Results for 'Michael Meng'

996 found
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  1. Ist JK Rowling böser als Ich? (überarbeitet 2019).Michael Richard Starks - 2020 - In Willkommen in der Hölle auf Erden: Babys, Klimawandel, Bitcoin, Kartelle, China, Demokratie, Vielfalt, Dysgenie, Gleichheit, Hacker, Menschenrechte, Islam, Liberalismus, Wohlstand, Internet, Chaos, Hunger, Krankheit, Gewalt, Künstliche Intelligenz, Krieg. Reality Press. pp. 248-252.
    Wie wäre es mit einer anderen Ausg. der Reichen und Berühmten? Zuerst das Offensichtliche – die Harry-Potter-Romane sind primitiver Aberglaube, der Kinder dazu ermutigt, an Fantasie zu glauben, anstatt Verantwortung für die Welt zu übernehmen – natürlich die Norm. JKR ist genauso ahnungslos über sich und die Welt wie die meisten Menschen,aber etwa 200 Mal so destruktiv wie der durchschnittliche Amerikaner und etwa 800 Mal mehr als der durchschnittliche Chinese. Sie war verantwortlich für die Zerstörung von vielleicht 30.000 Hektar Wald, (...)
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  2. Presupposition and Propaganda: A Socially Extended Analysis.Michael Randall Barnes - 2023 - In Laura Caponetto & Paolo Labinaz (eds.), Sbisà on Speech as Action. Palgrave-Macmillan. pp. 275-298.
    Drawing on work from Marina Sbisà’s “Ideology and the Persuasive Use of Presupposition” (1999), Rae Langton has developed a powerful account of the subtle mechanisms through which hate speech and propaganda spread. However, this model has a serious limitation: it focuses too strongly on individual speech acts isolated from their wider context, rendering its applicability to a broader range of cases suspect. In this chapter, I consider the limits of presupposition accommodation to clarify the audience’s role in helping hate speakers, (...)
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  3. Is mental time travel real time travel?Michael Barkasi & Melanie G. Rosen - 2020 - Philosophy and the Mind Sciences 1 (1):1-27.
    Episodic memory (memories of the personal past) and prospecting the future (anticipating events) are often described as mental time travel (MTT). While most use this description metaphorically, we argue that episodic memory may allow for MTT in at least some robust sense. While episodic memory experiences may not allow us to literally travel through time, they do afford genuine awareness of past-perceived events. This is in contrast to an alternative view on which episodic memory experiences present past-perceived events as mere (...)
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  4. Playing the Blame Game with Robots.Markus Kneer & Michael T. Stuart - 2021 - In Markus Kneer & Michael T. Stuart (eds.), Companion of the 2021 ACM/IEEE International Conference on Human-Robot Interaction (HRI’21 Companion). New York, NY, USA:
    Recent research shows – somewhat astonishingly – that people are willing to ascribe moral blame to AI-driven systems when they cause harm [1]–[4]. In this paper, we explore the moral- psychological underpinnings of these findings. Our hypothesis was that the reason why people ascribe moral blame to AI systems is that they consider them capable of entertaining inculpating mental states (what is called mens rea in the law). To explore this hypothesis, we created a scenario in which an AI system (...)
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  5. Conceptual limitations, puzzlement, and epistemic dilemmas.Deigan Michael - 2023 - Philosophical Studies 180 (9):2771-2796.
    Conceptual limitations restrict our epistemic options. One cannot believe, disbelieve, or doubt what one cannot grasp. I show how, even granting an epistemic ought-implies-can principle, such restrictions might lead to epistemic dilemmas: situations where each of one’s options violates some epistemic requirement. An alternative reaction would be to take epistemic norms to be sensitive to one’s options in ways that ensure dilemmas never arise. I propose, on behalf of the dilemmist, that we treat puzzlement as a kind of epistemic residue, (...)
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  6. Armchair Evaluative Knowledge and Sentimental Perceptualism.Michael Milona - 2023 - Philosophies 8 (3):51.
    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 (...)
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  7. Some hallucinations are experiences of the past.Michael Barkasi - 2020 - Pacific Philosophical Quarterly 101 (3):454-488.
    When you hallucinate an object, you are not in the normal sort of concurrent causal sensory interaction with that object. It's standardly further inferred that the hallucinated object does not actually exist. But the lack of normal concurrent causal sensory interaction does not imply that there does not exist an object that is hallucinated. It might be a past‐perceived object. In this paper, I argue that this claim holds for at least some interesting cases of hallucination. Hallucinations generated by misleading (...)
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  8. Can Knowledge Really be Non-factive?Michael J. Shaffer - 2021 - Logos and Episteme: An International Journal of Epistemology 12 (2):215-226.
    This paper contains a critical examination of the prospects for analyses of knowledge that weaken the factivity condition such that knowledge implies approximate truth.
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  9. Majority-minority Educational Success Sans Integration: A Comparative-International View.Michael Merry - 2023 - The Review of Black Political Economy 50 (2):194-221.
    Strategies for tackling educational inequality take many forms, though perhaps the argument most often invoked is school integration. Yet whatever the promise of integration may be, its realization continues to be hobbled by numerous difficulties. In this paper we examine what many of these difficulties are. Yet in contrast to how many empirical researchers frame these issues, we argue that while educational success in majority-minority schools will depend on a variety of material and non-material resources, the presence of these resources (...)
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  10. Training in compensatory strategies enhances rapport in interactions involving people with Möebius Syndrome.John Michael, Kathleen Bogart, Kristian Tylen, Joel Krueger, Morten Bech, John R. Ostergaard & Riccardo Fusaroli - 2015 - Frontiers in Neurology 6 (213):1-11.
    In the exploratory study reported here, we tested the efficacy of an intervention designed to train teenagers with Möbius syndrome (MS) to increase the use of alternative communication strategies (e.g., gestures) to compensate for their lack of facial expressivity. Specifically, we expected the intervention to increase the level of rapport experienced in social interactions by our participants. In addition, we aimed to identify the mechanisms responsible for any such increase in rapport. In the study, five teenagers with MS interacted with (...)
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  11. Further Reflections on Quasi-factivism: A Reply to Baumann.Michael J. Shaffer - 2022 - Logos and Episteme 13 (2):207-215.
    This paper is a response to Baumann's comments on "Can Knowledge Really be Non-fative?" In this paper Baumann's suggestions for how those who deny the factivty of knowledge might deal with the argument from inconsistency and explosion are addressed.
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  12. Culture, Identity and Islamic Schooling: A philosophical approach.Michael S. Merry - 2007 - New York: Palgrave Macmillan.
    In this book I offer a critical, comparative and empirically-informed defense of Islamic schools in the West. To do so I elaborate an idealized philosophy of Islamic education, against which I evaluate the situation in three different Western countries. I examine in detail notions of cultural coherence, the scope of parental authority v. a child's interests, as well as the state's role in regulating religious schools. Further, using Catholic schools as an analogous case, I speculate on the likely future of (...)
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  13. Passion and politics.Walzer Michael - 2002 - Philosophy and Social Criticism 28 (6):617-633.
    Passion is a hidden issue behind or at the heart of, contemporary theoretical debates about nationalism, identity politics and religious fundamentalism. It is not that reason and passion cannot be conceptually distinguished. They are, however, always entangled in practice - and this entanglement itself requires a conceptual account. So it is my ambition to blur the line between reason and passion: to rationalize (some of) the passions and to impassion reason. Passionate intensity has a legitimate place in the social world. (...)
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  14. Equality, Citizenship and Segregation: A defense of separation.Michael S. Merry - 2013 - New York: Palgrave Macmillan.
    In this book I argue that school integration is not a proxy for educational justice. I demonstrate that the evidence consistently shows the opposite is more typically the case. I then articulate and defend the idea of voluntary separation, which describes the effort to redefine, reclaim and redirect what it means to educate under preexisting conditions of segregation. In doing so, I further demonstrate how voluntary separation is consistent with the liberal democratic requirements of equality and citizenship. The position I (...)
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  15. Patriotism, History and the Legitimate Aims of American Education.Michael S. Merry - 2009 - Educational Philosophy and Theory 41 (4):378-398.
    In this article I argue that while an attachment to one's country is both natural and even partially justifiable, cultivating loyal patriotism in schools is untenable insofar as it conflicts with the legitimate aims of education. These aims include the epistemological competence necessary for ascertaining important truths germane to the various disciplines; the cultivation of critical thinking skills ; and developing the capacity for economic self‐reliance. I argue that loyal patriotism may result in a myopic understanding of history, an unhealthy (...)
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  16. Causality and the Paradox of Names.Michael McKinsey - 1984 - Midwest Studies in Philosophy 9 (1):491-515.
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  17. The Well-Being of Children, the Limits of Paternalism, and the State: Can disparate interests be reconciled?Michael S. Merry - 2007 - Ethics and Education 2 (1):39-59.
    For many, it is far from clear where the prerogatives of parents to educate as they deem appropriate end and the interests of their children, immediate or future, begin. In this article I consider the educational interests of children and argue that children have an interest in their own well-being. Following this, I will examine the interests of parents and consider where the limits of paternalism lie. Finally, I will consider the state's interest in the education of children and discuss (...)
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  18. Mocht Plato zien wat er van de universiteit geworden is, dan zou hij stomverbaasd en bezorgd zijn.Michael S. Merry & Bart Van Leeuwen - 2024 - Https://Www.Knack.Be/Nieuws/Belgie/Onderwijs/Mocht-Plato-Zien-Wat-Er-van-de-Universiteit-Geworden-is -Dan-Zou-Hij-Stomverbaasd-En-Bezorgd-Zijn/.
    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.
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  19. Positive Propaganda and The Pragmatics of Protest.Michael Randall Barnes - 2021 - In Michael Cholbi, Brandon Hogan, Alex Madva & Benjamin S. Yost (eds.), The Movement for Black Lives: Philosophical Perspectives. New York, NY: Oxford University Press, Usa. pp. 139-159.
    This chapter examines what protest is from the point of view of pragmatics, and how it relates to propaganda—specifically what Jason Stanley calls ‘positive propaganda.’ It analyzes the phrase “Black Lives Matter,” taking it to be a political speech act that offers a unique route to understanding of the pragmatics of protest. From this, it considers the moral-epistemological function of protest, and develops an account of the authority that protest, as a speech act, both calls upon and makes explicit. It (...)
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  20. Educational inequality and state-sponsored elite education: the case of the Dutch gymnasium.Michael Merry & Willem Boterman - 2020 - Comparative Education 56 (4):522-546.
    In this paper we examine the role the Dutch gymnasium continues to play in the institutional maintenance of educational inequality. To that end we examine the relational and spatial features of state-sponsored elite education in the Dutch system: the unique identity the gymnasium seeks to cultivate; its value to its consumers; its geographic significance; and its market position amidst a growing array of other selective forms of schooling. We argue that there is a strong correlation between a higher social class (...)
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  21. Epistemic Luck and Knowledge.Michael J. Shaffer - 2022 - Acta Analytica 37 (1):1-6.
    This is an editorial introduction to a special issue of Acta Analytica on epistemic luck.
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  22. Thought Experiments: State of the Art.Michael T. Stuart, Yiftach Fehige & James Robert Brown - 2017 - In Michael T. Stuart, Yiftach Fehige & James Robert Brown (eds.), The Routledge Companion to Thought Experiments. London: Routledge. pp. 1-28.
    This is the introduction to the Routledge Companion to Thought Experiments.
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  23. Educational Justice and the Gifted.Michael S. Merry - 2008 - Theory and Research in Education 6 (1):47-70.
    In this article I examine two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of ‘normal’ children? I consider a hypothetical case for allocating extra resources for the gifted, and argue that gifted children are generally denied educational justice if they fail to receive an education that adequately challenges them. I further argue that an (...)
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  24.  80
    Compensatoir toetsen komt kwaliteit hoger onderwijs niet ten goede.Michael S. Merry - 2024 - Https://Www.Scienceguide.Nl/2024/01/Compensatoir-Toetsen-Komt-Kwaliteit-Hoger-Onderwijs-Niet-ten-Goe de/.
    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.
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  25. What is an Appropriate Educational Response to Controversial Historical Monuments?Michael S. Merry & Anders Schinkel - 2021 - Journal of Philosophy of Education 55 (3):484-497.
    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 (...)
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  26. Not-Exact-Truths, Pragmatic Encroachment, and the Epistemic Norm of Practical Reasoning.Michael J. Shaffer - 2012 - Logos and Episteme 3 (2):239-259.
    Recently a number of variously motivated epistemologists have argued that knowledge is closely tied to practical matters. On the one hand, radical pragmatic encroachment is the view that facts about whether an agent has knowledge depend on practical factors and this is coupled to the view that there is an important connection between knowledge and action. On the other hand, one can argue for the less radical thesis only that there is an important connection between knowledge and practical reasoning. So, (...)
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  27. Caught in a School Choice Quandary: What should an equity-minded parent do?Michael Merry - 2023 - Theory and Research in Education 21 (2):155-175.
    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 (...)
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  28. Risk, Harm and Intervention: the case of child obesity.Michael S. Merry & Kristin Voigt - 2014 - Medicine, Health Care and Philosophy 17 (2):191-200.
    In this paper we aim to demonstrate the enormous ethical complexity that is prevalent in child obesity cases. This complexity, we argue, favors a cautious approach. Against those perhaps inclined to blame neglectful parents, we argue that laying the blame for child obesity at the feet of parents is simplistic once the broader context is taken into account. We also show that parents not only enjoy important relational prerogatives worth defending, but that children, too, are beneficiaries of that relationship in (...)
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  29. Der schiffbrüchige Odysseus oder: Wie Arkesilaos zum Skeptiker wurde.Michael Lurie - 2014 - Philologus: Zeitschrift für Antike Literatur Und Ihre Rezeption 158 (1):183-186.
    The paper proposes a new interpretation of Timon's attack on Arcesilaus in fr. 806 SH.
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  30. Moorean Sentences and the Norm of Assertion.Michael J. Shaffer - 2012 - Logos and Episteme 3 (4):653-658.
    In this paper Timothy Williamson’s argument that the knowledge norm of assertion is the best explanation of the unassertability of Morrean sentences is challenged and an alternative account of the norm of assertion is defended.
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  31. Foley’s Threshold View of Belief and the Safety Condition on Knowledge.Michael J. Shaffer - 2018 - Metaphilosophy 49 (4):589-594.
    This paper introduces a new argument against Richard Foley’s threshold view of belief. His view is based on the Lockean Thesis (LT) and the Rational Threshold Thesis (RTT). The argument introduced here shows that the views derived from the LT and the RTT violate the safety condition on knowledge in way that threatens the LT and/or the RTT.
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  32. Bayesian confirmation of theories that incorporate idealizations.Michael J. Shaffer - 2001 - Philosophy of Science 68 (1):36-52.
    Following Nancy Cartwright and others, I suggest that most (if not all) theories incorporate, or depend on, one or more idealizing assumptions. I then argue that such theories ought to be regimented as counterfactuals, the antecedents of which are simplifying assumptions. If this account of the logic form of theories is granted, then a serious problem arises for Bayesians concerning the prior probabilities of theories that have counterfactual form. If no such probabilities can be assigned, the the posterior probabilities will (...)
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  33. The Relevance of Cosmopolitanism for Moral Education.Michael S. Merry & Doret J. de Ruyter - 2011 - Journal of Moral Education 40 (1):1-18.
    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 (...)
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  34. Can Intimacy Justify Home Education?Michael S. Merry & Charles Howell - 2009 - Theory and Research in Education 7 (3):363-381.
    Many parents cite intimacy as one of their reasons for deciding to educate at home. It seems intuitively obvious that home education is conducive to intimacy because of the increased time families spend together. Yet what is not clear is whether intimacy can provide justification for one’s decision to home educate. To see whether this is so, we introduce the concept of ‘attentive parenting’, which encompasses a set of family characteristics, and we examine whether and under what conditions attentive parents (...)
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  35.  27
    Onrecht, whataboutism en het belang van morele consistentie.Michael S. Merry & Daphne Linssen - 2024 - Joop 1.
    Whataboutism is een strategie waarbij op een beschuldiging wordt gereageerd met een wedervraag die eveneens een beschuldiging impliceert, waardoor de oorspronkelijke vraag eerder wordt ontweken dan beantwoord. Het is een effectieve methode om de aandacht te verplaatsen naar een andere situatie door een vergelijkbaar, dan wel onvergelijkbaar, contrast te bieden, waardoor de beschuldigde het eigen gedrag probeert te rechtvaardigen en verantwoordelijkheid probeert te ontlopen. Maar niet alle vormen van whataboutism impliceren echter een drogredenering, noch worden ze altijd verkeerd toegepast. Het (...)
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  36. Democratic Deliberation in the Absence of Integration.Michael Merry - 2023 - In Johannes Drerup, Douglas Yacek & Julian Culp (eds.), The Cambridge Handbook of Democratic Education. Cambridge University Press. pp. 230-249.
    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 (...)
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  37. Doxastic Voluntarism, Epistemic Deontology and Belief-contravening Commitments.Michael J. Shaffer - 2013 - American Philosophical Quarterly 50 (1):73-82.
    Defenders of doxastic voluntarism accept that we can voluntarily commit ourselves to propositions, including belief-contravening propositions. Thus, defenders of doxastic voluntarism allow that we can choose to believe propositions that are negatively implicated by our evidence. In this paper it is argued that the conjunction of epistemic deontology and doxastic voluntarism as it applies to ordinary cases of belief-contravening propositional commitments is incompatible with evidentialism. In this paper ED and DV will be assumed and this negative result will be used (...)
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  38. Restricted Liberty, Parental Choice and Homeschooling.Michael S. Merry & Sjoerd Karsten - 2010 - Journal of Philosophy of Education 44 (4):497-514.
    In this paper we carefully study the problem of liberty as it applies to school choice, and whether there ought to be restricted liberty in the case of homeschooling. We examine three prominent concerns that might be brought against homeschooling, viz., that it aggravates social inequality, worsens societal conflict and works against the best interests of children. To examine the tensions that occur between parental liberty, children's interests, and state oversight, we consider the case of homeschooling in the Dutch context.
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  39. Epistemic Paradox and the Logic of Acceptance.Michael J. Shaffer - 2013 - Journal of Experimental and Theoretical Artificial Intelligence 25:337-353.
    Paradoxes have played an important role both in philosophy and in mathematics and paradox resolution is an important topic in both fields. Paradox resolution is deeply important because if such resolution cannot be achieved, we are threatened with the charge of debilitating irrationality. This is supposed to be the case for the following reason. Paradoxes consist of jointly contradictory sets of statements that are individually plausible or believable. These facts about paradoxes then give rise to a deeply troubling epistemic problem. (...)
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  40. Cultural Coherence and the Schooling for Identity Maintenance.Michael S. Merry - 2005 - Journal of Philosophy of Education 39 (3):477-497.
    An education for cultural coherence tends to the child’s well-being through identity construction and maintenance. Critics charge that this sort of education will not bode well for the future autonomy of children. I will argue that culturally coherent education, provided there is no coercion, can lend itself to eventual autonomy and may assist minority children in countering the negative stereotypes and discrimination they face in the larger society. Further, I will argue that few individuals actually possess an entirely coherent identity; (...)
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  41. Doth He Protest Too Much? Thoughts on Matthew’s Black Devaluation Thesis.Michael S. Merry - 2023 - Dialogue 62 (1):69-75.
    I am broadly sympathetic to Dale Matthew’s analysis concerning phenotypic devaluation and disadvantage. However, in what follows, I restrict my remarks to a few areas where I think he either lacks empirical precision, or overstates his case.
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  42. Cosmopolitanism and the Deeply Religious.Michael S. Merry & Doret J. De Ruyter - 2009 - Journal of Beliefs and Values 30 (1):49-60.
    In this paper we provide a defence of cosmopolitanism from a liberal perspective, examining its moral underpinnings, including moral obligations predicated on a belief in common humanity and the fundamental dignity of human people, cultural capacities that include an embrace of pluralism and a fallibilist disposition, and pragmatist resolve in finding humanitarian solutions to real problems that people face. We also scrutinise the ideal of cosmopolitanism by considering the ‘deeply religious’ as the sort of people about whom it may be (...)
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  43. Should Educators Accommodate Intolerance? Homosexuality and the Islamic case.Michael S. Merry - 2005 - Journal of Moral Education 34 (1):19-36.
    The ideological interface between Muslims and liberal educators undoubtedly is strained in the realm of sex education, and perhaps on no topic more so than homosexuality. Some argue that schools should not try to ‘undermine the faith’ of Muslims, who object to teaching homosexuality as an ‘acceptable alternative lifestyle’. In this article, I will argue against this monolithic presentation of Islam. Furthermore, I will argue that a narrow view of Islam is neglectful of gay and lesbian Muslims who are particularly (...)
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  44. Constructing an Authentic Self: The challenges and promise of African-centered pedagogy.Michael Merry - 2008 - American Journal of Education 115 (1):35-64.
    Notwithstanding its many successes, African-centred pedagogy (ACP) has been vulnerable to criticism, implicit and explicit, from several quarters. For example, ACP can be justly criticized for not recognizing the general diversity of blacks in America, a “nation” of more than 30 million spread across a tremendous variety of lifeways, locations, and historical circumstances. It also has been accused of abandoning the democratic purposes of the civil rights movement and repudiating its real successes. In addition to the ambiguities of Black identity, (...)
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  45. Coherence, Justification, and the AGM Theory of Belief Revision.Michael J. Shaffer - 2002 - In Yves Bouchard (ed.), Perspectives on Coherentism. Editions du Scribe. pp. 139--160.
    In a recent article, Peter Gärdenfors (1992) has suggested that the AGM (Alchourrón, Gärdenfors, and Makinson) theory of belief revision can be given an epistemic basis by interpreting the revision postulates of that theory in terms of a version of the coherence theory of justification. To accomplish this goal Gärdenfors suggests that the AGM revision postulates concerning the conservative nature of belief revision can be interpreted in terms of a concept of epistemic entrenchment and that there are good empirical reasons (...)
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  46. Decision theory, intelligent planning and counterfactuals.Michael John Shaffer - 2008 - Minds and Machines 19 (1):61-92.
    The ontology of decision theory has been subject to considerable debate in the past, and discussion of just how we ought to view decision problems has revealed more than one interesting problem, as well as suggested some novel modifications of classical decision theory. In this paper it will be argued that Bayesian, or evidential, decision-theoretic characterizations of decision situations fail to adequately account for knowledge concerning the causal connections between acts, states, and outcomes in decision situations, and so they are (...)
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  47. E Does Not Equal K.Michael J. Shaffer - 2013 - The Reasoner 7:30-31.
    This paper challenges Williamson's "E = K" thesis on the basis of evidential practice. The main point is that most evidence is only approximately true and so cannot be known if knowledge is factive.
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  48. Folk Judgments About Conditional Excluded Middle.Michael J. Shaffer & James Beebe - 2019 - In Andrew Aberdein & Matthew Inglis (eds.), Advances in Experimental Philosophy of Logic and Mathematics. London: Bloomsbury Academic. pp. 251-276.
    In this chapter we consider three philosophical perspectives (including those of Stalnaker and Lewis) on the question of whether and how the principle of conditional excluded middle should figure in the logic and semantics of counterfactuals. We articulate and defend a third view that is patterned after belief revision theories offered in other areas of logic and philosophy. Unlike Lewis’ view, the belief revision perspective does not reject conditional excluded middle, and unlike Stalnaker’s, it does not embrace supervaluationism. We adduce (...)
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  49. Bayesianism, convergence and social epistemology.Michael J. Shaffer - 2008 - Episteme 5 (2):pp. 203-219.
    Following the standard practice in sociology, cultural anthropology and history, sociologists, historians of science and some philosophers of science define scientific communities as groups with shared beliefs, values and practices. In this paper it is argued that in real cases the beliefs of the members of such communities often vary significantly in important ways. This has rather dire implications for the convergence defense against the charge of the excessive subjectivity of subjective Bayesianism because that defense requires that communities of Bayesian (...)
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  50. Control and Flexibility of Interactive Alignment: Mobius Syndrome as a Case Study.John Michael, Kathleen Bogart, Kristian Tylen, Joel Krueger, Morten Bech, John R. Ostergaard & Riccardo Fusaroli - 2014 - Cognitive Processing 15 (1):S125-126.
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