Par risques majeurs, on entend ceux qui s’attachent à des événements dont les conséquences défavorables, pour l’humanité ou pour l’environnement, sont d’une gravité exceptionnelle. On n’ajoutera ni que ces événements sont d’une intensité physique extrême, ni qu’ils surviennent rarement, car ce n’est pas toujours le cas. Seuls des risques majeurs de nature civile seront considérés dans cet ouvrage, et il s'agira, plus limitativement, de risques naturels, comme ceux d’inondation et de submersion marine, illustrés par la tempête Xynthia en 2010, de (...) risques technologiques industriels, comme celui d’une explosion d'usine, illustré par la catastrophe AZF en 2001, et de risques nucléaires, pour autant qu’ils mettent en jeu les dangers de la radioactivité, et qu’illustrent, hors de France, les catastrophes de Three Miles Island (1979), Tchernobyl (1986) et Fukushima (2011), -/- Conçu comme un rapport destiné au Conseil d'analyse économique (CAE) du Premier Ministre français, l'ouvrage comporte une introduction traitant du risque majeur pris en général (section 1). Dans sa partie principale, il aborde les trois risques majeurs qu'il a sélectionnés à travers les prismes successifs de la géographie et de la technologie (section 2), de l’histoire institutionnelle et juridique (section 3), enfin d’un bilan normatif accompagné de recommandations pour l'action publique (section 4). -/- Neuf compléments spécialisés, dus à d'autres auteurs, complètent l'ouvrage. Ils portent sur des aspects technologiques (F. Ménage; A. Quantin et D. Moucoulon; P. Saint-Raymond), juridiques (V. Sanseverino-Godfrin), économiques généraux (C. Grislain-Letrémy et B. Villeneuve; R. Lahidji; J. Percebois; A. Schmitt et S. Spaeter) et financiers (M. Pappalardo) et ils concernent principalement le risque nucléaire. -/- Dans cet ensemble de vaste format, on espère avoir su proposer, non seulement des évaluations et des préconisations destinées aux pouvoirs publics, comme il convenait au projet initial de rapport, mais aussi une synthèse qui soit utilisable par tous ceux - décideurs, scientifiques ou simples observateurs - que préoccupent les questions de risques majeurs. (shrink)

Este artigo procura analisar algumas das principais ideias abordadas no encontro anual promovido pela “American Association for the Advancement of Sciencie” em Boston (EUA) em 1953. Parte do encontro foi para abordar sobre o estado atual da concepção operacional de significado desenvolvida por Percy W. Bridgman a partir de 1927. As principais ideias tratadas no encontro foram posteriormente publicadas pela revista “The Scientific Montly” em 1954-1955 e republicadas no capítulo 2 do livro “The validation of scientific theories” (1961), editado por (...) Philipp Frank. A obra de 1961 será utilizada aqui como referência para as citações. Os autores dos capítulos são Henry Margenau, Gustav Bergmann, Carl G. Hempel, R. B. Lindsay, Raymond J. Sieger, Adolf Gründbaun, além do artigo do próprio Percy Bridgman. Este debate surgiu a mais de 20 anos depois da publicação da primeira obra de Bridgman, a saber, “The Logic of Modern Physics” (1927), onde ele apresenta pela primeira vez sua concepção de significado dos conceitos científicos baseada em procedimentos operacionais. A obra de 1927 trouxe os debates sobre a importância da linguagem científica e da correspondência empírica, uma questão pertinente na filosofia da ciência da época inflacionada pela filosofia da ciência do empirismo lógico. Os debates do encontro tiveram como objetivo apresentar questionamentos e fazer exposições gerais sobre a forma como a concepção operacional pode ser interpretada por cientistas e filósofos da época, seja em seus elementos favoráveis na ciência, enquanto resolvendo questões pertinentes para cientistas e filósofos da ciência, seja por mostrar também as limitações da concepção operacional através dos questionamentos dirigidos a ela. Ressaltamos a importância deste debate na época e nos dias atuais. Temos aqui um material que pode servir de direcionamento histórico e de debate filosófico para algumas das questões pertinentes dos filósofos da ciência da época. (shrink)

This is the outline: I. Remarques introductives sur l'émergence. 1 Le problème de l'émergence. 2. L'émergence en acte. a) En physique. b) Dans les sciences naturelles. II. Ruyer et la critique de l'émergentisme. III. Le dilemme épistémologique que pose l'émergence. IV. La présence du propos de Meyerson derrière celui de Ruyer. Pour conclure.

Layunin ng pag-aaral na ito na tuklasin ang kontribusyon ng wikang Filipino sa live selling upang mapabuti ang estratehiya ng negosyo. Sa gitna ng paglago ng live selling bilang e-commerce na estratehiya, may kakulangan ng pananaliksik sa paggamit ng lokal na wika. Nilalayon ng pag-aaral na tuklasin kung paano nakatutulong ang wikang Filipino sa pagpapalakas ng koneksyon sa mga mamimili at pagpapataas ng customer engagement—mga susi sa tagumpay ng live selling. Ginamit ang narrative research approach at semi-structured interviews sa 15 (...) informants mula sa isang lungsod sa Bulacan gamit ang snowball sampling. Ang thematic analysis ang ginamit sa pagsusuri ng datos, kung saan ang open, axial, at selective coding ay nagbigay-daan upang matukoy ang mga temang may kaugnayan sa papel ng wikang Filipino sa live selling. Lumabas sa pag-aaral na ang paggamit ng wikang Filipino ay nagdudulot ng mas malalim na koneksyon sa mga mamimili. Ang lokal na wika ay nagpapataas ng tiwala, pamilyaridad, at kasiyahan ng mga mamimili, na nagreresulta sa mas mataas na customer engagement, loyalty, at conversion rates. Natukoy din na mas nauunawaan ng mga mamimili ang impormasyon tungkol sa produkto dahil sa paggamit ng Filipino, habang ang real-time na komunikasyon ay nagiging mas epektibo. Ang mga negosyong gumagamit ng wikang Filipino ay mas nagiging malapit sa komunidad, na nakatutulong sa pagpapataas ng benta. Gayunpaman, may ilang hamon tulad ng limitadong kaalaman ng ilang sellers sa teknikal na aspeto ng live selling at ang matinding kompetisyon sa merkado. Pinatutunayan ng pag-aaral na ang paggamit ng wikang Filipino ay isang epektibong estratehiya sa live selling na hindi lamang nagpapataas ng benta, kundi nagpapalalim din ng koneksyon sa mga mamimili. Bagaman may mga hamon, ang estratehiyang nakatuon sa lokal na wika at kultura ay nagdudulot ng malawak na oportunidad para sa mga negosyanteng nais magtagumpay sa e-commerce. (shrink)

A central task of schooling is to cultivate reasonableness in students. In this chapter we show how the teaching of reasonableness can be practiced successfully in secondary schools, using materials from the Western Australian curriculum. The discussion proceeds in four stages. We first defend the claim that the teaching of reasonable is a key aim of schooling. Here we offer an account of reasonableness, which we take to be both a skill and a disposition. Students learn reasonableness through the practice (...) of specific skills such as open and curious questioning, clarifying, and categorizing, and evaluating the merits of each contribution toward the problem or question under consideration. Reasonableness comes about as a joint commitment between the individual and the group to be honest in their views, to take care of those views, and for everyone to recognize that each member is a partial bearer of truth. Secondly, we discuss the pedagogies that cultivate reasonableness. The Philosophical Community of Inquiry is a natural pedagogy for this purpose. This can be supplemented with the thinking tools approach of Cam’s Twenty Thinking Tools or Harvard Project Zero’s Thinking Routines. In addition, we introduce our own two skill-building exercises, the Reasoning Game and the Argument Game. Thirdly, we show how this approach can be applied not just in Philosophy classes, but in the Humanities and Social Sciences. We argue that our approach brings these subjects to life, it develops understanding and reasonableness, and it bumps up student engagement. Fourthly, we discuss the assessment of reasonableness. In this type of learning environment, the way students perform in the philosophical community of inquiry is the focus of assessment. The desirable qualities of being reasonable become the assessment criteria for an on-balanced judgment about the student. (shrink)

The question of whether the term ”art,” or art as an array of objects, can be defined depends upon the sense of “art” and its extension. The generic sense of “art” is its broadest meaning having its widest extension. I argue that the term is very much like the generic term “science.” Uses of both terms don’t depend upon rigorous definition. Rather, the terms organize an enormous number of varied and sometimes incompatible sub-categories. Most informative topics in art and science (...) are under these sub-categories. As dynamic areas of activity, art and science continue to evolve without an efficacious generic sense. We can dispense with it for these purposes. (shrink)

The world has surpassed three million deaths from COVID-19, and faces potentially catastrophic tipping points in the global climate system. Despite the urgency, governments have struggled to address either problem. In this paper, we argue that COVID-19 and anthropogenic climate change (ACC) are critical examples of an emerging type of governance challenge: severe collective action problems that require significant individual behavior change under conditions of hyper- partisanship and scientific misinformation. Building on foundational political science work demonstrating the potential for norms (...) (or informal rules of behavior) to solve collective action problems, we analyze more recent work on norms from neighboring disciplines to offer novel recommendations for more difficult challenges like COVID-19 and ACC. Key insights include more attention to (1) norm-based messaging strategies that appeal to individuals across the ideological spectrum or that reframe collective action as consistent with resistant subgroups’ pre-existing values, (2) messages that emphasize both the prevalence and the social desirability of individual behaviors required to address these challenges, (3) careful use of public policies and incentives that make individual behavior change easier without threatening norm internalization, and (4) greater attention to epistemic norms governing trust in different information sources. We conclude by pointing out that COVID-19 and climate change are likely harbingers of other polarized collective action problems that governments will face in the future. By connecting work on norms and political governance with a broader, interdisciplinary literature on norm psychology, motivation, and behavior change, we aim to improve the ability of political scientists and policy makers to respond to these and future collective action challenges. (shrink)

This study investigated the difference in the sports involvement of the first year and second year college students in terms power and performance and pleasure and participation. In a sample of seven hundred seventy first year and second year college student students collected between the months of November to December 2019, in terms of power and performance during sports activities, first year respondents gave an average rating of 3.06 (Agree) while the second-year respondents gave an average rating of 3.07 (agree). (...) The results suggest that the student-respondents were not after winning when they were involved in sports. Furthermore, first year respondents gave the highest mean score of 3.79 (strongly agree) in the item “I want to have fun during sports activities” while the second-year respondents gave the highest mean score of 3.75 (strongly agree) in the item “I believe that even poorly skilled students deserve the right to play”. Moreover, using the t-test at 0.05 level of significance power and performance with a computed t-test value of 1.54 and pleasure and participation with a computed t-test value of 1.170 were both lower than the tabular t-test value of 1.971 with the degree of freedom of 768. Therefore, the null hypothesis was accepted. Thus, there was no significant difference between the first year and second year college students’ sports involvement in terms of power and performance and pleasure and participation. The results suggest that students may be provided with various sports programs for competition or for leisure to foster holistic student development. (shrink)

Existing analyses of disinformation tend to embrace the view that disinformation is intended or otherwise functions to mislead its audience, that is, to produce false beliefs. I argue that this view is doubly mistaken. First, while paradigmatic disinformation campaigns aim to produce false beliefs in an audience, disinformation may in some cases be intended only to prevent its audience from forming true beliefs. Second, purveyors of disinformation need not intend to have any effect at all on their audience’s beliefs, aiming (...) instead to manipulate an audience’s behavior through alteration of sub-doxastic states. Ultimately, I argue that attention to such non-paradigmatic forms of disinformation is essential to understanding the threat disinformation poses and why this threat is so difficult to counter. (shrink)

Quassim Cassam has argued that psychological and epistemological analyses of conspiracy theories threaten to overlook the political nature of such theories. According to Cassam, conspiracy theories are a form of political propaganda. I develop a limited critique of Cassam's analysis.This paper advances two core theses. First, acceptance of conspiracy theories requires a rejection of epistemic authority that renders conspiracy theorists susceptible to co-option by certain political programs while insulating such programs from criticism. I argue that the contrarian nature of conspiracy (...) theories partially accounts for the prominence of such theories in populist movements.Second, the contrarian nature of conspiracy theories partially accounts for their attractiveness, especially among those to whom populism already appeals. I argue that for those who resent what appears from their perspective as the shaping of the epistemic landscape by alien perspectives, conspiracy theorizing may facilitate the reassertion of epistemic autonomy. (shrink)

Humanity has begun to move from the natural world intothe cyber world. Issues surrounding this mentalmigration are debated in philosophical dialogue. Thelead character is Becket Geist, a romantic philosopherwith views tempered by 20th century science. He openswith a monologue in which he argues that loss of theworld in exchange for the cyber world is dark andinevitable. His chief adversary is Fortran McCyborg,a cyborg with leanings toward Scottish philosophy. The moderating force is Nonette Naturski who championsnaturalism, conservation of humanist ideals, andprudent (...) conclusions. The ensuing dialogue examineseight counter-arguments to Geist''s vision. Thearguments and Geist''s replies lead to unanticipatedchanges in position that cascade to a chillingclose. (shrink)

The issue of leadership styles used by school heads and the academic performance of students has recently attracted the attention of the general public and people are exerting energies into research to find its courses and effects. Nkoranza-North district is selected as a result of the fact that the researcher works there and the districts also have two senior high schools for the study. Primarily, the study was to find out the courses and impact of leadership styles on teaching and (...) learning outcomes in the Nkoranza-North district. The study covered a sample size of sixty (60) people comprises of Headmasters, selected teachers and selected students of the two. The researcher employed the descriptive method, while interview schedule and questionnaire were used to gather the information. Frequency and percentage were used to analyse the data. The study also looks at the various leadership styles employed by leaders some of which are Autocratic, Democratic and Laissez-faire. The findings of the study are discussed, conclusion draw and recommendations made. (shrink)

Particularists maintain that conspiracy theories are to be assessed individually, while generalists hold that conspiracy theories may be assessed as a class. This paper seeks to clarify the nature and importance of the debate between particularism and generalism, while offering an argument for a version of generalism. I begin by considering three approaches to the definition of conspiracy theory, and offer reason to prefer an approach that defines conspiracy theories in opposition to the claims of epistemic authorities. I argue that (...) particularists rely on an untenably broad definition of conspiracy theory. Then, I argue that particularism and its counterpart are best understood as constellations of theses, rather than a pair of incompatible theses. While some particularist theses are highly plausible, I argue that one important particularist thesis is false. The argument for this conclusion draws on the history of false conspiracy theories. I then defend this conclusion against a pair of potential objections. (shrink)

Philosophers who study conspiracy theories have increasingly addressed the questions of where conspiracy theories come from, what such theories do, and what to do about them. This essay serves as a commentary on the answers to these questions offered by contributors to this special issue.

Deepfakes pose a multi-faceted threat to the acquisition of knowledge. It is widely hoped that technological solutions—in the form of artificially intelligent systems for detecting deepfakes—will help to address this threat. I argue that the prospects for purely technological solutions to the problem of deepfakes are dim. Especially given the evolving nature of the threat, technological solutions cannot be expected to prevent deception at the hands of deepfakes, or to preserve the authority of video footage. Moreover, the success of such (...) technologies depends on institutional trust that is in short supply. Finally, outsourcing the discrimination between the real and the fake to automated, largely opaque systems runs the risk of undermining epistemic autonomy. (shrink)

This book argues that misinformation poses a multi-faceted threat to knowledge, while arguing that some forms of content moderation risk exacerbating these threats. It proposes alternative forms of content moderation that aim to address this complexity while enhancing human epistemic agency. The proliferation of fake news, false conspiracy theories, and other forms of misinformation on the internet and especially social media is widely recognized as a threat to individual knowledge and, consequently, to collective deliberation and democracy itself. This book argues (...) that misinformation presents a three-pronged threat to knowledge. While researchers often focus on the role of misinformation in causing false beliefs, this deceptive potential of misinformation exists alongside the potential to suppress trust and to distort the perception of evidence. Recognizing the multi-faceted nature of this threat is essential to the development of effective measures to mitigate the harms associated with misinformation. The book weaves together work in analytic epistemology with emerging empirical work in other disciplines to offer novel insights into the threats posed by misinformation. Additionally, it breaks new ground by systematically assessing different forms of content moderation from the perspective of epistemology. Misinformation, Content Moderation, and Epistemology will appeal to philosophers working in applied and social epistemology, as well as scholars and advanced students in disciplines such as communication studies, political science, and social psychology who are researching misinformation. (shrink)

This paper describes the ways in which trolls and bots impede the acquisition of knowledge online. I distinguish between three ways in which trolls and bots can impede knowledge acquisition, namely, by deceiving, by encouraging misplaced skepticism, and by interfering with the acquisition of warrant concerning persons and content encountered online. I argue that these threats are difficult to resist simultaneously. I argue, further, that the threat that trolls and bots pose to knowledge acquisition goes beyond the mere threat of (...) online misinformation, or the more familiar threat posed by liars offline. Trolls and bots are, in effect, fake persons. Consequently, trolls and bots can systemically interfere with knowledge acquisition by manipulating the signals whereby individuals acquire knowledge from one another online. I conclude with a brief discussion of some possible remedies for the problem of fake persons. (shrink)

Deepfakes and other forms of synthetic media are widely regarded as serious threats to our knowledge of the world. Various technological responses to these threats have been proposed. The reactive approach proposes to use artificial intelligence to identify synthetic media. The proactive approach proposes to use blockchain and related technologies to create immutable records of verified media content. I argue that both approaches, but especially the reactive approach, are vulnerable to a problem analogous to the ancient problem of the criterion—a (...) line of argument with skeptical implications. I argue that, while the proactive approach is relatively resistant to this objection, it faces its own serious challenges. In short, the proactive approach would place a heavy burden on users to verify their own content, a burden that is exacerbated by and is likely to exacerbate existing inequalities. (shrink)

The target of our paper is to articulate the grounds that legitimize the foundation of an African Traditional Religion as a distinct religious enterprise with its own philosophical fundamentals as well as its own tenets and framework. In this paper, we engage the relevant concepts that are crucial to the success to any paper that attempts to demonstrate the reality of African Traditional Religion (henceforth, ATR): specifically, we will engage the questions of the existence of a Supreme Being, the problem (...) of evil, and the structure of a properly ATR theodicy. (shrink)

Some thoughts on moral relativism, and its relation to moral phenomenology and truth.

Some thoughts on our moral experience and moral phenomenology, asking whether it can be justified or whether it is misleading.

This research paper assesses the possible relationship between motivation and academic performance of student athletes and utilized a descriptive design as it investigated the association between two constructs (variables) of student athletes, namely their motivation and academic performance. The research is descriptive correlational research with sixty (60) student athlete respondents coming from the various varsity teams in a selected university in the city of Manila. The descriptive nature and design of the study would require that descriptive statistics and measures of (...) association be utilized to analyze the relationship between the two constructs of the study – motivation and academic performance. The (SAMSAQ) was chosen as the research instrument to collate the necessary descriptive data, upon which a correlation analysis through the Pearson was administered. After the statistical analysis, the following were the conclusion of the study: (1) That there was a perfect positive relationship between responses of the student – athletes in the thirty (30) SAMSAQ items and their GPA’s; (2) That the relationship between motivation and academic performance of respondents, as represented by their mean scores of responses and GPA’s respectively are not of the same strength and significance for negatively and positively – structured queries of the SAMSAQ; (3) That the mean scores of responses in negative and positive impact queries of respondents and its relationship with their GPA’s, representatives of the measures of motivation and academic performance are incomparable as the Likert scale is inverted for the negatively structured queries, where behavior adverse to academic performance is sought. (shrink)

The enchanting cover of “Wild Wise Weird: The Kingfisher Story Collection” immediately drew me in, the vivid image of the kingfisher beckoning me into a world filled with rich stories. And rich they truly are. Author Quan-Hoang Vuong has masterfully crafted a collection of captivating fables, each with its own unique charm and moral lesson. -/- Like ancient tales passed down through generations, Vuong’s stories evoke a sense of wonder and connection to our collective cultural heritage. They utilize symbolism, humor, (...) and cleverly crafted animal characters to deliver timeless truths in ways that resonate deeply, no matter your age. While some might see the genre as outdated, the power of these fables lies in their ability to hold a mirror to human behavior and explore universal themes that transcend time and culture. (shrink)

This research determined the correlation between the mindfulness, mental toughness, and motivation of 770 first year and second year college students and their sports involvement in one of the oldest private higher education institutions in the City of Manila. A researcher-made questionnaire was validated and pilot-tested prior to the conduct of the study. The results revealed that most of the respondents were 17 to 19 years old (75.06%) and they described their mindfulness in terms of attention and awareness as “Very (...) High”; their mental toughness in terms of rebound ability, ability to handle pressure, concentration and confidence as “Very High”; their intrinsic motivation as “Very High”; their extrinsic motivation as “High”; their sports involvement in terms of power and performance as ”High”; and their sports involvement in terms of pleasure and participation as ”Very High.”. (shrink)

Who deserves credit for epistemic successes, and who is to blame for epistemic failures? Extreme views, which would place responsibility either solely on the individual or solely on the individual’s surrounding environment, are not plausible. Recently, progress has been made toward articulating virtue epistemology as a suitable middle ground. A socio-environmentally oriented virtue epistemology can recognize that an individual’s traits play an important role in shaping what that individual believes, while also recognizing that some of the most efficacious individual traits (...) have to do with how individuals structure their epistemic environments and how they respond to information received within these environments. I contribute to the development of such an epistemology by introducing and elucidating the virtue of epistemic exactingness, which is characterized by a motivation to regulate the epistemically significant conduct of others. (shrink)

This paper identifies and elucidates the underappreciated phenomenon of epistemic domination. Epistemic domination is the nonmutual capacity of one party to control the evidence available to another. Where this capacity is exercised, especially by parties that are ill-intentioned or ill-informed, the dominated party may have difficulty attaining epistemically valuable states. I begin with a discussion of epistemic domination and how it is possible. I then highlight three negative consequences that may result from epistemic domination.

Despite raising awareness and promoting knowledge and skills-development for education about climate change, efforts by the education sector to promote the development of climate change science literacy in schools is challenged by the nature of climate science. We illuminated the nature of climate science by analysing literature on the nature of science that foregrounds discussions in climate science, and found that climate science involves mostly complex systems and problems; the scope of climate science is vast and interdisciplinary; most issues and (...) problems in climate science are geographic in nature; climate science is characterised by uncertainty and disagreement; and, it is highly politicised. Unless education policymakers and curriculum designers consider these factors when formulating pedagogical intervention frameworks for a more effective and efficient climate change education; nurturing climate change science literacy in schools will be ever more elusive. (shrink)

Philosophers who defend a person’s right, under certain circumstances, to end his own life or to have a physician end it for him typically appeal both to respect for patient autonomy and to considerations of beneficence. Neither autonomy alone nor beneficence alone can ground a persuasive case for euthanasia. I argue, however, that the standard argument for euthanasia is unsound. It is not possible to combine the principles of autonomy and beneficence in such a way as to justify euthanasia for (...) those who request it and are either incurably ill, in irremediable pain, or fearful of future incapacity, while excluding both involuntary euthanasia and assisted death for those who request it despite being neither incurably ill, in irremediable pain nor fearful of future incapacity. (shrink)

We respond to Moseley and Wilkinson's defense of inner speech models of AVH.

Social media misinformation is widely thought to pose a host of threats to the acquisition of knowledge. One response to these threats is to remove misleading information from social media and to de-platform those who spread it. While content moderation of this sort has been criticized on various grounds—including potential incompatibility with free expression—the epistemic case for the removal of misinformation from social media has received little scrutiny. Here, I provide an overview of some costs and benefits of the removal (...) of misinformation from social media. On the one hand, removing misinformation from social media can promote knowledge acquisition by removing misleading evidence from online social epistemic environments. On the other hand, such removals require the exercise of power over evidence by content moderators. As I argue, such exercises of power can encourage suspicions on the part of social media users and can compromise the force of the evidence possessed by such users. For these reasons, the removal of misinformation from social media poses its own threats to knowledge. (shrink)

Experts are sharply divided concerning the prevalence and influence of misinformation. Some have emphasized the severe epistemic and political threats posed by misinformation and have argued that some such threats have been realized in the real world. Others have argued that such concerns overstate the prevalence of misinformation and the gullibility of ordinary persons. Rather than taking a stand on this issue, I consider what would follow from the supposition that this latter perspective is correct. I argue that, if the (...) prevalence and influence of misinformation are indeed overstated, then many reports as to the prevalence and influence of misinformation constitute a kind of higher-order misinformation. I argue that higher-order misinformation presents its own challenges. In particular, higher-order misinformation, ironically, would lend credibility to the very misinformation whose influence it exaggerates. Additionally, higher-order misinformation would lead to underestimations of the reasons favoring opposing views. In short, higher-order misinformation constitutes misleading higher-order evidence concerning the quality of the evidence on which individuals form their beliefs. (shrink)

The goal of this thesis is to model some of the cognitive structures and processes involve d in how people decide what to say in purposeful conversation. The main concern is to show how a speaker's knowledge of his/her hearer influences what s/he says. Utterances in such dialogues, where speakers can be presumed to be speaking for reasons, can best be viewed as the performance of "speech acts" (e.g., requesting). By modeling the process of deciding what to say as one (...) of problem-solving, we show that the same mechanisms used to plan non-linguistic actions are applicable to planning of speech acts. The methodology of this research employs a computer program that integrates beliefs, goals, problem-solving, and reasoning, with the use of language. The program does this by planning speech acts when it determines that to achieve its situational goals, it needs to influence someone else's behavior. The system is able to plan request speech actrions to influence its user's goals, and inform speech acts to influence his/her beliefs. In addition, it is shown that speech acts can be used to achieve subgoals of other such acts. For instance, in addition to requesting that the user perform some action, the system can also decide to supply him/her with information necessary to performing that action -- information that it believes s/he does not already have. Our model is extendable to the more general problem of planning multiparty speech acts -- ones where actions requested by the speaker involve acts to be performed by parties other than the hearer. [MORE]. (shrink)

This paper argues that Kwasi Wiredu’s consensual democracy is an inadequate alternative to liberal democracy in contemporary Africa because it neglects the beliefs in supernatural realities underpinning governance and political decisions in traditional societies on the continent. The paper holds that as evident in their worldviews and activities, traditional Africans do not depersonalise entities or segregate physical realities from spiritual ones. Deploying historical and conceptual analyses, the paper contends that, essentially, the deficiency of Wiredu’s argument lies in his declining to (...) acknowledge the roles oaths and covenants play in the sustenance of Africa’s traditional governance systems. The paper thus holds that Wiredu’s discountenancing of the role of beliefs in supernatural realities in African societies generally may have resulted in this gap in his understanding of indigenous African political thought and practice. (shrink)

The New Evil Demon problem has been hotly debated since the case was introduced in the early 1980’s (e.g. Lehrer and Cohen 1983; Cohen 1984), and there seems to be recent increased interest in the topic. In a forthcoming collection of papers on the New Evil Demon problem (Dutant and Dorsch, forthcoming), at least two of the papers, both by prominent epistemologists, attempt to resist the problem by appealing to the distinction between justification and excuses. My primary aim here is (...) to critically evaluate this new excuse maneuver as a response to the New Evil Demon problem. -/- Their response attempts to give us reason to reject the idea that victims of the New Evil Demon have justification for believing as they do. I shall argue that this approach is ultimately unsuccessful, however much of value can be learned from these attempts. In particular, progress in the debate can be made by following those who advance the excuse maneuver and make explicit the connection between epistemic justification and epistemic norms. By doing so, the questions being debated are clarified, as is the methodology being used to attempt to answer them. (shrink)

Proponents of the problem of animal suffering claim that the millions of years of apparent nonhuman animal pain and suffering provides evidence against the existence of God. Neo-Cartesianism attempts to avoid this problem mainly by denying the existence of phenomenal consciousness in nonhuman animals. However, neo-Cartesian options regarding animal minds have failed to compel many. In this essay, I explore an answer to the problem of animal suffering inspired by the medieval theologian Thomas Aquinas. Instead of focusing on phenomenal consciousness, (...) the neo-Thomistic view of animal minds focuses on self-awareness. After proposing and providing evidence for this view, I conclude that nonhuman animal suffering is not morally significant. (shrink)

In common with traditional forms of epistemic internalism, epistemological disjunctivism attempts to incorporate an awareness condition on justification. Unlike traditional forms of internalism, however, epistemological disjunctivism rejects the so-called New Evil Genius thesis. In so far as epistemological disjunctivism rejects the New Evil Genius thesis, it is revisionary. -/- After explaining what epistemological disjunctivism is, and how it relates to traditional forms of epistemic internalism / externalism, I shall argue that the epistemological disjunctivist’s account of the intuitions underlying the New (...) Evil Genius thought experiment is at best incomplete. As presented, therefore, epistemological disjunctivism is unable to accommodate the core guiding intuitions of epistemic internalism. Given the stated aim of not being revisionary on this score, the view is at a dialectical disadvantage over the traditional forms of epistemic internalism the position is meant to replace. Unfortunately, therefore, at present, the impasse between internalism and externalism remains. (shrink)

Rachlin's thought-provoking analysis could be strengthened by greater openness to evolutionary interpretation and the use of the directed attention concept as a component of self-control. His contribution to the understanding of prosocial behavior would also benefit from abandoning the traditional (and excessively restrictive) definition of altruism.

In this article I argue that the value of epistemic justification cannot be adequately explained as being instrumental to truth. I intend to show that false belief, which is no means to truth, can nevertheless still be of epistemic value. This in turn will make a good prima facie case that justification is valuable for its own sake. If this is right, we will have also found reason to think that truth value monism is false: assuming that true belief does (...) have value, there is more of final epistemic value than mere true belief. (shrink)

(Added April 2023: This draft is superseded by Briggs, R.A., & George, B.R. (2023). 'What Even Is Gender?'. Routledge. DOI 10.4324/9781003053330, and in particular by the first three chapters thereof. While this much earlier draft remains available for archival purposes, you are encouraged to read and cite the 2023 book and to use its terminology.) -/- This paper presents a new taxonomy of sex/gender concepts based on the idea of starting with a few basic components of the sex/gender system, and (...) exhausting the possible types of simple associations and identities based on these. The resulting system is significantly more fine-grained than most competitors, and helps to clarify a number of points of confusion and conceptual tension in academic and activist conversations about feminism, transgender politics, and the social analysis of gender. (shrink)

What is it to be a woman? What is it to be a man? We start by laying out desiderata for an analysis of 'woman' and 'man': descriptively, it should link these gender categories to sex biology without reducing them to sex biology, and politically, it should help us explain and combat traditional sexism while also allowing us to make sense of the activist view that gendering should be consensual. Using a Putnam-style 'Twin Earth' example, we argue that none of (...) the existing analyses in the feminist literature succeeds in meeting all of our desiderata. Finally, we propose a positive account that we believe can satisfy all the desiderata outlined. According to our theory, the genders 'woman' and 'man' are individuated not by their contemporary connections to sex biology, but by their historical continuity with classes that were originally closely connected to sex biology. (shrink)

Does the recent success of Podemos and Syriza herald a new era of inclusive, egalitarian left populism? Because leaders of both parties are former students of Ernesto Laclau and cite his account of populism as guiding their political practice, this essay considers whether his theory supports hope for a new kind of populism. For Laclau, the essence of populism is an “empty signifier” that provides a means by which anyone can identify with the people as a whole. However, the concept (...) of the empty signifier is not as neutral as he assumes. As I show by analyzing the role of race in his theory, some subjects are constituted in a way that prevents their unmediated identification with the people. Consequently, Laclau’s view should be read as symptomatic of the problems with populist logic if its adherents are to avoid reproducing its exclusions and practice a more inclusive politics. (shrink)

The APA has recently taken steps to address concerns related to teaching and supporting philosophers and students who come from less privileged backgrounds. I want to add to this project by fleshing out some concrete ways that philosophy professors contribute to the challenges faced by first-generation and financially disadvantaged philosophers and students. I hope that in making these behaviors explicit, it may be easier for faculty to acknowledge and overcome them.

Intuitively, there is a difference between knowledge and mere belief. Contemporary philosophical work on the nature of this difference has focused on scenarios known as “Gettier cases.” Designed as counterexamples to the classical theory that knowledge is justified true belief, these cases feature agents who arrive at true beliefs in ways which seem reasonable or justified, while nevertheless seeming to lack knowledge. Prior empirical investigation of these cases has raised questions about whether lay people generally share philosophers’ intuitions about these (...) cases, or whether lay intuitions vary depending on individual factors (e.g. ethnicity) or factors related to specific types of Gettier cases (e.g. cases that include apparent evidence). We report an experiment on lay attributions of knowledge and justification for a wide range of Gettier Cases and for a related class of controversial cases known as Skeptical Pressure cases, which are also thought by philosophers to elicit intuitive denials of knowledge. Although participants rated true beliefs in Gettier and Skeptical Pressure cases as being justified, they were significantly less likely to attribute knowledge for these cases than for matched true belief cases. This pattern of response was consistent across different variations of Gettier cases and did not vary by ethnicity or gender, although attributions of justification were found to be positively related to measures of empathy. These findings therefore suggest that across demographic groups, laypeople share similar epistemic concepts with philosophers, recognizing a difference between knowledge and justified true belief. (shrink)

The acquisition of a new skill usually proceeds through five stages, from novice to expert, with a sixth stage of mastery available for highly motivated performers. In this chapter, we re-state the six stages of the Dreyfus Skill Model, paying new attention to the transitions and interrelations between them. While discussing the fifth stage, expertise, we unpack the claim that, “when things are proceeding normally, experts don’t solve problems and don’t make decisions; they do what normally works” (Dreyfus & Dreyfus, (...) 1988, pp. 30 – 31). This leads us to offer an account of the “perspectival deliberation” that arises for experts and masters and that is distinct from the calculative deliberation characteristic of the lower stages of skillfulness. (shrink)

In this paper, I argue that self-awareness is intertwined with one's awareness of possibilities for action. I show this by critically examining Dan Zahavi's multidimensional account of the self. I argue that the distinction Zahavi makes among 'pre-reflective minimal', 'interpersonal', and 'normative' dimensions of selfhood needs to be refined in order to accommodate what I call 'pre-reflective self-understanding'. The latter is a normative dimension of selfhood manifest not in reflection and deliberation, but in the habits and style of a person’s (...) pre-reflective absorption in the world. After reviewing Zahavi's multidimensional account and revealing this gap in his explanatory taxonomy, I draw upon Heidegger, Merleau-Ponty, and Frankfurt in order to sketch an account of pre-reflective self-understanding. I end by raising an objection to Zahavi’s claim for the primitive and foundational status of pre-reflective self-awareness. To carve off self-awareness from the self’s practical immersion in a situation where things and possibilities already matter and draw one to act is to distort the phenomena. A more careful phenomenology of pre-reflective action shows that pre-reflective self-awareness and pre-reflective self-understanding are co-constitutive, both mutually for each other and jointly for everyday experience. (shrink)

In addition to the notion of defeat, do we need to expand the epistemological repertoire used in accounting for the context dependence of justification? It has recently been argued that we ought to admit a hitherto unrecognized fundamental epistemic kind called ‘disqualifiers’. Disqualifiers are taken to be not reducible to any other epistemic notion. Rather, they are meant to be primitive. If this is correct, it is a surprising and novel discovery, and so it is worthy of further epistemological investigation. (...) In this paper I shall first argue that the cases given do not motivate positing the notion of a disqualifier. Conclusions drawn about the existence of disqualifiers do not follow from the considerations advanced. Second, I shall directly argue that an essential core claim of those who would posit disqualifiers, that so-called disqualifiers actually do prevent epistemic bases from conferring justification, is false. In sum, I shall argue that there are no disqualifiers. (shrink)

Amazon Book Review Series of “Wild Wise Weird”.