A philosophy with children community of inquiry encourage children to develop a philosophical sensitivity that entails awareness of abstract questions related to human existence. When it operates, it can allow insight into significant philosophical aspects of various situations and their analysis. This article seeks to contribute to the discussion of philosophical sensitivity by adducing an additional dimension—namely, the development of a socio-philosophical sensitivity by means of a philosophical community of inquiry focused on texts linked to these themes and an analysis (...) of them with the help of narratival tools that explain the children’s philosophical moves. (shrink)

Hayek’s The Road to Serfdom has been interpreted as a general warning against state intervention in the economy.1 We review this argument in conjunction with Hayek’s later work and discern an institutional thesis about which forms of state intervention and economic institutions could threaten personal and political freedom. Economic institutions pose a threat if they allow for coercive interventions, as described by Hayek in The Constitution of Liberty: by giving someone the power to force others to serve one’s will by (...) threatening to inflict harm, in the absence of general rules of conduct. According to the logic of the argument, welfare-state provisions are not coercive insofar as they do not allow the identification and discriminatory treatment of individuals. By contrast, we claim that a structure of coercion is likely to emerge from the command-and-control nature of protectionist institutions and immigration restrictions currently advocated by the radical right. (shrink)

All over the Internet, many websites operate dealing with collective and personal memory. The sites relevant to collective memory deal with structuring the memory of social groups and they comprise part of “civil religion”. The sites that deal with personal memory memorialize people who have died and whose family members or friends or other members of their community have an interest in preserving their memory. This article offers an analysis of an expanded philosophical discourse that took place over a two-year (...) period with three groups of young people who had experienced loss in their families or their communities and who were partners in writing texts on memorial sites or had established websites as part of coping with the loss. This article seeks to offer a narrative analysis of the philosophical discourse and to contribute to an expansion of the discussion regarding the connection between Philosophy with Children and its methods and the social networks where entire lives involving philosophical dimensions are conducted. (shrink)

This article seeks to contribute to the challenge of presenting the silenced voices of excluded groups in society by means of a philosophic community of inquiry composed primarily of children and young adults. It proposes a theoretical model named ‘enabling identity’ that presents the stages whereby, under the guiding role played by the community of philosophic inquiry, the hegemonic meta-narrative of the mainstream society makes room for the identity of members of marginalised groups. The model is based on the recognition (...) of diverse narratives within a web of communal narratives that does not favour the meta-narrative. It reports on the experiences of moderators and students from weak and excluded sectors of society in two countries whose participation in communities of philosophical inquiry gave them not only a “voice” but also a presence and identity. (shrink)

The article conceptualizes the term Pedagogy of Fear as the master narrative of educational systems around the world. Pedagogy of Fear stunts the active and vital educational growth of the young person, making him/her passive and dependent upon external disciplinary sources. It is motivated by fear that prevents young students—as well as teachers—from dealing with the great existential questions that relate to the essence of human beings. One of the techniques of the Pedagogy of Fear is the internalization of the (...) view that without evaluation and assessment we cannot know a child’s level or “worth”—and therefore are unable to help him/her if he is “slow in learning.” In contrast, Philosophy for/with Children offers a space for addressing existential questions, some of which deal with urgent social issues. The willingness to make philosophy inquiry an alternative already from an early age seeks to allow the child to challenge him/herself with new and fresh questions. Philosophy for/with Children does not regard children as a “space of lack” (experience, knowledge, values, etc.) The new and fresh philosophical perspective of children demands the presence of a willingness to engage in dialogue and rejection of the fear of the innocent and deep questions of philosophy. Shaking free of the Pedagogy of Fear and restoring honor to children’s questions demands a fundamental conceptual change within education. The replacement of existential certainty as it is depicted by adults in the existing education system with an existential question is a heavy intellectual task that in most cases is viewed as subversive—primarily on the part of the adult. It demands a return to starting points and a willingness to allow children a free and safe educational space in which to ground preliminary and fertile questions about themselves, their lives, their environment, and, most of all, the changing world they discover with the form of originality that is right for them. (shrink)

The Pareto principle states that if the members of society express the same preference judgment between two options, this judgment is compelling for society. A building block of normative economics and social choice theory, and often borrowed by contemporary political philosophy, the principle has rarely been subjected to philosophical criticism. The paper objects to it on the ground that it indifferently applies to those cases in which the individuals agree on both their expressed preferences and their reasons for entertaining them, (...) and those cases in which they agree on their expressed preferences, while differing on their reasons. The latter are cases of "spurious unanimity", and it is normatively inappropriate, or so the paper argues, to defend unanimity preservation at the social level for them, so the Pareto principle is formulated much too broadly. The objection seems especially powerful when the principle is applied in an ex ante context of uncertainty, in which individuals can disagree on both their probabilities and utilities, and nonetheless agree on their preferences over prospects. (shrink)

Can poetry be Diasporic? Can poetry free itself from the shackles of conformism? Can it be independent and divergent, and not seek a home? Is it capable of mustering its inner strengths and living without being enlisted by a collective that accords it power? This article argues that poetry is essentially dialectic. It has little vitality without the presence of the Other, without interaction with him. However, it also contains independent, personal elements and reaches its peak through the individual’s anti-conformist (...) activity and expression. Poetry, like language, enables us to view ourselves from outside, thereby fulfilling an important role, similar to language itself, and it is created by the individual’s alienation even from himself. Poetry may provide one of the most creative potential tools of Diasporic philosophy, love and creativity being its cornerstones, but it can also be a destructive factor seeking to imprison the creative soul within a home with the solid walls of a rigid community. (shrink)

The purpose of this paper is to explain and discuss Leibniz’s main objections to the Molinist-Suárezian voluntarist (libertarian) conception of freedom, i.e., the conception involving the supposition of “freedom of indifference” of the will to make contrary choices in exactly the same circumstances. Leibniz’s main objections to the voluntarist conception are the following: (i) it violates the Principle of Sufficient Reason; (ii) it is based on a mistaken picture of the nature of the will.

Whereas many others have scrutinized the Allais paradox from a theoretical angle, we study the paradox from an historical perspective and link our findings to a suggestion as to how decision theory could make use of it today. We emphasize that Allais proposed the paradox asa normative argument, concerned with ‘the rational man’ and not the ‘real man’, to use his words. Moreover, and more subtly, we argue that Allais had an unusual sense of the normative, being concerned not so (...) much with therationality of choicesas with therationality of the agent as a person. These two claims are buttressed by a detailed investigation – the first of its kind – of the 1952 Paris conference on risk, which set the context for the invention of the paradox, and a detailed reconstruction – also the first of its kind – of Allais’s specific normative argument from his numerous but allusive writings. The paper contrasts these interpretations of what the paradox historically represented, with how it generally came to function within decision theory from the late 1970s onwards: that is, as an empirical refutation of the expected utility hypothesis, and more specifically of the condition of von Neumann–Morgenstern independence that underlies that hypothesis. While not denying that this use of the paradox was fruitful in many ways, we propose another use that turns out also to be compatible with an experimental perspective. Following Allais’s hints on ‘the experimental definition of rationality’, this new use consists inletting the experiment itself speak of the rationality or otherwise of the subjects. In the 1970s, a short sequence of papers inspired by Allais implemented original ways of eliciting the reasons guiding the subjects’ choices, and claimed to be able to draw relevant normative consequences from this information. We end by reviewing this forgotten experimental avenue not simply historically, but with a view to recommending it for possible use by decision theorists today. (shrink)

מאמר זה דן בנרטיב המזרחי החדש בישראל והאתגרים שהוא מציב לנרטיב הציוני.

Otherness was at the center of the Levinese project, and in his ethics theory. In doing so, Levinas moved his project away from ontology, epistemology, and reason, to a point where the others are confronted in all its "nudes," to the point where it is recognizable that it cannot be reduced. In this article, I will examine the concepts of responsibility and the connection of the other person's humanism from his major books.

This chapter discusses a form of pedagogy of reflection suggested to be defined as the dialogical-reflective professional-development school (DRPDS)
a framework that develops and empowers students by engaging them in a process of continual improvement, responding to diverse situations, providing stimuli for learning, and giving anchors for mediation. The pedagogy of reflection relates to dialogue not only from a theoretical historical context but also by way of example
that is, it offers empowering dialogues within the traditional teacher-training framework. (...) This chapter outlines the importance of the pedagogy of reflection in the multicultural educational space of the preservice education field in Israel, analyzing the first university PDS model. The pedagogy of reflection in the context of the educational dialogue of educators is outlined as a tool for student empowerment, achieved through a community of learners who dedicate space to the development of their whole personality within the profession, taking a moral stance toward the educational discourse, minimizing judgmentalism and prejudice, creating national/gender equality with the goal of examining the fundamental question of educational performance, and reinforcing their sense of organizational belonging within the system. In these contexts, the chapter is based on the elements of dialogical philosophy exemplified in the thought of Burbules, Nelson, Isaacs, Bohm, and Heckmann and the reflective basis of educational and organizational performance exemplified in the writings of van Manen. The chapter also presents two examples from a project in which teaching units based on dialogue and reflection were developed within a dialogic community that represents in its very being collective empowerment, the possibility of coping with problems that are too large for an individual to solve on his/her own, and an alternative to sealed and alienated organizations. (shrink)

A new program of teacher training in a dialogical spirit in order to prepare them towards working in the field of philosophy with children combines cultivating creativity and self-reflective thinking had been operated as a part of cooperation between the academia and the education system in Israel. This article describes the program that is a part of their practice towards co-operation between academia and schools as a part of PDS (Professional Development Schools) partnership. The program fosters creativity and self-reflective thinking (...) in schools and teacher training, and offers dialogical methods through the philosophy of Martin Buber, Emanuel Levinas and Paulo Freire. The program encourages adopting principles proposed by Martin Buber (1947, 1957, 1959), who perceived education as a dialogue among people whose humanity is fully manifested in its reciprocity. This is an unequivocal stance, maintaining that neither skillful technique nor exciting contents can replace the experience of the spontaneous, authentic concrete presence of the educator’s personality. The dialogic dimension of the program draws its significance from the principle of responsibility, as expressed by Emanuel Levinas (2003). It is based on the idea that the human being, as a speaking subject, does not place himself/herself in the center, but turns to the other. This committed attitude of the other must be expressed in education action, in clothing the naked and feeding the hungry as expressed by Paulo Freire (1973). These principles implemented in teacher education and teacher training requires active listening, a capacity to be response-able to environment in which teachers are situated and it seeks to uncover assumptions, reflect on concepts in use and assist the new teacher to be involve on a philosophical inquiry, as well as situating self-understanding in the context of philosophy of education. (shrink)

This article addresses the principal challenges the philosophy for children (P4C) educator/practitioner faces today, particularly in light of the multi-channel communication environment that threatens to undermine the philosophical enterprise as a whole and P4C in particular. It seeks to answer the following questions: a) What status does P4C hold as promoting a community of inquiry in an era in which the school discourse finds itself in growing competition with a communication discourse driven by traditional media tools?; b) What philosophical challenges (...) face P4C educators and children in consequence of the “new “subject” created by cyberspace? c) Can proper and beneficial use be made of the media in constructing a sense of relevancy and actuality within the classroom?; d) Should P4C educators espouse the communication discourse or create a counter-discourse? (shrink)

Democratic private schools in Israel are a part of the neo-liberal discourse. They champion the dialogic philosophy associated with its most prominent advocates—Martin Buber, Emmanuel Levinas—together with Paulo Freire’s critical pedagogy, the humanistic psychology propounded by Carl Rogers, Nel Noddings’s pedagogy of care and concern, and even Gadamer’s integrative hermeneutic perspective. Democratic schools form one of the greatest challenges to State education and most vocal and active critique of the focus conservative education places on exams and achievement. This article describes (...) the dual discourse connected to the schools. The first is the inner dialogical, which is devoted to student freedom and progress, the child being placed at the center. The second is the exterior discourse, which represents the school as a place of counter-education that provides personal and group development and comprises a site of liberty and choice. The schools in Israel are described as test case and indicating the existence of a sophisticated form of deception via the use of alluring terminology. The democratic private schools should be recognized for what they really are—agents of commodification that undermine democracy rather than enhance it. (shrink)

The debate on history teaching in the Israeli education system often digresses beyond the disagreements between professionals, teachers and educators regarding the discipline. It reflects different points of views regarding the role of the state as an educating factor, its commitment to teach national, nation building, values and its adherence to humanistic, man building, values and democratic, society building, values.

Straightening the current ‘value-laden turn’ (VLT) in the philosophical literature on values in science, and reviving the legacy of the value-free ideal of science (VFI), this paper argues that the influence of extra-scientific values should be minimised—not excluded—in the core phase of scientific inquiry where claims are accepted or rejected. Noting that the original arguments for the VFI (ensuring the truth of scientific knowledge, respecting the autonomy of science results users, preserving public trust in science) have not been satisfactorily addressed (...) by proponents of the VLT, it proposes four prerequisites which any model for values in the acceptance/rejection phase of scientific inquiry should respect, coming from the fundamental requirement to distinguish between facts and values: (1) the truth of scientific knowledge must be ensured; (2) the uncertainties associated with scientific claims must be stated clearly; (3) claims accepted into the scientific corpus must be distinguished from claims taken as a basis for action. An additional prerequisite of (4) simplicity and systematicity is desirable, if the model is to be applicable. Methodological documents from international institutions and regulation agencies are used to illustrate the prerequisites. A model combining Betz’s conception (stating uncertainties associated with scientific claims) and Hansson’s corpus model (ensuring the truth of the scientific corpus and distinguishing it from other claims taken as a basis for action) is proposed. Additional prerequisites are finally suggested for future research, stemming from the requirement for philosophy of science to self-reflect on its own values: (5) any model for values in science must be descriptively and normatively relevant; and (6) its consequences must be thoroughly assessed. (shrink)

The attempt to define meaning arouses numerous questions, such as whether life can be meaningful without actions devoted to a central purpose or whether the latter guarantee a meaningful life. Communities of inquiry are relevant in this context because they create relationships within and between people and the environment. The more they address relations—social, cognitive, emotional, etc.—that tie-in with the children’s world even if not in a concrete fashion, the more they enable young people to search for and find meaning. (...) Examining the way in which philosophical communities of inquiry serve as a dialogical space that enables a search for meaning on the personal and collective plane, this article seeks to expand the discussion of how/whether finding meaning on a private or communal level can promote recognition of the existential uniqueness of each individual and the development of a sense of responsibility for him or her. Grounded in the writings of Matthew Lipman, it links his ideas about finding meaning in philosophical communities of inquiry with those of Jean-Paul Sartre, Viktor Frankl, and Emmanuel Levinas, in particular with regard to the association between meaning and responsibility. (shrink)

Following a long-standing philosophical tradition, impartiality is a distinctive and determining feature of moral judgments, especially in matters of distributive justice. This broad ethical tradition was revived in welfare economics by Vickrey, and above all, Harsanyi, under the form of the so-called Impartial Observer Theorem. The paper offers an analytical reconstruction of this argument and a step-wise philosophical critique of its premisses. It eventually provides a new formal version of the theorem based on subjective probability.

This article discusses the conditions under which dialogical learner-researchers can move out of the philosophical laboratory of a community of philosophical inquiry into the field of social activism, engaging in a critical and creative examination of society and seeking to change it. Based on Matthew Lipman’s proposal that communities of philosophical inquiry can serve as a model of social activism in the present, it presents the community of philosophical inquiry as a model for social activism in the future. In other (...) words, Lipman’s central ideas in his earlier and later thought—including meaning as a mode of action, relevance as a way of examining life and stimulating influence for change as a form of creating a democratic society—establish two parallel circle of influence: the present time, in the shape of the philosophical community of inquiry that allows activist skills to be honed, and a social space that extends into the future as a forum for applying principles and bettering society. Finally, this paper adduces several forms of social activism that may be anchored in philosophical awareness of real conditions and their contexts. Through them, the community of philosophical inquiry not only constitutes a place in which young people’s thought processes can be developed but also one in which they can aspire to become activists in various areas. (shrink)

According to a theorem recently proved in the theory of logical aggregation, any nonconstant social judgment function that satisfies independence of irrelevant alternatives (IIA) is dictatorial. We show that the strong and not very plausible IIA condition can be replaced with a minimal independence assumption plus a Pareto-like condition. This new version of the impossibility theorem likens it to Arrow’s and arguably enhances its paradoxical value.

The paper analyses economic evaluations by distinguishing evaluative statements from actual value judgments. From this basis, it compares four solutions to the value neutrality problem in economics. After rebutting the strong theses about neutrality (normative economics is illegitimate) and non-neutrality (the social sciences are value-impregnated), the paper settles the case between the weak neutrality thesis (common in welfare economics) and a novel, weak non-neutrality thesis that extends the realm of normative economics more widely than the other weak thesis does.

ABSTRACT The purpose of this paper is to bring out, by means of a simple thought experiment involving demonstratives, a discrepancy between what is expressed and what is believed, and to consider some consequences of this - most notably, whether we might hold, for example, that the ancients never believed that Hesperus is not Phosphorus. RESUMO O objetivo deste artigo é apresentar, por meio de um experimento mental simples envolvendo demonstrativos, uma discrepância entre o que é expresso e o que (...) se acredita, e considerar algumas consequências disso - principalmente se podemos sustentar, por exemplo, que os antigos nunca acreditaram que Hesperus não é Phosphorus. (shrink)

Developing tools is a crucial aspect of experimental practice, yet most discussions of scientific change traditionally emphasize theoretical over technological change. To elaborate on the role of tools in scientific change, I offer an account that shows how scientists use tools in exploratory experiments to form novel concepts. I apply this account to two cases in neuroscience and show how tool development and concept formation are often intertwined in episodes of tool-driven change. I support this view by proposing common normative (...) principles that specify when exploratory concept formation and tool development succeed to initiate scientific change. (shrink)

Is God a timeless God? One standard argument against the supposition that He is is that it appears to be incompatible with God’s posited omniscience. If God is timeless, He cannot know truths involving temporal indexicals, such as the one I express right now by ”I am sitting now”. In this article, I discuss this argument and consider some replies to it. I focus on the denial of the view according to which knowledge expressed with temporally indexical true statements is (...) relevantly different from knowledge expressed with corresponding statements without indexicals. (shrink)

Popper's well-known demarcation criterion has often been understood to distinguish statements of empirical science according to their logical form. Implicit in this interpretation of Popper's philosophy is the belief that when the universe of discourse of the empirical scientist is infinite, empirical universal sentences are falsifiable but not verifiable, whereas the converse holds for existential sentences. A remarkable elaboration of this belief is to be found in Watkins's early work on the statements he calls “all-and-some,” such as: “For every metal (...) there is a melting point.” All-and-some statements are both universally and existentially quantified in that order. Watkins argued that AS should be regarded as both nonfalsifiable and nonverifiable, for they partake in the logical fate of both universal and existential statements. This claim is subject to the proviso that the bound variables are “uncircumscribed” ; i.e., that the universe of discourse is infinite. (shrink)

Democratic education is one of the significant challenges facing state education in Israel. This is one of the most sophisticated versions of alternative education, which clearly criticizes the traditional education that is centered on curricula and the assessment industry that brought the strongest expression.) This article seeks to contribute to the discussion of the place of democratic education as normalizing education. Democratic schools in Israel, as a space of opportunity and limitations. The article will incorporate a historical overview of the (...) philosophical approach underpinning democratic education while highlighting the opportunities it provides as a space of active and vigilant dialogue, both on its organizational and pedagogical dimensions, and will seek to clarify its social and educational opportunities. (shrink)

From its inception, philosophy for/with children (P4wC) has sought to promote philosophical discussion with children based on the latter’s own questions and a pedagogic method designed to encourage critical, creative, and caring thinking. Communities of inquiry can be plagued by power struggles prompted by diverse identities, however. These not always being highlighted in the literature or P4wC discourse, this article proposes a two-stage model for facilitators as part of their ethical responsibility. In the first phase, they should free themselves from (...) assumptions and closed-mindedness. They should liberate themselves from pedagogy of fear and “banking education” in order to act freely in an educational space characterized by improvisation that cultivates participation of the children. Here, the text is based on normalizing education principles, counter-education and diasporic-education approaches in order to ensure openness and inclusiveness. In the second, they should embrace enabling-identity views and practices in order to make the community of inquiry as identity-broad and -rich as possible, recognizing and legitimizing the participants’ differences. Here, the text is based on principles such as recognizing power games as part of the community, ensuring multi-narratives human environment and enabling epistemic justice in order to ensure perspectival multiplicity, multiple identities, and the legitimization of difference characterized by pedagogy of search. (shrink)

There are various conceptions of objectivity, a characteristic of the scientific enterprise, the most fundamental being objectivity as faithfulness to facts. A brute fact, which happens independently from us, becomes a scientific fact once we take cognisance of it through the means made available to us by science. Because of the complex, reciprocal relationship between scientific facts and scientific theory, the concept of objectivity as faithfulness to facts does not hold in the strict sense of an aperspectival faithfulness to brute (...) facts. Nevertheless, it holds in the large sense of an underdetermined faithfulness to scientific facts, as long as we keep in mind the complexity of the notion of scientific fact (as theory-laden), and the role of non-factual elements in theory choice (as underdetermined by facts). Science remains our best way to separate our factual beliefs from our other kinds of beliefs. (shrink)

The paper has a twofold aim. On the one hand, it provides what appears to be the first game-theoretic modeling of Napoleon’s last campaign, which ended dramatically on 18 June 1815 at Waterloo. It is specifically concerned with the decision Napoleon made on 17 June 1815 to detach part of his army against the Prussians he had defeated, though not destroyed, on 16 June at Ligny. Military historians agree that this decision was crucial but disagree about whether it was rational. (...) Hypothesizing a zero-sum game between Napoleon and Blücher, and computing its solution, we show that it could have been a cautious strategy on the former's part to divide his army, a conclusion which runs counter to the charges of misjudgement commonly heard since Clausewitz. On the other hand, the paper addresses methodological issues. We defend its case study against the objections of irrelevance that have been raised elsewhere against “analytic narratives”, and conclude that military campaigns provide an opportunity for successful application of the formal theories of rational choice. Generalizing the argument, we finally investigate the conflict between narrative accounts – the historians' standard mode of expression – and mathematical modeling. (shrink)

Leibniz, it seems, wishes to reduce statements involving relations or extrinsic denominations to ones solely in terms of individual accidents or, respectively, intrinsic denominations. His reasons for this appear to be that relations are merely mental things (since they cannot be individual accidents) and that extrinsic denominations do not represent substances as they are on their own. Three interpretations of Leibniz''s reductionism may be distinguished: First, he allowed only monadic predicates in reducing statements (hard reductionism); second, he allowed also `implicitly (...) relational predicates'' such as `loves somebody'' (soft reductionism); third, he allowed also `explicitly relational predicates'' such as `loves Helen'' (nonreductionism). Hard reductionism is problematic with respect to Leibniz''s doctrines of universal expression and incompossibility (among other things). Nonreductionism, in turn, faces insurmountable problems with Leibniz''s doctrine of self-sufficiency and internal identification of substances, as well as with that of individual accidents. The remaining option, soft reductionism, standing between the other two interpretations, arguably avoids at least some of their problems. (shrink)

In abstract argumentation, each argument is regarded as atomic. There is no internal structure to an argument. Also, there is no specification of what is an argument or an attack. They are assumed to be given. This abstract perspective provides many advantages for studying the nature of argumentation, but it does not cover all our needs for understanding argumentation or for building tools for supporting or undertaking argumentation. If we want a more detailed formalization of arguments than is available with (...) abstract argumentation, we can turn to structured argumentation, which is the topic of this special issue of Argument and Computation. In structured argumentation, we assume a formal language for representing knowledge and specifying how arguments and counterarguments can be constructed from that knowledge. An argument is then said to be structured in the sense that normally, the premises and claim of the argument are made explicit, and the relationship between the premises and claim is formally defined (for instance, using logical entailment). In this introduction, we provide a brief overview of the approaches covered in this special issue on structured argumentation. (shrink)

This research investigates 3- and 5-year-olds' relative fairness in distributing small collections of even or odd numbers of more or less desirable candies, either with an adult experimenter or between two dolls. The authors compare more than 200 children from around the world, growing up in seven highly contrasted cultural and economic contexts, from rich and poor urban areas, to small-scale traditional and rural communities. Across cultures, young children tend to optimize their own gain, not showing many signs of self-sacrifice (...) or generosity. Already by 3 years of age, self-optimizing in distributive justice is based on perspective taking and rudiments of mind reading. By 5 years, overall, children tend to show more fairness in sharing. What varies across cultures is the magnitude of young children's self-interest. More fairness (less self-interest) in distributive justice is evident by children growing up in small-scale urban and traditional societies thought to promote more collective values. (shrink)

The relations between rationality and optimization have been widely discussed in the wake of Herbert Simon's work, with the common conclusion that the rationality concept does not imply the optimization principle. The paper is partly concerned with adding evidence for this view, but its main, more challenging objective is to question the converse implication from optimization to rationality, which is accepted even by bounded rationality theorists. We discuss three topics in succession: (1) rationally defensible cyclical choices, (2) the revealed preference (...) theory of optimization, and (3) the infinite regress of optimization. We conclude that (1) and (2) provide evidence only for the weak thesis that rationality does not imply optimization. But (3) is seen to deliver a significant argument for the strong thesis that optimization does not imply rationality. (shrink)

A citizens’ movement in Berlin advocates for the expropriation of housing corporations and has won a significant majority in a popular referendum in September 2021. Building on this proposal, this paper develops a general account of expropriation as a measure for corporate reform and thereby contributes to the ongoing debate on the democratic accountability of business corporations. It argues that expropriation is a valuable tool for intervention in a dire situation in some economic sector to enable a re-structuring of the (...) governance of the assets in question. Compared with other tools available, expropriation is a more forward-looking, genuinely political measure that does not depend on the legal assignment of guilt but rather proceeds in a pragmatic and problem-oriented manner. It also allows us to reconsider in how far the market mechanism should be employed in the administration of assets. Objections from private property rights against expropriation fail as corporations generally are privileged, quasi-public institutions that can justifiably be subject to democratic interventions. Expropriation is thus an important addition to the arsenal of corporate reform proposals, especially for those concerned with a broad democratization of the corporation. (shrink)

We argue that moral decision making is reasons-based, focusing on the idea that people encounter decisions as questions to be answered and that they process reasons to the extent that they can see them as putative answers to those questions. After introducing our topic, we sketch the erotetic reasons-based framework for decision making. We then describe three experiments that extend this framework to moral decision making in different question frames, cast doubt on theories of moral decision making that discount reasons (...) and appeal, and replicate our initial finds in moral contexts that do not involve direct physical harm. We conclude by reinterpreting Stanley Milgram’s studies in destructive obedience in our new framework. (shrink)

In this paper, I argue that looking at the concept of neural function through the lens of cognition alone risks cognitive myopia: it leads neuroscientists to focus only on mechanisms with cognitive functions that process behaviorally relevant information when conceptualizing “neural function”. Cognitive myopia tempts researchers to neglect neural mechanisms with noncognitive functions which do not process behaviorally relevant information but maintain and repair neural and other systems of the body. Cognitive myopia similarly affects philosophy of neuroscience because scholars overlook (...) noncognitive functions when analyzing issues surrounding e.g., functional decomposition or the multifunctionality of neural structures. I argue that we can overcome cognitive myopia by adopting a patchwork approach that articulates cognitive and noncognitive “patches” of the concept of neural function. Cognitive patches describe mechanisms with causally specific effects on cognition and behavior which are likely operative in transforming sensory or other inputs into motor outputs. Noncognitive patches describe mechanisms that lack such specific effects; these mechanisms are enabling conditions for cognitive functions to occur. I use these distinctions to characterize two noncognitive functions at the mesoscale of neural circuits: subsistence functions like breathing are implemented by central pattern generators and are necessary to maintain the life of the organism. Infrastructural functions like gain control are implemented by canonical microcircuits and prevent neural system damage while cognitive processing occurs. By adding conceptual patches that describe these functions, a patchwork approach can overcome cognitive myopia and help us explain how the brain’s capacities as an information processing device are constrained by its ability to maintain and repair itself as a physiological apparatus. (shrink)

I have three main objectives in this essay. First, in chapter 2, I shall put forward and justify what I call worldlessness, by which I mean the following: All truths (as well as falsehoods) are wholly independent of any circumstances, not only time and place but also possible worlds. It follows from this view that whatever is actually true must be taken as true with respect to every possible world, which means that all truths are (in a sense) necessary. However, (...) the account I shall propound is different from what is known in the trade as necessitarianism, i.e. the view that there is only one possible world, viz. the actual one, for the doctrine of the worldlessness of truth values, despite its commitment to the necessity of truths and falsehoods, is quite compatible with the idea of there being other possible worlds. Another important issue in chapter 2, explored in particular in section 2.12, is the claim that there is no real change in the world. Secondly, in chapter 3 I consider the eminent traditional argument for determinism, deriving from Aristotle, namely, logical determinism, i.e. determinism justified by an appeal to the logical principle of bivalence (that all proper statements, including those concerning the future, are either true or false). In this connection I try to show that, (i), the formulation of the conclusion of this argument as "Whatever will happen will happen of necessity" is implausible, at least from the modern point of view, (ii), the formulation as "Whatever will happen will happen inevitably" is more to the point, and (iii), on the basis of the worldless and timeless aspect advocated in chapter 2, this latter formulation is quite harmless, essentially amounting to the trivial statement, "Whatever will happen will happen". Thirdly, in chapter 4 I study theological determinism, or determinism that arises from God's supposed providential control over everything that happens. In this connection, I shall survey some historical accounts of the relation between human free will and determinism (not only theological but also causal determinism); the philosophers the views of whom I shall attend to include Chrysippus, St. Augustine, Boethius and Aquinas. I shall in particular consider G.W. Leibniz' theodicean aspirations, viz. his solution to the problem of evil and, especially, his compatibilist attempts to reconcile human free will with the strictly deterministic flow of actual events. I think it is important to try to explicate Leibniz' ingenious account of these matters, since it seems that it has not been fully appreciated in the literature, not even by contemporary Leibniz scholars (such as B. Mates, R.C. Sleigh, C. Wilson, R.M. Adams and D. Rutherford). In providing the Leibnizian compatibilist solution of the problem of determinism and freedom in chapter 4, I shall utilize the approach of chapter 2. (shrink)

Latour’s actor-network ‘theory’ (ANT), and more generally Latour’s constructivist and relativistic work, has since long been debunked. (1) It does not make any sense, mixing all conceptual categories together (humans and non-humans, facts and moral prescriptions, science and politics); (2) nevertheless, it pretends to explain important issues such as our current environmental crisis and what to do to overcome it; (3) consequently, it can have extremely damaging political consequences. Latour’s ANT may perhaps be considered as a work of art but (...) certainly not as a work of science. Unfortunately, I find that Anders Blok and Casper Bruun Jensen’s attempt to salvage it is unconvincing and inherits the same problems. (shrink)

The paper discusses the sense in which the changes undergone by normative economics in the twentieth century can be said to be progressive. A simple criterion is proposed to decide whether a sequence of normative theories is progressive. This criterion is put to use on the historical transition from the new welfare economics to social choice theory. The paper reconstructs this classic case, and eventually concludes that the latter theory was progressive compared with the former. It also briefly comments on (...) the recent developments in normative economics and their connection with the previous two stages. (Published Online April 18 2006) Footnotes1 This paper suspersedes an earlier one entitled “Is There Progress in Normative Economics?” (Mongin 2002). I thank the organizers of the Fourth ESHET Conference (Graz 2000) for the opportunity they gave me to lecture on this topic. Thanks are also due to J. Alexander, K. Arrow, A. Bird, R. Bradley, M. Dascal, W. Gaertner, N. Gravel, D. Hausman, B. Hill, C. Howson, N. McClennen, A. Trannoy, J. Weymark, J. Worrall, two annonymous referees of this journal, and especially the editor M. Fleurbaey, for helpful comments. The editor's suggestions contributed to determine the final orientation of the paper. The author is grateful to the LSE and the Lachmann Foundation for their support at the time when he was writing the initial version. (shrink)

This article debunks Bruno Latour’s seemingly pro-scientific and well-intentioned posture. I briefly summarize Latour’s constructivist, relativist, hybridist, and mystic philosophy, insisting on his radicalization in his last two books. I show that Latour’s conception is akin to “pseudo-profound bullshit”, inasmuch as he tries to hide his mysticism behind the invocation of scientific facts. I then concentrate on Latour’s politicization of climate science, showing that it is: self-contradictory from an epistemological point of view, since it presupposes scientifically established facts while at (...) the same time undermining their objectivity; counterproductive, and even dangerous, from the political point of view, since it recommends a full politicization of climate science and ignores its harmful effects. I conclude by advocating a distinction between science and politics, and by showing that Latour’s philosophy fosters our current post-truth predicament. (shrink)

In contemporary human brain mapping, it is commonly assumed that the “mind is what the brain does”. Based on that assumption, task-based imaging studies of the last three decades measured differences in brain activity that are thought to reflect the exercise of human mental capacities (e.g., perception, attention, memory). With the advancement of resting state studies, tractography and graph theory in the last decade, however, it became possible to study human brain connectivity without relying on cognitive tasks or constructs. It (...) therefore is currently an open question whether the assumption that “the mind is what the brain does” is an indispensable working hypothesis in human brain mapping. This paper argues that the hypothesis is, in fact, dispensable. If it is dropped, researchers can “meet the brain on its own terms” by searching for new, more adequate concepts to describe human brain organization. Neuroscientists can establish such concepts by conducting exploratory experiments that do not test particular cognitive hypotheses. The paper provides a systematic account of exploratory neuroscientific research that would allow researchers to form new concepts and formulate general principles of brain connectivity, and to combine connectivity studies with manipulation methods to identify neural entities in the brain. These research strategies would be most fruitful if applied to the mesoscopic scale of neuronal assemblies, since the organizational principles at this scale are currently largely unknown. This could help researchers to link microscopic and macroscopic evidence to provide a more comprehensive understanding of the human brain. The paper concludes by comparing this account of exploratory neuroscientific experiments to recent proposals for large-scale, discovery-based studies of human brain connectivity. (shrink)

This article discusses Sven Ove Hansson’s corpus model for the influence of values (in particular, non-epistemic ones) in the hypothesis acceptance/rejection phase of scientific inquiry. This corpus model is based on Hansson’s concepts of scientific corpus and science ‘in the large sense’. I first present Hansson’s corpus model of value influence with some introductory comments about its origins, a detailed presentation of the model with a new terminology, an analysis of its limits, and an appreciation of its handling of controversial (...) non-epistemic values. I conclude that it is a very good candidate for managing value influence, because contrary to other models in the literature it is fairly simple, it provides a universal and systematic procedure for dealing with values, and it syste- matically preserves the epistemic integrity of science. I then study some difficulties associated with the model’s central feature of taking the maximum level of evidence required by the applications of a claim in order for the latter to enter the scientific corpus: the difficulty to identify this maximum requirement; the non-optimality of this requirement with respect to other less demanding requirements; the potentially detrimental consequences of the preference for false negatives over false positives on which it relies; and the issue of whether there can nevertheless be requirements higher than this maximum. I show that these issues may potentially challenge the corpus model. Finally, I call for empirical work (in particular, an investigation of scientists’ and engineers’ own normative views) in order to better assess these issues. (shrink)

The article discusses Friedman's classic claim that economics can be based on irrealistic assumptions. It exploits Samuelson's distinction between two "F-twists" (that is, "it is an advantage for an economic theory to use irrealistic assumptions" vs "the more irrealistic the assumptions, the better the economic theory"), as well as Nagel's distinction between three philosophy-of-science construals of the basic claim. On examination, only one of Nagel's construals seems promising enough. It involves the neo-positivistic distinction between theoretical and non-theoretical ("observable") terms; so (...) Friedman would in some sense argue for the major role of theoretical terms in economics. The paper uses a model-theoretic apparatus to refine the selected construal and check whether it can be made to support the claim. This inquiry leads to essentially negative results for both F-twists, and the final conclusion is that they are left unsupported. (shrink)

We investigate the conflict between the ex ante and ex post criteria of social welfare in a new framework of individual and social decisions, which distinguishes between two sources of uncertainty, here interpreted as an objective and a subjective source respectively. This framework makes it possible to endow the individuals and society not only with ex ante and ex post preferences, as is usually done, but also with interim preferences of two kinds, and correspondingly, to introduce interim forms of the (...) Pareto principle. After characterizing the ex ante and ex post criteria, we present a first solution to their conflict that extends the former as much possible in the direction of the latter. Then, we present a second solution, which goes in the opposite direction, and is also maximally assertive. Both solutions translate the assumed Pareto conditions into weighted additive utility representations, and both attribute to the individuals common probability values on the objective source of uncertainty, and different probability values on the subjective source. We discuss these solutions in terms of two conceptual arguments, i.e., the by now classic spurious unanimity argument and a novel informational argument labelled complementary ignorance. The paper complies with the standard economic methodology of basing probability and utility representations on preference axioms, but for the sake of completeness, also considers a construal of objective uncertainty based on the assumption of an exogeneously given probability measure. JEL classification: D70; D81. (shrink)

The notion of “hierarchy” is one of the most commonly posited organizational principles in systems neuroscience. To this date, however, it has received little philosophical analysis. This is unfortunate, because the general concept of hierarchy ranges over two approaches with distinct empirical commitments, and whose conceptual relations remain unclear. We call the first approach the “representational hierarchy” view, which posits that an anatomical hierarchy of feed-forward, feed-back, and lateral connections underlies a signal processing hierarchy of input-output relations. Because the representational (...) hierarchy view holds that unimodal sensory representations are subsequently elaborated into more categorical and rule-based ones, it is committed to an increasing degree of abstraction along the hierarchy. The second view, which we call “topological hierarchy", is not committed to different representational functions or degrees of abstraction at different levels. Topological approaches instead posit that the hierarchical level of a part of the brain depends on how central it is to the pattern of connections in the system. Based on the current evidence, we argue that three conceptual relations between the two approaches are possible: topological hierarchies could substantiate the traditional representational hierarchy, conflict with it, or contribute to a plurality of approaches needed to understand the organization of the brain. By articulating each of these possibilities, our analysis attempts to open a conceptual space in which further neuroscientific and philosophical reasoning about neural hierarchy can proceed. (shrink)

Temporally extended experiences, experiential holists have it, are not reducible to successions of their temporal parts because some whole experiences determine their parts (in some way). This paper suggests, first, that some forms of experiential holism are in fact consistent with the rival atomist view (that experiences are successions of their parts) and, second, that the main reasons advanced for experiential holism are compatible with atomism too. The paper then looks at how holistic determination of its parts by a whole (...) experience might take place in time, arguing that it is either inconsistent or undermines widespread assumptions regarding the mechanisms underlying experiences. (shrink)

100 years have passed since the Balfour declaration, and this significant historical document is still under much scrutiny and at the same time highly relevant. Each side – the Jews and the Palestinians – makes a structured political use of it, in order to justify its arguments, and to criticizes what does not fit his narrative; and this mainly to deepen his justifications and nationalist ideology.

COVID-19 vaccination of children has begun in various high-income countries with regulatory approval and general public support, but largely without careful ethical consideration. This trend is expected to extend to other COVID-19 vaccines and lower ages as clinical trials progress. This paper provides an ethical analysis of COVID-19 vaccination of healthy children. Specifically, we argue that it is currently unclear whether routine COVID-19 vaccination of healthy children is ethically justified in most contexts, given the minimal direct benefit that COVID-19 vaccination (...) provides to children, the potential for rare risks to outweigh these benefits and undermine vaccine confidence, and substantial evidence that COVID-19 vaccination confers adequate protection to risk groups, such as older adults, without the need to vaccinate healthy children. We conclude that child COVID-19 vaccination in wealthy communities before adults in poor communities worldwide is ethically unacceptable and consider how policy deliberations might evolve in light of future developments. (shrink)