Sometimes we learn through the use of imagination. The epistemology of imagination asks how this is possible. One barrier to progress on this question has been a lack of agreement on how to characterize imagination; for example, is imagination a mental state, ability, character trait, or cognitive process? This paper argues that we should characterize imagination as a cognitive ability, exercises of which are cognitive processes. Following dual process theories of cognition developed in cognitive science, the set of imaginative processes (...) is then divided into two kinds: one that is unconscious, uncontrolled, and effortless, and another that is conscious, controlled, and effortful. This paper outlines the different epistemological strengths and weaknesses of the two kinds of imaginative process, and argues that a dual process model of imagination helpfully resolves or clarifies issues in the epistemology of imagination and the closely related epistemology of thought experiments. (shrink)

Philosophy and Phenomenological Research, EarlyView.

Time may be infinite in both directions. If it is, then, if persons could live at most once in all of time, the probability that you would be alive now would be zero. But if persons can live more than once, the probability that you would be alive now would be nonzero. Since you are alive now, with certainty, either the past is finite, or persons can live more than once.

We identify several ongoing debates related to implicit measures, surveying prominent views and considerations in each debate. First, we summarize the debate regarding whether performance on implicit measures is explained by conscious or unconscious representations. Second, we discuss the cognitive structure of the operative constructs: are they associatively or propositionally structured? Third, we review debates whether performance on implicit measures reflects traits or states. Fourth, we discuss the question of whether a person’s performance on an implicit measure reflects characteristics of (...) the person who is taking the test or characteristics of the situation in which the person is taking the test. Finally, we survey the debate about the relationship between implicit measures and (other kinds of) behavior. (shrink)

Imagination is necessary for scientific practice, yet there are no in vivo sociological studies on the ways that imagination is taught, thought of, or evaluated by scientists. This article begins to remedy this by presenting the results of a qualitative study performed on two systems biology laboratories. I found that the more advanced a participant was in their scientific career, the more they valued imagination. Further, positive attitudes toward imagination were primarily due to the perceived role of imagination in problem-solving. (...) But not all problem-solving episodes involved clear appeals to imagination, only maximally specific problems did. This pattern is explained by the presence of an implicit norm governing imagination use in the two labs: only use imagination on maximally specific problems, and only when all other available methods have failed. This norm was confirmed by the participants, and I argue that it has epistemological reasons in its favour. I also found that its strength varies inversely with career stage, such that more advanced scientists do (and should) occasionally bring their imaginations to bear on more general problems. A story about scientific pedagogy explains the trend away from (and back to) imagination over the course of a scientific career. Finally, some positive recommendations are given for a more imagination-friendly scientific pedagogy. (shrink)

This paper explores the prospects of combining two views. The first view is metaphysical rationalism : all things have an explanation. The second view is metaphysical essentialism: there are real essences. The exploration is motivated by a conflict between the views. Metaphysical essentialism posits facts about essences. Metaphysical rationalism demands explanations for all facts. But facts about essences appear to resist explanation. I consider two solutions to the conflict. Exemption solutions attempt to exempt facts about essences from the demand for (...) explanation. Explanation solutions attempt to explain facts about essences. I argue that exemption solutions are less promising than explanation solutions. I then consider how explanation solutions might be developed. I suggest that a “generative” approach is most promising. I tentatively conclude that the prospects for combining metaphysical rationalism and metaphysical essentialism turn on the viability of a generative approach. This sets the agenda for defending the combination as well as the more general project of explaining essences. (shrink)

Computational systems biologists create and manipulate computational models of biological systems, but they do not always have straightforward epistemic access to the content and behavioural profile of such models because of their length, coding idiosyncrasies, and formal complexity. This creates difficulties both for modellers in their research groups and for their bioscience collaborators who rely on these models. In this paper we introduce a new kind of visualization that was developed to address just this sort of epistemic opacity. The visualization (...) is unusual in that it depicts the dynamics and structure of a computer model instead of that model’s target system, and because it is generated algorithmically. Using considerations from epistemology and aesthetics, we explore how this new kind of visualization increases scientific understanding of the content and function of computer models in systems biology to reduce epistemic opacity. (shrink)

According to phenomenalism, physical things are a certain kind of possibility for experience. This paper clarifies the phenomenalist position and addresses some main objections to it, with the aim of showing that phenomenalism is a live option that merits a place alongside dualism and materialism in contemporary metaphysical debate.

Moral philosophy continues to be enriched by an ongoing empirical turn,mainly through contributions from neuroscience, biology, and psychology. Thusfar, cultural anthropology has largely been missing. A recent and rapidly growing‘ethical turn’ within cultural anthropologynow explicitly and systematically studiesmorality. This research report aims to introduce to an audience in moral philosophyseveral notable works within the ethical turn. It does so by critically discussing theethical turn’s contributions to four topics: the definition of morality, the nature ofmoral change and progress, the truth of (...) moral relativism, and attempts to debunkmorality. The ethical turn uncovers a richer picture of moral phenomena on theintersubjective level, one akin to a virtue theoretic focus on moral character, withstriking similarities of moral phenomena across cultures. Perennial debates are notsettled but the ethical turn strengthens moral philosophy’s empirical turn and itrewards serious attention from philosophers. (shrink)

Whatever the merits idealized liberal accounts of citizenship education may have in the seminar room, in this essay I argue that they are both unpersuasive and ineffectual. This is the case, because they are insufficiently attentive to the empirical realities, first (a) with respect to how real – versus imaginary – school systems function; and second, (b) with respect to the broader political context in which citizenship education policies are implemented. Because so much is already known about the former, I (...) devote more attention in this essay to the latter. (shrink)

There has been a growing charge that perdurantism—with its bloated ontology of very person-like objects that coincide persons—implies the repugnant conclusion that we are morally obliged to be feckless. I argue that this charge critically overlooks the epistemic situation—what I call the ‘veil of ignorance’—that perdurantists find themselves in. Though the veil of ignorance still requires an alteration of our commonsense understanding of the demands on action, I argue for two conclusions. The first is that the alteration that is required (...) isn’t a moral one, but rather an alteration of prudential reasoning. Second, and more importantly, this alteration isn’t necessarily a repugnant one. In fact, given that it prudentially pushes one towards greater impartiality, it may be seen as a point in favor of perdurantism. (shrink)

This paper argues that Epictetus’ ethics involves three features which are also present in Aristotle’s discussion of akrasia in the Nicomachean Ethics: 1) A major problem for agents is when they fail to render a universal premise effective at motivating a particular action in accordance with that premise. 2) There are two reasons this occurs: Precipitancy and Weakness. 3) Precipitancy and Weakness can be prevented by gaining a fuller understanding of our beliefs and commitments. This comparison should make clear that (...) akrasia is certainly not absent from Epictetus. Rather a very Aristotelian understanding of why we fail to act in accordance with what we take to be in our own best interests remains at the center of his ethics. (shrink)

: The debate between proponents of ideal and non-ideal approaches to political philosophy has thus far been framed as a meta-level debate about normative theory. The argument of this essay will be that the ideal/non-ideal debate can be helpfully reframed as a ground-level debate within normative theory. Specifically, it can be understood as a debate within the applied normative field of professional ethics, with the profession being examined that of political philosophy itself. If the community of academic political theorists and (...) philosophers cannot help us navigate the problems we face in actual political life, they have not lived up to the moral demands of their vocation. A moderate form of what David Estlund decries as “utopophobia” is therefore an integral element of a proper professional ethic for political philosophers. The moderate utopophobe maintains that while devoting scarce time and resources to constructing utopias may sometimes be justifiable, it is never self-justifying. Utopianism is defensible only insofar as it can reasonably be expected to help inform or improve nonutopian political thinking. (shrink)

The issue of voting rights for older children has been high on the political and philosophical agenda for quite some time now, and not without reason. Aside from principled moral and philosophical reasons why it is an important matter, many economic, environmental, and political issues are currently being decided—sometimes through indecision—that greatly impact the future of today’s children. Past and current generations of adults have, arguably, mortgaged their children’s future, and this makes the question whether (some) children should be granted (...) the right to vote all the more pressing. Should (some) children be given the right to vote? Moreover, does the answer to this question depend on civic education, on whether children have been deliberately prepared for the exercise of that right? These are the questions that will occupy us in this article. Our answer to the first will be that older children—children roughly between 14 and 16 years of age1—ought to be given the right to vote. (shrink)

The fact of evolution raises important questions for the position of moral realism, because the origin of our moral dispositions in a contingent evolutionary process is on the face of it incompatible with the view that our moral beliefs track independent moral truths. Moreover, this meta-ethical worry seems to undermine the normative justification of our moral norms and beliefs. If we don’t have any grounds to believe that the source of our moral beliefs has any ontological authority, how can our (...) moral judgments be justified in an objective way? In this chapter, I argue that while traditional moral realism is untenable in the light of evolution, normative justification should not be handed the same fate. It is precisely in the fact that moral norms and beliefs are grounded in evolved, innate and therefore universally shared intuitions that those norms and beliefs can be objective-for-us. Such an internalist justification allows us to differentiate moral right from wrong, not because some feature of the external world forces us to acknowledge this, but because our moral nature forces us to project this moral judgment on the world. What’s more, guided by this innate moral compass we can both assess and realize moral progress. (shrink)

A standard way to challenge convergence-based accounts of inductive success is to claim that they are too weak to constrain inductive inferences in the short run. We respond to such a challenge by answering some questions raised by Juhl (1994). When it comes to predicting limiting relative frequencies in the framework of Reichenbach, we show that speed-optimal convergence—a long-run success condition—induces dynamic coherence in the short run.

Many philosophers argue that religious schools are guilty of indoctrinatory harm. I think they are right to be worried about that. But in this article, I will postulate that there are other harms for many individuals that are more severe outside the religious school. Accordingly the full scope of harm should be taken into account when evaluating the harm that some religious schools may do. Once we do that, I suggest, justice may require that we choose the lesser harm. To (...) simplify matters, I focus my attention on the stigmatic harm done to Muslims, and the role that Islamic schools might be expected to play in mitigating that harm. If the full weight of stigmatic harm is factored into the ethical analysis concerning Islamic schools, then I suggest that there are sufficiently weighty pro tanto reasons for Muslim parents to prefer an Islamic school over the alternatives, notwithstanding the potential indoctrinatory harm. (shrink)

The Stoic Epictetus famously criticizeshis students for studying Stoicism as ‘mere theory’ and encouraged them to add training to their educational program. This is made all the more interesting by the fact that Epictetus, as a Stoic, was committed to notion that wisdom is sufficient to be virtuous, so theory should be all that’s required to achieve virtue. How are we then to make sense of Epictetus criticism of an overreliance on theory, and his insistence on adding training? This paper (...) argues that this tension can be resolved through an appeal to the metaphor of ‘digesting theory’. Epictetus discusses the digestion of theory in three parts of his existent work. While the use of digestion as a metaphor for moral progress in Epictetus has been noted, an explanation as to exactly what this process consists of has yet to be provided. This paper attempts to provide such an account. I argue that digestion consists of assimilating what we have learnt conceptually, at the level of general principles, into specific beliefs concerning existent objects. I argue further that this process of digestion can only be achieved through what Epictetus calls training (askesis). (shrink)

Attention plays a role in demonstrative thought: It sets the targets. Visual experience also plays a role. I argue here that it makes visual information available for use in the voluntary control of focal attention. To do so I use both introspection and neurophysiological evidence from projections between areas of attentional control and neural correlates of consciousness. Campbell and Smithies also identify roles for experience, but they further argue that only experience can play those roles. In contrast, I argue that (...) experience is not the only way in which visual information could be accessed for the voluntary control of attention. (shrink)

This paper introduces a model for evidence denial that explains this behavior as a manifestation of rationality and it is based on the contention that social values (measurable as utilities) often underwrite these sorts of responses. Moreover, it is contended that the value associated with group membership in particular can override epistemic reason when the expected utility of a belief or belief system is great. However, it is also true that it appears to be the case that it is still (...) possible for such unreasonable believers to reverse this sort of dogmatism and to change their beliefs in a way that is epistemically rational. The conjecture made here is that we should expect this to happen only when the expected utility of the beliefs in question dips below a threshold where the utility value of continued dogmatism and the associated group membership is no longer sufficient to motivate defusing the counter-evidence that tells against such epistemically irrational beliefs. (shrink)

In this essay I situate John Dewey’s pragmatist approach to democratic epistemology in relation to contemporary “epistemic democracy.” Like epistemic democrats, Dewey characterizes democracy as a form of social inquiry. But whereas epistemic democrats suggest that democracy aims to “track the truth,” Dewey rejects the notion of “tracking” or “corresponding” to truth in political and other domains. For Dewey, the measure of successful decision-making is not some fixed independent standard of truth or correctness but, instead, our own reflective satisfaction with (...) the practical results. I argue that this approach better reconciles epistemic democracy with traditional models of popular authority (“the will of the people”) and bolsters the defenses of the epistemic democrat against elitist alternatives. (shrink)

In recent work, Atran, Henrich, Norenzayan and colleagues developed an account of religion that reconciles insights from the ‘by-product’ accounts and the adaptive accounts. According to their synthesis, the process of cultural group selection driven by group competition has recruited our proclivity to adopt and spread religious beliefs and engage in religious practices to increase within group solidarity, harmony and cooperation. While their account has much merit, I believe it only tells us half the story of how institutional religions have (...) evolved. Their cultural evolutionary account of religion only looks at the cultural dynamics arising from competition between groups, not at the dynamics arising from within the group. Drawing from game-theoretic analyses of the emergence and cultural evolution of social institutions, I outline two sets of important ‘within-group’ dynamics that shape institutional religions. The first follow from the necessity to keep the interaction of the participants in an equilibrium state in order to maintain the social institution. The second arise from the competition of institutional features for traction within the group. Bringing these dynamics into account enables us to explain prominent features of institutional religions that cannot be satisfactorily explained by the current model of the cultural evolution of religions. (shrink)

This essay develops a model of democratic representation from the standpoint of epistemic theories of democracy. Such theories justify democracy in terms of its tendency to yield decisions that “track the truth” by integrating asymmetrically dispersed knowledge. From an epistemic point of view, I suggest, democratic representatives are best modeled as epistemic intermediaries who facilitate the vertical integration of knowledge between policy experts and non-experts, and the horizontal integration of knowledge among diverse non-experts. The primary analytical payoff of this model (...) is that it provides a clear rationale for variation in the norms and institutionalization of representative behavior. Sometimes a delegate-like approach is the right one, and sometimes a trustee-like approach is better. The key determinant is the effect of these models on the epistemic quality of outcomes under different circumstances. Towards the end of the essay, I apply the model to the present revival of populism and consider its implications in that context. (shrink)

In this paper I examine in detail the continued – and curious – popularity of religious schools in an otherwise ‘secular’ twenty-first century Europe. To do this I consider a number of motivations underwriting the decision to place one’s child in a religious school and delineate what are likely the best empirically supported explanations for the continued dominant position of Protestant and Catholic schools. I then argue that institutional racism is an explanatory variable that empirical researchers typically avoid, though it (...) informs both parental assessments of school quality as well as selective mechanisms many mainstream religious schools use to function as domains of exclusion. I then distinguish between religious schools in a dominant position from those serving disadvantaged minorities and argue that the latter are able to play a crucially important function other schools only rarely provide and hence that vulnerable minorities may have reason to value. (shrink)

A perceptual realism that is naive in a good way must be naively realistic about world and mind. But contemporary self-described naive realists often have trouble acknowledging that both the good cases of successful perception and the bad cases of illusion and hallucination involve internal experiential states with intentional contents that present the world as being a certain way. They prefer to think about experience solely in relational terms because they worry that otherwise we won’t be able to escape from (...) radical skepticism. I argue that experiential relations to objects require that their subjects be in internal experiential states. But this does not mean that these states are our epistemological starting point which can be known independently of any knowledge of the external world. We do escape the epistemological predicament of radical skepticism because the good cases are primary over the bad ones. But this is not because the good cases alone provide reasons for belief, but because we do not need a reason to think we are in a good case, but do need a reason to think we are not, and such a reason must come from a good case. So bad cases can only be thought of as deviations from good cases. And we can only understand experiences as states with contents distinct from their objects and present in good and bad cases once we understand misrepresentation, that is, bad cases, and therefore only as we ascribe knowledge of the external world to ourselves. (shrink)

According to Immanuel Kant’s well-known account of his own intellectual development, it was the skeptic David Hume who roused him from his dogmatic slumber. According to some popular accounts of post-Kantian philosophy, it was the soporific speculation of the idealists that quickly returned German philosophy to the Procrustean bed of unverifiable metaphysics, where it dogmatically slept for half of the nineteenth century. This popular picture of post-Kantian German philosophy receives some apparent support from the relevant evidence. After all, Kant had (...) allegedly demonstrated the illegitimacy of all metaphysical speculation that transcends the bounds of experience, and the writings of the German idealists - filled as they are with references to what is putatively “absolute” and “unconditioned” - seem to violate Kant’s strictures. In place of this popular conception, I seek to sketch out a rather difference picture of German idealism. The development of post-Kantian German idealism is best described, not as a turning away from skepticism, but rather as a radicalization of it. The radicalization of skepticism from Kant through Fichte to Hegel, however, does not lead away from systematic philosophy. The movement of thought from Kant to Hegel coincides with the gradual realization that skeptical thought is not external to systematic philosophy, but is in fact internal to, or even identical with it. This thesis concerning the progressive “radicalization” or “internalization” of skepticism in German idealism receives some prima facie support form the relevant writings of Kant, Fichte, and Hegel. (shrink)

In this chapter, I develop a pragmatic defense of critical patriotism, one that recognizes the many personal and social benefits of patriotic sentiment yet which is also infused with a passion for justice. Though the argument is pragmatic given the ubiquity of patriotic sentiment, I argue that critical patriotism is able to reconcile a love of one’s country with an ardent determination to reform and improve it.

This thesis justifies the need for and develops a new integrated model of practical reasoning and argumentation. After framing the work in terms of what is reasonable rather than what is rational (chapter 1), I apply the model for practical argumentation analysis and evaluation provided by Fairclough and Fairclough (2012) to a paradigm case of unreasonable individual practical argumentation provided by mass murderer Anders Behring Breivik (chapter 2). The application shows that by following the model, Breivik is relatively easily able (...) to conclude that his reasoning to mass murder is reasonable – which is understood to be an unacceptable result. Causes for the model to allow such a conclusion are identified as conceptual confusions ingrained in the model, a tension in how values function within the model, and a lack of creativity from Breivik. Distinguishing between dialectical and dialogical, reasoning and argumentation, for individual and multiple participants, chapter 3 addresses these conceptual confusions and helps lay the foundation for the design of a new integrated model for practical reasoning and argumentation (chapter 4). After laying out the theoretical aspects of the new model, it is then used to re-test Breivik’s reasoning in light of a developed discussion regarding the motivation for the new place and role of moral considerations (chapter 5). The application of the new model shows ways that Breivik could have been able to conclude that his practical argumentation was unreasonable and is thus argued to have improved upon the Fairclough and Fairclough model. It is acknowledged, however, that since the model cannot guarantee a reasonable conclusion, improving the critical creative capacity of the individual using it is also of paramount importance (chapter 6). The thesis concludes by discussing the contemporary importance of improving practical reasoning and by pointing to areas for further research (chapter 7). (shrink)

Anselm is known for offering a distinctive definition of freedom of choice as “the ability of preserving uprightness of will for its own sake.” When we turn to Anselm’s account of the devil’s fall in De Casu Diaboli, however, this idiosyncratic understanding of freedom is not at the forefront. In that text, Anselm seemingly assumes a traditional understanding of free will defined in terms of alternative possibilities for the angels. These alternative possibilities must be present so the angels can engage (...) in ‘self-determination.’ God, however, does not face alternative possibilities to achieve His self-determination. Anselm thus explicates his notion of free will in terms of three different concepts: his distinctive definition of free choice, self-determination, and the principle of alternative possibilities. Despite attempts (by both scholars and Anselm) to explain how these three concepts are related, I argue that their relationship is problematic. In particular, I argue that Anselm is guilty of conflating and equivocating with regard to these concepts. I further importantly claim that the conflation obscures the fact that his understanding of self-determination calls into question God’s excellence over that of the good angels. (shrink)

Marx’s theory of historical materialism seeks to explain human history and development on the basis of the material conditions underlying all human existence. For Marx, the most important of all human activities is the activity of production by means of labor. With his focus on production through labor, Marx argues that it is possible to provide a materialistic explanation of how human beings not only transform the world (by applying the “forces of production” to it) but also transform themselves in (...) transforming the world (by entering into “relations of production” with one another). For Marx, the productive labor of human beings – and the resulting interplay between the forces and relations of production – function together as the engine which drives all historical change and development. By understanding how the productive activities of human beings give rise to the division of labor and class conflict, it becomes possible, according to Marx, to understand how different historical epochs succeed one another, and how the trajectory of human history points towards a communist society within which the division of labor and class conflict will be abolished. (shrink)

The common view that Hume is a regularity theorist about laws of nature isn’t textually well grounded. The texts show that he thinks of them as objective governing principles that could conceivably be violated while still counting as a law of nature. This is a standard view at the time, and Hume borrows it from others. He implies that the best evidence for rational religion is the exceptionless workings of the laws of nature, he argues that suicide isn’t incompatible with (...) the will of God by identifying his will with the laws of nature, and he has Philo argue for the existence of God from the simplicity of the laws governing the world. He sheds some of the theological baggage that laws of nature carry at the time, but not all of it. (shrink)

Johann Joachim Winckelmann (1717–68) was not a philosopher. In fact, Winckelmann had a strong interest in distancing himself from academic philosophy as he knew it. As Goethe reports, Winckelmann “complained bitterly about the philosophers of his time and about their extensive influence.” Still less was Winckelmann a Kantian philosopher; the first edition of Immanuel Kant’s Critique of Pure Reason did not appear until 1781, thirteen years after the fifty-year-old Winckelmann was shockingly murdered in Trieste. Nevertheless, many of Winckelmann’s ideas were (...) philosophically rich and suggestive and interestingly relevant to the philosophical problems that were later to be addressed by Kant and his philosophical contemporaries. It is no wonder, then, that Winckelmann’s influence can be detected in the works of some of the most important philosophically oriented thinkers of Germany in the late eighteenth and early nineteenth centuries. In addition to Kant himself, these thinkers included Gotthold Ephraim Lessing (1729–81), Johann Gottfried von Herder (1744–1803), Johann Wolfgang von Goethe (1749–1832), Friedrich Schiller (1759–1805), Friedrich Hölderlin (1770–1843), Friedrich Wilhelm Joseph Schelling (1775–1854), and Georg Wilhelm Friedrich Hegel (1770–1831). (shrink)

In addition to the Frege point, Frege also argued for the force-content distinction from the fact that an affirmative answer to a yes-no question constitutes an assertion. I argue that this fact more readily supports the view that questions operate on and present assertions and other forceful acts themselves. Force is neither added to propositions as on the traditional view, nor is it cancelled as has recently been proposed. Rather higher level acts such as questioning, but also e.g. conditionalizing, embed (...) assertive or directive acts that are forceful and committal, while suspending commitment to them. The Frege point confounds different varieties of force and the question whether something is merely presented for consideration with the question what is so presented. Force is representational: through assertoric and directive force indicators subjects non-conceptually present positions of theoretical or practical knowledge, while interrogative acts indicate positions of wondering which strive for such knowledge. (shrink)

The article presents an original needs-based partial theory of human injustice and shows its relationship to existing theories of human need and human liberation. The theory is based on an original typology of three social structural sources of human injustice, a partial theorization of the mechanisms of human injustice, and a needs-based theorization of the nature of human injustice, as experienced by individuals. The article makes a sociological contribution to normative social theory by clarifying the relationship of human injustice to (...) human needs, human rights, and human liberation. The theory contends that human injustice is produced when oppression, mechanistic dehumanization, and exploitation create systematic inequality in opportunities to address human needs, leading to wrongful need deprivation and the resulting serious harm. In one longer sentence, this needs-based partial theory of the sources, mechanisms, and nature of human injustice contends that three distinct social systemic sources—oppression, mechanistic dehumanization, and exploitation—produce unique and/or overlapping social mechanisms, which create systematic inequality in opportunities to address universal human needs in culturally specific ways, thus producing the nature of the human injustice theorized here: wrongfully unmet needs and serious harm. (shrink)

In his paper, "Free Choice, Incommensurable Goods and the Self-Refutation of Determinism,"' Joseph Boyle seeks to show how the argument for the self-refutation of determinism - first articulated over twenty-five years ago - is an argument whose force depends on (first) a proper understanding of just what free choice is, and (secondly) a proper understanding of how free choice is a principle of moral responsibility. According to Boyle, a person can make a genuinely free choice only if he is presented (...) with alternative options that are incommensurable in their goodness or desirability. If the goodness or desirability of alternative options could be commensurated, or compared in accordance with some common standard, then it would be possible in principle for a person to determine which of the two options offered more, and which offered less, of the same sort of good represented by the two options. But if this sort of commensuration or comparison were possible, according to Boyle, then there would really be no need to choose. Rather, the only task that would have to be performed in order to determine the person's selection among alternative options would be the task clarifying or calculating which of the alternative options offered most fully what it is that makes both options desirable in the first place. Once the clarification or calculation is done, there would be no need-and in fact, no possibility--of really choosing: the calculation alone would settle which option is the best option, and thus which option is to be selected. Now if genuinely free choice requires that the choosing person be presented with options that are incommensurable in goodness or desirability, then it also seems to be the case that genuine choice-and the moral responsibility that goes along with it-requires that the person be presented with alternative possibilities from which to choose. And yet some compatibilist thinkers have held that moral responsibility does not really require the presence of alternative possibilities. In particular, Harry G. Frankfurt has sought to show (by means of counter-example) that a person can be a moral agent and morally responsible, even if the person did not, in fact, have any alternative possibilities available to him (that is, even if the person could not have done otherwise). Frankfurt's counter-example offers a direct challenge to the sort of incompatibilism that Boyle seeks to defend; and so Boyle is quite right to address Frankfurt head-on. For if Frankfurt is right, then it is erroneous to hold "the principle of alternative possibilities" (the principle that a person can be morally responsible for what he has done, only if he had alternative possibilities, or only if he could have done otherwise). But if it is erroneous to hold the principle of alternative possibilities, then it also seems erroneous to hold the more robust position that Boyle wishes to defend: namely, the position that moral responsibility requires not only alternative possibilities, but also alternative possibilities representing options that are incommensurable in their goodness. (shrink)

More than thirty-five years after its first release in 1971, Don McLean’s “American Pie” still resonates deeply with music listeners and consumers of popular culture. In a 2001 public poll sponsored by the National Endowment for the Arts and the Recording Industry Association of America, McLean’s eight-and-a-half-minute masterpiece was ranked number 5 among the 365 “most memorable” songs of the twentieth century. In 2002, the song was voted into the Grammy Hall of Fame. In 1997, Garth brooks performed “American Pie” (...) at a concert in Central Park, and in 2000, pop icon Madonna performed her own version of “American Pie” on the soundtrack of her movie The Next Best Thing. In 1999, American Pie became the title of a popular – and irreverently comical – coming-of-age movie starring Jason Biggs (the movie American Pie was followed by American Pie 2 in 2001, American Wedding in 2003, and American Pie Present – Band Camp in 2005). Like the movie to which it lent its name, the song “American Pie” presents a coming-of-age narrative; and, also like the movie, the song appealed strongly and immediately to its contemporary audience. Three months after its release in November of 1971, the song reached the number one slot on the charts in January of 1972, and it remained in the Top 40 for a total of seventeen weeks (longer than any other single during the year of 1972). Unlike the movie, however, the song “American Pie” is highly nuanced and sophisticated, containing multiple allusions and layers of meaning which challenge and heighten our understanding of rock ’n’ roll music and the possibility of self-reflection and self-critique in popular culture. (shrink)

In his 2009 encyclical letter Caritas in Veritate, Pope Benedict XVI calls for a deeper, theological and metaphysical evaluation of the category of “relation” to achieve a proper understanding of the human being’s “transcendent dignity.” For some contemporary thinkers, this position might seem to be hopelessly paradoxical or even incoherent. After all, many contemporary thinkers are apt to believe that the human creature can have “transcendent dignity” only if the being and goodness of the human creature is not conditioned by (...) or dependent upon any relation or relatedness to anything else, including the natural environment. This chapter seeks to show that apparent paradoxes in Benedict XVI’s statement will begin to disappear if one resists the rather understandable temptation to interpret his thought by relying on presuppositions borrowed from contemporary ethical theories. More specifically, this chapter aims to show that Benedict XVI’s teachings— embedded as they are within a rich tradition of Catholic “natural law” thinking—are importantly distinguishable from contemporary utilitarian and deontological views. Furthermore, this chapter seeks to demonstrate that Benedict XVI’s “natural law” account offers an intellectually defensible alternative to contemporary modes of environmental thinking. (shrink)

Taking equality seriously means that we ought to consider the ways in which persons are not only unfairly advantaged or disadvantaged from the start – e.g., through genetic inheritance, wealth, or a parent’s educational background – but also how opportunities and rewards that result from these basic inequalities are later exacerbated in the distribution of goods and opportunities. The basic point of equality as a normative principle is not that everyone have similar things or achieve similar outcomes, that would be (...) undesirable both for reasons having to do with individual liberty as well as social need. (shrink)

Whilst media and political rhetoric in Britain is sceptical and often outright damning of the (presumed) morals and behaviours of the White marginalized poor, our aim is to explore the conditions under which successful communities are nevertheless built. Specifically, we examine the features of community and stress its importance both for belonging and bonding around shared norms and practices and for fostering the necessary bridging essential for interacting and cooperating with others. In considering what it means to foster a community (...) that acts as a breakwater against the tides of stigma or disadvantage, we pay special attention to what we will call enabling conditions – essential features that communities either can or should be able to provide or that exist independent of communities and are indispensable for accessing opportunities in the wider society. We detail the dynamics of White poverty and exclusion before turning our attention to possible responses to these challenges. In searching for viable responses to stigma and disadvantage, we compare some different typologies of community presently available to the White poor in Britain and examine whether these are sufficient to satisfy the enabling conditions associated with more robust forms of group membership. (shrink)

In the modern period, the most original and influential theories about law and politics were developed in connection with a set of far-reaching, interrelated questions about the definition of law, the purpose of law, the relationship between law and morality, and the existence of natural law and natural rights. In this entry I summarize the contributions of Charles-Louis de Secondat, Baron de La Brède et de Montesquieu; William Blackstone; Jeremy Bentham; and Immanuel Kant as exemplars of the history of modern (...) thought on law and politics. (shrink)

In this essay I question the liberal faith in the efficacy and morality of citizenship education (CE) as it has been traditionally (and is still) practiced in most public state schools. In challenging institutionalized faith in CE, I also challenge liberal understandings of what it means to be a citizen, and how the social and political world of citizens is constituted. I interrogate CE as defended in the liberal tradition, with particular attention to Gutmann’s ‘conscious social reproduction’. I argue that (...) CE in practice does not operate on the bases of non-repression or non-discrimination, and has weak claims for legitimacy. In fact, CE in many forms reproduces social inequalities, and contributes to the expulsion of disadvantaged students from schools and from the ranks of recognized citizens. (shrink)

Baruch, or Benedictus, Spinoza (1632–77) is the author of works, especially the Ethics and the Theological-Political Treatise, that are a major source of the ideas of the European Enlightenment. The Ethics is a dense series of arguments on progressively narrower subjects – metaphysics, mind, the human affects, human bondage to passion, and human blessedness – presented in a geometrical order modeled on that of Euclid. In it, Spinoza begins by defending a metaphysics on which God is the only substance and (...) is bound by the laws of his own nature. Spinoza then builds a naturalistic ethics that is constrained by, and to some extent is a product of, his strong metaphysics. Human beings are individuals that causally interact with other individuals and are extremely vulnerable to external influence. They are not substances. Moreover, human beings are bound by the same laws that bind all other individuals in nature, so Spinoza presents accounts of goodness, virtue, and perfection that are consistent with these perfectly general laws. Spinoza’s principal influences include René Descartes, Thomas Hobbes (see hobbes, thomas), Moses Maimonides (see maimonides, moses), the Roman Stoics (see stoicism), and Aristotle (see aristotle). Although his innovative philosophical views undoubtedly contributed to the strong writ of cherem, or ostracism, that Spinoza received from the Portuguese Jewish community of Amsterdam in 1656, his work nevertheless also shows the influence of the study of Scripture and of Jewish law. (shrink)

Hegel’s most abiding aspiration was to be a volkserzieher (an educator of the people) in the tradition of thinkers of Moses Mendelssohn (1729-1786), Gotthold Ephraim Lessing (1729-1781), and Friedrich Schiller (159-1786). No doubt, he was also deeply interested in epistemology and metaphysics, but this interest stemmed at least in part from his belief (which Kant also shared) that human beings could become truly liberated to fulfill their vocations as human beings, only if they were also liberated from the illusions and (...) contradictions that plagued uncritical thinking about self, world, and God. Thus to appreciate Hegel’s work in epistemology and metaphysics, one must first appreciate how he (following Kant) sought to think beyond the “special metaphysics” of self, world, and God as developed by Descartes and other pre-critical philosophers. The aim of this chapter is to analyze aspects of Hegel’s critical appropriation and transformation of Kantian thought, shedding light not only on Hegel’s own understanding of his move beyond Kant, but also on the philosophical reasons that might justify such a move. (shrink)

Decalogue Five tells the story of Waldemar Rekowski (Jan Tesarz), a jaded taxi driver, Piotr Balicki (Krzysztof Globisz), an idealistic, newly-licensed attorney, and Jacek Lazar (Mirosław Baka), a young and troubled drifter, whose lives intersect with one another as a result of fate, or contingent circumstance, or some combination of both. With brutal detail and detachment, the film depicts Jacek’s seemingly aimless wanderings through Warsaw, his senseless killing of Waldemar, his interactions with Piotr (his court-appointed attorney), and his eventual execution (...) after a failed defense in court. Like other films within the Decalogue series, Five illustrates what happens when human beings are forced to confront ethical dilemmas (and thus are forced to confront themselves as responsible moral decision makers) in a world that seems to offer little in the way of moral direction, meaning, purpose, and community with others. Discussing the overarching aim of the Decalogue series as a whole, Krzysztof Kies´lowski refers to the sense of alienation, aimlessness, and loneliness that often describes the human condition. (shrink)

As I hope to show in this paper, Fichte’s rejection of traditional social contractarian accounts of human social relations is related to his rejection of the search for a criterion, or external standard, by which we might measure our knowledge in epistemology. More specifically, Fichte’s account of the impossibility of a normative social contract (as traditionally construed) is related to his account of the impossibility of our knowing things as they might be “in themselves,” separate from and independent of our (...) own activity in knowing them. Addressing the question of whether we finite human knowers can ever transcend the limits of our own consciousness, Fichte argues that Hume was not sufficiently critical: “…the Humean system holds open the possibility that we might someday be able to go beyond the boundary of the human mind, whereas the Critical system proves that such progress is absolutely impossible, and it shows that the thought of a thing possessing existence and specific properties in itself and apart from any faculty of representation is a piece of whimsy, a pipe dream, a nonthought.” In a very real sense, then, Fichte aims to “out-Hume” Hume on the question of whether we can ever know “things-in-themselves” or an external criterion for testing our knowledge. That is, Fichte goes beyond Hume and insists on the necessary – and not merely contingent – character of our ignorance of so-called things-in-themselves (i.e., things that supposedly exist antecedent to and independent of our consciousness of them). But unlike Hume, Fichte argues that radical skepticism regarding all possible knowledge of things-in-themselves does not undermine – but actually confirms and sustains – our belief in the emancipatory power of reason. (shrink)

In this essay I ask what educational justice might require for children with autism in educational settings where “inclusion” entails not only meaningful access, but also where the educational setting is able to facilitate a sense of belonging and further is conducive to well-being. I argue when we attempt to answer the question “do inclusion policies deliver educational justice?” that we pay close attention to the specific dimensions of well-being for children with autism. Whatever the specifics of individual cases, both (...) an attitude and policy of inclusion must permit parents to choose pragmatic alternatives, i.e., different learning environments, if educational justice is to remain the overriding goal. (shrink)

One of the main tasks for an account of the Christian doctrine of the atonement is to explain how and in what ways the salvifically relevant work of Christ heals the damage wrought by human sin on our souls, our relationships with one another, and our relationship with God. One kind of damage often neglected in philosophical treatments of the atonement, but discussed at some length in Eleonore Stump’s forthcoming At-one-ment, is what she, following St. Thomas Aquinas, calls the stain (...) on the soul. The stain on the soul comprises the “moral leftovers” of serious evil, damage to the soul that goes beyond the guilt, shame, and separation from God brought about by sin and that lingers in a person even after she has repented and been forgiven. In this paper, I critically examine Stump’s account of how the work of Christ deals with the problem of the stain on the soul. I offer reasons for thinking that if the stain is exactly as she describes it, then it is indelible; and then I explore possible ways forward for her account of the atonement. (shrink)

The movie Memento (2000) broaches several interrelated philosophical questions concerning human knowledge, personal identity, and the human search for meaning. For example, is our knowledge based mainly on conclusions reached through our own reason, or is it based instead on habituation and conditioning brought about by forces outside of us? What is the role that memory plays in our knowledge? Furthermore, what is the relationship between memory and personal identity? And what is the relationship between memory, personal identity, and the (...) human search for meaning? Can one meaningfully pursue projects in life that one has not chosen for oneself? While Memento does not resolve all of these issues, it does suggest some provocative answers that are bound to make us think differently about human knowledge, personal identity, and the meaning of life. (shrink)