This paper addresses the question of what the attitude of hope consists in. We argue that shortcomings in recent theories of hope have methodological roots in that they proceed with little regard for the rich body of literature on the emotions. Taking insights from work in the philosophy of emotions, we argue that hope involves a kind of normative perception. We then develop a strategy for determining the content of this perception, arguing that hope is a perception of practical reasons. (...) Our proposal stands in contrast with familiar views on which hope is fundamentally about the good. We conclude by considering the increasingly popular idea that some hopes are non-intentional and thus, by implication, non-perceptual. We reply by arguing that our perceptual theory plausibly generalizes to these instances of hope. (shrink)

According to the thesis of the guise of the normative, all desires are associated with normative appearances or judgments. But guise of the normative theories differ sharply over the content of the normative representation, with the two main versions being the guise of reasons and the guise of the good. Chapter 6 defends the comparative thesis that the guise of reasons thesis is more promising than the guise of the good. The central idea is that observations from the theory of (...) content determination can be used in order to constrain possible theories of the representational contents associated with desire. The authors argue that the initially most promising versions of the guise of the good fail to meet these constraints, and then explain the steep challenge confronting any who wish to craft a new guise of the good theory which meets the constraints while also preserving the initial motivations for adopting any guise of the normative theory at all. But a simple version of the guise of reasons not only avoids the troubles besetting the guise of the good but proceeds immediately from a deep diagnosis of the source of its difficulties. (shrink)

This paper defends a theory of hope according to which hopes are composed of a desire and a belief that the object of the desire is possible. Although belief plus desire theories of hope are now widely rejected, this is due to important oversights. One is a failure to recognize the relation that hope-constituting desires and beliefs must stand in to constitute a hope. A second is an oversimplification of the explanatory power of hope-constituting desires. The final portion of the (...) paper uses an enhanced understanding of the psychology of hope to make progress on normative questions about hoping well. (shrink)

According to a historically popular view, emotions are normative experiences that ground moral knowledge much as perceptual experiences ground empirical knowledge. Given the analogy it draws between emotion and perception, sentimental perceptualism constitutes a promising, naturalist-friendly alternative to classical rationalist accounts of moral knowledge. In this paper, we consider an important but underappreciated objection to the view, namely that in contrast with perception, emotions depend for their occurrence on prior representational states, with the result that emotions cannot give perceptual-like access (...) to normative properties. We argue that underlying this objection are several specific problems, rooted in the different types of mental states to which emotions may respond, that the sentimental perceptualist must tackle for her view to be successful. We argue, moreover, that the problems can be answered by filling out the theory with several independently motivated yet highly controversial commitments, which we carefully catalogue. The plausibility of sentimental perceptualism, as a result, hinges on further claims sentimental perceptualists should not ignore. (shrink)

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)

The goal of this article is to present a first list of ethical concerns that may arise from research and personal use of virtual reality (VR) and related technology, and to offer concrete recommendations for minimizing those risks. Many of the recommendations call for focused research initiatives. In the first part of the article, we discuss the relevant evidence from psychology that motivates our concerns. In Section “Plasticity in the Human Mind,” we cover some of the main results suggesting that (...) one’s environment can influence one’s psychological states, as well as recent work on inducing illusions of embodiment. Then, in Section “Illusions of Embodiment and Their Lasting Effect,” we go on to discuss recent evidence indicating that immersion in VR can have psychological effects that last after leaving the virtual environment. In the second part of the article, we turn to the risks and recommendations. We begin, in Section “The Research Ethics of VR,” with the research ethics of VR, covering six main topics: the limits of experimental environments, informed consent, clinical risks, dual-use, online research, and a general point about the limitations of a code of conduct for research. Then, in Section “Risks for Individuals and Society,” we turn to the risks of VR for the general public, covering four main topics: long-term immersion, neglect of the social and physical environment, risky content, and privacy. We offer concrete recommendations for each of these 10 topics, summarized in Table 1. (shrink)

In this paper I argue for the usefulness of the concept of ‘movement compression’ for understanding sport and games, and particularly the differences between traditional sport and eSport (as currently practised). I suggest that movement compression allows us to distinguish between different activities in terms of how movement quality (in the sense of the qualities the movement possesses, rather than that the movement is of ‘high quality’) affects outcome. While it applies widely, this concept can in particular help us to (...) understand the persistent idea that eSports are in some key way distinct from traditional sports. (shrink)

This paper asks whether there is a moral virtue of hope, and if so, what it is. The enterprise is motivated by a historical asymmetry, namely that while Christian thinkers have long classed hope as a theological virtue, it has not traditionally been classed as a moral one. But this is puzzling, for hoping well is not confined to the sphere of religion; and consequently we might expect that if the theological virtue is structurally sound, there will be a secular, (...) moral analogue. This paper proposes that there is such an analogue, and that it is closely linked to the everyday notion of “having your priorities straight,” a phenomenon which is naturally understood in terms of the attitude of hope. It turns out that the priorities model provides an abstract way of characterizing a central but underexplored virtue, one which can be developed in secular or theological ways. (shrink)

Psychopaths exhibit diminished ability to grieve. Here I address whether this inability can be explained by the trademark feature of psychopaths, namely, their diminished capacity for interpersonal empathy. I argue that this hypothesis turns out to be correct, but requires that we conceptualize empathy not merely as an ability to relate (emotionally and ethically) to other individuals but also as an ability to relate to past and present iterations of ourselves. This reconceptualization accords well with evidence regarding psychopaths’ intense focus (...) on the temporal present and difficulties in engaging in mental time travel, as well as with the essentially egocentric and identity-based nature of grief. -/- . (shrink)

In this paper I argue that philosophers of sport should avoid value-laden definitions of sport; that is, they should avoid building into the definition of sport that they are inherently worthwhile activities. Sports may very well often be worthwhile as a contingent matter, but this should not be taken to be a core feature included in the definition of sport. I start by outlining what I call the ‘legitimacy-conferring’ element of the category ‘sport’. I then argue that we ought not (...) to include such a dimension in our definition of sport, on the grounds that it confuses issues of description with issues of definition: the issue of what sport does with what sport is. Following this, I consider a Wittgensteinian family resemblance approach to defining sport; Kevin Schieman’s argument that sports are necessarily good games; and the oft-cited wide-following and institutional criteria, as arguments for including an evaluative dimension in the definition of sport. I conclude that none succeed, for similar reasons: they either fail to track our common sense intuitions about what does or does not count as a sport; and/or they make it impossible for us to ever describe something a ‘bad’ sport (or instance of sport). Just as a good definition of, say, art, shouldn’t make it impossible for us to describe something as ‘bad art’, I argue that our definition of sport shouldn’t build in a necessarily positive evaluation. I conclude by discussing some of the practical reasons why supporters of activities about which there is currently debate as to their status as sports might want to see those activities included under the sports umbrella, but suggest that this on its own isn’t a good reason for modifying a philosophical definition of sport to include them. (shrink)

We seem to be able to acquire evaluative knowledge by mere reflection, or “from the armchair.” But how? This question is especially pressing for proponents of sentimental perceptualism, which is the view that our evaluative knowledge is rooted in affective experiences in much the way that everyday empirical knowledge is rooted in perception. While such empirical knowledge seems partially explained by causal relations between perceptions and properties in the world, in armchair evaluative inquiry, the relevant evaluative properties are typically not (...) even present. The paper shows how sentimental perceptualists can ultimately provide a broadly causal explanation of our reflective evaluative knowledge. (shrink)

Scientists imagine for epistemic reasons, and these imaginings can be better or worse. But what does it mean for an imagining to be epistemically better or worse? There are at least three metaepistemological frameworks that present different answers to this question: epistemological consequentialism, deontic epistemology, and virtue epistemology. This paper presents empirical evidence that scientists adopt each of these different epistemic frameworks with respect to imagination, but argues that the way they do this is best explained if scientists are fundamentally (...) epistemic consequentialists about imagination. (shrink)

This paper explores the epistemological significance of the view that we can literally see, hear, and touch evaluative properties (the high-level theory of value perception). My central contention is that, from the perspective of epistemology, the question of whether there are such high-level experiences doesn’t matter. Insofar as there are such experiences, they most plausibly emerged through the right kind of interaction with evaluative capacities that are not literally perceptual (e.g., of the sort involved in imaginative evaluative reflection). But even (...) if these other evaluative capacities turn out not to alter the content of perceptual experience, they would still be sufficient to do all of the justificatory work that high-level experiences are meant to do. I close by observing that it may matter a great deal whether a certain other picture of value perception is true. This alternative picture has it that desires and/or emotions are perceptual-like experiences of value. (shrink)

There is a loud and persistent drum beat of support for schools, for citizenship, for diversity and inclusion, and increasingly for labor market readiness with very little critical attention to the assumptions underlying these agendas, let alone to their many internal contradictions. Accordingly, in this book I examine the philosophical, motivational, and practical challenges of education theory, policy, and practice in the twenty-first century. As I proceed, I do not neglect the historical, comparative international context so essential to better understanding (...) where we are, as well as what is attainable in terms of educational justice. I argue that we must constructively critique some of our most cherished beliefs about education if we are to save the hope of real justice from the rhetoric of imagined justice. (shrink)

This is the introduction to the Routledge Companion to Thought Experiments.

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)

This paper interrogates a widely accepted view about the nature of hope. The view is that hoping that p involves a belief about the prospects of p. It is argued that taking hope to require belief is at odds with some forms of recalcitrant hope and certain ways in which hope patterns similarly to other emotions. The paper concludes by explaining why it matters whether hope requires belief.

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)

The first part of this article makes the case that human cognition is an intergenerational project enabled by the inheritance and bequeathal of cognitive technology (Sects. 2–4). The final two sections of the article (Sects. 5 and 6) explore the normative significance of this claim. My case for the intergenerational claim draws results from multiple disciplines: philosophy (Sect. 2), cultural evolutionary approaches in cognitive science (Sect. 3), and developmental psychology and neuroscience (Sect. 4). In Sect. 5, I propose that cognitive (...) technology should be given to future generations in accordance with principles of pluralism and transparency. In the final main section of the article, Sect. 6, I apply these principles to topics such as the preservation of information, environmental offloading of cognition, and thinking itself. (shrink)

This paper defends Flatland—the view that there exist neither determination nor dependence relations, and that everything is therefore fundamental—from the objection from explanatory inefficacy. According to that objection, Flatland is unattractive because it is unable to explain either the appearance as of there being determination relations, or the appearance as of there being dependence relations. We show how the Flatlander can meet the first challenge by offering four strategies—reducing, eliminating, untangling and omnizing—which, jointly, explain the appearance as of there being (...) determination relations where no such relations obtain. Since, plausibly, dependence relations just are asymmetric determination relations, we argue that once we come mistakenly to believe that there exist determination relations, the existence of other asymmetries (conceptual and temporal) explains why it appears that there are dependence relations. (shrink)

An analogue of Arrow’s theorem has been thought to limit the possibilities for multi-criterial theory choice. Here, an example drawn from Toy Science, a model of theories and choice criteria, suggests that it does not. Arrow’s assumption that domains are unrestricted is inappropriate in connection with theory choice in Toy Science. There are, however, variants of Arrow’s theorem that do not require an unrestricted domain. They require instead that domains are, in a technical sense, ‘rich’. Since there are rich domains (...) in Toy Science, such theorems do constrain theory choice to some extent—certainly in the model and perhaps also in real science. (shrink)

The philosophy of hope centers on two interlocking sets of questions. The first concerns the nature of hope. Specific questions here include how to analyze hope, how hope motivates us, and whether there is only one type of hope. The second set concerns the value of hope. Key questions here include whether and when it is good to hope and whether there is a virtue of hope. Philosophers of hope tend to proceed from the first set of questions to the (...) second. This is a natural approach, for one might expect that you must develop a basic understanding of what hope is before you can determine its value. The structure of this chapter thus follows this approach. But readers should not be misled: there is in fact a good deal of feedback between the two sets of questions. A theory of hope is more plausible to the extent that it fits well with plausible ideas about the value of hope. So the movement from hope’s nature to its value is one of emphasis rather than a strict, step-wise process. (shrink)

Respect appears to generate a puzzling self-other asymmetry: Respect for others can demand that we avoid knowledge of others or ignore that knowledge in deciding how we treat others. This demand for epistemic distancing lies behind the imperatives not to violate others’ privacy or to treat them paternalistically. Self-respect, in contrast, mandates that we pursue knowledge of ourselves and that we choose and act light of that self-knowledge. Individual agents thus do not have a duty to epistemically distance themselves from (...) themselves; a fortiori, they have self-regarding duties to reduce such distance. This article elaborates this asymmetry and offers a plausible solution to it, rooted in the distinctive importance that self-knowledge (and acting in the world on the basis of that self-knowledge) has for self-respecting rational agents: Self-respecting agents have reasons to have others defer to their ‘surfaces’ or self-presentations in order to inhibit making themselves vulnerable to others in ways that undermine their self-respect by subordinating their wills to the wills of others. A measure of control over what others know about us and over what they do with that knowledge thus undergirds self-respect by enabling self-knowledge to play the role that it should play in the lives of self-respecting agents. Epistemic distancing thus operates in concert with the ways in which self-respecting agents value and pursue epistemic intimacy with themselves. (shrink)

When philosophers discuss the possibility of machines making scientific discoveries, they typically focus on discoveries in physics, biology, chemistry and mathematics. Observing the rapid increase of computer-use in science, however, it becomes natural to ask whether there are any scientific domains out of reach for machine discovery. For example, could machines also make discoveries in qualitative social science? Is there something about humans that makes us uniquely suited to studying humans? Is there something about machines that would bar them from (...) such activity? A close look at the methodology of interpretive social science reveals several abilities necessary to make a social scientific discovery, and one capacity necessary to possess any of them is imagination. For machines to make discoveries in social science, therefore, they must possess imagination algorithms. (shrink)

Philosophers and psychologists sometimes categorize emotions like surprise and curiosity as specifically epistemic. Is there some reasonably unified and interesting class of emotions here? If so, what unifies it? This paper proposes and defends an evaluative account of epistemic emotions: What it is to be an epistemic emotion is to have fittingness conditions that distinctively involve some epistemic evaluation. We argue that this view has significant advantages over alternative proposals and is a promising way to identify a limited and interesting (...) class of emotions. (shrink)

John D. Norton is responsible for a number of influential views in contemporary philosophy of science. This paper will discuss two of them. The material theory of induction claims that inductive arguments are ultimately justified by their material features, not their formal features. Thus, while a deductive argument can be valid irrespective of the content of the propositions that make up the argument, an inductive argument about, say, apples, will be justified (or not) depending on facts about apples. The argument (...) view of thought experiments claims that thought experiments are arguments, and that they function epistemically however arguments do. These two views have generated a great deal of discussion, although there hasn’t been much written about their combination. I argue that despite some interesting harmonies, there is a serious tension between them. I consider several options for easing this tension, before suggesting a set of changes to the argument view that I take to be consistent with Norton’s fundamental philosophical commitments, and which retain what seems intuitively correct about the argument view. These changes require that we move away from a unitary epistemology of thought experiments and towards a more pluralist position. (shrink)

1. The primary evidence and motivation for externalism in the philosophy of mind is provided by the semantic facts that support direct reference theories of names, indexi- cal pronouns, and natural kind terms. But many externalists have forgotten their sem- antic roots, or so I shall contend here. I have become convinced of this by a common reaction among externalists to the main argument of my 1991 paper AAnti-Individual- ism and Privileged Access.@ In that argument, I concluded that externalism is (...) incompat- ible with the principle that we can have privileged, non-empirical knowledge of the contents of our own thoughts. The reaction in question amounts to a dismissive denial of one of my argument=s main premises. This premise, which I defended at length in the paper, is that an externalist thesis regarding a cognitive property should hold that possession of the property by a person _logically_, or _conceptually_, implies the existence of objects external to that person. (shrink)

Over the past few decades, scholars have reassessed the role of amour-propre in Rousseau’s thought. While it was once believed that he had an entirely negative valuation of the emotion, it is now widely held that he finds it useful and employs it to strengthen moral attachments, conjugal love, civic virtue and moral heroism. At the same time, scholars are divided as to whether this positive amour-propre is an antidote to the negative or dangerous form. Some scholars are confident that (...) ‘inflamed’ amour-propre can be overcome while others adopt a more fatalistic view. While mindful of Rousseau’s pessimism in his most famous works, this essay seeks to identify a middle position. By contending Rousseau’s discussion of amour-propre is largely concerned with the problems surrounding identity construction in commercial, urban societies, it will be argued that amour-propre can be lessened to manageable levels in more rural societies, that is, agrarian provincial life. (shrink)

In this essay, I examine four different reasons for thinking that political dissent has epistemic value. The realization of this epistemic value hinges in part on what I’ll loosely call the epistemic environment, or the environment in which individuals come to believe, reason, inquire, and debate. In particular, to the degree that our social practices encourage and even embody an attitude of epistemic arrogance, the epistemic value of dissent will be difficult to realize. Ironically, it is precisely then that dissent (...) is most often needed. (shrink)

Juries, committees and experts panels commonly appraise things of one kind or another on the basis of grades awarded by several people. When everybody's grading thresholds are known to be the same, the results sometimes can be counted on to reflect the graders’ opinion. Otherwise, they often cannot. Under certain conditions, Arrow's ‘impossibility’ theorem entails that judgements reached by aggregating grades do not reliably track any collective sense of better and worse at all. These claims are made by adapting the (...) Arrow–Sen framework for social choice to study grading in groups. (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)

Als Plato de hedendaagse academie zou aanschouwen, zou hij niet alleen stomverbaasd zijn over de massificatie en de byzantijnse bureaucratie, maar gezien het ethische doel van de universiteit zou hij ook reden hebben om bezorgd te zijn.

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)

This chapter examines two premises of cognitive-behavioral therapy (CBT) - that emotions are caused by beliefs and that those beliefs are represented in the mind as words or images. Being a philosophical examination, the chapter also seeks to demonstrate that these two premises essentially are philosophical premises. The chapter begins with a brief methodological suggestion of how to properly evaluate the theory of CBT. From there it works it way from examining the therapeutic practice of capturing the mental representations that (...) supposedly elicit emotional reactions to examining the assumption that emotions are caused by beliefs. The chapter ends by briefly pointing to some consequences of what has been said to the practice of CBT. (shrink)

Self-Interest and Public Interest in Western Politics showed that the public, politicians, and bureaucrats are often public spirited. But this does not invalidate public-choice theory. Public-choice theory is an ideal type, not a claim that self-interest explains all political behavior. Instead, public-choice theory is useful in creating rules and institutions that guard against the worst case, which would be universal self-interestedness in politics. In contrast, the public-interest hypothesis is neither a comprehensive explanation of political behavior nor a sound basis for (...) institutional design. (shrink)

In de afgelopen tijd is compensatoir toetsen in het Nederlandse onderwijs een populaire toetsvorm geworden. Hierbij slaagt een student voor een reeks toetsen indien het gemiddelde op deze reeks voldoende is. In deze analyse betogen wij dat het compensatoire systeem echter zowel onverdedigbaar als moreel gezien onverantwoordelijk is. Het grote gevaar van compensatoire toetsregimes is namelijk dat het hiaten in kennis en vaardigheden tolereert, wat de validiteit van een diploma ondermijnt en bovendien medeburgers in gevaar brengt.

There are many things that can be done to educate young people about controversial topics - including historical monuments - in schools. At the same time, however, we argue that there is little warrant for optimism concerning the educational potential of classroom instruction given the interpretative frame of the state-approved history curriculum; the onerous institutional constraints under which school teachers must labour; the unusual constellation of talents history teachers must possess; the frequent absence of marginalized voices in these conversations; and (...) finally, the not unlikely indifference - if not outright hostility - expressed by far too many members of the dominant group. For these reasons, we think it best to expand the scope of educational possibilities one is willing to consider. (shrink)

Many profess a belief in the importance of school integration. In this essay I argue that the evidence tells against the sincerity of this belief.

This chapter outlines the philosophy of the Pan-African conferences 1900–1945 and situates Pan-Africanism in a European context. It presents Pan-Africanism as part of European history and realities and as a conceptual framework for the African diaspora in Europe. It calls for reframing European histories and realities in ways that are neither racially exclusive nor nationalistic.

Poverty in many societies is racialized, with poverty concentrated among particular racial groups. This article aims (a) to provide a philosophical account of how racialized poverty can represent an unjust form of inequality, and (b) to suggest the general direction that policies aiming to reduce racialized poverty ought to take in light of this account. (a) As a species of inequality, racialized poverty (whether absolute or relative) is not intrinsically morally objectionable. However, it can be extrinsically objectionable because it is (...) caused by past or current racial injustice, undermines the value of specific goods to the impoverished, or contributes to objectionable deficiencies in impoverished groups’ political efficacy. (b) Racialized poverty is strongly intergenerational, tending to replicate itself between generations within racial groups. This suggests that approaches to its alleviation that offer income security to all members of those groups, rather than targeted opportunity to subsets of such groups, are both more just and more effective. In particular, societies with racialized poverty should strongly consider policies such as income guarantees, which act to counteract the income volatility that contribute to intergenerational racial poverty. (shrink)

This is an anthology of ?fteen papers concerning various philosophical problems related to the topic of self-knowledge. All but one of the papers were previously unpublished, and all but two are descendants of presentations at a conference on self-knowledge held at the University of St Andrews in 1995. The collection.

In a previous article in this journal, “Genealogy,” I offered a sort of “genealogy of genealogy,” an account of the method’s development, according to which it mainly grew, not from English or French antecedents, but out of a German tradition that began with Herder and then continued with Hegel before eventually culminating in Nietzsche himself. [...] Presupposing this account of the method of genealogy, the present article will consider the method in relation to one of its most important areas of (...) application: morality. (shrink)

Jc Beall has made several contributions to the theory of restricted quantification in relevant logics. This paper examines these contributions and proposes an alternative account of restricted universals. The alternative is not, however, a theory of relevant restricted universals in any real sense. It is, however, a theory of restricted universals phrased in the most plausible general quantificational theory for relevant logics—Kit Fine’s stratified semantics. The motivation both for choosing this semantic framework and for choosing the particular theory of restricted (...) quantification we use is because they are the best way of dealing with these topics from Beall’s theory-building theory picture of logic, establishing a second point of contact with Beall’s work. (shrink)

In this article, I examine a case involving an equity-minded parent caught in a quandary about which school to select for her child, knowing that her decision may have consequences for others. To do so, I heuristically construct a fictional portrait and explore the deliberative process a parent might have through a dialogue taking place among ‘friends’, where each friend personifies a different set of ethical considerations. I then briefly consider two competing philosophical assessments but argue that neither position helpfully (...) assists in resolving the quandary. To conclude, I ask the provocative question whether parental motives – but also their school choices – actually matter if the inequitable outcomes seem to remain unchanged. (shrink)

Bad jokes are not simply non-humorous texts. They are texts that are humorous for someone––their author at least––but not for their audience. Bad jokes thus involve a contextual––pragmatic––dimension that is neglected in the semantic theories of humor. In this paper, we propose an approach to humor based on the Aristotelian notion of surprising enthymemes. Jokes are analyzed as kinds of arguments, whose tacit dimension can be retrieved and justified by considering the “logic” on which it is based. However, jokes are (...) based on specific pragmatic conditions: they are regarded as arguments grounded on a generalization that is at the same time uncommon, retrievable, and acceptable or plausible for the audience. This perspective integrates the “local logic” of jokes within a broader rhetorical theory that ultimately rests on the communicative notion of common ground. (shrink)

In this article we defend a moral conception of cosmopolitanism and its relevance for moral education. Our moral conception of cosmopolitanism presumes that persons possess an inherent dignity in the Kantian sense and therefore they should be recognised as ends‐in‐themselves. We argue that cosmopolitan ideals can inspire moral educators to awaken and cultivate in their pupils an orientation and inclination to struggle against injustice. Moral cosmopolitanism, in other words, should more explicitly inform the work that moral educators do. Real‐world constraints (...) on moral action and the need to prioritise one’s sometimes conflicting responsibilities will often qualify cosmopolitan justice as supererogatory. This fact does not absolve persons from aspiring to see themselves as having the moral obligation to help others in need, while recognising that their factual obligations are more modest in being bound by what they are actually able to do. (shrink)

In order for democratic deliberative interactions in educational settings to fruitfully occur, certain favorable conditions must obtain. In this chapter I chiefly concern myself with one of these putative conditions, namely that of school integration, believed by many liberal scholars to be necessary for consensus-building and legitimate decision-making. I provide a critical assessment of the belief that integration is a necessary facilitative condition for democratic deliberation in the classroom. I demonstrate that liberal versions of democratic deliberation predicated on this condition (...) are puzzlingly inattentive both to the inevitability of segregation, as well as the inequities occasioned by ‘school integration’. I then move to probe the possibilities for democratic education in the absence of integration. I argue that neither the possibilities for deliberation nor the cultivation of civic virtue turn on an environment being ‘integrated’. Indeed some kinds of segregation may be more conducive to fostering both deliberation and civic virtue. (shrink)