What reasons do we have to use certain concepts and conceptions rather than others? Approaching that question in a methodologically humanistic rather than Platonic spirit, one might seek “reasons for concept use” in how well concepts serve the contingent human concerns of those who live by them. But appealing to the instrumentality of concepts in meeting our concerns invites the worry that this yields the wrong kind of reasons, especially if the relevant concerns are nonmoral ones. (...) Drawing on Susan Wolf’s work on the moral/nonmoral distinction and the neglected role of reasons of love, I argue that this worry is misplaced, and in fact overlooks some of our most important reasons to prefer certain concepts over others. Yet a lingering worry remains, namely that the value of concepts does not just lie in what they are good for. Drawing on another strand in Wolf’s work, I explore the question whether concepts can be valuable good-for-nothings, and show how this ultimately also underscores the importance of reasons of love as reasons for concept use. (shrink)

Over the past few decades, cognitive science has identified several forms of reasoning that make essential use of conceptual knowledge. Despite significant theoretical and empirical progress, there is still no unified framework for understanding how concepts are used in reasoning. This paper argues that the theory of conceptual spaces is capable of filling this gap. Our strategy is to demonstrate how various inference mechanisms which clearly rely on conceptual information—including similarity, typicality, and diagnosticity-based reasoning—can be modeled using principles derived from (...) conceptual spaces. Our first topic analyzes the role of expectations in inductive reasoning and their relation to the structure of our concepts. We examine the relationship between using generic expressions in natural language and common-sense reasoning as a second topic. We propose that the strength of a generic can be described by distances between properties and prototypes in conceptual spaces. Our third topic is category-based induction. We demonstrate that the theory of conceptual spaces can serve as a comprehensive model for this type of reasoning. The final topic is analogy. We review some proposals in this area, present a taxonomy of analogical relations, and show how to model them in terms of distances in conceptual spaces. We also briefly discuss the implications of the model for reasoning with concepts in artificial systems. (shrink)

This article will offer an alternative understanding of managerial decision-making drawing from Sartre’s Critique of Dialectical Reason rather than simply Being and Nothingness. I will begin with a brief explanation of Sartre’s account of freedom in Being and Nothingness. I will then show in the second section how Andrew West uses Sartre’s conception of radical freedom from Being and Nothingness for a managerial decision-making model. In the third section, I will explore a more robust account of freedom from Sartre’s Critique (...) of Dialectical Reason. I will attempt to show that freedom is not simply a matter of choosing (or not choosing) to perform an action, but entails external constraints—including other people. Finally, I will provide the implications of this account of freedom for managerial decision-making. I will show that it’s unreasonable to place full responsibility and/or blame on managers given their constraints. This does not absolve them from responsibility, but better accounts for the way in which we ought to hold them responsible. (shrink)

1. EXPLICATING THE CONCEPT OF REFLECTION (under review) -/- To understand how ‘reflection’ is used, I consider ordinary, philosophical, and scientific discourse. I find that ‘reflection’ seems to refer to reasoning that is deliberate and conscious, but not necessarily self-conscious. Then I offer an empirical explication of reflection’s conscious and deliberate features. These explications not only help explain how reflection can be detected; they also distinguish reflection from nearby concepts such as ruminative and reformative reasoning. After this, I find (...) that reflection is not obviously limited to only practical or only theoretical reasoning. The chapter ends with reasons to prefer ‘unreflective’ and ‘reflective’ to dual process theorists’ labels about systems or types. -/- 2. BOUNDED REFLECTIVISM & EPISTEMIC IDENTITY (in Metaphilosophy) -/- Reflection features centrally in philosophy (e.g., Korsgaard, 1996; Rawls, 1971; Sosa, 1991) and psychology (e.g., Pennycook, 2018). Bounded reflectivism is an empirically adequate model of reflection that explains reflection’s capacity to either help or hinder reasoning—e.g., reflective equilibrium vs. reflective polarization (e.g., Kahan et al., 2017). One innovation of the model is epistemic identity: an identity that involves particular beliefs—e.g., religious and political identities. When we feel that our epistemic identity is threatened, we can reflectively defend its beliefs rather than update our beliefs according to the best arguments and evidence. The solution, I argue, is not to suppress epistemic identity but embrace it by appealing to shared, superordinate epistemic identities. -/- 3. ALL MEASURES ARE NOT CREATED EQUAL (under review) -/- A bat and a ball cost $1.10 in total. The bat costs $1.00 more than the ball. How much does the ball cost? “10 cents” comes to most people’s minds immediately. However, upon reflection, we can realize that “5 cents” is the correct answer. There are many reflection tests. Each has its limitations. Some reflection tests are mathematical—like the bat-and-ball problem (e.g., Frederick, 2005) and others are logical (e.g., Janis & Frick, 1943). So there are concerns that reflection tests track logical and mathematical competence rather than reflection per se. Also, some psychologists assume a priori that correct answers are reflective and lured answers are unreflective. New evidence raises additional concerns about the plausibility of these assumptions. I argue that think aloud protocols (Ericsson & Simon, 1998) and process dissociation (Jacoby, 1991) can assuage some of these concerns. -/- 4. GREAT MINDS DO NOT THINK ALIKE (in Review of Philosophy and Psychology) -/- Two large studies (N = 1299), one pre-registered, found that many correlations between reflection and philosophical beliefs among non-philosophers replicated among philosophers. For example, less reflective philosophers preferred theism to atheism and utilitarian rather than deontological responses to the trolley problem (Hannikainen & Cova, in prep.; Pennycook et al., 2016; Reynolds, Byrd, & Conway, forthcoming). However, philosophical judgments were sometimes better predicted by factors like education, gender, and personality than by reflection test performance. So although some relationships between reflection and philosophy were robust, there is more to the link between reflection and philosophy. Normative implications are also discussed—e.g., how we can infer the quality of philosophical views from their correlations with reflective or unreflective reasoning. -/- 5. WHAT WE CAN (AND CAN’T) INFER ABOUT IMPLICIT BIAS (in Synthese) -/- Contrary to some philosophers and psychologists, I argue that implicit bias is probably associative. However, I also argue that debiasing is not thereby entirely unconscious and involuntary. Indeed, strong evidence suggests that reflection can change implicitly biased behavior—e.g., conscious and deliberate counterconditioning. This has implications for the science and morality of implicit bias—e.g., evidence suggests that we can reform biases; so. intuitively, we can be responsible for biases. (shrink)

The structure of this paper is as follows. My starting point is psychological flexibility (henceforth, PF) as it has been presented in psychology. Here I offer a synthetic view which embraces the most crucial aspects of flexibility, and describes its functional roles and underlying mechanisms. Secondly, I move my attention onto the field of current action theory and discuss two elementary concepts we commonly use when describing our actions: intention and desire. Of course, there are many “theories of desire” and (...) there is no point in trying (nor even the option) to discuss all of them under one heading. To show where the question of PF sneaks into the scene of action theory, I explore the idea of the resistance of desire, as proposed by Timo Airaksinen. The second concept to investigate at this stage is intention. As in the previous case, it is plain that there are plenty of accounts of intentions and there are many roles they play in the phenomenology of action. For the purposes of this paper, we need only something that can be interpreted as an approach to PF. Such an approach can be found in the idea of stability of intention or a plan, discussed famously by Michael Bratman. According to my interpretation, these two ideas, resistance of desire and stability of intention, allow to initially understand some important aspects of PF in action theory. To get a slightly more comprehensive view – and to supplement the outcomes gained on the grounds of the analyses of these two accounts – I introduce, in the third step, the concept of plasticity which comes from the so-called praxiology proposed by Tadeusz Kotarbiński (Lvov-Warsaw School). I try to show how this concept is still feasible and how it may enrich current philosophical accounts of agential flexibility. The strategy behind this stage of the paper is to enrich the Bratmanian approach to psychological stability. The last part of the paper contains some remarks on the philosophical outcome of the interdisciplinary approach to PF. (shrink)

I argue that we are sometimes morally responsible for having and using (or not using) our concepts, despite the fact that we generally do not choose to have them or have full or direct voluntary control over how we use them. I do so by extending an argument of Angela Smith's; the same features that she says make us morally responsible for some of our attitudes also make us morally responsible for some of our concepts. Specifically, like attitudes, concepts can (...) be (a) conceptually and rationally connected to our evaluative judgments, (b) in principle subject to rational revision (reasons‐responsive), and (c) the basis for actual and potential moral assessments of people that we have good reasons to endorse. Thus, we are open to moral appraisal on the basis of having and using (or not using) our concepts when they reflect our evaluative judgments, though even then it is not always appropriate to praise or blame us on that basis. (shrink)

In recent years, semiotics has become an innovative theoretical framework in mathematics education. The purpose of this article is to show that semiotics can be used to explain learning as a process of experimenting with and communicating about one's own representations of mathematical problems. As a paradigmatic example, we apply a Peircean semiotic framework to answer the question of how students learned the concept of "distribution" in a statistics course by "diagrammatic reasoning" and by developing "hypostatic abstractions," that is (...) by forming new mathematical objects which can be used as means for communication and further reasoning. Peirce's semiotic terminology is used as an alternative for notions such as modeling, symbolizing, and reification. We will show that it is a precise instrument of analysis with regard to the complexity of learning and of communication in mathematics classroom. (shrink)

With this paper I intend to rehabilitate the status of orality as medium of the public use of reason in the normative Kantian sense. As a first step, I reconstruct the reasons why Kant rejects the spoken word and designates the written word as the sole medium of public reasoning. As a second step, I argue for the possibility of employing the spoken word as medium of public reasoning while remaining within the normative framework of Kant’s concept of (...) the public use of reason. (shrink)

Suppose we consider knowledge to be valuable because of the role known propositions play in practical reasoning. This, I argue, does not provide a reason to think that knowledge is valuable in itself. Rather, it provides a reason to think that true belief is valuable from one standpoint, and that justified belief is valuable from another standpoint, and similarly for other epistemic concepts. The value of the concept of knowledge is that it provides an economical way of talking about (...) many epistemic concepts that are valuable in itself from one standpoint or another. In this way knowledge is like a Swiss Army Knife; a Swiss Army Knife is not useful as such on any occasion, but it provides an efficient way of carrying around different tools that are useful in themselves on different occasions. (shrink)

Man is a seeker by nature. He searches for truth. An ordinary man cannot be indifferent to truth because of the deep quest within him for truth. Gandhi lived his whole life in the perpetual quest for truth. He lived and moved in pursuit of this goal. This pursuit of seeking truth under the banner of philosophical education makes educational philosophizing moral. One can perfect these ideologies of different schools and make philosophizing in education better by placing truth in the (...) center. Thus, an idealist can evolve a realization of truth, a naturalist can bring about the true nature and potentialities of the individual, and pragmatists can rejuvenate the minds with a truth-oriented strategy and existential thinkers can invite truth into them so that they can avoid fear and dread. The Gandhian vision of Satya offers us the key to integral education. Following the footprints of Satya not only satisfies the Gandhian aims for education but it also helps the human person to continue his role on the earth as the seeker of truth. The aim of my research is to explore whether the concept of the truth of Mahatma Gandhi could be used as a platform for philosophical education? Can we take inspiration from Gandhian thoughts so that philosophizing may not engage itself in hermeneutical violence to bring out the truth (of our making) but a hermeneutical ahimsa that lets the truth show itself? Truth for Gandhi was equal to one of his lungs. He spoke the truth, wrote on truth, and exhorted people to be truthful. Gandhi made the concept of truth central to metaphysics, epistemology, morality, and the philosophy of religion. Truth was the guiding principle for Gandhi in all these disciplines. When we bring in truth as the guiding principle in the philosophy of education we envisage an educational community of all truth seekers traveling together in freedom to come to an ever-increasing approximation of truth. Should philosophy stop the pursuit of truth (satya) as Rorty claims? Is communication of truth irrelevant as no truth is ascertainable as skeptics claim? Is the will to communicate truth senseless since truth is an illusion? Do these approaches satisfy the philosophical minds that are after truth? The methodology I pursue in this thesis is an exploratory, analytical, and critical approach. a) Analytical: The basic method to be used is to analyze the existing works and apprehend their significance in the area of education, in particular philosophical education. b) Critical: a critical and comprehensive analysis of the concept of truth is followed in the research to represent the significance of truth in philosophical education. Man cannot be indifferent to truth since there is a longing for truth in the heart of every human being. Hence the need to search for it with all one’s might through success does not come everyone’s way in the same measure. The reason for this is that there are certain factors that impede our search and they even distort our understanding. They are natural limitations of reason, inconsistency of the heart, worldly concerns, and fear of the demand that truth makes. Hence it is necessary to overcome these in the search for truth. In his dealings with others, the human person wishes that the other may communicate his truth and only truth. Gandhian invitation is to be an experimenter with truth. Truth is that all seek and want above everything. No one wishes to compromise on that. When we bring in truth as the guiding principle in the philosophy of education we envisage an educational community of all truth seekers traveling together in freedom to come to an ever-increasing approximation of truth. They are compelled to study and defend truth in a better way when they are confronted. They will be forced to discern the core of truth from its formulations. That is the role of the experimenter with the truth. -/- In this research paper, I attempt to present M. K. Gandhi as an educationist giving emphasis only on his concept of truth. It is a limited approach to Gandhian educational philosophy because when I attend only to the concept of truth I fail to include very many other aspects of his educational philosophy like craft-centered education, teaching methods, education for different sections of society, etc. It also limits me to criticizing Gandhian dislike for the higher education system appropriately. However, the notion of truth is a common platform that could be shared by three important branches of philosophical education, namely the naturalistic, the idealistic, and the pragmatic. (shrink)

Philosophy strives to give us a firmer hold on our concepts. But what about their hold on us? Why place ourselves under the sway of a concept and grant it the authority to shape our thought and conduct? Another conceptualization would carry different implications. What makes one way of thinking better than another? This book develops a framework for concept appraisal. Its guiding idea is that to question the authority of concepts is to ask for reasons of (...) a special kind: reasons for concept use, which tell us which concepts to adopt, adhere to, or abandon, thereby shoring up—or undercutting—the reasons for action and belief that guide our deliberations. Traditionally, reasons for concept use have been sought either in timeless rational foundations or in concepts’ inherent virtues, such as precision and consistency. Against this, the book advances two main claims: that we find reasons for concept use in the conceptual needs we discover when we critically distance ourselves from a concept by viewing it from the autoethnographic stance; and that sometimes, concepts that conflict, or exhibit other vices such as vagueness or superficiality, are just what we need. By considering not what concepts are absolutely best, but what concepts we now need, we can reconcile ourselves to the contingency of our concepts, determine the proper place of efforts to tidy up thought, and adjudicate between competing conceptions of things—even things as contested as liberty or free will. A needs-based approach separates helpful clarification from hobbling tidy-mindedness, and authoritative definition from conceptual gerrymandering. (shrink)

The thesis deals with the concept of truth and the paradoxes of truth. Philosophical theories usually consider the concept of truth from a wider perspective. They are concerned with questions such as - Is there any connection between the truth and the world? And, if there is - What is the nature of the connection? Contrary to these theories, this analysis is of a logical nature. It deals with the internal semantic structure of language, the mutual semantic connection (...) of sentences, above all the connection of sentences that speak about the truth of other sentences and sentences whose truth they speak about. Truth paradoxes show that there is a problem in our basic understanding of the language meaning and they are a test for any proposed solution. It is important to make a distinction between the normative and analytical aspect of the solution. The former tries to ensure that paradoxes will not emerge. The latter tries to explain paradoxes. Of course, the practical aspect of the solution is also important. It tries to ensure a good framework for logical foundations of knowledge, for related problems in Artificial Intelligence and for the analysis of the natural language. Tarski’s analysis emphasized the T-scheme as the basic intuitive principle for the concept of truth, but it also showed its inconsistency with the classical logic. Tarski’s solution is to preserve the classical logic and to restrict the scheme: we can talk about the truth of sentences of a language only inside another essentially richer metalanguage. This solution is in harmony with the idea of reflexivity of thinking and it has become very fertile for mathematics and science in general. But it has normative nature | truth paradoxes are avoided in a way that in such frame we cannot even express paradoxical sentences. It is also too restrictive because, for the same reason we cannot express a situation in which there is a circular reference of some sentences to other sentences, no matter how common and harmless such a situation may be. Kripke showed that there is no natural restriction to the T-scheme and we have to accept it. But then we must also accept the riskiness of sentences | the possibility that under some circumstances a sentence does not have the classical truth value but it is undetermined. This leads to languages with three-valued semantics. Kripke did not give any definite model, but he gave a theoretical frame for investigations of various models | each fixed point in each three-valued semantics can be a model for the concept of truth. The solutions also have normative nature | we can express the paradoxical sentences, but we escape a contradiction by declaring them undetermined. Such a solution could become an analytical solution only if we provide the analysis that would show in a substantial way that it is the solution that models the concept of truth. Kripke took some steps in the direction of finding an analytical solution. He preferred the strong Kleene three-valued semantics for which he wrote it was "appropriate" but did not explain why it was appropriate. One reason for such a choice is probably that Kripke finds paradoxical sentences meaningful. This eliminates the weak Kleene three valued semantics which corresponds to the idea that paradoxical sentences are meaningless, and thus indeterminate. Another reason could be that the strong Kleene three valued semantics has the so-called investigative interpretation. According to this interpretation, this semantics corresponds to the classical determination of truth, whereby all sentences that do not have an already determined value are temporarily considered indeterminate. When we determine the truth value of these sentences, then we can also determine the truth value of the sentences that are composed of them. Kripke supplemented this investigative interpretation with an intuition about learning the concept of truth. That intuition deals with how we can teach someone who is a competent user of an initial language (without the predicate of truth T) to use sentences that contain the predicate T. That person knows which sentences of the initial language are true and which are not. We give her the rule to assign the T attribute to the former and deny that attribute to the latter. In that way, some new sentences that contain the predicate of truth, and which were indeterminate until then, become determinate. So the person gets a new set of true and false sentences with which he continues the procedure. This intuition leads directly to the smallest fixed point of strong Kleene semantics as an analytically acceptable model for the logical notion of truth. However, since this process is usually saturated only on some transfinite ordinal, this intuition, by climbing on ordinals, increasingly becomes a metaphor. This thesis is an attempt to give an analytical solution to truth paradoxes. It gives an analysis of why and how some sentences lack the classical truth value. The starting point is basic intuition according to which paradoxical sentences are meaningful (because we understand what they are talking about well, moreover we use it for determining their truth values), but they witness the failure of the classical procedure of determining their truth value in some "extreme" circumstances. Paradoxes emerge because the classical procedure of the truth value determination does not always give a classically supposed (and expected) answer. The analysis shows that such an assumption is an unjustified generalization from common situations to all situations. We can accept the classical procedure of the truth value determination and consequently the internal semantic structure of the language, but we must reject the universality of the exterior assumption of a successful ending of the procedure. The consciousness of this transforms paradoxes to normal situations inherent to the classical procedure. Some sentences, although meaningful, when we evaluate them according to the classical truth conditions, the classical conditions do not assign them a unique value. We can assign to them the third value, \undetermined", as a sign of definitive failure of the classical procedure. An analysis of the propagation of the failure in the structure of sentences gives exactly the strong Kleene three-valued semantics, not as an investigative procedure, as it occurs in Kripke, but as the classical truth determination procedure accompanied by the propagation of its own failure. An analysis of the circularities in the determination of the classical truth value gives the criterion of when the classical procedure succeeds and when it fails, when the sentences will have the classical truth value and when they will not. It turns out that the truth values of sentences thus obtained give exactly the largest intrinsic fixed point of the strong Kleene three-valued semantics. In that way, the argumentation is given for that choice among all fixed points of all monotone three-valued semantics for the model of the logical concept of truth. An immediate mathematical description of the fixed point is given, too. It has also been shown how this language can be semantically completed to the classical language which in many respects appears a natural completion of the process of thinking about the truth values of the sentences of a given language. Thus the final model is a language that has one interpretation and two systems of sentence truth evaluation, primary and final evaluation. The language through the symbol T speaks of its primary truth valuation, which is precisely the largest intrinsic fixed point of the strong Kleene three valued semantics. Its final truth valuation is the semantic completion of the first in such a way that all sentences that are not true in the primary valuation are false in the final valuation. (shrink)

A strong moral reason for prohibiting doping in sport is to be found in the bad choices that would be faced by clean athletes in a sporting world that tolerated doping. The case against doping is not, however, to be grounded in the concept of coercion. Instead, it is grounded in a general duty of sport to afford fair opportunity to the goods that are distinctively within sport's sphere of control. The moral reason to prohibit doping need not be (...) balanced against any autonomy claim of athletes who would prefer to dope because, upon closer examination, such claims have no force. The moral reason to prohibit doping does, however, need to be balanced against the enforcement costs imposed on all athletes by effective prohibition. (shrink)

There is widespread recognition at universities that a proper understanding of science is needed for all undergraduates. Good jobs are increasingly found in fields related to Science, Technology, Engineering, and Medicine, and science now enters almost all aspects of our daily lives. For these reasons, scientific literacy and an understanding of scientific methodology are a foundational part of any undergraduate education. Recipes for Science provides an accessible introduction to the main concepts and methods of scientific reasoning. With the help (...) of an array of contemporary and historical examples, definitions, visual aids, and exercises for active learning, the textbook helps to increase students’ scientific literacy. The first part of the book covers the definitive features of science: naturalism, experimentation, modeling, and the merits and shortcomings of both activities. The second part covers the main forms of inference in science: deductive, inductive, abductive, probabilistic, statistical, and causal. The book concludes with a discussion of explanation, theorizing and theory-change, and the relationship between science and society. The textbook is designed to be adaptable to a wide variety of different kinds of courses. In any of these different uses, the book helps students better navigate our scientific, 21st-century world, and it lays the foundation for more advanced undergraduate coursework in a wide variety of liberal arts and science courses. Selling Points Helps students develop scientific literacy—an essential aspect of _any_ undergraduate education in the 21 st century, including a broad understanding of scientific reasoning, methods, and concepts Written for all beginning college students: preparing science majors for more focused work in particular science; introducing the humanities’ investigations of science; and helping non-science majors become more sophisticated consumers of scientific information Provides an abundance of both contemporary and historical examples Covers reasoning strategies and norms applicable in all fields of physical, life, and social sciences, _as well as_ strategies and norms distinctive of specific sciences Includes visual aids to clarify and illustrate ideas Provides text boxes with related topics and helpful definitions of key terms, and includes a final Glossary with all key terms Includes Exercises for Active Learning at the end of each chapter, which will ensure full student engagement and mastery of the information include earlier in the chapter Provides annotated ‘For Further Reading’ sections at the end of each chapter, guiding students to the best primary and secondary sources available Offers a Companion Website, with: For Students: direct links to many of the primary sources discussed in the text, student self-check assessments, a bank of exam questions, and ideas for extended out-of-class projects For Instructors: a password-protected Teacher’s Manual, which provides student exam questions with answers, extensive lecture notes, classroom-ready Power Point presentations, and sample syllabi Extensive Curricular Development materials, helping any instructor who needs to create a Scientific Reasoning Course, ex nihilo. (shrink)

The concept of the person is widely assumed to be indispensable for making a rights claim. But a survey of the concept's appearance in legal discourse reveals that the concept is stretched to the breaking point. Personhood stands at the center of debates as diverse as the legal status of embryos and animals to the rights and responsibilities of corporations and nations. This Note argues that personhood is a cluster concept with distinct components: the biological (...) class='Hi'>concept of the human being, the notion of a rational agent, and unity of consciousness. Use of these component concepts (in lieu of the concept of the person) in legal reasoning would promote greater systematicity and coherence. (shrink)

The central argument of this article is that there is a remarkable conceptual parallel between Hegel’s famous notion of the “cunning of Reason” and the philosophically profound concept of Chi in Igbo metaphysics. By way of establishing this parallel, the article advances the following subsidiary but complementary points: Chi is also “cunning” in its dynamics; both principles (i.e. Chi and Reason/Spirit) are non-deterministic because they try to maintain a dialectic balance between destiny and individual responsibility; both possess divine attributes; (...) and community serves as an invaluable medium of operation for both. The scholarly significance of the article lies in its attempt not only to systematise the Igbo thought on Chi by eliminating the vestiges of discredited “ethno-philosophy”, but also to open up a constructive dialogue between Hegel and elements of African philosophy, using Igbo metaphysics as a placeholder. This is against the backdrop of certain discontents generated by Hegel’s famous uncomplimentary and racist remarks on Africa. Seen in this light, the article may well be an exercise in “rapprochement”. (shrink)

We focus on issues of learning assessment from the point of view of an investigation of philosophical elements in teaching. We contend that assessment of concept possession at school based on ordinary multiple-choice tests might be ineffective because it overlooks aspects of human rationality illuminated by Robert Brandom’s inferentialism––the view that conceptual content largely coincides with the inferential role of linguistic expressions used in public discourse. More particularly, we argue that multiple-choice tests at schools might fail to accurately assess (...) the possession of a concept or the lack of it, for they only check the written outputs of the pupils who take them, without detecting the inferences actually endorsed or used by them. We suggest that school tests would acquire reliability if they enabled pupils to make the reasons of their answers or the inferences they use explicit, so as to contribute to what Brandom calls the game of giving and asking for reasons. We explore the possibility to put this suggestion into practice by deploying two-tier multiple-choice tests. (shrink)

Philosophers of dispositionalism deny the Humean account of causality in terms of constant conjunction, contiguity, temporal priority and contingency. And some of them go further to explain the causal relation not between events or objects, but between properties, in terms of reciprocity, simultaneity, ubiquity, intentionality and holism. But their exposition seems to remain fragmented even though they try to make use of the notions of intentionality and holim. I would inquire reasons why it is piecemeal, by analysing that they (...) employ these notions of intentionality and holism which has been constructed within the dualistic tradition. If one wants to make the dispositional project to be powerful, she should look for the notions of intentionality and holism which are free of the dualistic traits and which have been constructed in the tradition of naturalism. The concept of integrationality may be a candidate for such a task. This conception was coined in Zhongyong under the name of cheng in that there is nothing without cheng, and was developed in one of Sok-hon Ham's thesis that any entity in the world contains "seed" within it to realize objectives shared by all involved. Humans are privileged and distinct from other natures, but there is continuity between them. An example of the integrationality applied to the case of humans would be that realization of myself and realizations of all others are one and not two. I would summarize notions of "cheng" and "seed" by offering the integrationality thesis, that is, that there is integrationality in any entity like dispositions such that the integrationality is a power to realize the embedded objective of it in the context where it interacts with all others. I would claim that integrationality is a metaphysical basis for a way of human thinking, by arguing that it is a necessary part of presupposition for our understanding of the world without which the world is not intelligible. The notion of integrationality is involved empirically as well as conceptually. Empirically, there are numerous reports from physics, biology and information science, which provide with a clue which may well be taken to show the ubiquitous integrationality. But some conceptual considerations would also indicate necessarily toward the same direction. These would include various theses of ontology, epistemology, disposition, modality, naturalized intentionality, fitting and topics like these. I will investigate some of them in order to justify my claim of this paper. (shrink)

A classic debate concerns whether reasonableness should be understood statistically (e.g., reasonableness is what is common) or prescriptively (e.g., reasonableness is what is good). This Article elaborates and defends a third possibility. Reasonableness is a partly statistical and partly prescriptive “hybrid,” reflecting both statistical and prescriptive considerations. Experiments reveal that people apply reasonableness as a hybrid concept, and the Article argues that a hybrid account offers the best general theory of reasonableness. -/- First, the Article investigates how ordinary people (...) judge what is reasonable. Reasonableness sits at the core of countless legal standards, yet little work has investigated how ordinary people (i.e., potential jurors) actually make reasonableness judgments. Experiments reveal that judgments of reasonableness are systematically intermediate between judgments of the relevant average and ideal across numerous legal domains. For example, participants’ mean judgment of the legally reasonable number of weeks’ delay before a criminal trial (ten weeks) falls between the judged average (seventeen weeks) and ideal (seven weeks). So too for the reasonable num- ber of days to accept a contract offer, the reasonable rate of attorneys’ fees, the reasonable loan interest rate, and the reasonable annual number of loud events on a football field in a residential neighborhood. Judgment of reasonableness is better predicted by both statistical and prescriptive factors than by either factor alone. -/- This Article uses this experimental discovery to develop a normative view of reasonableness. It elaborates an account of reasonableness as a hybrid standard, arguing that this view offers the best general theory of reasonableness, one that applies correctly across multiple legal domains. Moreover, this hybrid feature is the historical essence of legal reasonableness: the original use of the “reasonable person” and the “man on the Clapham omnibus” aimed to reflect both statistical and prescriptive considerations. Empirically, reasonableness is a hybrid judgment. And normatively, reasonableness should be applied as a hybrid standard. (shrink)

Research on concepts has concentrated on the way people apply concepts online, when presented with a stimulus. Just as important, however, is the use of concepts offline, when planning what to do or thinking about what is the case. There is strong evidence that inferences driven by conceptual thought draw heavily on special-purpose resources: sensory, motoric, affective, and evaluative. At the same time, concepts afford general-purpose recombination and support domain-general reasoning processes—phenomena that have long been the focus of philosophers. There (...) is a growing consensus that a theory of concepts must encompass both kinds of process. This book shows how concepts are able to act as an interface between general-purpose reasoning and special-purpose systems. Concept-driven thinking can take advantage of the complementary costs and benefits of each. The book lays out an empirically-based account of the different ways in which thinking with concepts takes us to new conclusions and underpins planning, decision-making, and action. It also spells out three useful implications of the account. First, it allows us to reconstruct the commonplace idea that thinking draws on the meaning of a concept. Second, it offers an insight into how human cognition avoids the frame problem and the complementary, less discussed, ‘if-then problem’ for nested processing dispositions. Third, it shows that metacognition can apply to concepts and concept-driven thinking in various ways. The framework developed in the book elucidates what it is that makes concept-driven thinking an especially powerful cognitive resource. (shrink)

The philosophical interest of mystery is that something may well fall under a distinctive ontological concept of mystery. Such a thing would be explicable with reference to intention, but not uniquely determined by its explicans. This is the "properly mysterious," which is essentially mysterious in virtue of what it is, not just of our epistemic limitations. The richer uses of 'mystery', and defects in recent literature, suggest this line of inquiry. ;Part I rebuts the main arguments against the possibility (...) that something is properly mysterious. First, if something's existence is completely explicable it need not thus be exhaustively explicable . Second, event-determinism is not establishable empirically and nothing establishes general determinism a priori . So there is no reason to think every existent is uniquely determined to exist. But there is good reason to think everything is completely explicable in principle. ;Part II shows there is better reason to think the world's existence properly mysterious than not. The world asked about in the question "Why does the world exist?" should be defined as the totality comprising all that really changes and what is ontologically parasitic thereon . The World's existence is both logically contingent and contingent in one or the other of two de re senses , and thus is either inexplicable for any knower or explicable as intentionally produced. The producer would be extramundane, de re necessary, and could not uniquely determine the existence of The World. Defending classical theism against charges of conceptual incoherence, I conclude that the existence of The World is best thought completely explicable as intentionally created, though not exhaustively explicable by the existence of its creator. ;In conclusion, I expound and adopt Aquinas' account of creation, on which God creates for a reason and freely. Thus there is good reason for the world's existence, but no reason why this world exists rather than some other. (shrink)

According to recent scholarship, Kant’s "An Answer to the Question: What is Enlightenment?" and the introductory section to "The Conflict of the Faculties" are masterpieces of philosophical rhetoric. The philosophical significance of these texts lies in establishing the free public use of reason as a tool to discipline political power through pure practical reason, and the rhetorical mastery consists in presenting the free public use of reason as a means to satisfy the ruler’s pragmatic practical reason. Elaborating on this interpretation, (...) I flesh out three further aspects of the writings in question. First, I examine the four types of arguments that Kant crafts in defence of the public use of reason and show how their pragmatic practical character is fully in keeping with the foundation of politics on pure practical ideas. Second, contrasting Kant’s notion of the public use of reason with the classical liberal conception of free speech, I argue that the distinctive character of Kant’s notion of the public use of reason consists in adding to the liberal demand for freedom from state censorship the requirement of the self-discipline of the participants in the public use of reason. Third, I contend that Kant’s notion of the public use of reason goes beyond a mere non-coercive discursive procedure and conclude that, to qualify as public in the distinctive Kantian sense, publicly presented positions must uphold theoretical and moral criteria informed by critical philosophy. (shrink)

Two conceptions of motivating reasons, i.e. the reasons for which we act, can be found in the literature: (1) the dominant 'psychological conception', which says that motivating reasons are an agent's believing something; and (2) the 'non-psychological' conception, the minority view, which says that they are what the agent believes, i.e. his beliefs. In this paper I outline a version of the minority view, and defend it against what have been thought to be insuperable difficulties - in (...) particular, difficulties concerning 'error cases' (cases where what the agent believes is false); and difficulties concerning the explanation of action. Concerning error cases, I argue that if we are motivated by something believed that is true, what motivates us to act is a motivating reason. By contrast, if we are motivated by something believed that is false, then what motivates us to act is merely an apparent motivating reason. Either way, what motivates us is, as the non-psychological conception says, what we believe and not our believing it. I offer an account of the relation between motivating reasons and the explanation of action, and argue that this account helps bring out two important points. One is that the fact that we often do, and indeed sometimes must, use explanations such as 'He did it because he believed that p' does not vindicate the psychological conception of motivating reasons. The other is that endorsing the non-psychological conception of motivating reasons does not commit one to a non-factive view of explanations of action. (shrink)

It is not uncommon for people to hold bizarre views. Sometimes, these views appear before the courts in mental capacity cases. Judges must then decide if the views are so bizarre that they constitute evidence of incapacity or, instead, if those views are the everyday sort that do not constitute such evidence. The idea behind the distinction is that the everyday sort can be false but, in some important sense, not that unreasonable. But what should tip the balance of (...) class='Hi'>reasons for a view to count as severely unreasonable rather than merely so? It turns out that capacity law is unable to provide a principled answer to this question because it lacks a standard to parse beliefs. This paper offers such a standard, focussing on the ability to reason, or the ‘use and weigh’ criterion, which features in most capacity statutes. The standard takes the form of a threshold with four necessary conditions. The main idea is that when a person's belief satisfies those conditions, it counts as evidence of an inability to reason. The standard's objective is to displace the various unarticulated conceptions of reasonableness which judges are currently compelled to use to determine questions of reasoning ability. (shrink)

Insofar as artificial intelligence is to be used to guide automated systems in their interactions with humans, the dominant view is probably that it would be appropriate to programme them to maximize (expected) utility. According to utilitarianism, which is a characteristically western conception of moral reason, machines should be programmed to do whatever they could in a given circumstance to produce in the long run the highest net balance of what is good for human beings minus what is bad for (...) them. In this essay, I appeal to values that are characteristically African––but that will resonate with those from a variety of moral-philosophical traditions, particularly in the Global South––to cast doubt on a utilitarian approach. Drawing on norms salient in sub-Saharan ethics, I provide four reasons for thinking it would be immoral for automated systems governed by artificial intelligence to maximize utility. In catchphrases, I argue that utilitarianism cannot make adequate sense of the ways that human dignity, group rights, family first, and (surprisingly) self-sacrifice should determine the behaviour of smart machines. (shrink)

Groove, as a musical quality, is an important part of jazz and pop music appreciative practices. Groove talk is widespread among musicians and audiences, and considerable importance is placed on generating and appreciating grooves in music. However, musicians, musicologists, and audiences use groove attributions in a variety of ways that do not track one consistent underlying concept. I argue that that there are at least two distinct concepts of groove. On one account, groove is ‘the feel of the music’ (...) and, on the other, groove is the psychological feeling (induced by music) of wanting to move one’s body. Further, I argue that recent work in music psychology shows that these two concepts do not converge on a unified set of musical features. Finally, I also argue that these two concepts play different functional roles in the appreciative practices of jazz and popular music. This should cause us to further consider the mediating role genre plays for aesthetic concepts and provides us with reason for adopting a more communitarian approach to aesthetics which is attentive to the ways in which aesthetic discourse serves the practices of different audiences. (shrink)

Dynamic conceptual reframing represents a crucial mechanism employed by humans, and partially by other animal species, to generate novel knowledge used to solve complex goals. In this talk, I will present a reasoning framework for knowledge invention and creative problem solving exploiting TCL: a non-monotonic extension of a Description Logic (DL) of typicality able to combine prototypical (commonsense) descriptions of concepts in a human-like fashion [1]. The proposed approach has been tested both in the task of goal-driven concept invention (...) [2,3] and has additionally applied within the context of serendipity-based recommendation systems [4]. I will present the obtained results, the lessons learned, and the road ahead of this research path. -/- . (shrink)

In this chapter, I consider the prospects for deploying the concept of public reason in settling practical bioethical questions, focusing in particular on entitlements to healthcare. I begin by tracing the origins of the concept of public reason to the aspirations of the liberal political theorist to find a justification for the authority of government, which reconciles a basic belief in the autonomy of the individual with the legitimacy of the coercive institutions that create and govern the public (...) sphere. I then consider how the concept of public reason may be used in order to justify a universal entitlement to healthcare, paying particular attention to the work of Norman Daniels. Finally, I briefly consider the objection that an entitlement to healthcare grounded on such terms is insufficiently robust, because it downplays the values that healthcare encodes. I conclude by reflecting on whether the concept of public reason can be stretched to include a more robust conception of the value of health. (shrink)

A substantial literature supports the attribution of intentional states such as beliefs and desires to groups. But within this literature, there is no substantial account of group concepts. Since on many views, one cannot have an intentional state without having concepts, such a gap undermines the cogency of accounts of group intentionality. In this paper I aim to provide an account of group concepts. First I argue that to fix the semantics of the sentences groups use to make their decisions (...) or express their beliefs, we need to appeal to a conventional semantics like that of Lewis. I then argue that the same reasons we have for taking group intentional states to be irreducible to the intentional states of their members apply also to the terms fixed by a conventional semantics. It follows that the meanings of terms in the sentences expressing a group's intentional states are also fixed by facts about the group, not its members. And recognizing this, I argue, amounts to attributing concepts to groups. Finally, I discuss a real-life example of a group concept—the meaning of ‘meter’ as fixed by the International Bureau of Weights and Measurements—and I discuss the upshot of these considerations for the question of social externalism about concepts. (shrink)

Advances in the empirical sectors of biology are beginning to reveal evolvability as a major evolutionary process. Yet evolvability’s theoretical role is still intensely debated. Since its inception nearly thirty years ago, the evolvability research front has put a strong emphasis on the non-genetic mechanisms that influence the short-term evolvability of individuals within populations by causing phenotypic heterogeneity, such as developmental trait plasticity, phenotypic plasticity, modularity, the G-P map, robustness, and/or epigenetic variation. However, genetic evolvability mechanisms such as mutation or (...) recombination have a deeper history in evolutionary thought that is often overlooked by those in the evolvability research front, with recent evidence suggesting that species switch to genetic evolvability mechanisms when short-term evolvability strategies fail to relieve selective pressures. For this reason, a causal distinction must be made between genetic evolvability and the more recently emphasized non-genetic (or evo-devo) evolvability to allow for its maturation as a central explanatory concept. I conclude by arguing that the anachronisms of the scientific process are the main culprit behind recent divisions in biology and likely beyond. To streamline theoretical progress, we need to build a new science with new underlying philosophies like restricted pluralism. (shrink)

Matti Eklund (2017) has argued that ardent realists face a serious dilemma. Ardent realists believe that there is a mind-independent fact as to which normative concepts we are to use. Eklund claims that the ardent realist cannot explain why this is so without plumping in favor of their own normative concepts or changing the topic. The paper first advances the discussion by clarifying two ways of understanding the question of which normative concepts to choose: a theoretical question about which concepts (...) have the abstract property of being normatively privileged and a further practical question of which concepts we are to choose even granting some concepts are thus privileged. I argue that the ardent realist’s best bet for answering the theoretical question while avoiding Eklund’s dilemma is to provide a real definition of this property. I point out the difficulties for providing such a definition. I then argue that even with an answer to the theoretical question, the ardent realist faces a further dilemma in answering the practical question. In sum, though I see no knock-down argument against ardent realism, it may nonetheless die a death by a thousand cuts. I close by considering a deeper reason for why ardent realism is so difficult to defend: every argument starts somewhere. It is unclear how there can be an Archimedean point that makes no reference to any normative concepts that can nonetheless be employed to convince everyone to adopt ours. I then briefly propose two options for someone still inclined towards realism: (i) accept that our normative concepts are normatively privileged without attempting to explain why this is so, or (ii) be less ardent and accept a perspective-dependent account of normativity. (shrink)

With An Answer to the Question: What Is Enlightenment? (1784) and What Does It Mean to Orient Oneself in Thinking? (1786), Kant presents the concept of public use of reason and defines its requirements, scope, and function. In outline, the public use of reason consists in sharing one’s thoughts with “the entire public of the world of readers” (8:37). As for its requirements, to the extent that someone communicates in their own person, i.e. not in the exercise of their (...) function as a public official, and bases their reasoning on universalizable grounds, their use of reason qualifies as public and shall be free from state censorship. Therefore, Kant’s concept of public use reason aims to establish a public debate that is free and includes in its scope, both as subjects and recipients, potentially all adult men. The ultimate function of the public use of reason is to foster moral progress and, with it, the reform of the political community according to the republican ideal. However, it is commonly held that Kant, with his 1798 essay The Conflict of the Faculties, deprives his notion of public use of reason of its progressive core and adjusts it to the absolutist conception of speech and civil service. Characterizations of state officials as “not free to make public use of their learning” (7:18) and “bound to uphold whatever […] the crown sanctions for them to expound publicly” (7:8), as well as the depiction of laypeople as “incompetent” (7:18) and “resigned to understanding nothing about [the sciences]” (7:34), have led influential interpreters to read Kant as redefining his notion of public use of reason by restricting its subjects to university professors and its recipients to government members (e.g. John Christian Laursen 1986, rpt. 1992 and 1996; Kevin Davis 1992; Steven Lestition 1993; Jay Franzel 2013). On my reading, with The Conflict of the Faculties, Kant does indeed redefine the concept of public use of reason making concessions to the absolutist notion of speech and civil service. However, a close reading of the text reveals that the public use of reason ends up being reaffirmed in its progressive core and extended in its scope. To substantiate my interpretation, I will systematically analyse and classify each of the 68 occurrences of the adjective ‘public’ in The Conflict of the Faculties and show how Kant employs the absolutist vocabulary to convey the progressive project of his previous writings. Accordingly, I argue that Kant holds on to the free public use of reason as a means to reform politics according to the republican ideal and that the employment of the absolutist vocabulary is motivated by a pragmatic attitude and a provocative stance. (shrink)

We propose a nonmonotonic Description Logic of typicality able to account for the phenomenon of the combination of prototypical concepts. The proposed logic relies on the logic of typicality ALC + TR, whose semantics is based on the notion of rational closure, as well as on the distributed semantics of probabilistic Description Logics, and is equipped with a cognitive heuristic used by humans for concept composition. We first extend the logic of typicality ALC + TR by typicality inclusions of (...) the form p :: T(C) v D, whose intuitive meaning is that “we believe with degree p about the fact that typical Cs are Ds”. As in the distributed semantics, we define different scenarios containing only some typicality inclusions, each one having a suitable probability. We then exploit such scenarios in order to ascribe typical properties to a concept C obtained as the combination of two prototypical concepts. We also show that reasoning in the proposed Description Logic is EXPTIME-complete as for the underlying standard Description Logic ALC. (shrink)

In view of the publication of the DSM-V researchers were asked to discuss the theoretical implications of the definition of mental disorders. The reasons for the use, in the DSM-III, of the term disorder instead of disease are considered. The analysis of these reasons clarifies the distinction between the general definition of disorder and its implicit, technical meaning which arises from concrete use in DSM disorders. The characteristics and limits of this technical meaning are discussed and contrasted to (...) alternative definitions, like Wakefield’s harmful/dysfunction analysis. It is shown that Wakefield’s analysis faces internal theoretical problems in addition to practical limits for its acceptance in the DSM-V. In particular, it is shown that: a) the term dysfunction is not purely factual but intrinsically normative/evaluative; b) it is difficult to clarify what dysfunctions are in the psychiatric context (the dysfunctional mechanism involved being unknown in most cases and the use of evolutionary theory being even more problematic); c) the use of conceptual analysis and commonsense intuition to define dysfunctions leaves unsatisfied empiricists; d) it is unlikely that the authors of the DSM-V will accept Wakefield’s suggestion to revise the diagnostic criteria of any single DSM disorder in accordance with his analysis, because this is an excessively extensive change and also because this would probably reduce DSM reliability. In conclusion, it is pointed up in which sense DSM mental disorders have to be conceived as constructs, and that this undermines the realistic search for a clear-cut demarcation criterion between what is disorder and what is not. (shrink)

This work has two major goals. The first is to reframe the problem of political authority from its Conservative framing to a Reformist framing. This change creates a new benchmark for the success of a theory. Rather than justifying a pre-existing intuition, a theory can be successful if it could establish political authority whenever the state itself or an individual’s relationship to it changes. This change also shifts the focus from the state’s right to rule to moral housekeeping. In other (...) words, the main goal is not to see when the state can use coercion against its citizens but rather to determine what political obligations citizens could have under different scenarios so that citizens can more accurately keep track of their moral reasons for action. The second major goal is to call into question epistemic theories of democratic authority through a critical examination of David Estlund’s theory of normative consent. Normative consent cannot establish political authority. Even granting that it could, normative consent would bind individuals to epistemic procedures rather than democratic procedures given that epistemic procedures better solve the moral problems that generate normative consent. However, this then raises worries from the public reason perspective that epistemic procedures would impose a procedure on some citizens which they could reject from a qualified position. To overcome this worry, it is shown that epistemic procedures based on reducing the power of the ignorant rather than raising the power of the experts are not open to such qualified rejection, and democratic procedures in the real world will do no better than a coin flip at selecting correct policies. In the end, one branch of epistemic conceptions of democratic authority are proven untenable. (shrink)

Event concepts are unstructured atomic concepts that apply to event types. A paradigm example of such an event type would be that of diaper changing, and so a putative example of an atomic event concept would be DADDY'S-CHANGING-MY-DIAPER.1 I will defend two claims about such concepts. First, the conceptual claim that it is in principle possible to possess a concept such as DADDY'S-CHANGING-MY-DIAPER without possessing the concept DIAPER. Second, the empirical claim that we actually possess such concepts (...) and that they play an important role in our cognitive lives. The argument for the empirical claim has the form of an inference to the best explanation and is aimed at those who are already willing to attribute concepts and beliefs to infants and nonhuman animals. Many animals and prelinguistic infants seem capable of re-identifying event-types in the world, and they seem to store information about things happening at particular times and places. My account offers a plausible model of how such organisms are able to do this without attributing linguistically structured mental states to them. And although language allows adults to form linguistically structured mental representations of the world, there is no good reason to think that such structured representations necessarily replace the unstructured ones. There is also no good reason for a philosopher who is willing to explain the behavior of an organism by appealing to atomic concepts of individuals or kinds to not use a similar form of explanation when explaining the organism's capacity to recognize events. -/- We can form empirical concepts of individuals, kinds, properties, event-types, and states of affairs, among other things, and I assume that such concepts function like what François Recanati calls ‘mental files’ or what Ruth Millikan calls ‘substance concepts’ (Recanati 2012; Millikan 1999, 2000, 2017). To possess such a concept one must have a reliable capacity to re-identify the object in question, but this capacity of re-identification does not fix the reference of the concept. Such concepts allow us to collect and utilize useful information about things that we re-encounter in our environment. We can distinguish between a perception-action system and a perception-belief system, and I will argue that empirical concepts, including atomic event concepts, can play a role in both systems. The perception-action system involves the application of concepts in the service of (often skilled) action. We can think of the concept as a mental file containing motor-plans that can be activated once the individual recognizes that they are in a certain situation. In this way, recognizing something (whether an object or an event) as a token of a type, plays a role in guiding immediate action. The perception-belief system, in contrast, allows for the formation of beliefs that can play a role in deliberation and planning and in the formation of expectations. I distinguish between two particular types of belief which I call where-beliefs and when-beliefs, and I argue that we can model the formation of such perceptual beliefs in nonlinguistic animals and human infants in terms of the formation of a link between an empirical concept and a position on a cognitive map. According to the account offered, seemingly complex beliefs, such as a baby's belief that Daddy changed her diaper in the kitchen earlier, will not be linguistically structured. If we think that prelinguistic infants possess such concepts and are able to form such beliefs, it is likely that adults do too. The ability to form such beliefs does not require the capacity for public language, and we can model them in nonlinguistic terms; thus, we have no good reason to think of such beliefs as propositional attitudes. Of course, we can use sentences to refer to such beliefs, and thus it is possible to think of such beliefs as somehow relations to propositions. But it is not clear to me what is gained by this as we have a perfectly good way to think about the structure of such beliefs that does not involve any appeal to language. (shrink)

In this paper, I make explicit some implicit commitments to realism and conceptualism in recent work in social epistemology exemplified by Miranda Fricker and Charles Mills. I offer a survey of recent writings at the intersection of social epistemology, feminism, and critical race theory, showing that commitments to realism and conceptualism are at once implied yet undertheorized in the existing literature. I go on to offer an explicit defense of these commitments by drawing from the epistemological framework of John McDowell, (...) demonstrating the relevance of the metaphor of the “space of reasons” for theorizing and criticizing instances of epistemic injustice. I then point out how McDowell’s own view requires expansion and revision in light of Mills' concept of 'epistemologies of ignorance'. I conclude that, when their strengths are used to make up for each others' weaknesses, Mills and McDowell’s positions mutually reinforce one another, producing a powerful model for theorizing instances of systematic ignorance and false belief. (shrink)

Over the past 50 years, there has been a great deal of philosophical interest in laws of nature, perhaps because of the essential role that laws play in the formulation of, and proposed solutions to, a number of perennial philosophical problems. For example, many have thought that a satisfactory account of laws could be used to resolve thorny issues concerning explanation, causation, free-will, probability, and counterfactual truth. Moreover, interest in laws of nature is not constrained to metaphysics or philosophy of (...) science; claims about laws play essential roles in areas as diverse as the philosophy of religion (e.g., in the argument from design) and the philosophy of mind (e.g., in the formulation of Davidson’s anomalous monism). In my dissertation, I consider and reject the widely-held thesis that the facts concerning laws can be reduced to the facts concerning the particular entities that the laws “govern,” and that the laws thus have no independent existence. I instead defend a version of nomic primitivism, according to which the facts about laws cannot be reduced to facts that are themselves non-nomic – i.e., to facts that do not fundamentally involve laws, counterfactuals, causes, etc. Insofar as the truth or falsity of reductionism about laws has implications for many of the problems mentioned above, I think that this result should be of interest even to those who who do not work in metaphysics or the philosophy of science. My methodology, which I lay out and defend in Chapter One, is a version of Carnapian explication. This method emphasizes the importance of articulating and maintaining clear distinctions between (1) the vague concept (or concepts) law of nature inherent in ordinary language and scientific practice and (2) the precise analyses of “law of nature” that philosophers have proposed as potential replacements for this concept. I argue that metaphysics-as-explication has clear advantages over rival conceptions of metaphysical methodology; in particular, it allows us to formulate evaluative criteria for metaphysical claims. In Chapter Two, I offer an example of how careful attention to concepts already in use can help resolve philosophical debate. Specifically, I argue that much recent literature has mistakenly assumed that there is only one concept of “law of nature” in use, while there are in fact at least two. Strong laws are the principles pursued by fundamental physics: they are true, objective, and bear distinctive relationships to counterfactuals and explanation. Weak laws, by contrast, lack at least one of these distinctive characteristics but play central roles in both the “special sciences” and in everyday life. In Chapters Three and Four, I offer extended arguments against the two most prominent versions of reductionism about laws – Humeanism and law necessitarianism. According to philosophical Humeans, the laws of nature supervene upon the non-modal, non-nomic facts concerning the behavior of particular things at particular times and places. Law necessitarians, by contrast, argue that the laws are in fact metaphysically necessary, and that which laws there are is determined by a class of primitive, modally loaded facts concerning the essences, natures, or dispositions. I argue that both of these views are mistaken insofar as they disagree with well-entrenched scientific practices and those in favor of reductionism have failed to provided sufficient reason for thinking that these practices should be revised. Much of my argument is focused on the role played by a number of supposed methodological principles, including appeals to intuition, parsimony, and methodological naturalism. While the conclusions of this dissertation are explicitly constrained to laws, many of the arguments should be of interest to those who are concerned about philosophical methodology (especially in the role of intuition in philosophical argument) or the appropriate relation between metaphysics, science, and the philosophy of science. (shrink)

In their response to our article (Keestra and Cowley, 2009), Hacker and Bennett charge us with failing to understand the project of their book Philosophical Foundations of Neuroscience (PFN; Bennett and Hacker, 2003) and do this by discussing foundationalism, linguistic conservatism and the passivity of perception. In this rebuttal we explore disagreements that explain the alleged errors. First, we reiterate our substantial disagreement with Bennett and Hacker (B&H) regarding their assumption that, even regarding much debated concepts like ‘consciousness’, we can (...) assume conceptual consensus within a community of competent speakers. Instead, we emphasize variability and divergence between individuals and groups in such contexts. Second, we plead for modesty in conceptual analysis, including the use of conceptual ambiguities as heuristics for the investigation of explanatory mechanisms. Third, we elucidate our proposal by discussing the interdependence of perception and action, which in some cases appear to be problematic for PFN. Fourth, we discuss why our view of conceptual innovation is different from B&H’s, as we plead for linking explanatory ingredients with conceptual analysis. We end by repeating our particular agreement with their mereological principle, even though we present different reasons: psychological concepts should not be applied to mere components or operations of explanatory mechanisms, for which another vocabulary should be developed. (shrink)

This chapter presents an alternative to the standard view that at least some of the evaluations that the so-called “thick” terms and concepts in ethics may be used to convey belong to their sense or semantic meaning. After introducing the topic and making some methodological remarks, the chapter presents a wide variety of linguistic data that are well explained by the alternative view that at least a very wide range of thick terms and concepts are such that even the evaluations (...) that are most closely connected to them are only a certain kind of defeasible implications of their utterances which can be given a conversational explanation. The chapter then describes some reasons to think that this explanation of the data presented is superior to the standard view, although a fuller assessment must await further work. The chapter closes by explaining the largely deflationary consequences of this account for claims that thick terms and concepts have deep and distinctive significance to evaluative thought and judgment. (shrink)

We can distinguish two concepts of respect for persons: appraisal respect , an attitude based on a positive appraisal of a person's moral character, and recognition respect , the practice of treating persons with consideration based on the belief that they deserve such treatment. After engaging in an extended analysis of these concepts, I examine two "truisms" about them. We justifiably believe of some persons that they have good character and thus deserve our esteem . Frequently it pays to be (...) disrespectful; e.g., insulting those who insult us may put them in their place. By using empirical results from social and personality psychology and techniques from decision theory in addition to conceptual considerations, I argue that, surprisingly, the above two "truisms" are false. Extensive psychological evidence indicates that most persons are indeterminate---overall neither good nor bad nor intermediate---and that our information about specific persons almost never distinguishes those who are indeterminate from those who are not. The strategy of habitually avoiding disrespectful behavior maximizes long-term expected utility. In sum, we have good pragmatic reason to treat persons respectfully, but we have good epistemic reason to avoid esteeming or despising them. (shrink)

The so-called ”argument from religious experience’ plays a prominent role in today’s analytical philosophy of religion. It is also of considerable importance to richard Swinburne’s apologetic project. However, rather than joining the polyphonic debate around this argument, the present paper examines the fundamental concept of religious experience. The upshot is that Swinburne neither develops a convincing concept of experience nor explains what makes a religious experience religious. The first section examines some problems resulting mainly from terminology, specifically Swinburne’s (...) use of appear-words as success-verbs. While these problems might be resolved by a recurrence to the observer, the second and third part of our paper present problems not so easily resolved: namely, that Swinburne’s concept of experience as conscious mental events is too broad and inaccurate for its role in the argument given ; and that Swinburne does not even attempt to figure out which features of an experience, when present, turn an experience simpliciter into a distinctly religious experience. Section 4, in conclusion, outlines possible reasons for this unusual and remarkable inaccuracy in conceptualisation. (shrink)

Traditionally, the investigation of truth has been anchored in a priori reasoning. Cognitive science deviates from this tradition by adding empirical data on how people understand and use concepts. Building on psychophysics and machine learning methods, we introduce conceptual scaling, an approach to map people's understanding of abstract concepts. This approach, allows computing participant-specific conceptual maps from obtained ordinal comparison data, thereby quantifying perceived similarities among abstract concepts. Using this approach, we investigated individual's alignment with philosophical theories on truth and (...) the predictive capacity of conceptual maps. The obtained results indicated that, while people's understanding of truth is multifaceted and encapsulates notions of coherence and authenticity, alignment is best for the correspondence theory of truth. Furthermore, conceptual maps allowed predicting individual outcomes with an accuracy of roughly 70%. This research demonstrates that conceptual scaling offers accurate descriptions of individual's understanding of abstract concepts, behavioral predictions, and quantification of alignment with theoretical perspectives. (shrink)

Both Millikan’s brand of naturalistic analytic philosophy and Husserlian phenomenology have held on to teleological notions, despite their being out of favor in mainstream Western philosophy for most of the twentieth century. Both traditions have recognized the need for teleology in order to adequately account for intentionality, the need to adequately account for intentionality in order to adequately account for meaning, and the need for an adequate theory of meaning in order to precisely and consistently describe the world and life. (...) The stark differences between their accounts of these fundamental concepts stem from radically different conceptions of the world, the natural and life. I argue that Millikan’s teleosemantic approach relies on a teleology of determination by means of the lawfulness of nature that leaves no room for the freedom of self-determination, for reason, or for experience—for the reality of lived human life. In contrast to Millikan’s account, Husserl’s transcendental phenomenology situates teleology as a function of reason and first-personal experience, part of an extended account of intentionality and meaning according to which the full range of our making sense of the world is conceived as a rational activity that is itself a part of that world, and not an unnatural activity to be separated from it. While Husserl’s account of these issues is indeed symptomatic of what Millikan calls “meaning rationalism,” I argue that it is immune to the sorts of problems she claims will plague any such account, since these problems arise only against the background of a set of presuppositions about intentionality that Husserl does not share. Husserl’s position can itself be understood to be within the bounds of a suitably liberal conception of naturalism, and interpreting him in this way it has the added benefit—contra Millikan—of not divorcing teleology from reason, the latter construed as our first-personal striving to make sense of the world as we experience it—of life. (shrink)

I argue that Kant’s distinction between the cognitive roles of sensibility and understanding raises a question concerning the conditions necessary for objective representation. I distinguish two opposing interpretive positions—viz. Intellectualism and Sensibilism. According to Intellectualism all objective representation depends, at least in part, on the unifying synthetic activity of the mind. In contrast, Sensibilism argues that at least some forms of objective representation, specifically intuitions, do not require synthesis. I argue that there are deep reasons for thinking that Intellectualism (...) is incompatible with Kant's view as expressed in the Transcendental Aesthetic. We can better see how Kant’s arguments in the first Critique may be integrated, I suggest, by examining his notion of the 'unity' [Einheit] of a representation. I articulate two distinct ways in which a representation may possess unity and claim that we can use these notions to integrate Kant’s arguments in the Aesthetic and the Transcendental Deduction without compromising the core claims of either Sensibilism or Intellectualism—that intuition is a form of objective representation independent of synthesis, and that the kind of objective representations that ground scientific knowledge of the world require synthesis by the categories. (shrink)

In most domains of human life, we are willing to accept that there are experts with greater knowledge and competencies that distinguish them from non-experts or laypeople. Despite this fact, the very recognition of expertise curiously becomes more controversial in the case of “moral experts”. Do moral experts exist? And, if they indeed do, are there ethical reasons for us to follow their advice? Likewise, can emerging technological developments broaden our very concept of moral expertise? In this article, (...) we begin by arguing that the objections that have tried to deny the existence (and convenience) of moral expertise are unsatisfactory. After that, we show that people have ethical reasons to ask for a piece of moral advice in daily life situations. Then, we argue that some Artificial Intelligence (AI) systems can play an increasing role in human morality by becoming moral experts. Some AI-based moral assistants can qualify as artificial moral experts and we would have good ethical reasons to use them. (shrink)

Over the last two decades there has been a growing interest in the transcendental dialectic of Critique of Pure Reason in Germany. Authors, however, often do not pay enough attention to the fact that Kant’s theory of reason (in the narrow sense) and the concept of ideas derived from it is not limited to this text. The purpose of this article is to compare and analyze the functionality of mind as a subjective ability developed by Kant and Fichte with (...) the Hegelian expansion of the mind to the idea of universal rationality. The relevance of such a comparison is connected with the need to demonstrate how the Hegelian paradigm of absolute rationality causes either the subsequent rejection of reason as a philosophical principle in the 19th and´20th centuries counter-discourse, or reduction of reason to the concept of pragmatic rationality. In the first part of this paper, the author intends to differentiate between at least 7 different types of ideas and their functions in Kant’s works. In the second part, he demonstrates how Fichte tries to systematize them beginning with reason, which at first creates an idea of itself. Special attention is paid to the way that Fichte categorizes them with the help of 5 spheres of action or 5 worldviews. The third and final part of the article discusses how Hegel goes beyond the frame of the transcendental philosophy of consciousness using different demands linked to the concepts of “reason” and “ideas”. Although these requirements are not found in Kant and Fichte, they entail a set of difficulties, which the author considers in conclusion. The author’s interpretation of the theory of ideas and their functions in Kant, Fichte and Hegel demonstrates the dynamic character of the theories of reason in classical German philosophy, as well as the relevance of the 7 types of ideas that retain their significance for philosophy of the 21st century. Keywords: Kant and German idealism, types of ideas, functions of reason, worldviews, the problem of different demands. В Германии на протяжении последних двух десятилетий возрос интерес к трансцендентальной диалектике «Критики чистого разума». Однако авторы часто не обращают внимания на то, что кантовская теория разума (в узком смысле), в которой разворачивается работа с идеями, не ограничивается этим текстом. Целью данной статьи является сравнительный анализ разработанной Кантом и Фихте функциональности разума как субъективной способности с гегелевским расширением разума до идеи всеобщей разумности. Актуальность такого сравнения связана с необходимостью продемонстрировать то, каким образом гегелевская парадигма абсолютной разумности вызывает либо последующий отказ от разума как философского принципа в контрдискурсе XIX–XX вв., либо редукцию разума к понятию прагматической рациональности. В первой части данной статьи вводится различение по меньшей мере семи различных видов идей и связанных с ними функций в философии Канта. Во второй части демонстрируется попытка Фихте их систематизировать исходя из утверждения том, что разум должен сначала создать идею о самом себе. Проанализировано также предложенное Фихте распределение идей на пять сфер действенности или типов мировоззрения. В третьей, итоговой части статьи рассмотрен выход гегелевской мысли за рамки трансцендентальной философии сознания. Автор статьи связывает этот процесс с выдвижением не осуществимых в контексте философии Канта и Фихте требований к понятиям «разум» и «идея» и анализирует ряд сложностей, вызванных этими требованиями. Таким образом, интерпретация учения об идеях и их функциях у Канта, Фихте и Гегеля демонстрирует динамический характер теорий разума в классической немецкой философии и актуальность семи видов идей, которые сохраняют свое значение для философии XXI в. Ключевые слова: Кант и немецкий идеализм, виды идей, функции разума, мировоззрение, проблема различных требований. (shrink)

Wittgenstein’s Investigations proposed an egalitarian view about language games, emphasizing their plurality (“language has no downtown”). Uses of words depend on the game one is playing, and may change when playing another. Furthermore, there is no privileged game dictating the rules for the others: games are as many as purposes. This view is pluralist and egalitarian, but it says little about the connection between meaning and use, and about how a set of rules is responsible for them in practice. Brandom’s (...) Making It Explicit attempted a straightforward answer to these questions, by developing Wittgensteinian insights: the primacy of social practice over meanings; the idea that meaning is use; the idea of rule–following to understand participation in social practices. Nonetheless, Brandom defended a non–Wittgensteinian conception of discursive practice: language has a “downtown”, the game of “giving and asking for reasons”. This is the idea of a normative structure of language, consisting of advancing claims and drawing inferences. By means of assertions, speakers undertake “commitments” that can be challenged/defended in terms of reasons (those successfully justified can gain “entitlement”). This game is not one among many: it is indispensable to the very idea of discursive practice. In this paper, my aim will be that of exploring the main motivations and implications of both perspectives. (shrink)

According to an intuition highly popular in Western world, beliefs, includ-ing religious beliefs, must be supported by sufficient evidence in order to be held in a rational (or justified) way (evidentialism). Plantinga for-mulates his own view about the rationality of religious beliefs, which he considers as opposite to the traditional view. The central thesis of his position is that religious beliefs are perfectly rational when believed in the basic way, that is without any evidence or argument and even with-out the (...) use of natural reason at all. According to Plantinga people could have acquired their religious beliefs via extraordinary cognitive faculty, which he calls, after Calvin, sensus divinitatis. In this paper I ask a ques-tion whether Plantinga successfully rejects traditional intuition about the need of natural reason for religious beliefs. For this purpose, I first refer to Plantinga’s understanding of the traditional concept of the rationality of religious beliefs. I then summarize Plantinga’s views on the third condi-tion of knowledge and his account of the rationality of religious beliefs. Next, I turn to the critical part of the article. I point out the inadequacy of Plantinga’s position. To do so I first analyze and criticize Plantinga’s argument for the view that possessing sufficient evidence for religious beliefs is not an epistemic duty. I argue that Plantinga rejects only one understanding of that requirement and this is not enough to reject the whole idea of evidentialism. Then, I criticize Plantinga’s position on the third condition of knowledge, which he calls warrant. To this end I recall Laurence BonJour’s argument against externalism, since my critique of Plantinga’s position is analogous to BonJour’s argument. If my critique is successful then it is not that religious belief could be held in rational way without the use of natural reason, because in this case subject would be epistemically irresponsible. (shrink)

St. Anselm is a master of philosophical prose. His writings on God, truth, and free will are models of clarity born of unflagging concern for argumentative precision. He is especially adept at using analogies to cinch his readers' understanding of these recondite matters. Who could forget the light shed upon the concept of existence by the Painter Analogy in the Ontological Argument or how his River Analogy illumines the unification of the Holy Trinity? Such intellectual insights could only be (...) gifts of the Holy Ghost for the edification of Holy Mother Church. I shall discuss here the three splendid analogies that St. Anselm draws in De Concordia in order to reconcile grace and free will, fostering an understanding of co-operation according to which divine assistance must accentuate, rather than nullify, exercises of human freedom. Central to my discussion is The Father of Scholasticism's four-fold distinction between a power, its exercises, the effects of those exercises, and opportunities to bring about those effects. (shrink)