During emerging public health crises, both policymakers and members of the public are looking to scientific experts to provide guidance. Even in cases where there are significant uncertainties, there is pressure for experts to “speak with one voice” to avoid confusion, allow officials to make evidence-based decisions rapidly, and encourage public support for such decisions. This can lead experts to engage in masking of information about the state of the science or regarding assumptions involved in policy recommendations. Although experts might (...) have good reasons for masking disagreements, uncertainties, or assumptions when offering policy advice, we argue that this strategy can result in epistemic harms. Using the case of the COVID-19 pandemic, we show that public health authorities masked two types of information necessary for laypersons to evaluate public health recommendations: (1) experts’ disagreements about the scientific evidence and (2) the role of values in making inferences from the science to policy positions. We contend that this resulted in epistemic harms against laypeople that provide a pro tanto case against masking information. We further argue that when the science is in flux and policies need to be implemented despite significant uncertainties, there is an all-things-considered case against masking the types of information discussed. (shrink)

Psychiatric and neurological disorders have historically provided key insights into the structure-function rela- tionships that subserve human social cognition and behavior, informing the concept of the ‘social brain’. In this review, we take stock of the current status of this concept, retaining a focus on disorders that impact social behavior. We discuss how the social brain, social cognition, and social behavior are interdependent, and emphasize the important role of development and com- pensation. We suggest that the social brain, and its (...) dysfunction and recovery, must be understood not in terms of specific structures, but rather in terms of their interaction in large-scale networks. (shrink)

Suicide is a complex act whose meanings, while sometimes tragic, vary widely. This chapter surveys the ethical landscape surrounding algorithmic methods of suicide prevention especially as it pertains to social media activity and to the moderation of online suicide communities. We begin with a typology of suicide, distinguishing between varied goals in which suicide may factor as a means. Suicides should be understood as an act with varied eliciting desires, meanings, consequences, and ethics. Further,while many suicides may be grounded on (...) irrational desire, we argue that a desire to suicide may nonetheless be rational in some cases. We then offer a survey of the attempts by social media corporations to create suicide prediction algorithms and launch interventions aimed at preventing suicide as well as an overview of the current ethical debate. We argue that the values embedded within algorithmic suicide prevention nudges are “thick” in a substantive sense and deserving of scrutiny. Given that debates about the rationality, meaning, and permissibility of suicide are common and subject to intracultural and cross-cultural differences, we maintain that the task of suicide prediction is ill-suited to algorithmic approaches. Despite an algorithm’s ability to quantify a complex phenomenon like suicide risk and its appearance of objectivity, any suicide prediction algorithm is thoroughly subjective and involves moral judgments all the way down. Any such algorithm would necessarily impose a normative stance on suicide onto its user base that is subject to reasonable intra and cross-cultural disagreement. (shrink)

While artificial womb technology is currently being studied for the purpose of improving neonatal care, I contend that this technology ought to be pursued as a means to address the unprecedented rate of unintended pregnancies. But ectogenesis, alongside other emerging reproductive technologies, is problematic insofar as it threatens to disrupt the natural link between procreation and parenthood that is normally thought to generate rights and responsibilities for biological parents. I argue that there remains only one potentially viable account of parenthood: (...) the voluntarist account, which construes parental rights as robust moral obligations that must be voluntarily undertaken. The problem is that this account mistakenly presumes a patriarchal divide between procreation and parenthood. I propose a reframing of procreation and parenthood from a feminist perspective that recognises gestational motherhood as involving robust moral obligations that ought to be voluntarily undertaken. If this were the case, all gestational mothers would be, by definition, willing mothers. To make this happen I argue that ectogenesis technology must be a widely available reproductive option. (shrink)

Indiscipline in schools has attracted the attention of many people and has eventually become the focus of discussions on many platforms. The purpose of the study was to find out the perceptions of teachers and students at the Abuakwa South Municipality of Ghana on student indiscipline behaviours. The study employed the descriptive survey and the approach was concurrent mixed method, involving bothquantitative and qualitative paradigms. Purposive and simple random sampling methods were used to obtaina sample size of five hundred and (...) thirty (530) respondents. The main instruments used for the study were questionnaire and a semi-structured interview guide. Data was analysed using inferential statistics and content analysis. Findings from the study revealed that; there was no perceptual difference between students and teachers views on acts that constitute disciplinary behaviours. Additional, there were differences in thestudents and teachers perceptions of the influences of peer pressure on students’ disciplinary behaviours. Itwas recommended among others that peer counselling sessions should be organized periodically among students for them to be aware of acceptable behaviours in the school system and how they can maintain desirable behaviours. (shrink)

This article investigates the semantics of sentences that express numerical averages, focusing initially on cases such as 'The average American has 2.3 children'. Such sentences have been used both by linguists and philosophers to argue for a disjuncture between semantics and ontology. For example, Noam Chomsky and Norbert Hornstein have used them to provide evidence against the hypothesis that natural language semantics includes a reference relation holding between words and objects in the world, whereas metaphysicians such as Joseph Melia and (...) Stephen Yablo have used them to provide evidence that apparent singular reference need not be taken as ontologically committing. We develop a fully general and independently justified compositional semantics in which such constructions are assigned truth conditions that are not ontologically problematic, and show that our analysis is superior to all extant rivals. Our analysis provides evidence that a good semantics yields a sensible ontology. It also reveals that natural language contains genuine singular terms that refer to numbers. (shrink)

We lead off this issue of Childhood and Philosophy with a collection of testimonies, homages, and brief memoirs offered from around the world in response to the death of the founder of Philosophy for Children, Matthew Lipman on December 26, 2010, at the age of 87. To characterize Lipman as “founder” is completely accurate, but barely evokes the role he played in conceiving, giving birth to, and nurturing this curriculum cum pedagogy that became a movement, and which has taken root (...) in over 40 countries, from Iceland to Nigeria to Taiwan to Chile and everywhere in between. The movement itself is broader than the program, which has in fact experienced multiple transformations in multiple contexts over its half-century of life. In fact, as many of the testimonies below either state outright or imply, the movement is an emancipatory one and thus implicitly political, infused with all the long-suffering hope for our species inspired in us by the fact of natality, and by our own intuitive faith in the transformative power of reason—or as Lipman came to call it, “reasonableness.” For those seized by its educational possibilities, it presents a sudden influx of sunlight and fresh air into an institution long stultified by its own rigid habitus, and promises the reconstruction of schooling in the image of authentic democratic practice that recognizes and honors the unique capacities of children. As Philosophy in the Classroom—Lipman’s first and now classic statement of educational philosophy--puts it, the movement promises a re-orientation of the goal of education from information (or “learning”) to meaning, and inaugurates the dialogue with childhood and children that follows from that. Lipman was not just founder of this movement but creator, inventor, developer, convener, organizer, faithful soldier, ambassador, apologist, polemicist, propagandist, and, finally, undying optimist. (shrink)

At the very least, even though Chinese schools do not look very different from those in the West, China offers an opportunity for Philosophy for Children to question its basis, its methodology, its aims. It seems to be expressing a different cultural voice, and to be disposed to the kind of dialogue we are more used to claiming than practicing. Both Kunming and Shanghai provide, in their own ways, formidable contexts: the deep, strong and disciplined educators of Railway Station School (...) of Kunming and the scholarly, sophisticated and committed members of the Shanghai institute for Research in the Human Sciences seem determined to take Philosophy for Children, not just beyond their own limits as Chinese, but beyond the limits Philosophy for Children has already established for itself in the West. Philosophy for Children in China, then, looks like a wonderful opportunity to think ourselves--what we are as educators engaged in the practice of philosophy--again. An invitation to think ourselves again. Is this not what dialogue and philosophy are about? It’s up to us to accept the invitation. (shrink)

The present volume collects presented at a symposium on The History of Logic held in Helsinki in June 11–13, 2000 hosted by the University of Helsinki, Finland. They bear on issues in the history of logic and foundations of mathematics and are contributions by some of the most renown scholars in the field.

Utilizing the metaphor of the palimpsest, this paper looks at layering processes at work in the natural world and human perceptions of it, paying particular attention to the manifestations of the past visible in constructions in and of the landscape. History is made of constant reformations, in which pieces of the past make up the present. The palimpsest offers a useful tool for discussing a trans-temporal landscape. The layers of landscape construction go beyond the literal geological construction, encompassing human pasts (...) and presents as well. Engaging the palimpsestuous layers at work in physical and textual landscape construction allows us to place human endeavours into more expansive notions of temporality. (shrink)

For children, the collateral damage of the COVID-19 pandemic response has been considerable. In this paper, we use the framework of evidence-based medicine to argue that child abuse is another negative side effect of COVID-19 lockdowns. While it was certain that school closures would have profound social and economic costs, it remains uncertain whether they have any effect on COVID-19 transmission. There is emerging evidence that lockdowns significantly worsened child abuse on a global scale. Low-income and middle-income countries are particularly (...) vulnerable to increases in child abuse. The best available external evidence from systematic research during the pandemic demonstrates an increase in the risk of child maltreatment, an increase in child maltreatment hospitalisations and a concerning decrease in official child maltreatment referrals. The paradoxical phenomenon of increased hospitalisations and decreased reports is unlikely to be explained by a genuine decrease in child abuse. We conclude that lockdowns have an unacceptably high risk of negative side effects for children, as evidenced by child abuse, the true extent of which appears to be masked by lockdown-related disruptions to schools and other surveillance systems. The desire for a sense of security may be a tempting bias towards emphasising the resilience of children, but it is ethically problematic to push children towards abuse in the name of public health. It is our view that the collateral damage of prolonged school closures for society’s most vulnerable members is a powerful ethical consideration against any pandemic response which involves their use. (shrink)

The purpose of this chapter is to describe what we see as several important new directions for philosophy of medicine. This recent work (i) takes existing discussions in important and promising new directions, (ii) identifies areas that have not received sufficient and deserved attention to date, and/or (iii) brings together philosophy of medicine with other areas of philosophy (including bioethics, philosophy of psychiatry, and social epistemology). To this end, the next part focuses on what we call the “epistemological turn” in (...) recent work in the philosophy of medicine; the third part addresses new developments in medical research that raise interesting questions for philosophy of medicine; the fourth part is a discussion of philosophical issues within the practice of diagnosis; the fifth part focuses on the recent developments in psychiatric classification and scientific and ethical issues therein, and the final part focuses on the objectivity of medical research. (shrink)

In his famous 1982 paper, Allen Newell [22, 23] introduced the notion of knowledge level to indicate a level of analysis, and prediction, of the rational behavior of a cognitive arti cial agent. This analysis concerns the investigation about the availability of the agent knowledge, in order to pursue its own goals, and is based on the so-called Rationality Principle (an assumption according to which "an agent will use the knowledge it has of its environment to achieve its goals" [22, (...) p. 17]. By using the Newell's own words: "To treat a system at the knowledge level is to treat it as having some knowledge, some goals, and believing it will do whatever is within its power to attain its goals, in so far as its knowledge indicates" [22, p. 13]. In the last decades, the importance of the knowledge level has been historically and system- atically downsized by the research area in cognitive architectures (CAs), whose interests have been mainly focused on the analysis and the development of mechanisms and the processes governing human and (arti cial) cognition. The knowledge level in CAs, however, represents a crucial level of analysis for the development of such arti cial general systems and therefore deserves greater research attention [17]. In the following, we will discuss areas of broad agree- ment and outline the main problematic aspects that should be faced within a Common Model of Cognition [12]. Such aspects, departing from an analysis at the knowledge level, also clearly impact both lower (e.g. representational) and higher (e.g. social) levels. (shrink)

Broadening access to both computational and educational resources is crit- ical to diffusing machine learning (ML) innovation. However, today, most ML resources and experts are siloed in a few countries and organizations. In this article, we describe our pedagogical approach to increasing access to applied ML through a massive open online course (MOOC) on Tiny Machine Learning (TinyML). We suggest that TinyML, applied ML on resource-constrained embedded devices, is an attractive means to widen access because TinyML leverages low-cost and globally (...) accessible hardware and encourages the development of complete, self-contained applications, from data collection to deployment. To this end, a collaboration between academia and industry produced a four part MOOC that provides application-oriented instruction on how to develop solutions using TinyML. The series is openly available on the edX MOOC platform, has no prerequisites beyond basic programming, and is designed for global learners from a variety of backgrounds. It introduces real-world applications, ML algorithms, data-set engineering, and the ethi- cal considerations of these technologies through hands-on programming and deployment of TinyML applications in both the cloud and on their own microcontrollers. To facili- tate continued learning, community building, and collaboration beyond the courses, we launched a standalone website, a forum, a chat, and an optional course-project com- petition. We also open-sourced the course materials, hoping they will inspire the next generation of ML practitioners and educators and further broaden access to cutting-edge ML technologies. (shrink)

Mark Colyvan formulates a puzzle about belief in inconsistent entities. As a scientific realist, Colyvan refers to salient instances of inconsistencies in our best science and demonstrates how an indispensability argument may justify belief in an inconsistent entity. Colyvan’s indispensability argument presents a two-horned dilemma: either scientific realists are committed to the possibility of warranted belief in inconsistent objects, or we have a reductio ad absurdum, bringing realism into a crisis. Firstly, this paper follows Graham Priest by opposing the received (...) characterisation of inconsistent belief as a kind of epistemic hell. Secondly, I challenge the Quinean naturalism that underpins Colyvan’s indispensability argument. Then, I reformulate Colyvan’s argument with a fallible naturalism, better equipped to account for certain problem candidates for inconsistent entities. Finally, I contend that—even if indispensable—an inconsistent entity poses no problem for the scientific realist, who can have justified belief in inconsistent entities. (shrink)

Since its introduction just over two decades ago, evidence-based medicine (EBM) has come to dominate medical practice, teaching, and policy. There are a growing number of textbooks, journals, and websites dedicated to EBM research, teaching, and evidence dissemination. EBM was most recently defined as a method that integrates best research evidence with clinical expertise and patient values and circumstances in the treatment of patients. There have been debates throughout the early 21st century about what counts as good research evidence between (...) EBM proponents and philosophical critics and even within the EBM community itself. Similar controversy arises about the relative worth of patient values and clinical expertise (and how these can be integrated). EBM has also evolved in ways that have come under scrutiny. Specifically, policymakers have used EBM research methodology to increase the relative importance of clinical guidelines that some clinicians have argued are tyrannical. Philosophers have addressed all of these controversies, and with very few exceptions have been critical of EBM. In addition most philosophical attention has been on the epistemic role of Randomization and evidence hierarchies, with relatively little attention being paid to the role of Diagnosis, expertise, patient values, and Systematic Reviews within EBM. (shrink)

Philosophers of science, particularly those working on science and values, often talk about the need for science to be socially responsible. However, what this means is not clear. In this paper, we review the contributions of philosophers of science to the debate over socially responsible science and explore the dimensions that a fruitful account of socially responsible science should address. Our review shows that offering a comprehensive account is difficult. We contend that broad calls for socially responsible science that fail (...) to attend to relevant dimensions are not the solution, as they preclude meaningful changes to research institutions and practices. We conclude that narrower, more explicit accounts are more likely to lead to substantive transformation. (shrink)

In this chapter we use methods of corpus linguistics to investigate the ways in which mathematicians describe their work as explanatory in their research papers. We analyse use of the words explain/explanation (and various related words and expressions) in a large corpus of texts containing research papers in mathematics and in physical sciences, comparing this with their use in corpora of general, day-to-day English. We find that although mathematicians do use this family of words, such use is considerably less prevalent (...) in mathematics papers than in physics papers or in general English. Furthermore, we find that the proportion with which mathematicians use expressions related to ‘explaining why’ and ‘explaining how’ is significantly different to the equivalent proportion in physics and in general English. We discuss possible accounts for these differences. (shrink)

Understanding academic gender gaps is difficult because gender-imbalanced fields differ across many features, limiting researchers’ ability to systematically study candidate causes. In the present preregistered research, we isolate two potential explanations—brilliance beliefs and fixed versus growth intelligence mindsets—by comparing two fields that have inverse gender gaps and historic and topical overlap: philosophy and psychology. Many more men than women study philosophy and vice versa in psychology, with disparities emerging during undergraduate studies. No prior work has examined the contributions of both (...) self-perceptions of brilliance and fixed versus growth mindsets on choice of major among undergraduate students. We assessed field-specific brilliance beliefs, brilliance beliefs about self, and mindsets, cross-sectionally in 467 undergraduates enrolled in philosophy and psychology classes at universities in the United States and Canada via both in-person and online questionnaires. We found support for the brilliance beliefs about the self, but not mindset, explanation. Brilliance beliefs about oneself predicted women’s but not men’s choice of major. Women who believed they were less brilliant were more likely to study psychology (perceived to require low brilliance) over philosophy (perceived to require high brilliance). Findings further indicated that fixed versus growth mindsets did not differ by gender and were not associated with major. Together, these results suggest that internalized essentialist beliefs about the gendered nature of brilliance are uniquely important to understanding why men and women pursue training in different academic fields. (shrink)

Feelings of belonging are integral in people’s choice of what career to pursue. Women and men are disproportionately represented across careers, starting with academic training. The present research focuses on two fields that are similar in their history and subject matter but feature inverse gender gaps—psychology (more women than men) and philosophy (more men than women)—to investigate how theorized explanations for academic gender gaps contribute to feelings of belonging. Specifically, we simultaneously model the relative contribution of theoretically relevant individual differences (...) (empathizing, systematizing, and intellectual combativeness) as well as life goals (prioritization of family, money, and status) to feelings of belonging and majoring in psychology or philosophy. We find that men report higher intellectual combativeness than women, and intellectual combativeness predicts feelings of belonging and majoring in philosophy over psychology. Although systematizing and empathizing are predictive of belonging and, in turn, majoring in psychology and philosophy, respectively, when other factors are taken into account, women and men do not differ in empathizing and systematizing. Women, more than men, report prioritizing having a family, wealth, and status in choosing a career, and these directly or indirectly feed into feelings of belonging and majoring in psychology, in contrast to prior theory. Together, these findings suggest that students’ perceptions of their own combativeness and the extent to which they desire money and status play essential roles in women’s feeling they belong in psychology and men’s feeling they belong in philosophy. (shrink)

Objective: Compassion has been associated with eudaimonia and prosocial behavior, and has been regarded as a virtue, both historically and cross-culturally. However, the psychological study of compassion has been limited to laboratory settings and/or standard survey assessments. Here, we use an experience sampling method (ESM) to compare naturalistic assessments of compassion with standard assessments, and to examine compassion, its variability, and associations with eudaimonia and prosocial behavior. -/- Methods: Participants took a survey which included standard assessments of compassion and eudaimonia. (...) Then, over four days, they were repeatedly asked about their level of compassion, eudaimonia, and situational factors within the moments of daily life. Finally, prosocial behavior was tested using the Dual Gamble Task and an opportunity to donate task winnings. -/- Results: Analyses revealed within-person associations between ESM compassion and eudaimonia. ESM compassion also predicted eudaimonia at the next ESM time point. While not impervious to situational factors, considerable consistency was observed in ESM compassion in comparison with eudaimonia. Further, ESM compassion along with eudaimonia predicted donating behavior. Standard assessments did not. -/- Conclusion: Consistent with virtue theory, some individual’s reports displayed a probabilistic tendency toward compassion, and ESM compassion predicted ESM eudaimonia and prosocial behavior toward those in need. (shrink)

Dunia sekarang ini terus mengalami perubahan termasuk pandangan orang terhadap masalah seks. Beberapa persoalan yang muncul adalah: Apakah yang dimaksud dengan pendidikan? Seks dalam dunia keberdosaan? Bagaimanakah Relasi Pendidikan Seks sebagai Landasan Iman Kristen? Jawabnya:(1) Pandangan Alkitab tentang pendidikan seks adalah merupakan karya Allah pada diri manusia sejak diciptakan.(2) Seks adalah sesuatu yang sakral sebagaiman Allah melembagakan pernikahan pertama kali di Eden.(3) Pendidikan seks dapat direlasikan dengan doktrin kekudusan sebagai landasan iman Kristen sebagai beriku: Pertama, perlunya dikembangkan pendidikan (...) kekudusan di sekolah-sekolah, seminar maupun di gereja agar memperjelas posisi keberdosaan seks yang dilakukan di luar pernikahan. Kedua, kekudusan yang berpusat kepada Allah menjadi ketergantungan hanya kepada Allah bukan kepada manusia. Ketiga, kekudusan yang diteladani oleh Yesus menjadi tokoh yang dapat diteladani oleh semua orang sehingga setiap orang mempunyai panggilan untuk hidup. (shrink)

This article discusses Christian Education based on national character insight. PAK is one of the pillars of character education. Character education will be realized if embedded in the spirit of insight of nationality in the students, therefore PAK is one of the supporting elements of the character of the protege. Through the design of the PAK material nationality students are taught that nationalistic deeds are evidence of faith as in the Bible.

Wolfgang Spohn's theory of ranking functions is an elegant and powerful theory of the structure and dynamics of doxastic states. In two recent papers, Spohn has applied it to the analysis of conditionals, claiming to have presented a unified account of indicative and subjunctive (counterfactual) conditionals. I argue that his analysis fails to account for counterfactuals that refer to indirect causes. The strategy of taking the transitive closure that Spohn employs in the theory of causation is not available for counterfactuals. (...) I have a close look at Spohn's treatment of the famous Oswald-Kennedy case in order to illustrate my points. I sketch an alternative view that seems to avoid the problems. (shrink)

Pensar es trabajar en transformar el pensamiento, escribía Meschonnic. La crítica es, ante todo, eso: reflexionar precisamente sobre lo que nuestros saberes nos impiden saber. Un gesto que transforma a partir de la interrogación misma. En diálogo con el Profesor Duncan Kennedy, el presente trabajo pretende repensar la relación entre enseñanza, crítica y acción en el campo jurídico, insistiendo en la necesidad de reinscribir la crítica no como develamiento de una “verdad esencial” oculta sino como una praxis que transforme (...) a partir de los propios límites que el orden simbólico instituye. Asimismo el artículo aborda la pregunta por la interpretación judicial sugiriendo la necesidad de desplazar el significante “trabajo jurídico” hacia la órbita de la “acción” en sentido arendtiano. El trabajo o la fabricación a diferencia de la acción se produce en aislamiento. La acción, en cambio, necesita de otros. Es por ello que se ofrece como cambio y sobre todo: ausencia de cálculo. (shrink)

This paper is a critical analysis towardcritical pedagogy in education using the concept of the pedagogy of shalom. Critical analysis is undertakennot to imply that critical pedagogy as formulated by Giroux is a wrong conceptbut this paper aims to recover the fragility and refining that has not been perfect through the values of the divine pedagogy of shalom. Critical pedagogy and shalom pedagogy struggle to question and challenge the mindset and lifestyle underlying the pedagogy of neoliberal that emphasisses market fundamentalism (...) and ultimately create oppression, social injustice and revokedemocracy. Based on this orientation, pedagogy of shalomis introduced to reinforce the foundations and basic theories of critical pedagogy so it doesnnot merely align to activism, withoutreconciliation and to avoid arrogant of social movements and the criticism to power but without theestablishmentof love. The main objective is to achieve social and political changes to thebetter so that public can live injust, free, prosperous and equitablesociety.This article further seeks possibility to apply the concept of the pedagogy of shalom in the context of Christian education in Indonesia. (shrink)

The issue of climate change poses an important problem that requires immediate collaboration from everyone, including individuals, governments, and businesses. While consumption culture constitutes a significant proportion of greenhouse gas emissions, most of these emissions are caused by the consumption of the wealthiest. In this article, we will explore the challenges that consumer culture has exacerbated regarding climate change and propose that transitioning to a simpler and more sustainable lifestyle could be an effective solution in the fight against climate change. (...) Such transitions can be leveraged through the inspiration of celebrities (e.g., Keanu Reeves, Chow Yun-fat, Kristen Bell, Leonardo DiCaprio) that pursue simple, non-glamorous lifestyles that do not promote excessive consumerism. (shrink)

Wenn Präsident Kennedy nicht erschossen worden wäre, hätte er dann Nordvietnam bombardiert? Das weiß Gott allein. Oder doch nicht? Weiß wenigstens Er, was Kennedy getan hätte? ... Die Jesuiten behaupteten unter anderem, daß viele menschliche Handlungen in dem Sinne frei seien, daß die Ausführenden nicht logisch oder kausal gezwungen seien, sie auszuführen. („Frei“ wird im vorliegenden Aufsatz stets in diesem Sinne verwendet werden.) Wie behält Gott dann die Kontrolle über die menschliche Geschichte? Nicht dadurch, daß Er menschliche Handlungen (...) kausal determiniert, wie die Dominikaner geglaubt zu haben scheinen , sondern indem Er Umstände herbeiführt, von denen Er weiß, daß wir in ihnen freiwillig Seinen Plänen entsprechend handeln werden. (shrink)

At the end of 2017, Kristen Roupenian’s short story, Cat Person, went viral. Published at the height of the #MeToo movement, it depicted a ‘toxic date’ and a disturbing sexual encounter between Margot, a college student, and Robert, an older man she meets at work. The story was widely viewed as a relatable denunciation of women’s powerlessness and routine victimization. In this paper, I push against this common reading. I propose an alternative feminist interpretation through the lens of Simone (...) de Beauvoir’s notion of narcissism: a form of alienation that consists in making oneself both the subject and the ultimate project of one’s life. Framing Margot as a narcissist casts her as engaging, not in subtly coerced, undesired sex, but rather in sex that is desired in a tragically alienated way. I argue that Beauvoir’s notion of narcissism is an important tool for feminists today – well beyond the interpretation of Cat Person. It presses us to see systematic subordination not just as something done to women, but also as something women do to themselves. This in turn highlights the neglected role of self-transformation as a key aspect of feminist political resistance. (shrink)

Given that conspiracies exist, can we be justified in dismissing conspiracy theories without concerning ourselves with specific details? I answer this question by focusing on contrarian conspiracy theories, theories about conspiracies that conflict with testimony from reliable sources of information. For example, theories that say the CIA masterminded the assassination of John F. Kennedy, 9/11 was an inside job, or the Freemasons are secretly running the world are contrarian conspiracy theories. When someone argues for a contrarian conspiracy theory, their (...) options are to appeal to eyewitness testimony, incriminating documents, photographs, audio recordings, video recordings, allegedly scientific evidence, anomalies, or considerations of cui bono (who benefits). Most laypeople don’t know how to adequately respond to arguments for contrarian conspiracy theories, but this doesn’t mean that it’s dogmatic to reject them. I argue that many laypeople are defeasibly justified in rejecting a variety of contrarian conspiracy theories based on testimony and this justification is rarely defeated by arguments for contrarian conspiracy theories even if we don’t know how to respond to these arguments. (shrink)

A plausible principle about the felicitous use of indicative conditionals says that there is something strange about asserting an indicative conditional when you know whether its antecedent is true. But in most contexts there is nothing strange at all about asserting indicative conditionals like ‘If Oswald didn’t shoot Kennedy, then someone else did’. This paper argues that the only compelling explanation of these facts requires the resources of contextualism about knowledge.

Utterances of simple sentences containing taste predicates (e.g. "delicious", "fun", "frightening") typically imply that the speaker has had a particular sort of first-hand experience with the object of predication. For example, an utterance of "The carrot cake is delicious" would typically imply that the speaker had actually tasted the cake in question, and is not, for example, merely basing her judgment on the testimony of others. According to one approach, this acquaintance inference is essentially an implicature, one generated by the (...) Maxim of Quality together with a certain principle concerning the epistemology of taste (Ninan 2014). We first discuss some problems for this approach that arise in connection with disjunction and generalized quantifiers. Then, after stating a conjecture concerning which operators ‘obviate’ the acquaintance inference and which do not, we build on Anand & Korotkova (2018) and Willer & Kennedy (Forthcoming) by developing a theory that treats the acquaintance requirement as a presupposition, albeit one that can be obviated by certain operators. (shrink)

Counterfactual thinking—the capacity to reflect on what would, could, or should have been if events had transpired differently—is a pervasive, yet seemingly paradoxical human tendency. On the one hand, counterfactual thoughts can be comforting and inspiring (Carroll & Shepperd, Chapter 28), but on the other they can be anxiety provoking and depressing (Zeelenberg & Pieters, Chapter 27). Likewise, such thoughts can illuminate pathways toward better future outcomes (Wong, Galinsky, & Kray, Chapter 11), yet they can also promote confusion and lead (...) us astray (Sanna, Schwarz, & Kennedy, Chapter 13). The first part of this chapter focuses on work that supports the prevailing Zeitgeist in the counterfactual thinking literature: Counterfactual thinking is beneficial. The second part of the chapter, however, strikes a more cautionary tone by reviewing work that describes some deleterious consequences of counterfactual thinking. We conclude by offering a tentative reconciliation of these conflicting perspectives and suggesting directions for future research. (shrink)

A recent study dealing with Western European countries suggests a connection between vaccine skepticism and support for populist parties (Kennedy 2019). Of all countries in the study, Italy scored highest on both counts, with 44% of the electorate voting for populists in 2014 and 14% of the population not deeming vaccinations important. The study concludes that both phenomena have a common root in the distrust of elite and experts. While that seems plausible, this paper establishes that there is much (...) more to be said about the relation between populism and the anti-vaccination movement. Using the case study of the Italian anti-vaxxers, I spell out how populists have reinforced an echo chamber in an effort to mobilize it. I argue that besides the common root cause, in this instance there is also indication of a causal relation between populism and anti-vaccination. Moreover, I show that populism and echo chambers in general are conceptually linked through their dichotomous division of society and rejection of legitimate opposition. (shrink)

The Second World War and its associated political events of a national and global scale brought new circumstances, which was considerably influenced the development processes of Tehran. During World War II, Iran hoped that Washington would keep Britain and the Soviet Union from seizing control of the country’s oil fields. In 1951 and 1952 Truman worked with Iranian Prime Minister, though unsuccessfully, to regain some of those lost oil rights for Iran. By the late 1950s and President Kennedy’s presidency, (...) he used aid as leverage for social reform. During the early years of 1960s, the Kennedy Administration was urging its allies in the third world to carry out necessary reforms in order to prevent popular discontent and enhance the dominant ideology of ‘modernism’. In 1968, a major piece of legislation, the Urban Development and Renewal Act, enabled the municipality to implement Tehran’s Comprehensive Plan (TCP 1968), which integrated all the elements of a 1960s’ American city such as the separation of functions, highways, suburbs, shopping centers and housing area. The export of these American cities principles can only be understood from the background of the Cold War period, in which the east and west were both competing for cultural colonization of Middle Eastern strategically important cities like Tehran. During this period, the new developments supported by the oil boom of 1970s, were built in different forms to constitute an expanding metropolis. In 1974, the second “International Congress of Architecture” with the theme of “Toward a Quality of Life” held at Persepolis and brought together all leading world architects and planners to review Iran’s progress in its professional response to the challenges posed by increasing oil revenues. This research aims to represent the export of planning as a political means of cultural colonization of the Third World during the cold war period. (shrink)

Review of J.B. Kennedy The Musical Structure of Plato's Dialogues (Acumen, 2011).

Philosophical reflection on racial profiling tends to take one of two forms. The first sees it as an example of ‘statistical discrimination,’ (SD), raising the question of when, if ever, probabilistic generalisations about group behaviour or characteristics can be used to judge particular individuals.(Applbaum 2014; Harcourt 2004; Hellman, 2014; Risse and Zeckhauser 2004; Risse 2007; Lippert-Rasmussen 2006; Lippert-Rasmussen 2007; Lippert-Rasmussen 2014) . This approach treats racial profiling as one example amongst many others of a general problem in egalitarian political philosophy, (...) occasioned by the fact that treating people as equals does not always require, or permit, us to treat them the same. The second form is concerned with how racial profiling illuminates the nature, justification, and reproduction of hierarchies of power and privilege based on skin colour and morphology. This form of reflection on racial profiling is therefore less about the justification for judging people based on the characteristics of the group to which they (appear to) belong, and more concerned with the specific ways in which the association of racialized minorities – and, in particular, black people – with crime, contributes to, and reflects, racial inequality, and oppression.(Kennedy 1998; Zack, 2015; Lever, 2005; Lever 2007). Both approaches to profiling have much to recommend them and, taken together, they form an essential component of the political philosophy of race. The statistical approach has the merits of linking racial profiling, as practice, to a body of other practices that generate and justify inequalities based on factors other than race, but it typically offers little by way of insight into the role of racial profiling itself in sustaining racial inequality and injustice. The racial construction approach, for obvious reasons, is rather better at the latter task, but its insights tend to come at the price of a broader understanding of the ways in which inequality is reproduced and justified, or of the ethical dilemmas raised by our competing claims to security. As we will see, insights from both approaches can be synthesized to clarify what, if anything, is wrong with racial profiling and what broader conclusions for equality and security follow from the study of profiling. (shrink)

My account of the causal role of consciousness in a physical world is modeled on Dretske’s celebrated explanation of the causal role of beliefs (something that Dretske himself never offered). First, behavior must be understood as a (broadly individuated) process that begins with some external stimulus causing some neurological event C, and ends with causing a bodily movement M (e.g., the Kennedy assassination is a process that begins with Oswald pulling the trigger at 12:30pm CST on November 23 in (...) 1963 in Dallas, Texas, but only ends half an hour later when Kennedy is pronounced dead at 1 pm CST). The internal neurological event C causes bodily movement M, but only by virtue of being recruited by natural selection to represent the instantiation of some external property F when properly stimulated under normal circumstances. But the reason why C causes M lies in the fact that C represents the instantiation of the external property F. I withdraw my hand from a hot surface because the activation of nociceptive specific neurons in my parietal lobe (together with the activation of neuronal patterns in my motor cortices) was recruited by natural selection to represent the tissue damage in my hand. The activation of nociceptive specific neurons causes my hand to withdraw but for the reason that it represents tissue data at the time that I felt pain in my hand. (shrink)

The articles included in this issue represent some of the most recent thinking in the area of critical thinking in higher education. While the emphasis is on work being done in the Australasian region, there are also papers from the USA and UK that demonstrate the international interest in advancing research in the area. -/- ‘Critical thinking’ in the guise of the study of logic and rhetoric has, of course, been around since the days of the ancient Greeks and the (...) early beginnings of universities. In a narrower sense, critical thinking has been central to higher education as a desirable attribute of graduates since at least the beginning of the twentieth century. The work of John Dewey, and others, emphasised the importance of ‘good habits of thinking’ as early as 1916. In 1945, the Harvard Committee placed emphasis on the importance of ‘thinking effectively’ as one of three desirable educational abilities in their General education in a free society. This was later endorsed in 1961 by the US-based Educational Policies Commission: ‘The purpose which runs through and strengthens all other educational purposes … is the development of the ability to think’ (Kennedy, Fisher, & Ennis, 1991, pp. 11–12). -/- In recent times, universities have made a point of emphasising the importance of critical thinking as a ‘generic skill’ that is central to most, if not all, subjects. There is not a university today (in Australia at least) that does not proudly proclaim that their graduates will – as a result of a degree program in their institution – learn to think critically. Further, there is rarely a subject taught that does not offer the opportunity to acquire skills in critical thinking. However, where is the evidence that we teach critical thinking in higher education? Disturbingly, despite our best intentions, it appears we may be teaching very little of it. (shrink)

It is a consequence of both Kennedy and McNally’s typology of the scale structures of gradable adjectives and Kennedy’s :1–45, 2007) economy principle that an object is clean just in case its degree of cleanness is maximal. So they jointly predict that the sentence ‘Both towels are clean, but the red one is cleaner than the blue one’ :259–288, 2004) is a contradiction. Surely, one can account for the sentence’s assertability by saying that the first instance of ‘clean’ (...) is used loosely: since ‘clean’ pragmatically conveys the property of being close to maximally clean rather than the property of being maximally clean, the sentence as a whole conveys a consistent proposition. I challenge this semantics–pragmatics package by considering the sentence ‘Mary believes that both towels are clean but that the red one is cleaner than the blue one’. We can certainly use this sentence to attribute a coherent belief to Mary: One of its readings says that she believes that the towels are clean by a contextually salient standard ; the other says that she believes that the towels are clean by her own standard. I argue that Kennedy’s semantics–pragmatics package can’t deliver those readings, and propose that we drop the economy principle and account for those readings semantically by assigning to the belief sentence two distinct truth conditions. I consider two ways to deliver those truth-conditions. The first one posits world-variables in the sentence’s logical form and analyzes those truth-conditions as resulting from two binding possibilities of those variables. The second one proposes that the threshold function introduced by the phonologically null morpheme pos is shiftable in belief contexts. (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)

In its January 20th, 2010 decision in Citizens United vs. Federal Election Commission, the United States Supreme Court ruled that certain restrictions on independent expenditures by corporations for political advocacy violate the First Amendment of the Constitution, which provides that “Congress shall make no law […] abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.” Justice Kennedy, writing for the 5-4 (...) majority, held that “[b]y suppressing the speech of manifold corporations, both for-profit and non-profit, the Government prevents their voices and view-points from reaching the public and advising voters on which person or entities are hostile to their interests” (Citizens United vs. Federal Election Commission 558 U.S. 38-9 (2010); emphasis added). Much of the language of the opinion, and some of its reasoning, as this passage illustrates, presupposes that corporations are agents capable of speech, and that it is (at least in part) in the light of this that limitations on political advocacy by corporations are prohibited by the Constitution. -/- While there are other strands in the argument, they are interwoven with the conception of the corporation as agent and speaker, with its voice and its viewpoints. The dissenters on the court objected on precisely this point (among others). Justice Stevens wrote sarcastically in his dissent, joined by Justices Ginsburg, Breyer, and Sotomayor, that “[u]nder the majority’s view, I suppose it may be a First Amendment problem that corporations are not permitted to vote, given that voting is, among other things, a form of speech” (558 U.S. 33 (2010)). Justice Sotomayor suggested in oral argument that the Court’s century-old practice of treating corporations as persons rests on a conceptual mistake. -/- My concern in this essay is not with the question whether the restrictions violate the Constitution. There are many issues that bear on this which will be outside the scope of my discussion. My concern is with the proper conceptual framework for understanding the agency of corporations and corporate speech, and the role that conceptions of these play in the background of the majority’s reasoning. The issue is legal, but it also has philosophical, conceptual and semantic aspects. It will be the latter aspects, and their potential to shed light on legal reasoning, that are my main focus. An adequate framework requires saying what properly speaking the corporation is, how agency is expressed through the corporation, whose agency it is, centrally whether the corporation is an agent or person in its own right, and in what sense it can be said to be capable of speech. I draw on recent work in collective action theory, particularly with respect to the semantics of collective action sentences (Ludwig 2007) and the analysis of the proxy agency in collective action (Ludwig 2014), to show (i) that corporations are neither genuine agents nor (therefore) capable of engaging in genuine speech, (ii) that consequently the First Amendment does not apply to corporations per se, and (iii) that a better understanding of the mechanisms of corporate agency casts doubt on more indirect arguments for extending the First Amendment to “corporate speech” as well. (shrink)

The paper leans on a movie cult from the 1960s, Blow-Up (1966) by Michelangelo Antonioni, of which a famous sequence is often mentioned, the one in which the protagonist, the photographer Thomas (considered here as a "conceptual character"), repeatedly enlarged the photographs he made in a park, in order to find an answer to the mystery surrounding the murder of a man: magnification which leads, on the one hand, to a gradual loss of definition of images, with the grain of (...) the picture becoming more and more evident, but also, on the other, in the emergence, from the very material of the print, of a fundamental detail that will help solve the mystery. What interests is the link between indicative referentiality and evidence documentary, between degrees of definition and authentication powers. The paper also analyzes the links that intertwine, in the film, between the photographs of Thomas (by Don McCullin) and paintings painted by another character of the movie, Bill (directed by Ian Stephenson), but also, outside the film, with all a series of examples from artistic production and visual culture of the time: very low definition images of the Kennedy assassination in Dallas (the famous Zapruder Film), the portrait of Lee Harvey Oswald directed by Sigmar Polke by simulating the halftone technique, the war photographs of Don McCullin and David Bailey's Fashion Photographs, Random Earths Studies by Mark Boyle and Joan Hills, Materialologies and Texturologies by Jean Dubuffet, as well as Zen for Film by Nam June Paik. Fimiani's text addresses also two contemporary installations which have tried to return to the issues from the photographic sequence of Antonioni's film: Blow-Up Blow-Up (2010) by Joan Fontcuberta and Portrait Landscape (from the Object Classifier series) (2015) by John Houck, an installation in which photograms of Blow-Up are analyzed through facial recognition software. (shrink)

The thought that children should be given greater opportunity to participate meaningfully in affairs which concern them and to show their capacity for reasonable measured thoughts and choices has been displayed by many others (COHEN, 1980; FARSON, 1974; KENNEDY, 1992). It has also been suggested than in order to ensure that we are fair to all individuals, regardless of their age, that our primary consideration should be the capacity for decision making and agency. However, whether or not children are (...) indeed capable of this kind of decision-making and developed agency is greatly contested (most notably perhaps by Plato and Aristotle), and so too are the reasons for this. In what follows then, I will examine the ways in which children may be encouraged to gain this kind of agency, and what our role in facilitating this may be. Moreover, I will show that while difficult, it is possible to approach ‘teaching’ young people to become autonomous agents in ways that do not interfere with their agency, either presently or in a future-oriented sense. Establishing this is essential as in order to make authentic choices, and allow for holding individuals responsible for their choices, they must be a result of the deliberation of their own choices, and not some other influence, be that external or internal. Finally, in relation to educative aims as a whole, I will follow Seneca’s statement above: that education should go beyond inculcating only learning and practises that are of immediate use to the institutions in which they are learned. (shrink)