Sartre fails to recognise). In concluding I detail how from this exclusion we get an important consequence – which Sartre wants the exclusion claim to have – namely that it rules out an imagination-based solution to the problem of perceptual presence. (shrink)

My aim in this chapter is to clarify the nature of the shift in Feyerabend’s philosophical thinking in the 1970s, focusing on issues of realism, relativism, and pluralism. Contra-Preston, I argue that realism-relativism is a misleading variable for characterizing Feyerabend’s shift in the 1970s. Rather, I characterize this shift as Feyerabend’s expansion of pluralism and suggest that this shift appears in Feyerabend’s publications starting in the late-1960s (e.g., Feyerabend 1968b, 1969b, 1970a, 1970c). Adopting the terminology of Brown and Kidd (2016), (...) this shift is characterized by a move from arguments for pluralism within science to broader arguments for pluralism in society. I argue that this shift was largely due to: (1) Feyerabend’s rejection of an empiricist demarcation criterion for science in the mid-1960s, and (2) Feyerabend’s incorporation of Mill’s arguments for pluralism into his own publications starting in 1970. This shift can be characterized as a broadening or expanding the scope of Feyerabend’s arguments for pluralism from contexts of scientific knowledge to the broader context of social or cultural (including ethical) knowledge. I articulate this argument with reference to the framework for classifying Feyerabend’s works formulated by Brown and Kidd (2016). Against Brown and Kidd (and Preston), I argue that realism-relativism is a red-herring as a variable for distinguishing Feyerabend’s early and middle works. Brown and Kidd’s distinction between pluralism within science and pluralism in society is a more useful variable for characterizing Feyerabend’s shift in thinking in the 1970s. Whereas Preston (1997) and Brown and Kidd (2016) identify the beginning of Feyerabend’s pluralism in society phase in 1978 with the publication of Science in a Free Society (Feyerabend 1978), I suggest that the relevant shift occurs much earlier, and it appears in Feyerabend’s publications starting in 1970 (Feyerabend 1970a, 1970b). On this understanding, Feyerabend’s philosophical shift (c. 1970) should be viewed as an expansion (or broadening) of the scope of application of his pluralist arguments, inspired by Mill’s ethical arguments for pluralism in society (Mill 1859/1977). (shrink)

There is an ever-growing literature on what exactly the condition or criterion is that enables some (but not all) debunking arguments to undermine our beliefs. In this paper, I develop a novel schema for debunking argumentation, arguing that debunking arguments generally have a simple and valid form, but that whether or not they are sound depends on the particular aetiological explanation which the debunker provides in order to motivate acceptance of the individual premises. The schema has three unique features: (1) (...) it satisfies important desiderata for what any acceptable account of debunking would have to look like; (2) it is consistent with the inductively supported claim that there is no special debunking principle; and (3) it coheres with the plausible claim that what makes debunking arguments unique is that they rely on so-called genealogies for the justification of their premises. (shrink)

Built-in decision thresholds for AI diagnostics are ethically problematic, as patients may differ in their attitudes about the risk of false-positive and false-negative results, which will require that clinicians assess patient values.

Recently, more attention has been paid to the nature and value of the intellectual virtue of epistemic autonomy. One underexplored issue concerns how epistemic autonomy is related to other intellectual virtues. Plausibly, epistemic autonomy is closely related to a number of intellectual virtues like curiosity, inquisitiveness, intellectual perseverance, and intellectual courage to name just a few. Here, however, I will examine the relation between epistemic autonomy and intellectual humility. I will argue that epistemic autonomy and intellectual humility bear an interesting (...) relationship to one another in that they are interconnected and mutually supporting intellectual virtues. In sections 2 and 3 I will provide a brief overview of the predominant accounts of intellectual humility (section 2) and epistemic autonomy (section 3) in the literature. With an understanding of these intellectual virtues in hand, we will examine their relationship of mutual support in section 4. Section 5 will explore a challenge to this relationship coming from the epistemology of disagreement, and section 6 concludes. (shrink)

What is the epistemic function of imagination? Traditionally, philosophers have claimed that the epistemic function of imagination is exhausted by its ability to provide justification for modal beliefs, or that it is epistemically irrelevant. However, in recent years a number of philosophers have broken with the tradition by arguing that imagination can generate justification or knowledge about contingent empirical facts. This paper argues against this view by developing a new dilemma. The upshot of the argument is that although imagination does (...) have an important epistemic function that has evaded the traditional view, it cannot give rise to new empirical justification or knowledge. (shrink)

Conciliationism is the family of views that rationality requires agents to reduce confidence or suspend belief in p when acknowledged epistemic peers (i.e. agents who are (approximately) equally well-informed and intellectually capable) disagree about p. While Conciliationism is prima facie plausible, some have argued that Conciliationism is not an adequate theory of peer disagreement because it is self-undermining. Responses to this challenge can be put into two mutually exclusive and exhaustive groups: the Solution Responses which deny Conciliationism is self-undermining and (...) attempt to provide arguments which demonstrate this; and the Skeptical Responses which accept that Conciliationism is self-undermining but attempt to mitigate this result by arguing this is either impermanent and/or not very worrisome. I argue that, by Conciliationism’s own lights, both kinds of responses (almost certainly) fail to save Conciliationism from being self-undermining. Thus, Conciliationism is (almost certainly) permanently self-undermining. This result is significant because it demonstrates that Conciliationism is likely hopeless: there is likely nothing that can save Conciliationism from this challenge. I further argue that Conciliationism, like any view, should be abandoned if it is (almost certainly) hopeless. (shrink)

Many philosophers accept a response constraint on normative reasons: that p is a reason for you to φ only if you are able to φ for the reason that p. This constraint offers a natural way to cash out the familiar and intuitive thought that reasons must be able to guide us, and has been put to work as a premise in a range of influential arguments in ethics and epistemology. However, the constraint requires interpretation and faces putative counter-examples due (...) to Julia Markovits, Mark Schroeder, and others. This paper develops and motivates an interpretation of the response constraint that avoids the putative counter-examples. (shrink)

Jonathan Y. Tsou examines and defends positions on central issues in philosophy of psychiatry. The positions defended assume a naturalistic and realist perspective and are framed against skeptical perspectives on biological psychiatry. Issues addressed include the reality of mental disorders; mechanistic and disease explanations of abnormal behavior; definitions of mental disorder; natural and artificial kinds in psychiatry; biological essentialism and the projectability of psychiatric categories; looping effects and the stability of mental disorders; psychiatric classification; and the validity of the (...) DSM's diagnostic categories. The main argument defended by Tsou is that genuine mental disorders are biological kinds with harmful effects. This argument opposes the dogma that mental disorders are necessarily diseases that result from biological dysfunction. Tsou contends that the broader ideal of biological kinds offers a more promising and empirically ascertainable naturalistic standard for assessing the reality of mental disorders and the validity of psychiatric categories. (shrink)

In evolutionary medicine and other related fields, the concept of evolutionary mismatch is used to explain phenomena whereby traits reduce in adaptive value and eventually become maladaptive as the environment changes. This article argues that there is a similar problem of persistent adaptivity—what has been called the problem of evolutionary novelty—and it introduces the concept of mismatch resistance in order to explain phenomena whereby traits retain their adaptive value in novel environments that are radically different from the organisms’ environment of (...) evolutionary adaptedness (EEA). The possible role of variability selection in the evolution of mismatch-resistant traits is discussed, and it is suggested that mismatch resistance provides a useful tool for making progress on certain issues related to evolutionary theory, such as the modularity debate, cases of adaptivity outside of organisms’ ancestral environment, and the viability of naturalism as an overarching philosophical framework for understanding the natural world. (shrink)

The use of evidence to resolve uncertainties is key to many endeavours, most conspicuously science and law. Despite this, the logic of uncertainty is seldom taught explicitly, and often seems misunderstood. Traditional educational practice even fails to encourage students to identify uncertainty when they express knowledge, though mark schemes that reward the identification of reliable and uncertain responses have long been shown to encourage more insightful understanding. In our information-rich society the ability to identify uncertainty is often more important than (...) the possession of knowledge itself. In both science and law there are fundamentally different kinds of uncertainty at issue. There is uncertainty whether a particular hypothesis is correct, and there is uncertainty about observable data that may be generated if a particular hypothesis is correct. Both are expressed in terms of probabilities. Each has its own domain of application and its own logic, but the inter-relationship is complex and sometimes misunderstood. Hypothesis probabilities are always open to error through possible failure to take account of realistic alternatives, while the proper inferences that can be drawn from data probabilities (often in the context of significance testing) are quite limited and easily over-interpreted. When considering these two kinds of probability in a court of law it is possible to interpret the phrase 'reasonable doubt' in different ways. It can be seen as addressing data uncertainty: whether such incriminating evidence might with reasonable probability arise to confront an innocent person. Or (the more conventional view) it can be seen as some sort of threshold level on the probability that the defendant is guilty (a hypothesis probability). Each typically involves elements of subjective judgement, but fewer issues and uncertainties arise when considering the data probability and it is argued that this is often the more critical and proper issue for a jury to address. This has particular repercussions for cases involving identification of a suspect through trawl of a DNA or other database. (shrink)

How does consciousness vary across the animal kingdom? Are some animals ‘more conscious’ than others? This article presents a multidimensional framework for understanding interspecies variation in states of consciousness. The framework distinguishes five key dimensions of variation: perceptual richness, evaluative richness, integration at a time, integration across time, and self-consciousness. For each dimension, existing experiments that bear on it are reviewed and future experiments are suggested. By assessing a given species against each dimension, we can construct a consciousness profile for (...) that species. On this framework, there is no single scale along which species can be ranked as more or less conscious. Rather, each species has its own distinctive consciousness profile. (shrink)

Arguments for attributing non-conceptual content to experience have predominantly been motivated by aspects of the visual perception of empirical properties. In this article, I pursue a different strategy, arguing that a specific class of affective-evaluative experiences have non-conceptual content. The examples drawn on are affective-evaluative experiences of first exposure, in which the subject has a felt valenced intentional attitude towards evaluative properties of the object of their experience, but lacks any powers of conceptual discrimination regarding those evaluative properties. I also (...) show that by accepting this thesis we can explain relevant features of evaluative understanding. (shrink)

There are kinds of dialogue that support social justice and others that do the reverse. The kinds of dialogue that supports social justice requires that anger be bracketed and that hiding in safe spaces be eschewed. All illegitimate ad hominem/ad feminem attacks are ruled out from the get-go. No dialogical contribution can be down-graded on account of the communicator’s gender, race, or religion. As well, this social justice communicative approach unapologetically privileges reason in full view of theories and strategies that (...) might seek to undermine reasoning as just another illegitimate form of power. -/- On the more positive side, we will argue that social justice dialogue will enhanced by a kind of “communicative upgrading” that amplifies “person perception,” foregrounds the impersonal forces within our common social spaces rather than the “baddies” within, and orients the dialogical trajectory toward the future rather than the past. Finally, we will argue that educators have a pressing responsibility to guide their students through social justice dialogue so that their contributions contribute to the amelioration of injustice, rather than rendering the terrain more treacherous. (shrink)

Given that one of the major goals of the practice of Philosophy for Children (P4C) is the development of critical thinking skills (Sharp 1987/2018, pp. 4 6), an urgent question that emerged for one of the authors, who is of Chinese Heritage and a novice practitioner at a P4C summer camp was whether this emphasis on critical thinking might make this practice incompatible with the fabric of Chinese culture. Filial piety (孝), which requires respect for one’s parents, elders, and ancestors (...) is considered an important virtue in Asian culture, as is the preservation of harmony. But if one of the goals of P4C is to teach youngsters to courageously pursue reasoned dialogue, does this not set-up young Asians for serious conflict when they come face-to-face with positions that are articulated by elders, but which are ones to which they are diametrically opposed; a racist grandmother, for instance, or an uncle who insists that those at the Tiananmen Square uprising were nothing but hooligan’s. It is this question that we will explore in this presentation. In the process, we will come to the conclusion that, when positions seem irreconcilable, rather than continuing to pursue rigorous critical interchange that may do little other than escalate insult, the facilitator, rather, ought to move toward creating a deeper understanding of each position juxtaposed against its opposing view (a process that we refer to as ‘collaborative caring’), so as to produce side-by-side understanding, knowing that communal bonds have been maintained and, hence, that the opportunity for genuine reasoned collaborative inquiry on other issues and at future times remains open. (shrink)

This paper argues that juridification has become the enemy of legality. By 'juridification' is meant the proliferation of legal norms and legally recognized norms. By legality is meant conformity with the ideal of the rule of law. The paper begins with the most obvious ways in which juridification threatens legality. Too much law makes the law on any subject hard to discover, hard to remember, and hard to follow. It also makes us too dependent on the discretion of petty officials, (...) who are therefore not sufficiently constrained by law. But the paper looks beyond the discretion of petty officials and argues that, in a way, the biggest threat to legality of our age comes from the proliferation of contractual norms, and the increasing diversion of contractual dispute-resolution into arbitration (and other ADR processes). The paper argues that those who rely on the law to recognise contracts should be subjected to an non-excludable jurisdiction of the courts in respect of all questions of law arising under those contracts, including their proper legal meaning. A compulsory arbitration clause, in other words, should be valid only subject to extensive judicial review of the arbitrator’s decisions. It is argued that contractual arbitration (and other ADR) that does not meet this condition is free-riding on the work of courts and professional lawyers, and should be regarded as antisocial – and that this is true even when it does more perfect justice between the parties. (shrink)

Sentience is the capacity to have feelings, such as feelings of pain, pleasure, hunger, thirst, warmth, joy, comfort and excitement. It is not simply the capacity to feel pain, but feelings of pain, distress or harm, broadly understood, have a special significance for animal welfare law. Drawing on over 300 scientific studies, we evaluate the evidence of sentience in two groups of invertebrate animals: the cephalopod molluscs or, for short, cephalopods (including octopods, squid and cuttlefish) and the decapod crustaceans or, (...) for short, decapods (including crabs, lobsters and crayfish). We also evaluate the potential welfare implications of current commercial practices involving these animals. (shrink)

If you cannot, then you ought not. Taking its own precepts seriously, philosophy, in the face of scientific deterministic success, has abandoned its original calling of inspiring munificence and, in doing so, has undercut much of its own relevance. But this need not be the case. If we adopt a more finely grained set of theoretical glasses, we will see that human freedom is simply the icing on a deterministic layer cake that launches entities, both phylogenetically and ontogenetically, from the (...) object base, through consciousness, and then through self-consciousness, and finally to the possibility of reasonably based self-legislation. Greasing the wheels of the last step is Philosophy’s calling and responsibility. We can—and we ought because we can—fall inline with the Socratic echo, and agitate for munificence. (shrink)

In this dissertation, I explicate some of the moral duties we have to future humans. I defend the view that (DV1) we have pro tanto duties of nonmaleficence and beneficence to and regarding at least some future humans; (DV2) in the present circumstances, this duty of nonmaleficence grounds reasons for us to refrain from damaging certain features of the natural environment; and (DV3) in the present circumstances, this duty of beneficence grounds reasons for at least some of us to bring (...) future humans into existence. I refer to the view consisting of (DV1) - (DV3) as the Duties to Future Humans View (DV). In defense of DV1, I argue that future humans have moral standing, and that their having moral standing is sufficient for our having pro tanto duties of nonmaleficence and beneficence to and regarding them. I take a duty of nonmaleficence to be a duty to refrain from harming and a duty of beneficence to be a duty to benefit. In defense of DV2, I argue that increases in the concentration of carbon dioxide in the atmosphere and numerous species extinctions are harms for future humans. In defense of DV3, I argue that having a life worth living is a benefit to the person who lives that life. One objection to DV is the non-identity problem. In response, I defend substantive accounts of harming and benefiting. The account of harming holds that for any individual having moral standing, S, and any state of affairs, A, (1) A is a harm for S just in case if it were true that both S existed and A did not obtain, then S would have a higher level of lifetime well-being; (2) an action or event harms S just in case it causes a harm for S to obtain; (3) other things being equal, the reason against harming S is stronger, the more similar the world would be if A did not obtain. I argue for a similar account of benefiting. I also argue for a metaphysical distinction between causes and mere conditions. (shrink)

Though Jana Mohr Lone refers to children’s striving to wonder, to question, to figure out how the world works and where they fit as the “philosophical self,” like its parent discipline, it could be argued that the philosophical self is actually the “parent self,”—the wellspring of all the other aspects of personhood that we traditionally parse out, e.g., the intellectual, moral, social, and emotional selves. If that is the case, then to be blind to “The Philosophical Child,” the latter being (...) the title of Jana Mohr Lone’s book, is, in a sense then, to be blind to the child. Thus, though Mohr Lone says that the subject of her book is to assist parents in supporting the development of children’s philosophical selves, that claim may mask the gift that this lovely book can bring to the parent-child relationship if it is interpreted as helping children to become “smarty pants” in the sense of acquiring esoteric skills to excel in the ivory-tower discipline of academic philosophy. This is not the focus of this book. This is not an invitation to learn about the history of philosophy— about what some wise, usually white, usually men said about the fundamental questions that intrigue all humans. This is not an invitation to memorize and thus to sit in awe of what others think —as is too often the case in university classrooms. This book, rather, is a guide to how to actually philosophize—how to use questions to energetically and courageously make progress toward finding answers that one, through reflection, comes to believe are the best, given the reasons and evidence available. And to the degree that we and our children are successful, we give ourselves and our children the gift of continuously learning to become ever wiser. (shrink)

Marshalling a mind-numbing array of data, Harvard political scientist Robert D. Putnam, in his book Bowling Alone, shows that on virtually every conceivable measure, civic participation, or what he refers to as “social capital,” is plummeting to levels not seen for almost 100 years. And we should care, Putnam argues, because connectivity is directly related to both individual and social wellbeing on a wide variety of measures. On the other hand, social capital of the “bonding kind” brings with it the (...) ugly side effect of animosity toward outsiders. Given the increasing heterogeneity of our world, the goal therefore must be to enhance connectivity of the “bridging sort,” i.e., connecting across differences. This, in turn, requires that we first clarify what bridging communicative styles looks like. Examining communication as it might transpire in Kant’s kingdom of ends, through the perspective of Habermas’ “communicative action,” and within the scientific community, offers a compelling suggestion that there is a way of communicating such that, if adopted, one would come to view others as if they were persons, i.e., that a bridging communicative style facilitates a kind of bonding that sees through differences toward the commonality of personhood. This paper will briefly explore how communicating toward personhood might be promoted. (shrink)

Philosophy has a dirty little secret and it is this: a whole lot of philosophers have swallowed the mechanistic billiard ball deterministic view of human action—presumably because philosophy assumes that science demands it, and/or because modern attempts to articulate in what free will consists seem incoherent. This below-the-surface-purely-academic commitment to mechanistic determinism is a dirty little secret because an honest public commitment would render virtually all that is taught in philosophy departments incomprehensible. Can “lovers of wisdom” really continue to tolerate (...) such a heavy burden of hypocrisy? For it is maximally hypocritical, is it not, to teach ethics, or existentialism, or political philosophy, or critical thinking, or indeed to teach anything at all if one views the bodies of humans as entities determined by forces that are describable entirely under the auspices of physical/chemical laws. The only option, it would seem, to avoid such hypocrisy is to go out of business. After all, either base metal can be turned into gold, or it cannot. We found out long ago that it cannot, and so alchemy was rightly banished into the dustbin of history. Likewise, either philosophy can enhance the wisdom quotient of its disciples as its name implies, and thus override billiard ball mechanics, or it cannot. And if it cannot, it deserves to follow alchemy to an ignominious end. (shrink)

Dedication: I would like to dedicate this essay to Mort Morehouse, whose intelligence, warmth, and good humour sustains NAACI to this day. I would like, too, to dedicate this essay to Nadia Kennedy who, in her paper “Respecting the Complexity of CI,” suggests that respect for the rich non-reductive emergent memories and understandings that evolve out of participating in the sort of complex communicative interactions that we experienced at the 2012 NAACI conference requires “a turning around and looking back so (...) that we might understand it better.” Thus, though “we cannot grasp the essence of the system in some determinate way, since each description provides a limited view, and portrays some aspect of the system from a specific position inside or outside it, and at a specific point in time,” nonetheless respect requires that we try “to take different ‘snapshots’ of such systems and attempt to make sense of them.” It is as a result of this urging that the following snapshot was attempted. My thanks to Nadia for being such an inspiration, and to all the participants for making this conference such a memorable occasion. (shrink)

There is an unacknowledged disagreement on what kind of dialogue best supports democracy. Many view democracy as analogous to a law court and so view “democratic dialogue” as a contest between competing advocates who have acquired the kind of “steel trap” critical thinking skills that are ideal for winning in the external marketplace of ideas. Others assume that the propensity to seriously reflect on opposing viewpoints within the minds of individuals is ideal for democratic maintenance. It will be argued here (...) that our love affair with “critical thinking” that tends to support an external battle of ideas harms democracy. It will be argued that the complexity of our common humanity, the complexity of our form of governance, the complexity of the approaches needed to face wicked problems, and the complexity of the internal engine of personal development requires that we learn to readily engage in open truth-seeking dialogue with those who hold opposing viewpoints and in so doing, enhance the dimensionality through which we view the world. With regard to the educational implications, this suggests that, since engaging in dialogue across difference is the essence of the pedagogical framework that anchors Philosophy for Children, Philosophy for Children ought to be embraced as an essential component of any educational enterprise that views cultivating democratic citizenship as part of its mandate. (shrink)

Though central to metaphysics, and exciting for entertainment, the fact that selves are invisible, has received insufficient attention in the field of P4C, and virtually none in the field of education in general. This may not be surprising as the enthusiasm to enrich “minds” both with essential information as well as with critical, creative, and cooperative inquiry skills, may blind educators to the fact that their initiatives (even those that are dialogical) may not touch how children view themselves, nor how (...) they ought to function in the world as they find it. It will be argued here that, if ethical development, or democratic citizenship, or authenticity, or any other “self-education” initiative is on the educative menu, strategies (detailed here) must be undertaken to ensure that all parties are truly present, in body, mind and self. It will be further argued that since educating selves can be done at the same time as educating minds (e.g., nurturing reasoning skills), and since a Community of Philosophical Inquiry (unlike other educational strategies), in its dialogical structure, has the unique potential to solicit and hence educate selves, and since such “self-education” is an education for “making a life,” rather than the more common educative concern of educating for “making a living,” facilitators who do not activate the unique power of a CPI to enhance personhood are remiss in their responsibility to their charges. (shrink)

We are all guided by thousands of norms, but how did our capacity for normative cognition evolve? I propose there is a deep but neglected link between normative cognition and practical skill. In modern humans, complex motor skills and craft skills, such as toolmaking, are guided by internally represented norms of correct performance. Moreover, it is plausible that core components of human normative cognition evolved as a solution to the distinctive problems of transmitting complex motor skills and craft skills, especially (...) skills related to toolmaking, through social learning. If this is correct, the expansion of the normative domain beyond technique to encompass more abstract norms of fairness, reciprocity, ritual and kinship involved the elaboration of a basic platform for the guidance of skilled action by technical norms. This article motivates and defends this “skill hypothesis” for the origin of normative cognition and sets out various ways in which it could be empirically tested. (shrink)

Human neural organoid research is advancing rapidly. As Greely notes in the target article, this progress presents an “onrushing ethical dilemma.” We can’t rule out the possibility that suff...

Consent theory in sexual ethics, Jonathan Ichikawa argues, has a Euthyphro problem. -/- It is widely held that sexual violations are explicable in terms of nonconsensual sexual contact. But a notion of consent adequate to explain many moral judgments typical of sexual ethics — a notion that vindicates the idea that consent cannot be coerced, that it must be sober, that children cannot consent to sex with adults, etc. — cannot, Ichikawa argues, be articulated, motivated, or explained in a (...) way independently of moral judgments about sexual wrongs. Consequently, if there is as tight a connection between consent and sexual violation as many people think there is, there is good reason to suppose that that connection must ultimately explain consent in terms of sexual wronging, rather than vice versa. The paper highlights some costs and drawbacks to this horn of the Euthyphro dilemma in sexual ethics. One central upshot of the argument will be that mainstream accounts of sexual ethics fail in their explanatory ambitions. Consent cannot play its canonical explanatory role. (shrink)