Following Kripke and Putnam, the received view of chemical kinds has been a microstructuralist one. To be a microstructuralist about chemical kinds is to think that membership in said kinds is conferred by microstructural properties. Recently, the received microstructuralist view has been elaborated and defended, but it has also been attacked on the basis of complexities, both chemical and ontological. Here, I look at which complexities really challenge the microstructuralist view; at how the view itself might be made more complicated (...) in order to accommodate such challenges; and finally, at what this increasingly complicated picture implies for our standard assessment of chemical kindhood—primarily, for the widespread assumption that chemical kinds in general are more neat and tidy than those messy biological ones. _1_ The Received View _2_ A Taxonomy of Chemical Kinds _3_ Atomic Number _4_ H2O, H3O+, OH−, and More _5_ Complicating the Microstructuralist Picture _6_ Concrete and Other Mixtures _7_ Macromolecules, Especially Proteins _8_ Abandoning Sameness of Elemental Composition _9_ Not So Different after All. (shrink)

Set-theoretic and category-theoretic foundations represent different perspectives on mathematical subject matter. In particular, category-theoretic language focusses on properties that can be determined up to isomorphism within a category, whereas set theory admits of properties determined by the internal structure of the membership relation. Various objections have been raised against this aspect of set theory in the category-theoretic literature. In this article, we advocate a methodological pluralism concerning the two foundational languages, and provide a theory that fruitfully interrelates a `structural' perspective (...) to a set-theoretic one. We present a set-theoretic system that is able to talk about structures more naturally, and argue that it provides an important perspective on plausibly structural properties such as cardinality. We conclude the language of set theory can provide useful information about the notion of mathematical structure. (shrink)

Teachers encountered numerous challenges posed by the COVID-19 outbreak. Herewith, this study aimed to determine the challenges encountered by Filipino teachers in the new normal and their coping mechanisms. This study employed a qualitative inquiry to determine the challenges encountered and coping mechanisms employed by teachers amid modular instruction, involving 10 teachers from five secondary schools in the Philippines who participated voluntarily. Data were gathered through a written narrative from each participant and were analyzed thematically. Themed findings showed that these (...) teachers are greatly challenged in terms of learning quality transfer, module distribution and retrieval, students’ difficulties in following instruction, power disruption, internet connection, and health risks posed by the pandemic. Nevertheless, these teachers dealt with these difficulties by employing their own coping techniques. Teaching can be challenging and frustrating, especially in these difficult times, but as these teachers demonstrated, everything is possible. Hence, educators must be ready for any situation that may arise. This situation is unlikely to get better anytime soon; instead, teachers will need to adjust to and accept this reality. (shrink)

Skipper and Millstein analyze natural selection and mechanism, concluding that natural selection is not a mechanism in the sense of the new mechanistic philosophy. Barros disagrees and provides his own account of natural selection as a mechanism. This discussion identifies a missing piece of Barros's account, attempts to fill in that piece, and reconsiders the revised account. Two principal objections are developed: one, the account does not characterize natural selection; two, the account is not mechanistic. Extensive and persistent variability causes (...) both of these difficulties, so further attempts to describe natural selection as a mechanism are also unlikely to succeed. (shrink)

Scientists have been arguing for more than 25 years about whether it is a good idea to collect voucher specimens from particularly vulnerable biological populations. Some think that, obviously, scientists should not be harvesting organisms from, for instance, critically endangered species. Others think that, obviously, it is the special job of scientists to collect precisely such information before any chance of retrieving it is forever lost. The character, extent, longevity, and span of the ongoing disagreement indicates that this is likely (...) to be a hard problem to solve. Nonetheless, the aim of this paper is to help field biologists figure out what do to when collecting a voucher specimen risks extinction. Here I present and assess varying practices of specimen collection for both extant and extinct species in order to compare and contrast cases where extinction risk both is and is not a problem. When it comes to taking vouchers from extant species at some risk of extinction, I determine that those advocating for conservative approaches to collection as well as those advocating for liberal information-gathering practices have good reasons to assess things in the way they each do. This means that there is unlikely to be a decisive, one-size-fits-all response to this problem. Still, progress can be made. We can acknowledge the risks of proceeding in either manner, as well as the uncertainty about how best to proceed. We can proceed as thoughtfully as possible, and be ready to articulate a rationale for whichever procedure is used in any particular case. (shrink)

The overarching argument of Currie’s Rock, Bone, and Ruin is that we should be optimistic rather than pessimistic about what the historical sciences can tell us, even about the deep past. To adopt either of these two positions is to take a stance on how the historical sciences tend to perform—on whether they tend to do well, or poorly, when it comes to informing us about the past.

How do people decide which claims should be considered mere beliefs and which count as knowledge? Although little is known about how people attribute knowledge to others, philosophical debate about the nature of knowledge may provide a starting point. Traditionally, a belief that is both true and justified was thought to constitute knowledge. However, philosophers now agree that this account is inadequate, due largely to a class of counterexamples (termed ‘‘Gettier cases’’) in which a person’s justified belief is true, but (...) only due to luck. We report four experiments examining the effect of truth, justification, and ‘‘Gettiering’’ on people’s knowledge attributions. These experiments show that: (1) people attribute knowledge to others only when their beliefs are both true and justified; (2) in contrast to contemporary philosophers, people also attribute knowledge to others in Gettier situations; and (3) knowledge is not attributed in one class of Gettier cases, but only because the agent’s belief is based on ‘‘apparent’’ evidence. These findings suggest that the lay concept of knowledge is roughly consistent with the traditional account of knowledge as justified true belief, and also point to a major difference between the epistemic intuitions of laypeople and those of philosophers. (shrink)

Proponents of human reproductive cloning do not dispute that cloning may lead to violations of clones' right to self-determination, or that these violations could cause psychological harms. But they proceed with their endorsement of human reproductive cloning by dismissing these psychological harms, mainly in two ways. The first tactic is to point out that to commit the genetic fallacy is indeed a mistake; the second is to invoke Parfit's non-identity problem. The argument of this paper is that neither approach succeeds (...) in removing our moral responsibility to consider and to prevent psychological harms to cloned individuals. In fact, the same commitment to personal liberty that generates the right to reproduce by means of cloning also creates the need to limit that right appropriately. Discussion of human reproductive cloning ought to involve a careful and balanced consideration of both the relevant aspects of personal liberty – the parents' right to reproductive freedom and the cloned child's right to self-determination. (shrink)

We conducted five experiments that reveal some main contours of the folk epistemology of lotteries. The folk tend to think that you don't know that your lottery ticket lost, based on the long odds ("statistical cases"); by contrast, the folk tend to think that you do know that your lottery ticket lost, based on a news report ("testimonial cases"). We evaluate three previous explanations for why people deny knowledge in statistical cases: the justification account, the chance account, and the statistical (...) account. None of them seems to work. We then propose a new explanation of our own, the formulaic account, according to which some people deny knowledge in statistical cases due to formulaic expression. (shrink)

There is an ongoing and robust tradition of science and technology studies scholars conducting ethnographic laboratory studies. These laboratory studies—like all ethnographies—are each conducted at a particular time, are situated in a particular place, and are about a particular culture. Presumably, this contextual specificity means that such ethnographies have limited applicability beyond the narrow slice of time, place, and culture that they each subject to examination. But we do not always or even often treat them that way. It is beyond (...) common for us to speak about what one or another laboratory study reveals about the laboratory, or “science” much more broadly. Given the contextual specificity of our ethnographic laboratory studies, what justifies this presumed generalizability? Initially, this manuscript surveys typical responses to this question, but then it pursues an unusual one: the potential replicability of ethnographic results. This potential is hereby explored, via an ethnographic replication attempt—one designed and conducted in order to test the generalizability of a particular laboratory study, that of Latour and Woolgar’s classic Laboratory Life. The results of the ethnographic replication attempt are reported, and a remarkable degree of replicability is established. (shrink)

A central area of current philosophical debate in the foundations of mathematics concerns whether or not there is a single, maximal, universe of set theory. Universists maintain that there is such a universe, while Multiversists argue that there are many universes, no one of which is ontologically privileged. Often model-theoretic constructions that add sets to models are cited as evidence in favour of the latter. This paper informs this debate by developing a way for a Universist to interpret talk that (...) seems to necessitate the addition of sets to V. We argue that, despite the prima facie incoherence of such talk for the Universist, she nonetheless has reason to try and provide interpretation of this discourse. We present a method of interpreting extension-talk (V-logic), and show how it captures satisfaction in `ideal' outer models and relates to impredicative class theories. We provide some reasons to regard the technique as philosophically virtuous, and argue that it opens new doors to philosophical and mathematical discussions for the Universist. (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)

Advancements in artificial intelligence and (social) robotics raise pertinent questions as to how these technologies may help shape the society of the future. The main aim of the chapter is to consider the social and conceptual disruptions that might be associated with social robots, and humanoid social robots in particular. This chapter starts by comparing the concepts of robots and artificial intelligence and briefly explores the origins of these expressions. It then explains the definition of a social robot, as well (...) as the definition of humanoid robots. A key notion in this context is the idea of anthropomorphism: the human tendency to attribute human qualities, not only to our fellow human beings, but also to parts of nature and to technologies. This tendency to anthropomorphize technologies by responding to and interacting with them as if they have human qualities is one of the reasons why social robots (in particular social robots designed to look and behave like human beings) can be socially disruptive. As is explained in the chapter, while some ethics researchers believe that anthropomorphization is a mistake that can lead to various forms of deception, others — including both ethics researchers and social roboticists — believe it can be useful or fitting to treat robots in anthropomorphizing ways. The chapter explores that disagreement by, among other things, considering recent philosophical debates about whether social robots can be moral patients, that is, whether it can make sense to treat them with moral consideration. Where one stands on this issue will depend either on one’s views about whether social robots can have, imitate, or represent morally relevant properties, or on how people relate to social robots in their interactions with them. Lastly, the chapter urges that the ethics of social robots should explore intercultural perspectives, and highlights some recent research on Ubuntu ethics and social robots. (shrink)

It is standard in set theory to assume that Cantor's Theorem establishes that the continuum is an uncountable set. A challenge for this position comes from the observation that through forcing one can collapse any cardinal to the countable and that the continuum can be made arbitrarily large. In this paper, we present a different take on the relationship between Cantor's Theorem and extensions of universes, arguing that they can be seen as showing that every set is countable and that (...) the continuum is a proper class. We examine several principles based on maximality considerations in this framework, and show how some (namely Ordinal Inner Model Hypotheses) enable us to incorporate standard set theories (including ZFC with large cardinals added). We conclude that the systems considered raise questions concerning the foundational purposes of set theory. (shrink)

The Hyperuniverse Programme, introduced in Arrigoni and Friedman (2013), fosters the search for new set-theoretic axioms. In this paper, we present the procedure envisaged by the programme to find new axioms and the conceptual framework behind it. The procedure comes in several steps. Intrinsically motivated axioms are those statements which are suggested by the standard concept of set, i.e. the `maximal iterative concept', and the programme identi fies higher-order statements motivated by the maximal iterative concept. The satisfaction of these (...) statements (H-axioms) in countable transitive models, the collection of which constitutes the `hyperuniverse' (H), has remarkable 1st-order consequences, some of which we review in section 5. (shrink)

The study’s goal was to provide an educational intervention in Algebra through GeoGebra that would boost students’ confidence, improve their learning, and correct their most minor mastered skills, allowing them to improve their Algebra performance. The research design was quasi-experimental, with 40 nonrandomly chosen participants comprising the GeoGebra and control groups. Mean and standard deviation was employed to describe the algebra performance and confidence of the respondents. At the same time, independent and dependent t-tests were used to determine the students’ (...) significant difference in algebra performance and confidence in the pre-and post-test between the control and GeoGebra groups. GeoGebra effectively improved algebra confidence, enhanced learning, and remedied the students’ least mastered skills. GeoGebra is recommended as an instructional material in teaching and learning Algebra and can be extended to other mathematics content areas. (shrink)

A growing body of research suggests that students achieve learning outcomes at higher rates when instructors use active-learning methods rather than standard modes of instruction. To investigate how one such method might be used to teach philosophy, we observed two classes that employed Reacting to the Past, an educational role-immersion game. We chose to investigate Reacting because role-immersion games are considered a particularly effective active-learning strategy. Professors who have used Reacting to teach history, interdisciplinary humanities, and political theory agree that (...) it engages students and teaches general skills like collaboration and communication. We investigated whether it can be effective for teaching philosophical content and skills like analyzing, evaluating, crafting, and communicating arguments in addition to bringing the more general benefits of active learning to philosophy classrooms. Overall, we find Reacting to be a useful tool for achieving these ends. While we do not argue that Reacting is uniquely useful for teaching philosophy, we conclude that it is worthy of consideration by philosophers interested in creative active-learning strategies, especially given that it offers a prepackaged set of flexible, user-friendly tools for motivating and engaging students. (shrink)

We report a series of experiments examining whether people ascribe knowledge for true beliefs based on probabilistic evidence. Participants were less likely to ascribe knowledge for beliefs based on probabilistic evidence than for beliefs based on perceptual evidence or testimony providing causal information. Denial of knowledge for beliefs based on probabilistic evidence did not arise because participants viewed such beliefs as unjustified, nor because such beliefs leave open the possibility of error. These findings rule out traditional philosophical accounts for why (...) probabilistic evidence does not produce knowledge. The experiments instead suggest that people deny knowledge because they distrust drawing conclusions about an individual based on reasoning about the population to which it belongs, a tendency previously identified by “judgment and decision making” researchers. Consistent with this, participants were more willing to ascribe knowledge for beliefs based on probabilistic evidence that is specific to a particular case. 2016 APA, all rights reserved). (shrink)

Legal systems often rule that people own objects in their territory. We propose that an early-developing ability to make territory-based inferences of ownership helps children address informational demands presented by ownership. Across 6 experiments (N = 504), we show that these inferences develop between ages 3 and 5 and stem from two aspects of the psychology of ownership. First, we find that a basic ability to infer that people own objects in their territory is already present at age 3 (Experiment (...) 1). Children even make these inferences when the territory owner unintentionally acquired the objects and was unaware of them (Experiments 2 and 3). Second, we find that between ages 3 and 5, children come to consider past events in these judgments. They move from solely considering the current location of an object in territory-based inferences, to also considering and possibly inferring where it originated (Experiments 4 to 6). Together, these findings suggest that territory-based inferences of ownership are unlikely to be constructions of the law. Instead, they may reflect basic intuitions about ownership that operate from early in development. (shrink)

Background -/- Previous literature suggests that those with reading disability (RD) have more pronounced deficits during semantic processing in reading as compared to listening comprehension. This discrepancy has been supported by recent neuroimaging studies showing abnormal activity in RD during semantic processing in the visual but not in the auditory modality. Whether effective connectivity between brain regions in RD could also show this pattern of discrepancy has not been investigated. Methodology/Principal Findings -/- Children (8- to 14-year-olds) were given a semantic (...) task in the visual and auditory modality that required an association judgment as to whether two sequentially presented words were associated. Effective connectivity was investigated using Dynamic Causal Modeling (DCM) on functional magnetic resonance imaging (fMRI) data. Bayesian Model Selection (BMS) was used separately for each modality to find a winning family of DCM models separately for typically developing (TD) and RD children. BMS yielded the same winning family with modulatory effects on bottom-up connections from the input regions to middle temporal gyrus (MTG) and inferior frontal gyrus(IFG) with inconclusive evidence regarding top-down modulations. Bayesian Model Averaging (BMA) was thus conducted across models in this winning family and compared across groups. The bottom-up effect from the fusiform gyrus (FG) to MTG rather than the top-down effect from IFG to MTG was stronger in TD compared to RD for the visual modality. The stronger bottom-up influence in TD was only evident for related word pairs but not for unrelated pairs. No group differences were noted in the auditory modality. Conclusions/Significance -/- This study revealed a modality-specific deficit for children with RD in bottom-up effective connectivity from orthographic to semantic processing regions. There were no group differences in connectivity from frontal regions, suggesting that the core deficit in RD is not in top-down modulation. (shrink)

The disconnect problem arises wherever there is ongoing and severe discordance between the scientific assessment of a politically relevant issue, and the politics and legislation of said issue. Here, we focus on the disconnect problem as it arises in the case of climate change, diagnosing a failure to respect the necessary tradeoff between authority and autonomy within a public institution like science. After assessing the problematic deployment of scientific authority in this arena, we offer suggestions for how to mitigate climate (...) change’s particular disconnect problem, as well as more general proposals for reforming science advising. (shrink)

Young children show competence in reasoning about how ownership affects object use. In the present experiments, we investigate how influential ownership is for young children by examining their explanations. In three experiments, we asked 3- to 5-year-olds to explain why it was acceptable or unacceptable for a person to use an object. In Experiments 1 and 2, older preschoolers referenced ownership more than alternative considerations when explaining why it was acceptable or unacceptable for a person to use an object, even (...) though ownership was not mentioned to them. In Experiment 3, ownership was mentioned to children. Here, younger preschoolers frequently referenced ownership when explaining unacceptability of using an object, but not when explaining why using it was acceptable. These findings suggest that ownership is influential in preschoolers' explanations about the acceptability of using objects, but that the scope of its influence increases with age. (shrink)

Scientific disagreements are an important catalyst for scientific progress. But what happens when scientists disagree amidst times of crisis, when we need quick yet reliable policy guidance? In this paper we provide a normative account for how scientists facing disagreement in the context of ‘fast science’ should respond, and how policy makers should evaluate such disagreement. Starting from an argumentative, pragma-dialectic account of scientific controversies, we argue for the importance of ‘higher-order evidence’ (HOE) and we specify desiderata for scientifically relevant (...) HOE. We use our account to analyze the controversy about the aerosol transmission of COVID-19. (shrink)

In this paper, I defend Rudolf Carnap's Principle of Tolerance from an accusation, due to Michael Friedman, that it is self-defeating by prejudicing any debate towards the logically stronger theory. In particular, Friedman attempts to show that Carnap's reconstruction of the debate between classicists and intuitionists over the foundations of mathematics in his book The Logical Syntax of Language, is biased towards the classical standpoint since the metalanguage he constructs to adjudicate between the rival positions is fully classical. (...) I argue that this criticism is mistaken on two counts: (1) it fails to fully appreciate the freedom with regard to the construction of linguistic frameworks that Carnap intended his Principle to embody, and (2) Friedman's objection underestimates the extent to which the evaluation of a framework is task-relative. I conclude that Tolerance is not self-undermining in the way that Friedman claims it is. While this is a restricted conclusion -- and is not a vindication of Carnap's views on logic and mathematics tout court -- it nonetheless suggests that his tolerant perspective has been dismissed too quickly, even by his supporters. (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)

The appearance of consciousness in the universe remains one of the major mysteries unsolved by science or philosophy. Absent an agreed-upon definition of consciousness or even a convenient system to test theories of consciousness, a confusing heterogeneity of theories proliferate. In pursuit of clarifying this complicated discourse, we here interpret various frameworks for the scientific and philosophical study of consciousness through the lens of social insect evolutionary biology. To do so, we first discuss the notion of a forward test versus (...) a reverse test, analogous to the normal and revolutionary phases of the scientific process. Contemporary theories of consciousness are forward tests for consciousness, in that they strive to become a means to classify the level of consciousness of arbitrary states and systems. Yet no such theory of consciousness has earned sufficient confidence such that it might be actually used as a forward test in ambiguous settings. What is needed now is thus a legitimate reverse test for theories of consciousness, to provide internal and external calibration of different frameworks. A reverse test for consciousness would ideally look like a method for referencing theories of consciousness to a tractable model system. We introduce the Ant Colony Test as a rigorous reverse test for consciousness. We show that social insect colonies, though disaggregated collectives, fulfill many of the prerequisites for conscious awareness met by humans and honey bee workers. A long lineage of philosophically-neutral neurobehavioral, evolutionary, and ecological studies on social insect colonies can thus be redeployed for the study of consciousness in general. We suggest that the ACT can provide insight into the nature of consciousness, and highlight the ant colony as a model system for ethically performing clarifying experiments about consciousness. (shrink)

Discussion of new axioms for set theory has often focused on conceptions of maximality, and how these might relate to the iterative conception of set. This paper provides critical appraisal of how certain maximality axioms behave on different conceptions of ontology concerning the iterative conception. In particular, we argue that forms of multiversism (the view that any universe of a certain kind can be extended) and actualism (the view that there are universes that cannot be extended in particular ways) face (...) complementary problems. The latter view is unable to use maximality axioms that make use of extensions, where the former has to contend with the existence of extensions violating maximality axioms. An analysis of two kinds of multiversism, a Zermelian form and Skolemite form, leads to the conclusion that the kind of maximality captured by an axiom differs substantially according to background ontology. (shrink)

This paper considers ethical concerns with regard to replacing human relations with humanoid robots. Many have written about the impact that certain types of relations with robots may have on us, and why we should be concerned about robots replacing human relations. There has, however, been no consideration of this issue from an African philosophical perspective. Ubuntu philosophy provides a novel perspective on how relations with robots may impact our own moral character and moral development. This paper first discusses what (...) humanoid robots are, why and how humans tend to anthropomorphise them, and what the literature says about robots crowding out human relations. It then explains the ideal of becoming “fully human”, which pertains to being particularly moral in character. In ubuntu philosophy, we are not only biologically human, but must strive to become better, more moral versions of ourselves, to become fully human. We can become fully human by having other regarding traits or characteristics within the context of interdependent, or humane, relationships (such as by exhibiting human equality, reciprocity, or solidarity). This concept of becoming fully human is important in ubuntu philosophy. Having explained that idea, the main argument of the paper is then put forward: that treating humanoid robots as if they are human is morally concerning if they crowd out human relations, because such relations prevent us from becoming fully human. This is because we cannot experience human equality, solidarity, and reciprocity with robots, which can be seen to characterise interdependent, or humane, relations with human beings. (shrink)

A discussion of L.A. Paul's 'Transformative Experience' from an Author Meets Critics session at the 2015 Pacific APA.

Boyer proposes that ownership intuitions depend on tracking cues predictive of agents’ motivations to compete for resources. However, the account may mis-predict people's intuitions about ownership, and it may also be too cognitively costly to be feasible. Even so, alternative accounts could benefit by taking inspiration from how the account handles thorny issues in the psychology of ownership.

In this panel, we explore the future of value sensitive design (VSD). The stakes are high. Many in public and private sectors and in civil society are gradually realizing that taking our values seriously implies that we have to ensure that values effectively inform the design of technology which, in turn, shapes people’s lives. Value sensitive design offers a highly developed set of theory, tools, and methods to systematically do so.

Better understanding the psychological factors related to certainty in one’s beliefs (i.e., dogmatism) has important consequences for both individuals and social groups. Generally, beliefs can find support from at least two different routes of information processing: social/moral considerations or analytic/empirical reasoning. Here, we investigate how these two psychological constructs relate to dogmatism in two groups of individuals who preferentially draw on the former or latter sort of information when forming beliefs about the world- religious and non religious individuals. Across two (...) studies and their pooled analysis, we provide evidence that although dogmatism is negatively related to analytic reasoning in both groups of individuals, it shares a divergent relationship with measures of moral concern depending on whether one identifies as religious or not. Study 1 showed that increasing levels of dogmatism were positively related to prosocial intentions among the religious and negatively related to empathic concern among the nonreligious. Study 2 replicated and extended these results by showing that perspective taking is negatively related to dogmatism in both groups, an effect which is particularly robust among the nonreligious. Study 2 also showed that religious fundamentalism was positively related to measures of moral concern among the religious. Because the current studies used a content neutral measure to assess dogmatic certainty in one’s beliefs, they have the potential to inform practices for most effectively communicating with and persuading religious and nonreligious individuals to change maladaptive behavior, even when the mode of discourse is unrelated to religious belief. (shrink)

The target article proposes that people perceive social robots as depictions rather than as genuine social agents. We suggest that people might instead view social robots as social agents, albeit agents with more restricted capacities and moral rights than humans. We discuss why social robots, unlike other kinds of depictions, present a special challenge for testing the depiction hypothesis.

Critics of Dewey’s metaphysics point to his dismissal of any philosophy which locates ideals in a realm beyond experience. However, Dewey’s sustained critique of dualistic philosophies is but a first step in his reconstruction and recovery of the function of the metaphysical. Detaching the discussion of values from inquiry, whether scientific, philosophical or educational, produces the same end as relegating values to a transcendent realm that is beyond ordinary human discourse. Dewey’s naturalistic metaphysics supports his progressive educational philosophy. The duty (...) of education is grounded in its service to democracy; it must help students develop the ability to express, discuss, and develop their moral reasoning through experiential and experimental learning. (shrink)

Three-dimensional material models of molecules were used throughout the 19th century, either functioning as a mere representation or opening new epistemic horizons. In this paper, two case studies are examined: the 1875 models of van ‘t Hoff and the 1890 models of Sachse. What is unique in these two case studies is that both models were not only folded, but were also conceptualized mathematically. When viewed in light of the chemical research of that period not only were both of these (...) aspects, considered in their singularity, exceptional, but also taken together may be thought of as a subversion of the way molecules were chemically investigated in the 19th century. Concentrating on this unique shared characteristic in the models of van ‘t Hoff and the models of Sachse, this paper deals with the shifts and displacements between their operational methods and existence: between their technical and epistemological aspects and the fact that they were folded, which was forgotten or simply ignored in the subsequent development of chemistry. (shrink)

Feminist ethics supports the contemporary educational trend toward increased multiculturalism and a diminished emphasis on the Western canon. First, I outline a feminist ethical justification for this development. Second, I argue that Western canon studies should not be altogether abandoned in a multicultural curriculum. Third, I suggest that multicultural education should help combat oppression in addition to simply promoting awareness of diversity. Fourth, I caution against an arrogant moralism in the teaching of multiculturalism.

Genealogies in philosophy can be tricky and even a little dangerous. Lines of influence and inheritance run much more linearly on paper than in reality. I am often reminded of Robert Frost's "Mending Walls" and the attention that must be paid to what is being walled in and what is being walled out. In other words, William James and Emmanuel Levinas are not natural conversation partners. I have always read James as a fellow traveler of Edmund Husserl, and placed both (...) in a line of thought that might share Franz Brentano and Wilhelm Dilthey as forebears. In this genealogy, Levinas appears with an asterisk, or after one. Maurice Natanson described Husserlian phenomenology as an elderly grandparent who comes down to dinner just a little bit too early, making everyone uncomfortable. Seating Levinas next to James brings to mind some similar scene. What basic premises or positions do James and Levinas share? Is Levinas a Jamesian pragmatist? Is he a radical empiricist? Does James offer an ethics that parallels or even complements Levinas's rigorous ethical phenomenology? (shrink)

There has been considerable debate in the literature as to whether work in experimental philosophy actually makes any significant contribution to philosophy. One stated view is that many X-Phi projects, notwithstanding their focus on topics relevant to philosophy, contribute little to philosophical thought. Instead, it has been claimed the contribution they make appears to be to cognitive science. In contrast to this view, here we argue that at least one approach to X-Phi makes a contribution which parallels, and also extends, (...) historically salient forms of philosophical analysis, especially contributions from Immanuel Kant, William James, Peter F. Strawson and Thomas Nagel. The framework elaborated here synthesizes philosophical theory with empirical evidence from psychology and neuroscience and applies it to three perennial philosophical problems. According to this account, the origin of these three problems can be illuminated by viewing them as arising from a tension between two distinct types of cognition, each of which is associated with anatomically independent and functionally inhibitory neural networks. If the parallel we draw, between an empirical project and historically highly influential examples of philosophical analysis, is viewed as convincing, it follows that work in the cognitive sciences can contribute directly to philosophy. Further, this conclusion holds whether the empirical details of the account are correct or not. (shrink)

How do young children represent pretend play? One possibility is that recognizing and representing pretend play depends on children’s ability to infer the mental states of the person engaged in pretend play (mentalist account). The two dominant alternative possibilities are that children view as a distinctive form of non-representational behavior (behavioral account), and that children represent pretense by temporarily treating objects as though they have fictional or make-believe properties (flagging account). This chapter provides an overview of the debate between these (...) three accounts of pretend play, but then endorses a fourth position according to which children view pretend play as a form of communication, similar in many ways to drawing. (shrink)

A chapter reviewing recent experimental work on people's conceptions of ownership rights.

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)

The emphasis on evidence based medicine (EBM) has placed increased focus on finding timely answers to clinical questions in presence of patients. Using a combination of natural language processing for the generation of clinical excerpts and information theoretic distance based clustering, we evaluated multiple approaches for the efficient presentation of context-sensitive EBM excerpts.

Since ancient times, legal systems have held owners responsible for harm caused by their property. Across 4 experiments, we show that children aged 3–7 also hold owners responsible for such harm. Older children judge that owners should repair harm caused by property, and younger children may do this as well. Younger and older children judge that owners should apologize for harm, even when children do not believe the owners allowed the harm to occur. Children are also as likely to hold (...) owners responsible for harm caused by property as for harm caused by the owners themselves. The present findings contribute to psychological accounts of ownership by showing that ownership not only confers rights to control property, but also responsibility for harm caused by property. The findings also contribute to our understanding of the attribution of responsibility, and challenge accounts claiming that directly causing harm, or allowing it to happen, is a prerequisite for responsibility. The findings provide support for an account claiming that property is an extension of its owner, and likewise reveal that responsibility for harm caused by property is an early developing aspect of the psychology of ownership. 2018 APA, all rights reserved). (shrink)

Purpose – The purpose of the research reported here is to improve comprehension of the socially-negotiated identity of concepts in the domain of knowledge organization. Because knowledge organization as a domain has as its focus the order of concepts, both from a theoretical perspective and from an applied perspective, it is important to understand how the domain itself understands the meaning of a concept. Design/methodology/approach – The paper provides an empirical demonstration of how the domain itself understands the meaning of (...) a concept. The paper employs content analysis to demonstrate the ways in which concepts are portrayed in KO concept maps as signs, and they are subjected to evaluative semiotic analysis as a way to understand their meaning. The frame was the entire population of formal proceedings in knowledge organization – all proceedings of the International Society for Knowledge Organization’s international conferences (1990-2010) and those of the annual classification workshops of the Special Interest Group for Classification Research of the American Society for Information Science and Technology (SIG/CR). Findings – A total of 344 concept maps were analyzed. There was no discernible chronological pattern. Most concept maps were created by authors who were professors from the USA, Germany, France, or Canada. Roughly half were judged to contain semiotic content. Peirceian semiotics predominated, and tended to convey greater granularity and complexity in conceptual terminology. Nodes could be identified as anchors of conceptual clusters in the domain; the arcs were identifiable as verbal relationship indicators. Saussurian concept maps were more applied than theoretical; Peirceian concept maps had more theoretical content. Originality/value – The paper demonstrates important empirical evidence about the coherence of the domain of knowledge organization. Core values are conveyed across time through the concept maps in this population of conference papers. (shrink)

Throughout Peirce’s writing, we witness his developing vision of a machine that scientists will eventually be able to create. Nadin (2010) raised the question:Why do computer scientists continue to ignore Peirce’s sign theory? A review of the literature on Peirce’s theory and the semiotics machine reveals that many authors discussed the machine;however, they donot differentiate between a physical computer machine and its software. This paper discusses the problematic issues involved in converting Peirce’s theory into a programming language, machine and software (...) application. We demonstrate this challenge by introducing Peirce’s sign theory as a software application that runs under an open-source R environment. (shrink)

The experience of embarrassment was explored in two experiments comparing monolingual and bilingual speakers from cultures varying in the degree of elabo- ration of the embarrassment lexicon. In Experiment 1, narratives in English or Korean depicting three types of embarrassing predicaments were to be rated on their embarrassability and humorousness by Korean-English bilinguals, Korean monolinguals, and Euro-American monolinguals. All groups judged certain predicaments (involving social gaffes) to be the most embarrassing. However, significant group and language differences occurred in judgments of (...) the inten- sity of embarrassment and amusement judgments evoked. Euro-Americans ex- hibited higher overall levels of amusement than the two Korean groups who, in turn, reported higher levels of embarrassment, particularly for certain predica- ment types and contexts (ingroup members present). Further, for the bilinguals, inept performance predicaments in English were judged more embarrassing than those in Korean, whereas all predicament types were judged more amusing when framed with English emotion labels. Bilinguals also appeared to show a heightened embarrassability relative to both monolingual groups. Experiment 2 found lexical selection differences in open-ended responses to embarrassing predicaments depicted in each language, with Euro-Americans preferring to give justifications or use humor to minimize the embarrassment and Korean-English bilinguals preferring to give apologies or say nothing. The findings are interpret- ed to reflect the influence of culturally-mediated schemas guiding the activation and processing of emotion vocabulary. (shrink)