Philosophy has long either dismissed or paid only minimal attention to creativity, and even with the rise of research on imagination, the creative imagination has largely been ignored as well. The aim of this volume is to correct this neglect. By bringing together existing research in various sub-disciplines, we also aim to open up new avenues of research. The chapters in Part I provide some framing and history on the philosophical study of imagination and creativity, along with an overview of (...) the empirical literature. Part II explores imagination and creativity as they manifest in, and in turn shape, the individual. Part III surveys the role of imagination and creativity across a wide variety of artistic domains, and the chapters of Part IV turn to societal domains. Part V focuses on the interplay of imagination and creativity with regard to particular features of creative subjects and different kinds of creative subjects. *** -/- Part I: Theories and Approaches 1. Theories of Imagination (Peter Kung) 2. Theories of Creativity (Julia Langkau) 3. Historical Treatments of Imagination in the Western Tradition (Lucia Oliveri) 4. Historical Treatments of Creativity in the Western Tradition (Elliot Paul) 5. Non-Western Treatments of Imagination (Reza Hadisi and Jing Iris Hu) 6. Non-Western Treatments of Creativity (Nicolas B. Verger and Vlad Glăveanu) 7. Empirical Treatments of Imagination and Creativity (Dustin Stokes) 8. Experimental Philosophy of Imagination and Creativity (Michael T. Stuart) 9. The Relationship between Imagination and Creativity (Margherita Arcangeli) -/- Part II: Imagination and Creativity in Mind and Action 10. Imagination, Creativity, and Skill (Amy Kind) 11. Imagination, Creativity, and Attention (Bence Nanay) 12. Imagination, Creativity, and Agency (Caterina Moruzzi) 13. Imagination, Creativity, and Emotion (Julien Deonna and Fabrice Teroni) 14. Imagination, Creativity, and Embodiment (Adriana Clavel-Vázquez and María Jimena Clavel Vázquez) 15. Imagination, Creativity, and Gender (Luke Roelofs) 16. Imagination, Creativity, and Race (Nicholas Whittaker) 17. Imagination, Creativity, and Child Development (Thalia Goldstein, Anna Sofia Caruso, Darian Stapleton, and Lamin Fatty) -/- Part III: Imagination and Creativity in the Arts 18. Imagination, Creativity, and the Visual Arts (Claire Anscomb) 19. Imagination, Creativity, and Music (Matteo Ravasio) 20. Imagination, Creativity, and Fiction (Hannah H. Kim) 21. Imagination, Creativity, and Dance (David Davies and Anna Pakes) 22. Imagination, Creativity, and the Culinary Arts (Patrik Engisch) 23. Imagination, Creativity, and Film (Murray Smith) 24. Imagination, Creativity, and Acting (Tzachi Zamir) 25. Imagination, creativity, and fashion (Laura T. Di Summa) -/- Part IV: Imagination and Creativity in Society 26. Imagination and Creativity in the Scientific Realm (Alice Murphy) 27. Imagination and Creativity in the Moral Realm (Tim Mulgan) 28. Imagination and Creativity in the Political Realm (Avshalom Schwartz) 29. Imagination and Creativity in the Law (Maksymilian Del Mar) 30. Imagination and Creativity in the Religious Realm (Neil Van Leeuwen) 31. Imagination and Creativity in Business (Eric Peterson) 32. Imagination and Creativity in Times of Crisis (Jennifer Fraser and Noah Stemeroff) Part V: Emerging Issues in Imagination and Creativity Research 33. Imagination, Creativity, and Aphantasia (Andrea Blomkvist) 34. Imagination, Creativity, and Neurodivergence (Sofia Ortiz-Hinojosa) 35. Imagination, Creativity, and Non-Human Animals (Henry Shevlin) 36. Imagination, Creativity, and Artificial Intelligence (Peter Langland-Hassan) 37. Collective Imagination and Collective Creativity (Nick Wiltsher) . (shrink)

It is intuitively plausible that art and imagination are intimately connected. This chapter explores attempts to explain that connection. We focus on three areas in which art and imagination might be linked: production, ontology, and appreciation. We examine views which treat imagination as a fundamental human faculty, and aim for comprehensive accounts of art and artistic practice: for example, those of Kant and Collingwood. We also discuss philosophers who argue that a specific kind of imagining may explain some particular element (...) of the artistic domain: for example, Walton's ideas about representational art, and Kivy’s about reading. (shrink)

This chapter explores insights concerning the relations among imagination, imagined selves, and knowledge of one’s own self that are to be found in Fernando Pessoa’s The Book of Disquiet. The insights are explored via close reading of the text and comparison with contemporaries of Pessoa. First, a tempting account of the importance of imagination in The Book of Disquiet is set out. On this reading, Pessoa is immersed in miasmatic boredom, but able to temporarily rise above it through the restorative (...) powers of escapist imagination. But, it is suggested, Pessoa neither enjoys his prolific imaginings, nor returns from them restored. It is argued that Pessoa’s disquiet owes to failures of imagination; the book presents a sharp contrast between Pessoa’s keen awareness of the importance of a successful, active imaginative life, and his failure to maintain such a thing. It is further argued that these failures point us towards a better account of imagination’s importance to Pessoa, an account that both prefigures and goes beyond Sartre’s ideas about the relations between nothingness, imagination, and self-consciousness. (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.

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)

There is a need to bring about a revolution in the philosophy of science, interpreted to be both the academic discipline, and the official view of the aims and methods of science upheld by the scientific community. At present both are dominated by the view that in science theories are chosen on the basis of empirical considerations alone, nothing being permanently accepted as a part of scientific knowledge independently of evidence. Biasing choice of theory in the direction of simplicity, unity (...) or explanatory power does not permanently commit science to the thesis that nature is simple or unified. This current ‘paradigm’ is, I argue, untenable. We need a new paradigm, which acknowledges that science makes a hierarchy of metaphysical assumptions concerning the comprehensibility and knowability of the universe, theories being chosen partly on the basis of compatibility with these assumptions. Eleven arguments are given for favouring this new ‘paradigm’ over the current one. (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)

This paper argues that Quaker business ethics can be understood as a MacIntyrean tradition. To do so, it draws on three key MacIntyrean concepts: community, compartmentalisation, and the critique of management. The emphasis in Quaker business ethics on finding unity, as well as the emphasis that Quaker businesses have placed on serving their local areas, accords with MacIntyre’s claim that small-scale community is essential to human flourishing. The emphasis on integrity in Quaker business ethics means practitioners are well-placed to resist (...) the compartmentalising pressures of contemporary work. Quaker business ethics is also highly critical of the manipulative forms of management that MacIntyre regards as dominant. As such, Quaker business ethics provides evidence that more morally ameliorative forms of running business organisations is possible, even if they remain difficult to achieve. (shrink)

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)

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)

: In the epistemology of the late Wittgenstein, a central place is given to the notion of the hinge: an arational commitment that provides a foundation of some sort for the rest of our beliefs. Quasi-fideism is an approach to the epistemology of religion that argues that religious belief is on an epistemic par with other sorts of belief inasmuch as religious and non-religious beliefs all rely on hinges. I consider in this paper what it takes to find the appropriate (...) hinge for a quasi-fideist approach to the epistemology of religion. (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)

When someone is in a conscious state, must they be aware of it? The Buddhist philosopher Dignāga offers a brilliant route to answering this question by leveraging the role awareness might play as a constraint on memory. I begin by clarifying his strategy and what conclusions it might be used to establish, and then turn to explain why it fails. The first main problem is that, contrary to his contemporary defenders, there is no good way to use it to reach (...) a conclusion about all conscious states. The second main problem is that the proposed awareness constraint on memory is highly problematic, in tension both with ancient objections as well as current psychology. (shrink)

How can the world we live in and see, touch, hear, and smell, the world of living things, people, consciousness, free will, meaning, and value - how can all of this exist and flourish embedded as it is in the physical universe, made up of nothing but physical entities such as electrons and quarks? How can anything be of value if everything in the universe is, ultimately, just physics? In Our Fundamental Problem Nicholas Maxwell argues that this problem of (...) reconciling the human and physical worlds needs to take centre stage in our thinking, so that our best ideas about it interact with our attempts to solve even more important specialized problems of thought and life. When we explore this fundamental problem, Maxwell argues, revolutionary answers emerge for a wide range of questions arising in philosophy, science, social inquiry, academic inquiry as a whole, and - most important of all - our capacity to solve the global problems that threaten our future: climate change, habitat destruction, extinction of species, inequality, war, pollution of earth, sea, and air. An unorthodox introduction to philosophy, Our Fundamental Problem brings philosophy down to earth and demonstrates its vital importance for science, scholarship, education, life, and the fate of the world. (shrink)

European Journal of Philosophy, EarlyView.

This book tackles the problem of how we can understand our human world embedded in the physical universe in such a way that justice is done both to the richness..

In 1984 the author published From Knowledge to Wisdom, a book that argued that a revolution in academia is urgently needed, so that problems of living, including global problems, are put at the heart of the enterprise, and the basic aim becomes to seek and promote wisdom, and not just acquire knowledge. Every discipline and aspect of academia needs to change, and the whole way in which academia is related to the rest of the social world. Universities devoted to the (...) pursuit of knowledge and technological know-how betray reason and, as a result, betray humanity. As a result of becoming more intellectually rigorous, academic inquiry becomes of far greater benefit to humanity. If the revolution argued for all those years ago had been taken up and put into academic practice, we might now live in a much more hopeful world than the one that confronts us. Humanity might have begun to learn how to solve global problems; the Amazon rain forests might not face destruction; we might not be faced with mass extinction of species; Brexit might not have been voted for in the UK in 2016, and Trump might not have been elected President in the USA. An account is given of work published by the author during the years 1972 to 2021 that expounds and develops the argument. The conclusion is that we urgently need to create a high-profile campaign devoted to transforming universities in the way required so that humanity may learn how to make social progress towards a better, wiser, more civilized, enlightened world. (shrink)

In this paper I argue that neuroscience has been harmed by the widespread adoption of seriously inadequate methodologies or philosophies of science - most notably inductivism and falsificationism. I argue that neuroscience, in seeking to understand the human brain and mind, needs to follow in the footsteps of evolution.

"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)

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.

I present and argue for a novel function-based account of feasibility - what I call the "Fitting Deliberation Account" - according to which whether an (individual or collective) action counts as feasible is a matter of whether it possesses those features that are required to make it a fitting object of practical reason or deliberation about what to do.

My aim in this paper is to defend a version of the brain process theory, or identity thesis, which differs in one important respect from the theory put forward by J.J.C. Smart. I shall argue that although the sensations which a person experiences are, as a matter of contingent fact, brain processes, nonetheless there are facts about sensations which cannot be described or understood in terms of any physical theory. These 'mental' facts cannot be described by physics for the simple (...) reason that physical descriptions are designed specifically to avoid mentioning such facts. Thus in giving a physical explanation of a sensation we necessarily describe and render intelligible that sensation only as a physical process, and not also as a sensation. If we are to describe and render intelligible a person's sensations, or inner experiences, as sensations, and not as physical processes occurring in that person's brain, then we must employ a kind of description that connot be derived from any set of physical statements. (shrink)

This chapter discusses ontological commitment to properties, understood as ontological correlates of predicates. We examine the issue in four metaontological settings, beginning with an influential Quinean paradigm on which ontology concerns what there is. We argue that this naturally but not inevitably avoids ontological commitment to properties. Our remaining three settings correspond to the most prominent departures from the Quinean paradigm. Firstly, we enrich the Quinean paradigm with a primitive, non-quantificational notion of existence. Ontology then concerns what exists. We argue (...) that this strengthens the Quinean case against ontological commitment to properties while also newly distinguishing between stronger and weaker forms of nominalism. Secondly, we enrich the Quinean paradigm with the ideology of fundamentality. Ontology then centrally concerns what’s fundamental. We argue that this leaves ontological commitment to properties wide open although Bradleyan regress threatens. Thirdly, we enrich the Quinean paradigm with primitive higher-order quantifiers. Ontology then expands to concern what there higher-order is and what there first-order is. We argue that this naturally but not inevitably incurs ontological commitment to properties. (shrink)

If our experiences are cognitively penetrable, they can be influenced by our antecedent expectations, beliefs, or other cognitive states. Theorists such as Churchland, Fodor, Macpherson, and Siegel have debated whether and how our cognitive states might influence our perceptual experiences, as well as how any such influences might affect the ability of our experiences to justify our beliefs about the external world. This article surveys views about the nature of cognitive penetration, the epistemological consequences of denying cognitive penetration, and the (...) epistemological consequences of affirming cognitive penetration. (shrink)

Two great problems of learning confront humanity: learning about the nature of the universe and our place in it, and learning how to become civilized. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current global problems have arisen as a result. What we need (...) to do, in response to this unprecedented crisis, is learn from our solution to the first problem how to solve the second. This was the basic idea of the 18th century Enlightenment. Unfortunately, in carrying out this programme, the Enlightenment made three blunders, and it is this defective version of the Enlightenment programme that we have institutionalized in 20th century academic inquiry. In order to solve the second great problem of learning we need to correct the three blunders of the traditional Enlightenment. This involves changing the nature of social inquiry, so that social science becomes social methodology or social philosophy, concerned to help us build into social life the progress-achieving methods of aim-oriented rationality, arrived at by generalizing the progress-achieving methods of science. It also involves, more generally, bringing about a revolution in the nature of academic inquiry as a whole, so that it takes up its proper task of helping humanity learn how to become wiser by increasingly cooperatively rational means. The scientific task of improving knowledge and understanding of nature becomes a part of the broader task of improving global wisdom. (shrink)

Many of us feel internally conflicted in the face of certain normative claims that make infeasible demands: say, normative claims that demand that agents do what, given deeply entrenched objectionable character traits, they cannot bring themselves to do. On the one hand, such claims may seem false on account of demanding the infeasible, and insisting otherwise may seem to amount to objectionable unworldliness – to chasing “pies in the sky.” On the other hand, such claims may seem true in spite (...) of making infeasible demands, and insisting otherwise may seem to amount to treating the agents in question with undue lenience – to mistakenly letting them “off the hook.” What is going on? One possibility is that we are making a mistake. I explore the alternative hypothesis that our ambivalent reactions, far from involving any mistake, are entirely consistent and appropriate. Rather than some single privileged ought such that the idea that “ought” implies “feasible” is either true or false, there are simply different oughts that are supposed to be capable of operating in the service of, and playing distinct roles associated with, what I shall call different core normative practices. In particular, there is a) some salient core practice-serving ought for which it’s true that “ought” implies “feasible” and b) some other salient core practice-serving ought for which it’s false that “ought” implies “feasible.” I sketch a framework for understanding different core practice-serving oughts in general and then use this framework to consider which particular core practice-serving oughts might be capable of vindicating our ambivalence. I begin by considering and rejecting a prevalent and prima facie promising account according to which the relevant oughts are the prescriptive ought and the evaluative ought. I then propose a different account that holds that the oughts we need are instead the deliberative ought and the hypological ought. (shrink)

It is commonly taken for granted that questions of feasibility are highly relevant to our normative thinking – and perhaps especially our normative thinking about politics. But what exactly does this preoccupation with feasibility amount to, and in what forms if any is it warranted? This article aims to provide a critical introduction to, and clearer characterization of, the feasibility issue. I begin by discussing the question of how feasibility is to be understood. I then turn to the question of (...) feasibility’s role, suggesting that there are two quite different kinds of role questions that may be at play, though they are often run together: a question about feasibility’s normative significance; and a question about its proper use in informing our normative thinking. Finally, I consider how the feasibility issue differs from certain other related issues: the demandingness issue; the issue of whether “ought” implies “can;” and the “ideal versus non-ideal theory” issue. (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)

I take pseudoscience to be a pretence at science. Pretences are innumerable, limited only by our imagination and credulity. As Stove points out, ‘numerology is actually quite as different from astrology as astrology is from astronomy’ (Stove 1991, 187). We are sure that ‘something has gone appallingly wrong’ (Stove 1991, 180) and yet ‘thoughts…can go wrong in a multiplicity of ways, none of which anyone yet understands’ (Stove 1991, 190). Often all we can do is give a careful description of (...) a way of pretending, a motivation for pretence, a source of pretension. In this chapter I attempt the latter. We will be concerned with the relation of conviction to rational belief. I shall be suggesting that the question of whether an enquiry is a pretence at science can be, in part, a question over the role of conviction in rational belief, and that the answer is to be found in the philosophical problem of the role of values in rational belief. (shrink)

What is the function of morality? On this question, something approaching a consensus has recently emerged. Impressed by developments in evolutionary theory, many philosophers now tell us that the function of morality is to reduce social tensions, and to thereby enable a society to efficiently promote the well-being of its members. In this paper, I subject this consensus to rigorous scrutiny, arguing that the functional hypothesis in question is not well supported. In particular, I attack the supposed evidential relation between (...) an evolutionary genealogy of morals and the functional hypothesis itself. I show that there are a great many functionally relevant discontinuities between our own culture and the culture within which morality allegedly emerged, and I argue that this seriously weakens the inference from morality’s evolutionary history to its present-day function. (shrink)

This paper is an essay in counterfactual epistemology. What if experience have high-level contents, to the effect that something is a lemon or that someone is sad? I survey the consequences for epistemology of such a scenario, and conclude that many of the striking consequences could be reached even if our experiences don't have high-level contents.

The aim of the Schematism chapter of the Critique of Pure Reason is to solve the problem posed by the “inhomogeneity” of intuitions and categories: the sensible properties of objects represented in intuition are of a different kind than the properties represented by categories. Kant's solution is to introduce what he calls “transcendental schemata,” which mediate the subsumption of objects under categories. I reconstruct Kant's solution in terms of two substantive premises, which I call Subsumption Sufficiency (i.e., that subsuming an (...) object under a transcendental schema is sufficient to subsume it under the corresponding category) and Real Possibility (i.e., that it is really possible to subsume objects under each of the transcendental schemata). These two principles, together with a trivial modal one (the Subsumption-Possibility Link), entail that it is possible to subsume objects under categories; in other words, the argument of the Schematism is valid. The main work of the paper consists in reconstructing Kant's arguments for, and explanations of, these premises. I argue that they hinge on Kant's claim that transcendental schemata are “time-determinations,” which I interpret to mean: rules for reflexively representing the temporal relations among our own representational states. On the basis of this reading, I reconstruct Kant's argument for Subsumption Sufficiency, category by category. I also explain why Real Possibility follows almost immediately. Granting Kant the argument up to this point in the Critique, the argument of the Schematism is sound. (shrink)

The ethics of biological procreation has received a great deal of attention in recent years. Yet, as I show in this paper, much of what has come to be called procreative ethics is conducted in a strangely abstract, impersonal mode, one which stands little chance of speaking to the practical perspectives of any prospective parent. In short, the field appears to be flirting with a strange sort of practical irrelevance, wherein its verdicts are answers to questions that no-one is asking. (...) I go on to articulate a theory of what I call existential grounding, a notion which explains the role that prospective children play in the lives of many would-be parents. Procreative ethicists who want their work to have real practical relevance must, I claim, start to engage with this markedly first-personal kind of practical consideration. (shrink)

If a speaker selflessly asserts that p, the speaker has good evidence that p is true, asserts that p on the basis of that evidence, but does not believe that p. Selfless assertions are widely thought to be acceptable, and therefore to pose a threat to the Knowledge Norm of Assertion. Advocates for the Knowledge Norm tend to respond to this threat by arguing that there are no such things as selfless assertions. They argue that those who appear to be (...) selfless asserters either: believe what they assert, perform a speech act other than assertion, or assert a proposition other than the one that they seem to. I argue that such counterarguments are unsuccessful. There really are selfless assertions. But I also argue that they are no threat to the Knowledge Norm. There is a good case to be made that knowledge does not require belief. And if it does not, then the fact that some selfless assertions are appropriate does not tell against the Knowledge Norm. Indeed, I argue that selfless asserters know the propositions that they assert to be true. (shrink)

Humanity faces two fundamental problems of learning: learning about the universe, and learning to become civilized. We have solved the first problem, but not the second one, and that puts us in a situation of great danger. Almost all of our global problems have arisen as a result. It has become a matter of extreme urgency to solve the second problem. The key to this is to learn from our solution to the first problem how to solve the second one. (...) This was the basic idea of the 18th century Enlightenment, but in implementing this idea, the Enlightenment blundered. Their mistakes are still built into academia today. In order to le arn how to create a civilized, enlightened world, the key thing we need to do is to cure academia of the structural blunders we have inherited from the Enlightenment. We need to bring about a revolution in science, and in academia more broadly so that the basic aim becomes wisdom, and not just knowledge. (shrink)

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)

Two great problems of learning confront humanity: learning about the nature of the universe and about ourselves and other living things as a part of the universe, and learning how to become civilized or enlightened. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current (...) global problems have arisen as a result. What we need to do, in response to this unprecedented crisis, is learn from our solution to the first problem how to solve the second one. This was the basic idea of the 18th century Enlightenment. Unfortunately, in carrying out this programme, the Enlightenment made three blunders, and it is this defective version of the Enlightenment programme, inherited from the past, that is still built into the institutional/intellectual structure of academic inquiry in the 21st century. In order to solve the second great problem of learning we need to correct the three blunders of the traditional Enlightenment. This involves changing the nature of social inquiry, so that social science becomes social methodology or social philosophy, concerned to help us build into social life the progress-achieving methods of aim-oriented rationality, arrived at by generalizing the progress-achieving methods of science. It also involves, more generally, bringing about a revolution in the nature of academic inquiry as a whole, so that it takes up its proper task of helping humanity learn how to become wiser by increasingly cooperatively rational means. The scientific task of improving knowledge and understanding of nature becomes a part of the broader task of improving global wisdom. The outcome would be what we so urgently need: a kind of inquiry rationally designed and devoted to helping us make progress towards a genuinely civilized world. We would succeed in doing what the Enlightenment tried but failed to do: learn from scientific progress how to go about making social progress towards as good a world as possible. (shrink)

In this paper, I argue that the two versions of divided line create problems that cannot be solved — with or without the hypothesis that the objects belonging to the level of διάνοια on the divided line are intermediates. I also argue that the discussion of arithmetic and calculation does not fit Aristotle’s attribution of intermediates to Plato and provides no support for the claim that Plato had such intermediates in mind when he talked about διάνοια in the Republic. The (...) upshot of my argument is negative: even if Aristotle’s report about Plato and intermediates is correct, there is no evidence for such objects provided in the passages I review from the Republic. If they are to be found in Plato, it will have to be elsewhere that they are found. (shrink)

I set out the standard view about alleged examples of failure of transmission of warrant, respond to two cases for the view, and argue that the view is false. The first argument for the view neglects the distinction between believing a proposition on the basis of a justification and merely having a justification to believe a proposition. The second argument for the view neglects the position that one's justification for believing a conclusion can be one's premise for the conclusion, rather (...) than simply one's justification for the premise. Finally, the view is false since it is inconsistent with the closure of knowledge as closure is properly understood. (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)

While scholars have extensively discussed Kant’s treatment of the Principle of Sufficient Ground in the Antinomies chapter of the Critique of Pure Reason, and, more recently, his relation to German rationalist debates about it, relatively little has been said about the exact notion of ground that figures in the PSG. My aim in this chapter is to explain Kant’s discussion of ground in the lectures and to relate it, where appropriate, to his published discussions of ground.

The principle of indifference is supposed to suffice for the rational assignation of probabilities to possibilities. Bertrand advances a probability problem, now known as his paradox, to which the principle is supposed to apply; yet, just because the problem is ill‐posed in a technical sense, applying it leads to a contradiction. Examining an ambiguity in the notion of an ill‐posed problem shows that there are precisely two strategies for resolving the paradox: the distinction strategy and the well‐posing strategy. The main (...) contenders for resolving the paradox, Marinoff and Jaynes, offer solutions which exemplify these two strategies. I show that Marinoff’s attempt at the distinction strategy fails, and I offer a general refutation of this strategy. The situation for the well‐posing strategy is more complex. Careful formulation of the paradox within measure theory shows that one of Bertrand’s original three options can be ruled out but also shows that piecemeal attempts at the well‐posing strategy will not succeed. What is required is an appeal to general principle. I show that Jaynes’s use of such a principle, the symmetry requirement, fails to resolve the paradox; that a notion of metaindifference also fails; and that, while the well‐posing strategy may not be conclusively refutable, there is no reason to think that it can succeed. So the current situation is this. The failure of Marinoff’s and Jaynes’s solutions means that the paradox remains unresolved, and of the only two strategies for resolution, one is refuted and we have no reason to think the other will succeed. Consequently, Bertrand’s paradox continues to stand in refutation of the principle of indifference. (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 considers objections to Popper's views on scientific method. It is argued that criticism of Popper's views, developed by Kuhn, Feyerabend, and Lakatos, are not too damaging, although they do require that Popper's views be modified somewhat. It is argued that a much more serious criticism is that Popper has failed to provide us with any reason for holding that the methodological rules he advocates give us a better hope of realizing the aims of science than any other set (...) of rules. Consequently, Popper cannot adequately explain why we should value scientific theories more than other sorts of theories ; which in turn means that Popper fails to solve adequately his fundamental problem, namely the problem of demarcation. It is suggested that in order to get around this difficulty we need to take the search for explanations as a fundamental aim of science. (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)

THE aim of this paper is to refute Hume's contention that there cannot be logically necessary connections between successive events. I intend to establish, in other words, not 'Logically necessary connections do exist between successive events', but instead the rather more modest proposition: 'It may be, it is possible, as far as we can ever know for certain, that logically necessary connections do exist between successive events.' Towards the end of the paper I shall say something about the implications of (...) rejecting Hume's contention. (shrink)

Two great problems of learning confront humanity: learning about the nature of the universe and about ourselves and other living things as a part of the universe, and learning how to become civilized. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current global problems (...) have arisen as a result. What we need to do, in response to this unprecedented crisis, is learn from our solution to the first problem how to solve the second. This was the basic idea of the 18th century Enlightenment. Unfortunately, in carrying out this programme, the Enlightenment made three blunders, and it is this defective version of the Enlightenment programme, inherited from the past, that is still built into the institutional/intellectual structure of academic inquiry in the 21st century. In order to solve the second great problem of learning we need to correct the three blunders of the traditional Enlightenment. This involves changing the nature of social inquiry, so that social science becomes social methodology or social philosophy, concerned to help us build into social life the progress-achieving methods of aim-oriented rationality, arrived at by generalizing the progress-achieving methods of science. It also involves, more generally, bringing about a revolution in the nature of academic inquiry as a whole, so that it takes up its proper task of helping humanity learn how to become wiser by increasingly cooperatively rational means. The scientific task of improving knowledge and understanding of nature becomes a part of the broader task of improving global wisdom. The outcome would be what we so urgently need: a kind of inquiry rationally designed and devoted to helping us make progress towards a genuinely civilized world. We would succeed in doing what the Enlightenment tried but failed to do: learn from scientific progress how to go about making social progress towards as good a world as possible. (shrink)

In this paper I put forward a new micro realistic, fundamentally probabilistic, propensiton version of quantum theory. According to this theory, the entities of the quantum domain - electrons, photons, atoms - are neither particles nor fields, but a new kind of fundamentally probabilistic entity, the propensiton - entities which interact with one another probabilistically. This version of quantum theory leaves the Schroedinger equation unchanged, but reinterprets it to specify how propensitons evolve when no probabilistic transitions occur. Probabilisitic transitions occur (...) when new "particles" are created as a result of inelastic interactions. All measurements are just special cases of this. This propensiton version of quantum theory, I argue, solves the wave/particle dilemma, is free of conceptual problems that plague orthodox quantum theory, recovers all the empirical success of orthodox quantum theory, and at the same time yields as yet untested predictions that differ from those of orthodox quantum theory. (shrink)