We need urgently to bring about a revolution in universities around the world, wherever possible, so that they take their fundamental task to be, not to acquire and apply knowledge, but rather to help humanity learn how to resolve conflicts and problems of living in increasingly cooperatively rational ways, so that we may make progress towards a good, genuinely civilized, wise world. The pursuit of knowledge would be a vital but subsidiary task. I have argued for the urgent need for (...) such an academic revolution for nearly 50 years, ever since the publication of two books: What’s Wrong With Science? Towards a People’s Rational Science of Delight and Compassion, 1976, and From Knowledge to Wisdom: A Revolution for Science and the Humanities, 1984, both available free online. This article, written in preparation for a talk given to Pittsburgh University on the 15th September 2023, gives an outline of my baffled struggles with problems of philosophy, science, literature and life that led up to the discovery of the urgent need for an intellectual and institutional revolution in universities around the world, needed in order to galvanize the social revolution required to enable us to make progress to a world in which peace, justice, democracy, individual freedom, sustainable prosperity, the possibility of a good life, are available to all, insofar as that is attainable. (shrink)

The Comprehensibility of the Universe puts forward a radically new conception of science. According to the orthodox conception, scientific theories are accepted and rejected impartially with respect to evidence, no permanent assumption being made about the world independently of the evidence. Nicholas Maxwell argues that this orthodox view is untenable. He urges that in its place a new orthodoxy is needed, which sees science as making a hierarchy of metaphysical assumptions about the comprehensibility and knowability of the universe, these (...) assumptions asserting less and less as one ascends the hierarchy. This view has significant implications: that it is part of scientific knowledge that the universe is physically comprehensible; that metaphysics and philosophy are central to scientific knowledge; that science possesses a rational, if fallible, method of discovery; that a new understanding of scientific method and rationality is required. Maxwell argues that this new conception makes possible a natural resolution of long-standing philosophical problems about science, regarding simplicity, induction, and progress. His goal is the reform not just of the philosophy of science but of science itself, and the healing of the rift between the two. (shrink)

How can we think about things in the outside world? There is still no widely accepted theory of how mental representations get their meaning. In light of pioneering research, Nicholas Shea develops a naturalistic account of the nature of mental representation with a firm focus on the subpersonal representations that pervade the cognitive sciences.

It is well known that Kant connects judgment and feeling in the third Critique. However, the precise relationship between these two faculties remains virtually unexplored, in large part due to the unpopularity of Kant’s faculty psychology. This paper considers why, for Kant, judgment and feeling go together, arguing that he had good philosophical reasons for forging this connection. The discussion begins by situating these faculties within Kant’s mature faculty psychology. While the ‘power of judgment’ [Urteilskraft] is fundamentally reflective, feeling [Gefühl] (...) reveals itself as essentially non-discursive. Their systematic connection emerges through the principle of purposiveness [Zweckmäßigkeit], which the former legislates for the latter. I claim that we must understand this notion in terms of the suitability of the faculties for each other, as displayed in mere reflection. That is, we can only recognize the fitness of two things for each other through feeling, which, in turn, is the only way that we can engage in the activity of merely reflecting judgment. I conclude by gesturing at an even further way in which judgment and feeling are related, based on their mutual role in orienting all of the faculties of the human mind. (shrink)

Education – typically and rightly held to be an incontrovertible good – has for some time now been dominated by mass formal schooling systems. These systems routinely harm and oppress many students. I argue that they do so impermissibly, and I call this stance “educational pacifism”. I propose that Maria Montessori’s views on mass formal schooling systems broadly align with educational pacifism and that, therefore, she can be considered an educational pacifist. Finally, I claim that contemporary Montessorians ought to be (...) educational pacifists, firstly because educational pacifism makes a compelling moral argument and secondly because Montessori herself agrees with it. (shrink)

The crisis of our times is that we have science without wisdom. Modern science and technology lead to modern industry and agriculture which in turn lead to all the great benefits of the modern world and to the global crises we face, from population growth to climate change. The fault lies, not with science, but with science dissociated from a more fundamental concern with problems of living. We urgently need to bring about a revolution in academia so that the fundamental (...) task becomes to help humanity learn how to tackle problems of living in increasingly cooperatively rational ways, so that we may gradually discover how to make progress towards a better, wiser world. (shrink)

A lively topic of debate in decision theory over recent years concerns our understanding of the different risk attitudes exhibited by decision makers. There is ample evidence that risk-averse and risk-seeking behaviours are widespread, and a growing consensus that such behaviour is rationally permissible. In the context of clinical medicine, this matter is complicated by the fact that healthcare professionals must often make choices for the benefit of their patients, but the norms of rational choice are conventionally grounded in a (...) decision maker’s own desires, beliefs and actions. The presence of both doctor and patient raises the question of whose risk attitude matters for the choice at hand and what to do when these diverge. Must doctors make risky choices when treating risk-seeking patients? Ought they to be risk averse in general when choosing on behalf of others? In this paper, I will argue that healthcare professionals ought to adopt a deferential approach, whereby it is the risk attitude of the patient that matters in medical decision making. I will show how familiar arguments for widely held anti-paternalistic views about medicine can be straightforwardly extended to include not only patients’ evaluations of possible health states, but also their attitudes to risk. However, I will also show that this deferential view needs further refinement: patients’ higher-order attitudes towards their risk attitudes must be considered in order to avoid some counterexamples and to accommodate different views about what sort of attitudes risk attitudes actually are. (shrink)

In this chapter we explore two important questions that we believe should be central to any discussion of the ethics and politics of cultural heritage: What are the harms associated with appropriation and commodification, specifically where the heritage of Indigenous peoples is concerned? And how can these harms best be avoided? Archaeological concerns animate this discussion; we are ultimately concerned with fostering postcolonial archaeological practices. But we situate these questions in a broader context, addressing them as they arise in connection (...) with the appropriation of Indigenous cultural heritage, both past and present. (shrink)

Education systems are full of harmful violence of types often unrecognised or misunderstood by educators, education leaders, and bureaucrats. Educational violence harms a great number of innocent persons (those who, morally speaking, may not be justifiably harmed). Accordingly, this paper rejects educational violence used to achieve educational ends. It holds that educational violence is unjustified if the condition that innocent persons are harmed is satisfied, that this condition is satisfied in current educational practice (compulsory schooling), and that, therefore, the current (...) education system (schooling) acts in an unjustifiable manner. If the means of educating cannot be justified, then that education system itself cannot be justified, since an end cannot be justifiably pursued if the means requisite to pursuing it are unjustifiable. I call this stance ‘educational pacifism’. (shrink)

According to the ‘One Object’ reading of Kant's transcendental idealism, the distinction between the appearance and the thing in itself is not a distinction between two objects, but between two ways of considering one and the same object. On the ‘Metaphysical’ version of the One Object reading, it is a distinction between two kinds of properties possessed by one and the same object. Consequently, the Metaphysical One Object view holds that a given appearance, an empirical object, is numerically identical to (...) the thing in itself that appears as that object. I raise various indiscernibility arguments against that view; because an appearance has different spatiotemporal and modal properties than a thing in itself, no appearance can be identical to a thing in itself. I point out that these arguments are similar to arguments against Monism, the view that material objects are numerically identical to the matter of which they are made. I outline some strategies Monists have developed to respond to these indiscernibility arguments and then develop parallel responses on behalf of the Metaphysical One Object view. However, I then raise another indiscernibility argument, to which, I argue, the Metaphysical One Object view cannot respond, even using the resources I have developed thus far. I develop a modified version of the Metaphysical One Object view that can respond to this new indiscernibility argument, but, I argue, this modified version of the One Object view is only a terminological variant of the Two Object view. When the Metaphysical One Object view is fully thought through it becomes the Two Object view. I conclude that Kantian appearances are not numerically identical to the things in themselves that appear to us. (shrink)

I propose a revision of Cantor’s account of set size that understands comparisons of set size fundamentally in terms of surjections rather than injections. This revised account is equivalent to Cantor's account if the Axiom of Choice is true, but its consequences differ from those of Cantor’s if the Axiom of Choice is false. I argue that the revised account is an intuitive generalization of Cantor’s account, blocks paradoxes—most notably, that a set can be partitioned into a set that is (...) bigger than it—that can arise from Cantor’s account if the Axiom of Choice is false, illuminates the debate over whether the Axiom of Choice is true, is a mathematically fruitful alternative to Cantor’s account, and sheds philosophical light on one of the oldest unsolved problems in set theory. (shrink)

Current theories of addiction try to explain what addiction is, who experiences it, why it occurs, and how it develops and persists. In this article, I explain why none of these theories can be accepted as a comprehensive model. I argue that current models fail to account for differences in embodiment, interaction processes, and the experience of addiction. To redress these limiting factors, I design a proposal for an enactive account of addiction that follows the enactive model of autism proposed (...) by Hanne De Jaegher. (shrink)

There is substantial textual evidence that Kant held the doctrine of double affection: subjects are causally affected both by things in themselves and by appearances. However, Kant commentators have been loath to attribute this view to him, for the doctrine of double affection is widely thought to face insuperable problems. I begin by explaining what I take to be the most serious problem faced by the doctrine of double affection: appearances cannot cause the very experience in virtue of which they (...) have their empirical properties. My solution consists in distinguishing the sense of ‘experience’ in which empirical objects cause experience from the sense of ‘experience’ in which experience determines empirical objects. I call the latter “universal experience”. I develop my conception of universal experience, and then I explain how it solves the problem of double affection. I conclude by addressing several objections. (shrink)

Modern science began as natural philosophy. In the time of Newton, what we call science and philosophy today – the disparate endeavours – formed one mutually interacting, integrated endeavour of natural philosophy: to improve our knowledge and understanding of the universe, and to improve our understanding of ourselves as a part of it. Profound, indeed unprecedented discoveries were made. But then natural philosophy died. It split into science on the one hand, and philosophy on the other. This happened during the (...) 18th and 19th centuries, and the split is now built into our intellectual landscape. But the two fragments, science and philosophy, are defective shadows of the glorious unified endeavour of natural philosophy. Rigour, sheer intellectual good sense and decisive argument demand that we put the two together again, and rediscover the immense merits of the integrated enterprise of natural philosophy. This requires an intellectual revolution, with dramatic implications for how we understand our world, how we understand and do science, and how we understand and do philosophy. There are dramatic implications, too, for education, and for the entire academic endeavour, and its capacity to help us discover how to tackle more successfully our immense global problems. (shrink)

Are special relativity and probabilism compatible? Dieks argues that they are. But the possible universe he specifies, designed to exemplify both probabilism and special relativity, either incorporates a universal "now" (and is thus incompatible with special relativity), or amounts to a many world universe (which I have discussed, and rejected as too ad hoc to be taken seriously), or fails to have any one definite overall Minkowskian-type space-time structure (and thus differs drastically from special relativity as ordinarily understood). Probabilism and (...) special relativity appear to be incompatible after all. What is at issue is not whether "the flow of time" can be reconciled with special relativity, but rather whether explicitly probabilistic versions of quantum theory should be rejected because of incompatibility with special relativity. (shrink)

Opponents of abortion are often described as ‘inconsistent’ (hypocrites) in terms of their beliefs, actions and/or priorities. They are alleged to do too little to combat spontaneous abortion, they should be adopting cryopreserved embryos with greater frequency and so on. These types of arguments—which we call ‘inconsistency arguments’—conform to a common pattern. Each specifies what consistent opponents of abortion would do (or believe), asserts that they fail to act (or believe) accordingly and concludes that they are inconsistent. Here, we show (...) that inconsistency arguments fail en masse. In short, inconsistency arguments typically face four problems. First, they usually fail to account for diversity among opponents of abortion. Second, they rely on inferences about consistency based on isolated beliefs shared by some opponents of abortion (and these inferences often do not survive once we consider other beliefs opponents of abortion tend to hold). Third, inconsistency arguments usually ignore the diverse ways in which opponents of abortion might act on their beliefs. Fourth, inconsistency arguments criticise groups of people without threatening their beliefs (eg, that abortion is immoral). Setting these problems aside, even supposing inconsistency arguments are successful, they hardly matter. In fact, in the two best-case scenarios—where inconsistency arguments succeed—they either encourage millions of people to make the world a (much) worse place (from the critic’s perspective) or promote epistemically and morally irresponsible practices. We conclude that a more valuable discussion would be had by focusing on the arguments made by opponents of abortion rather than opponents themselves. (shrink)

According to orthodox quantum mechanics, state vectors change in two incompatible ways: "deterministically" in accordance with Schroedinger's time-dependent equation, and probabilistically if and only if a measurement is made. It is argued here that the problem of measurement arises because the precise mutually exclusive conditions for these two types of transitions to occur are not specified within orthodox quantum mechanics. Fundamentally, this is due to an inevitable ambiguity in the notion of "meawurement" itself. Hence, if the problem of measurement is (...) to be resolved, a new, fully objective version of quantjm mechanics needs to be developed which does not incorporate the notion of measurement in its basic postuolates at all. (shrink)

Some opponents of abortion claim that fetuses are persons from the moment of conception. Following Berg (2017), let us call these individuals “Personhood-At-Conception” (or PAC), opponents of abortion. Berg argues that if fetuses are persons from the moment of conception, then miscarriage kills far more people than abortion. As such, PAC opponents of abortion face the following dilemma: They must “immediately” and “substantially” shift their attention, resources, etc., toward preventing miscarriage or they must admit that they do not actually believe (...) that fetuses are persons from the moment of conception (or, at least, they must recognize that they are not acting in ways that are consistent with this belief). In this essay, I show that Berg’s argument fails at each step. Specifically, after outlining her argument (in section 1), I consider the central claim of Berg’s style of argument: That “miscarriage…is much deadlier than abortion.” In section 2, I argue that this claim is false (when taken literally) and misleading otherwise. In section 3, I show that Berg’s style of argument is identical in structure to a criticism that is sometimes levied against the recent “Black Lives Matter” movement. In the latter context, the argument has been vehemently rejected. I argue that Berg’s style of argument should be rejected for the same reasons. Finally, in section 4, I show that Berg’s suggestion that opponents of abortion should divert “substantial” amounts of money and attention to miscarriage prevention faces two problems. First, these claims are made without any evidence regarding the actual priorities and spending habits of PAC opponents of abortion. If we are told “not enough is being done,” one wonders: What is being done and how much counts as “enough”? Berg gives no answer to either question. Second, even if it is true that opponents of abortion do not pay substantial attention to miscarriage prevention, Berg fails to notice that this may be for good reason. I conclude that PAC opponents of abortion do not face the dilemma that Berg presents. (shrink)

Nicholas Maxwell argues that the growth in academic work devoted to policy issues could mark the beginning of a shift from ‘knowledge-inquiry’ to ‘wisdom-inquiry’, leading to importance benefits for society.

In this paper I argue for a kind of intellectual inquiry which has, as its basic aim, to help all of us to resolve rationally the most important problems that we encounter in our lives, problems that arise as we seek to discover and achieve that which is of value in life. Rational problem-solving involves articulating our problems, proposing and criticizing possible solutions. It also involves breaking problems up into subordinate problems, creating a tradition of specialized problem-solving - specialized scientific, (...) academic inquiry, in other words. It is vital, however, that specialized academic problem-solving be subordinated to discussion of our more fundamental problems of living. At present specialized academic inquiry is dissociated from problems of living - the sin of specialism, which I criticize. (shrink)

In this chapter I show how challenges to our ability to tame the uncertainty of a pandemic leaves us vulnerable to uncertainty phobia. This is because not all the uncertainty that matters can be tamed by our knowledge of the relevant probabilities, contrary to what many believe. We are vulnerable because unrelievable wild uncertainty is a hard burden to bear, especially so when we must act in the face of it. -/- The source of unrelievable wild uncertainty is that the (...) nature of probability distributions matters for whether knowledge of them tames uncertainty. It matters because a warrant for the taming is provided by two theorems, but this warrant applies only to some kinds of probability distribution. Essentially, this is because the theorems are about what happens at a mathematical limit but real life never reaches the limit. Consequently, the warrant depends on how quickly the random processes producing the uncertainty converge towards their limit. If they are governed by one class of probability distributions, they converge quickly enough to possess the warrant. If they are governed by another class of probability distributions, they converge towards their limit too slowly and so do not possess that warrant. The random processes of pandemics involve the slow kind . -/- Faced with such a burden, as we are in a pandemic, we are tempted to retreat into uncertainty phobia, leading to fixed definite opinions, precisely when the exercise of sound judgement to determine our responses requires our opinions to be hedged and mobile. Coping with a pandemic requires us to bear the burden of unrelievable wild uncertainty rather than give in to the temptation of uncertainty phobia. Pandemics require the virtue of epistemic forbearance. (shrink)

For forty years I have argued that we urgently need to bring about a revolution in academia so that the basic task becomes to seek and promote wisdom. How did I come to argue for such a preposterously gigantic intellectual revolution? It goes back to my childhood. From an early age, I desired passionately to understand the physical universe. Then, around adolescence, my passion became to understand the heart and soul of people via the novel. But I never discovered how (...) to tell stories in order to tell the truth. So, having failed to become a physicist, and failed to become a novelist, I studied philosophy at Manchester University and then, in six weeks of inspiration, discovered that the riddle of the universe is the riddle of our desires. Philosophy should be about how to live, and should not just do conceptual analysis. I struggled to reconcile the two worlds of my childhood ambitions, the physical universe and the human world. I decided they could be reconciled with one another if one regarded the two accounts of them, physics and common sense, as myths, and not as literal truths. But then I discovered Karl Popper: truth is too important to be discarded. I revised my ideas: physics seeks to depict truly only an aspect of all that there is; in addition, there is the aspect of the experiential features of the world as we experience it. I was immensely impressed with Popper’s view that science makes progress, not by verification, but by ferocious attempted falsification of theories. I was impressed, too, with his generalization of this view to form critical rationalism. Then it dawned on me: Popper’s view of science is untenable because it misrepresents the basic aim of science. This is not truth as such; rather it is explanatory truth – truth presupposed to be unified or physically comprehensible. We need, I realized, a new conception of science, called by me aim-oriented empiricism, which acknowledges the real, problematic aims of science, and seeks to improve them. Then, treading along a path parallel to Popper’s, I realized that aim-oriented empiricism can be generalized to form a new conception of rationality, aim-oriented rationality, with implications for all that we do. This led on to a new conception of academic inquiry. From the Enlightenment we have inherited the view that academia, in order to help promote human welfare, must first acquire knowledge. But this is profoundly and damagingly irrational. If academia really does seek to help promote human welfare, then its primary tasks must be to articulate problems of living, and propose and critically assess possible solutions – possible actions, policies, political programmes, philosophies of life. The pursuit of knowledge is secondary. Academia needs to promote cooperatively rational problem solving in the social world, and needs to help humanity improve individual and institutional aims by exploiting aim-oriented rationality, arrived at by generalizing the real progress-achieving methods of science. We might, as a result, get into life some of the progressive success that is such a marked feature of science. Thus began my campaign to promote awareness of the urgent need for a new kind of academic inquiry rationally devoted to helping humanity create a wiser world. (shrink)

It is often said that normative properties are “just too different” to reduce to other kinds of properties. This suggests that many philosophers find it difficult to believe reductive theses in ethics. I argue that the distinctiveness of the normative concepts we use in thinking about reductive theses offers a more promising explanation of this psychological phenomenon than the falsity of Reductive Realism. To identify the distinctiveness of normative concepts, I use resources from familiar Hybrid views of normative language and (...) thought to develop a Hybrid view of normative concepts. In addition to using this new Hybrid view to explain why reductive theses are difficult to believe, I show how to preserve several patterns of inference involving normative concepts that, intuitively, it is possible to make, and hence answer an important recent challenge to Hybrid views from Mark Schroeder. (shrink)

Block’s well-known distinction between phenomenal consciousness and access consciousness has generated a large philosophical literature about putative conceptual connections between the two. The scientific literature about whether they come apart in any actual cases is rather smaller. Empirical evidence gathered to date has not settled the issue. Some put this down to a fundamental methodological obstacle to the empirical study of the relation between phenomenal consciousness and access consciousness. Block (2007) has drawn attention to the methodological puzzle and attempted to (...) answer it. While the evidence Block points to is relevant and important, this paper puts forward a more systematic framework for addressing the puzzle. To give it a label, the approach is to study phenomenal consciousness as a natural kind. The approach allows consciousness studies to move beyond the initial means of identifying instances of the kind, like verbal report, and to find its underlying nature. It is wellrecognised that facts about an underlying kind may allow identification of instances of the kind that do not match the initial means of identification (cp. non-liquid samples of water). This paper shows that the same method can be deployed to investigate phenomenal consciousness independently of access consciousness. (shrink)

A familiar complaint against the principle that “ought” implies “can” is that it seems that agents can intentionally make it the case that they cannot perform acts that they nonetheless ought to perform. I propose a related principle that I call the principle that “the thing to do” implies “can.” I argue that the principle that “the thing to do” implies “can” is implied by important but underappreciated truths about practical reason, and that it is not vulnerable to the familiar (...) complaint against “ought” implies “can.” Moreover, I suggest that “the thing to do” implies “can” has interesting implications for “ought” implies “can” - implications that depend on the relation between claims about what we ought to do and claims about the thing to do. (shrink)

I reply to critical discussion of my work by Copthorne Macdonald, Steve Fuller, John Stewart, Joseph Agassi, Margaret Boden, Donald Gillies, Mathew Iredale, David Hodgson, Karl Rogers, and Leemon McHenry.

There are two broad approaches to theorizing about ontological categories. Quineans use first-order quantifiers to generalize over entities of each category, whereas type theorists use quantification on variables of different semantic types to generalize over different categories. Does anything of import turn on the difference between these approaches? If so, are there good reasons to go type-theoretic? I argue for positive answers to both questions concerning the category of propositions. I also discuss two prominent arguments for a Quinean conception of (...) propositions, concerning their role in natural language semantics and apparent quantification over propositions within natural language. It will emerge that even if these arguments are sound, there need be no deep question about Quinean propositions’ true nature, contrary to much recent work on the metaphysics of propositions. (shrink)

Aristotle’s doctrine of the mean states that each moral virtue stands opposed to two types of vice: one of excess and one of deficiency, respectively. Critics claim that some virtues—like honesty, fair-mindedness, and patience—are counterexamples to Aristotle’s doctrine. Here, I develop a generalizable strategy to defend the doctrine of the mean against such counterexamples. I argue that not only is the doctrine of the mean defensible, but taking it seriously also allows us to gain substantial insight into particular virtues. Failure (...) to take the doctrine seriously, moreover, exposes us to the risk of mistaking certain vices for virtues. (shrink)

Vigorous debate over the moral propriety of cognitive enhancement exists, but the views of the public have been largely absent from the discussion. To address this gap in our knowledge, four experiments were carried out with contrastive vignettes in order to obtain quantitative data on public attitudes towards cognitive enhancement. The data collected suggest that the public is sensitive to and capable of understanding the four cardinal concerns identified by neuroethicists, and tend to cautiously accept cognitive enhancement even as they (...) recognize its potential perils. The public is biopolitically moderate, endorses both meritocratic principles and the intrinsic value of hard work, and appears to be sensitive to the salient moral issues raised in the debate. Taken together, these data suggest that public attitudes toward enhancement are sufficiently sophisticated to merit inclusion in policy deliberations, especially if we seek to align public sentiment and policy. (shrink)

This paper examines Plato’s conception of shame and the role intoxication plays in cultivating it in the Laws. Ultimately, this paper argues that there are two accounts of shame in the Laws. There is a public sense of shame that is more closely tied to the rational faculties and a private sense of shame that is more closely tied to the non-rational faculties. Understanding this division between public and private shame not only informs our understanding of Plato’s moral psychology, but (...) his political and ethical theory as well. (shrink)

A bad philosophy of inquiry, built into the intellectual/institutional structure of universities round the world, betrays both reason and humanity.

This paper presents a unifying diagnosis of a number of important problems facing existing models of rational choice under moral uncertainty and proposes a remedy. I argue that the problems of (i) severely limited scope, (ii) intertheoretic comparisons, and (iii) 'swamping’ all stem from the way in which values are assigned to options in decision rules such as Maximisation of Expected Choiceworthiness. By assigning values to options under a given moral theory by asking something like ‘how much do I desire (...) this option, supposing this theory is true?’ rather than ‘how much value does this theory assign to this option?’ these problems can be avoided, while the appealing features of these accounts can be preserved. This amendment provides a role for the preferences, desires, or goals of rational agents that is curiously absent from the existing discussion of what individuals rationally ought to do when they are uncertain about what they morally ought to do. (shrink)

"Understanding Scientific Progress constitutes a potentially enormous and revolutionary advancement in philosophy of science. It deserves to be read and studied by everyone with any interest in or connection with physics or the theory of science. Maxwell cites the work of Hume, Kant, J.S. Mill, Ludwig Bolzmann, Pierre Duhem, Einstein, Henri Poincaré, C.S. Peirce, Whitehead, Russell, Carnap, A.J. Ayer, Karl Popper, Thomas Kuhn, Imre Lakatos, Paul Feyerabend, Nelson Goodman, Bas van Fraassen, and numerous others. He lauds Popper for advancing beyond (...) verificationism and Hume’s problem of induction, but faults both Kuhn and Popper for being unable to show that and how their work could lead nearer to the truth." —Dr. LLOYD EBY teaches philosophy at The George Washington University and The Catholic University of America, in Washington, DC "Maxwell's aim-oriented empiricism is in my opinion a very significant contribution to the philosophy of science. I hope that it will be widely discussed and debated." – ALAN SOKAL, Professor of Physics, New York University "Maxwell takes up the philosophical challenge of how natural science makes progress and provides a superb treatment of the problem in terms of the contrast between traditional conceptions and his own scientifically-informed theory—aim-oriented empiricism. This clear and rigorously-argued work deserves the attention of scientists and philosophers alike, especially those who believe that it is the accumulation of knowledge and technology that answers the question."—LEEMON McHENRY, California State University, Northridge "Maxwell has distilled the finest essence of the scientific enterprise. Science is about making the world a better place. Sometimes science loses its way. The future depends on scientists doing the right things for the right reasons. Maxwell's Aim-Oriented Empiricism is a map to put science back on the right track."—TIMOTHY McGETTIGAN, Professor of Sociology, Colorado State University - Pueblo "Maxwell has a great deal to offer with these important ideas, and deserves to be much more widely recognised than he is. Readers with a background in philosophy of science will appreciate the rigour and thoroughness of his argument, while more general readers will find his aim-oriented rationality a promising way forward in terms of a future sustainable and wise social order."—David Lorimer, Paradigm Explorer, 2017/2 "This is a book about the very core problems of the philosophy of science. The idea of replacing Standard Empiricism with Aim-Oriented Empiricism is understood by Maxwell as the key to the solution of these central problems. Maxwell handles his main tool masterfully, producing a fascinating and important reading to his colleagues in the field. However, Nicholas Maxwell is much more than just a philosopher of science. In the closing part of the book he lets the reader know about his deep concern and possible solutions of the biggest problems humanity is facing."—Professor PEETER MŰŰREPP, Tallinn University of Technology, Estonia “For many years, Maxwell has been arguing that fundamental philosophical problems about scientific progress, especially the problem of induction, cannot be solved granted standard empiricism (SE), a doctrine which, he thinks, most scientists and philosophers of science take for granted. A key tenet of SE is that no permanent thesis about the world can be accepted as a part of scientific knowledge independent of evidence. For a number of reasons, Maxwell argues, we need to adopt a rather different conception of science which he calls aim-oriented empiricism (AOE). This holds that we need to construe physics as accepting, as a part of theoretical scientific knowledge, a hierarchy of metaphysical theses about the comprehensibility and knowability of the universe, which become increasingly insubstantial as we go up the hierarchy. In his book “Understanding Scientific Progress: Aim-Oriented Empiricism”, Maxwell gives a concise and excellent illustration of this view and the arguments supporting it… Maxwell’s book is a potentially important contribution to our understanding of scientific progress and philosophy of science more generally. Maybe it is the time for scientists and philosophers to acknowledge that science has to make metaphysical assumptions concerning the knowability and comprehensibility of the universe. Fundamental philosophical problems about scientific progress, which cannot be solved granted SE, may be solved granted AOE.” Professor SHAN GAO, Shanxi University, China . (shrink)

Commentators have shown a steady interest in the role of feeling in Kant’s moral and practical philosophy over the last few decades. Much attention has been given to the notion of ‘moral feeling’ in general, as well as to what Kant calls the ‘feeling of respect’ for the moral law. My focus in this essay is on the role of feeling in practical judgment. My claim in what follows is that the act of judging in the practical domain—i.e., determining what (...) one ought to do, or what action one ought to perform, in a specific case—crucially involves feeling. Put more simply: I argue that practical judgment has an essentially affective dimension. The upshot of the account I will give is that it provides us with a richer and more complex account of moral feeling than has previously been appreciated in the literature. While it is recognized that feeling plays a certain role in moral motivation, what I hope to demonstrate here is that feeling is involved much earlier in the exercise of moral agency. Far from entering only at the point at which we are trying to muster the strength of will to carry out what we know we ought to do, feeling is present the moment we begin to deliberate about what it is that we ought to do. (shrink)

This chapter outlines improvements and developments made to aim-oriented empiricism since "From Knowledge to Wisdom" was first published in 1984. It argues that aim-oriented empiricism enables us to solve three fundamental problems in the philosophy of science: the problems of induction and verisimilitude, and the problem of what it means to say of a physical theory that it is unified.

That Kant sees the faculties of imagination and judgment as closely related is not controversial. Yet precisely how they relate to each other, especially across his Critical philosophy, is less clear. In this paper, I consider the relationship between what Kant calls the ‘power of imagination’ [Einbildungskraft] and the ‘power of judgment’ [Urteilskraft]. I argue for the following claim: insofar as the power of judgment is the faculty of thinking particulars under universals, the power of imagination is the faculty of (...) producing and providing particulars for judgment—either to reflect on or to subsume under universals. Such an account reveals that our capacity for imagination is intimately bound up with our capacity to judge. (shrink)

I put forward a micro realistic, probabilistic version of quantum theory, which specifies the precise nature of quantum entities thus solving the quantum wave/particle dilemma, and which both reproduces the empirical success of orthodox quantum theory, and yields predictions that differ from orthodox quantum theory for as yet unperformed experiments.

These essays are about education, learning, rational inquiry, philosophy, science studies, problem solving, academic inquiry, global problems, wisdom and, above all, the urgent need for an academic revolution. Despite this range and diversity of topics, there is a common underlying theme. Education ought to be devoted, much more than it is, to the exploration real-life, open problems; it ought not to be restricted to learning up solutions to already solved problems - especially if nothing is said about the problems that (...) provoked the solutions in the first place. There should be much more emphasis on learning how to engage in cooperatively rational exploration of problems: even five year olds could begin to learn how to do this. A central task of philosophy ought to be to keep alive awareness of our unsolved fundamental problems - especially our most fundamental problem of all, encompassing all others: How can our human world - and the world of sentient life more generally - imbued with the experiential, consciousness, free will, meaning and value, exist and best flourish embedded as it is in the physical universe? This is both our fundamental intellectual problem and our fundamental problem of living. As far as the latter is concerned, we are at present heading towards disaster - as our immense, unsolved global problems tell us: population growth, destruction of natural habitats and rapid extinction of species, vast inequalities of wealth and power around the world, pollution of earth, sea and air, our proclivity for war, and above all global warming. If we are to resolve our conflicts and global problems more intelligently, effectively and humanely than we have managed to do so far, then we have to learn how to do it. That, in turn, requires that our institutions of learning, our universities and schools, are rationally designed and devoted to the task. At present they are not. That is the crisis behind all the others. From the past we have inherited the idea that the basic intellectual aim of inquiry ought to be to acquire knowledge. First, knowledge is to be acquired; then, secondarily, it can be applied to help solve social problems. But this is dangerously and damagingly irrational, and it is this irrationality that is, in part, responsible for the genesis of our current global problems, and our current incapacity to solve them. As a matter of supreme urgency, we need to transform academia so that it becomes rationally devoted to helping humanity learn how to make progress towards as good and wise a world as possible. This would involve putting problems of living - including global problems - at the heart of academia, problems of knowledge and technological know-how emerging out of, and feeding back into, the central task to help people tackle problems of living in increasingly cooperatively rational ways. Almost every department and aspect of academia needs to change. We need a new kind of academic inquiry devoted, not just to knowledge, but rather to wisdom - wisdom being the capacity to realize what is of value in life for oneself and others, wisdom including knowledge and technological know-how, but much else besides. So, this is what these essays seek to provoke: a concerted effort to transform our institutions of learning so that they become rationally and effectively devoted to helping us learn how to create a wiser world. With these essays before me, I can see that there is one crucial element of learning about which they say nothing - or nothing explicit. The vital role of play in learning. All mammals - or at any rate almost all mammals - learn by means of play. Cats, tigers, foxes and other predators learn to hunt by means of endless mock fights when kittens and cubs. Deer, sheep and antelope learn to escape by means of playful leaps and bounds when young. We are mammals too. Almost certainly, we learnt how to be adult human beings by means of play during the millions of years we evolved into homo sapiens living in hunting and gathering tribes. Children today, out of school, learn by means of play. Learning by means of play is almost certainly fundamental to our makeup. Education needs to exploit it. Schools and universities need to become places of play. Successful problem solving is often likely to be playful in character. The youthful Einstein called doing physics "getting up to mischief". But our most serious problems of living are so grim, so imbued with suffering, wasted lives and unnecessary death that the idea of approaching them in a playful spirit seems sacrilegious. We need to keep alive tackling of intellectual problems so that playful capacities can be exercised - if for no other reason (and other reasons there are, of course, aplenty). There are two really worthy impulses behind all rational inquiry: delight and compassion. (shrink)

Imperialism seems to be deeply antithetical to democracy. Yet, at least one form of imperialism – what I call “hands-off imperialism" – seems to be perfectly compatible with the kind of self-governance commonly thought to be the hallmark of democracy. The solution to this puzzle is to recognize that democracy involves more than self-governance. Rather, it involves what I call self-rule. Self-rule is an example of what Philip Pettit has called a modally demanding value. Modally demanding values are, roughly, values (...) the instantiation of which depends not only on what actually happens, but on what would happen in certain non-actual circumstances. Self-rule is the modally demanding counterpart of self-governance, since it requires, not merely that the members of a state actually govern themselves, but that they would continue to do so across a range of non-actual situations. Moreover, the value of self-rule (and hence democracy) is not reducible to the value of self-governance. Understanding the modally demanding character of democracy allows us to appreciate what is democratically objectionable about occupation by a foreign power, even if there is no prospect of the foreign power intervening in the governance of the occupied state by its members. (shrink)

Recently, I argued that human subjects in artificial wombs (AWs) “share the same moral status as newborns” and so, deserve the same treatment and protections as newborns. This thesis rests on two claims: (A) “Subjects of partial ectogenesis—those that develop in utero for at time before being transferred to AWs—are newborns,” and (B) “Subjects of complete ectogenesis—those who develop in AWs entirely—share the same moral status as newborns.” In response, Elizabeth Chloe Romanis argued that the subject in an AW is (...) “a unique human entity…rather than a fetus or a newborn.” She provides four lines of response to my essay. First, she argues that I have “misconstrued” what birth is. Once we correct that error, it becomes clear that subjects of partial ectogenesis have not been born. Second, she argues that my claims imply that non-implanted embryos (existing in vivo) “would also be ‘born.’” But that is absurd. Third, she claims I fail to “meaningfully respond” to distinctions she draws between subjects of ectogenesis and neonates. Finally, she criticizes my essay for focusing on subjects of AWs rather than focusing on pregnant persons (who should be at the “centre” of debates over AWs). I respond to each of these charges. In doing so, I reaffirm that (contra Romanis) some subjects of ectogenesis are newborns and all subjects of ectogenesis—even those that have not been born—share the same moral status as newborns. (shrink)

In debates over the regulation of communication related to dual-use research, the risks that such communication creates must be weighed against against the value of scientific autonomy. The censorship of such communication seems justifiable in certain cases, given the potentially catastrophic applications of some dual-use research. This conclusion however, gives rise to another kind of danger: that regulators will use overly simplistic cost-benefit analysis to rationalize excessive regulation of scientific research. In response to this, we show how institutional design principles (...) and normative frameworks from free speech theory can be used to help extend the argument for regulating dangerous dual-use research beyond overly simplistic cost-benefit reasoning, but without reverting to an implausibly absolutist view of scientific autonomy. (shrink)

Some views articulate reality's hierarchical structure using relations from the fundamental to representations of reality. Other views instead use relations from the fundamental to constituents of non-representational reality. This paper argues against the first kind of view.

This paper investigates the possibiity of developing a fully micro realistic version of elementary quantum mechanics. I argue that it is highly desirable to develop such a version of quantum mechanics, and that the failure of all current versions and interpretations of quantum mechanics to constitute micro realistic theories is at the root of many of the interpretative problems associated with quantum mechanics, in particular the problem of measurement. I put forward a propensity micro realistic version of quantum mechanics, and (...) suggest how it might be possible to discriminate, on expermental grounds, between this theory and other versions of quantum mechanics. (shrink)

Recent years have seen growing interest in modifying interventionist accounts of causal explanation in order to characterise noncausal explanation. However, one surprising element of such accounts is that they have typically jettisoned the core feature of interventionism: interventions. Indeed, the prevailing opinion within the philosophy of science literature suggests that interventions exclusively demarcate causal relationships. This position is so prevalent that, until now, no one has even thought to name it. We call it “intervention puritanism” (I-puritanism, for short). In this (...) paper, we mount the first sustained defence of the idea that there are distinctively noncausal explanations which can be characterized in terms of possible interventions; a position we call “intervention liberalism” (I-liberalism, for short). While many have followed James Woodward (2003) in committing to I-puritanism, we trace support for I-liberalism back to the work of Jaegwon Kim (1974). Furthermore, we analyse two recent sources of scepticism regarding I-liberalism: debate surrounding mechanistic constitution; and attempts to provide a monistic account of explanation. We show that neither literature provides compelling reasons for adopting I-puritanism. Finally, we present a novel taxonomy of available positions upon the role of possible interventions in explanation: weak causal imperialism; strong causal imperialism; monist intervention puritanism; pluralist intervention puritanism; monist intervention liberalism; and finally, the specific position defended in this paper, pluralist intervention liberalism. (shrink)

Unlike almost all other philosophers of science, Karl Popper sought to contribute to natural philosophy or cosmology – a synthesis of science and philosophy. I consider his contributions to the philosophy of science and quantum theory in this light. There is, however, a paradox. Popper’s most famous contribution – his principle of demarcation – in driving a wedge between science and metaphysics, serves to undermine the very thing he professes to love: natural philosophy. I argue that Popper’s philosophy of science (...) is, in this respect, defective. Science cannot proceed without making highly problematic metaphysical assumptions concerning the comprehensibility and knowability of the universe. Precisely because these assumptions are problematic, rigour requires that they be subjected to sustained critical scrutiny, as an integral part of science itself. Popper’s principle of demarcation must be rejected. Metaphysics and philosophy of science become a vital part of science. Natural philosophy is reborn. A solution to the problem of what it means to say a theory is unified is proposed, a problem Popper failed to solve. In The Logic of Scientific Discovery, Popper made important contributions to the interpretation of quantum theory, especially in connection with Heisenberg's uncertainty relations. Popper's advocacy of natural philosophy has important implications for education. (shrink)

Ethical vagueness has garnered little attention. This is rather surprising since many philosophers have remarked that the science of ethics lacks the precision that other fields of inquiry have. Of the few philosophers who have discussed ethical vagueness the majority have focused on the implications of vagueness for moral realism. Because the relevance of ethical vagueness for other metaethical positions has been underexplored, my aim in this paper is to investigate the ramifications of ethical vagueness for expressivism. Ultimately, I shall (...) argue that expressivism does not have the resources to adequately account for ethical vagueness, while cognitivism does. This demonstrates an advantage that cognitivism holds over expressivism. (shrink)

In this paper I expound an argument which seems to establish that probabilism and special relativity are incompatible. I examine the argument critically, and consider its implications for interpretative problems of quantum theory, and for theoretical physics as a whole.

In many situations, people are unsure in their moral judgements. In much recent philosophical literature, this kind of moral doubt has been analysed in terms of uncertainty in one’s moral beliefs. Non-cognitivists, however, argue that moral judgements express a kind of conative attitude, more akin to a desire than a belief. This paper presents a scientifically informed reconciliation of non-cognitivism and moral doubt. The central claim is that attitudinal ambivalence—the degree to which one holds conflicting attitudes towards the same object—can (...) play the role of moral doubt for non-cognitivists. I will demonstrate that ambivalence has all of the features that we would expect it to have in order to play the role of moral doubt. It is gradable, can vary through time, covaries with strength of motivation, and is suitably distinct from the other features of our moral judgements. As well as providing a defence of non-cognitivism, this insight poses a new challenge for the view: deciding how to act under moral ambivalence. (shrink)

It is usually taken for granted that orthodox quantum theory poses a serious problem for scientific realism, in that the theory is empirically extraordinarily successful, and yet has instrumentalism built into it. This paper stand this view on its head. I argue that orthodox quantum theory suffers from a number of serious (if not always noticed) defects precisely because of its inbuilt instrumentalism. This defective character of orthdoox quantum theory thus undermines instrumentalism, and supports scientific realism. I go on to (...) consider whether there is here the basis of a general argument against instrumentalism. (shrink)