Do factive mental states come in degrees? If so, what is their underlying structure, and what is their theoretical significance? Many have observed that ‘knows that’ is not a gradable verb and have taken this to be strong evidence that propositional knowledge does not come in degrees. This paper demonstrates that the adjective ‘aware that’ passes all the standard tests of gradability, and thus strongly motivates the idea that it refers to a factive mental state that comes in degrees. We (...) will explore a range of structural questions that have been overlooked in regard to our awareness of facts, showing that the degreed structure of awareness has significant implications for our understanding of knowledge. (shrink)

The relation of normic support offers a novel solution to the proof paradox: a paradox in evidence law arising from legal cases involving merely statistical evidence (Smith 2018). Central to the normic support solution has been the thesis that merely statistical evidence cannot confer normic support. However, it has been observed that there are exceptions to this: there exist cases where merely statistical evidence can give rise to normic support (Blome-Tillmann 2020). If correct, this fact seems to undermine the normic (...) support solution to the proof paradox. This paper explores a resolution: normic support can resolve the proof paradox even though merely statistical evidence sometimes gives rise to normic support. The key to understanding this resolution lies with a source of evidential support that arises out of bodies of evidence that involve *character evidence* (Colyvan, et al. 2001). It turns out that character evidence can provide normic support when it is grounded in our knowledge of a certain kind of disposition individuals can have: *goal-directed dispositions*. The upshot is the recovery of the normic support solution to the puzzle of whether statistical evidence can meet legal standards of proof. (shrink)

有鑒於臺灣逐年受到中共「認知領域滲透作戰」的大量攻擊，本文針 對資安國防概念下位的認知戰層面，提出了臺灣可以採取與建立的新型應對 措施機制。本文主要係針對了中共認知滲透作戰作為評估對象，發展資安語 言學政策上的方針建議，期許容或可作為未來國防資訊安全的政策建言參照。 本文嘗試在較為硬理論的面向上，提供資安語言學文本探勘結合言談解構等 質性與量化工具盒整合分析的概括方法論。期許本文的研究結果，往後得以 使我方能組成相關跨領域專家團隊，來因應中共認知滲透作戰攻擊之挑戰。 -/- 關鍵詞：認知滲透作戰、大數據語料庫、資安語言學、文本探勘分析、敘事 語言解構 .

When a belief is self-fulfilling, having it guarantees its truth. When a belief is self-defeating, having it guarantees its falsity. These are the cases of “self-impacting” beliefs to be examined below. Scenarios of self-defeating beliefs can yield apparently dilemmatic situations in which we seem to lack sufficient reason to have any belief whatsoever. Scenarios of self-fulfilling beliefs can yield apparently dilemmatic situations in which we seem to lack reason to have any one belief over another. Both scenarios have been used (...) independently to challenge Evidentialism, on which what we may rationally believe is all and only what fits our current evidence. Here we tie the two scenarios together and explore what a knowledge-sensitive evidentialist approach to one implies for the other. (shrink)

Stoicism deserves everything that Broic$ are doing to its movement. This is because Stoics stuff the value of everything into their own heads, thus denying that external things are good and that other people have intrinsic value. Stoics are psychopathic narcissists and axiological solipsists. And this makes Stoicism easy to coopt into bro-y, shallow, self-help-y garbage.

In this paper, I expand my upon earlier linguistic research (Lian, 2023), which delved into the genre of abstracts from Western philosophical papers. I engage with the philosophical ramifications emanating from the guidelines established for crafting philosophy paper abstracts (Lian, 2023) and underscore their significance in the domain of academic philosophical writing. A pivotal focus of this research is to navigate the intricate philosophical challenges posed by cross-disciplinary investigations bridging applied linguistic statistics with philosophical paper composition, specifically, the nuanced interpretation (...) of linguistic findings in a manner palatable to philosophers. My exploration probes into the dynamics of various concepts within Inter-Disciplinary Research (IDR), highlighting the complexities in reconciling semantic intuitions related to the notions of "Method (M)" and "Conclusion (C)". I delineate three philosophical stances: (1) deferring to scientific authority, (2) recognizing domain-specific terminologies, and (3) interrogating peripheral scientific theories. I posit that these stances significantly influence the ways philosophers engage with and resolve the cross-disciplinary semantic and theoretical contentions stemming from the rhetorical structures of "Method (M)" and "Conclusion (C)". This work proposes avenues to attain either "theoretical coherence" or "disciplinary synthesis", thereby fostering enhanced cross-disciplinary collaboration and fortifying academic discourse across diverse fields. -/- Keywords: Inter-Disciplinary Research (IDR), Applied linguistics, Philosophical writing, Genre Analysis, Rhetorical Moves . (shrink)

In light of Taiwan's extensive exposure to the Chinese Communist Party's "cognitive domain infiltration warfare," this paper proposes new response mechanisms and strategies for cybersecurity and national defense. The focus is primarily on assessing the CCP's cognitive infiltration tactics to develop policy recommendations in cybersecurity linguistics. These recommendations are intended to serve as a reference for future national defense and information security policies. Within the constraints of limited resources, this study attempts to provide an integrated analysis method combining qualitative and (...) quantitative tools. This method involves text mining in cybersecurity linguistics, focusing on "textual content" and incorporating discourse deconstruction. The aim is to enhance the success rate in identifying and defining contentious information in cognitive warfare, thereby offering policy suggestions. -/- Keywords: Cognitive Infiltration, Big Data Corpus, Cybersecurity Linguistics, Text Mining Analysis, Narrative Language Deconstruction. (shrink)

Education fundamentally focuses on 'individuals', whose human value is rooted in the expression of 'self-identity'. This process is influenced by their social rank and linguistic culture, and within varied discourses and ideological communities, different 'self-identity values' emerge. This applies to all individuals, whether they are citizens or women, and encompasses complex social metaphysical questions. For instance, how do we define social identities such as poverty, disability, privilege, or femininity? 'Intuition' and 'common sense' often fail in such definitions, especially in recognizing (...) exceptions like gender identification, which challenges the distinctions between biological sex and gender identity. The paper analyzes 'Social Historical Structuralism' and ' Performative Theory' to see if they address the challenges of 'Essentialism'. It assesses both pluralism and monism and the autonomy of the 'true self' in educational philosophy's core concepts, grounded in the philosophy of self-identity. This study starts from female community perspectives, addressing women's disadvantaged status in social and linguistic structures and the impact of individualism on gender mainstreaming. This paper concludes by re-evaluating monistic approaches and considering the equitable recognition of community members' autonomy, underscoring the importance of self-identity in educational philosophy amidst the growing influence of identity politics in Western education. -/- Keywords: Self-Identity and Educational Philosophy, Social Metaphysics, Class and Identity, Ideology and Autonomy . (shrink)

This study aimed to explore the rhetorical moves of article abstracts in Taiwanese Chinese philosophy journals. The most common theory for the discourse analysis of research abstracts is proposed by Hyland（2000）. Most of the research abstracts in the field of social sciences and natural sciences are composed of Hyland’s five rhetorical moves: introduction, purpose, method, results, and conclusion. Therefore, the question to be explored in this research is how to compose the rhetorical moves of abstracts of Chinese philosophy journal articles. (...) What is the frequency and order of each rhetorical move in the abstract of each paper? Do they reflect some particular type of distribution? Are there any rhetorical moves that occur exceptionally rarely? Does the abstract of research articles in Chinese philosophy journals apply the framework of the same five rhetorical moves? What are the conventions of the philosophy writing community reflected in the rhetorical moves of abstracts of academic journal articles in philosophy? -/- To answer the above questions, this research collected the abstracts of 18 papers from the representative Chinese philosophy journal "SOOCHOW JOURNAL OF PHILOSOPHICAL STUDIES " in Taiwan in the past five years (2017-2021) and used the five moves of Hyland（2000） one by one to answer the above questions. The rhetorical moves of each abstract were analyzed and presented in tables to show the frequency, order, and type of each rhetorical move. -/- The results of this study found that "method (M)" and "conclusion (C)" are not the rhetorical moves that constitute the abstract of articles in Taiwanese philosophy journals, but the rhetorical move "purpose (P)" is "necessary" to appear. In the Purpose move, the subject is usually "this article"; the verbs are "argue" or "inquire." Although "introduction (I)" is a "conventional" move, the total number of words in the introduction is the highest in the whole abstract. This study also shows rhetorical move variation of the abstracts of philosophy journal articles, reflecting the writing culture and conventions of the academic philosophy community. -/- Finally, this study proposes three teaching guidelines for abstract writing of academic papers in philosophy, which will be useful for philosophy scholars and graduate students to consult when writing and submitting abstracts of philosophy in conference or journal papers. -/- Keywords: philosophy, journal article, abstract, discourse analysis, rhetorical move . (shrink)

This paper delves into the significance and challenges of Artificial Intelligence (AI) ethics and justice in terms of Common Good and Well-being, fairness and non-discrimination, rational public deliberation, and autonomy and control. Initially, the paper establishes the groundwork for subsequent discussions using the Academia Sinica LLM incident and the AI Technology R&D Guidelines of the National Science and Technology Council(NSTC) as a starting point. In terms of justice and ethics in AI, this research investigates whether AI can fulfill human common (...) interests and welfare. Taking AI injustice as an example, I analyze the practical assessment of AI regarding regional, industrial, and social impacts. Further, this paper discusses the challenges of fairness and non-discrimination in AI, specifically addressing the issue of training on biased data, discussing the acquisition of bias by AI and post-processing supervision issues, and emphasizing the importance of rational public deliberation in this process. Then, this research examines the challenges and countermeasures the rational public faces in public deliberation, such as the importance of education in STEM scientific literacy and technological capabilities. Finally, in discussing AI and autonomy, I propose a 'Human-Centered Approach’ rather than relying solely on the 'Technological Utility Maximization' brought by AI to achieve substantial AI justice. -/- Keywords: AI Ethics and Justice, Fairness and Non-Discrimination, Biased Data Training, Public Deliberation, Autonomy, Human-Centered Approach . (shrink)

本文深入探討人工智慧（AI）於實現共同福祉與幸福、公平與非歧視、理性公共討論及自主與控制之倫理與正義重要性與挑戰。以中央研究院LLM事件及國家科學技術委員會（NSTC）AI技術研發指導方針為基礎，本文 分析AI能否滿足人類共同利益與福祉。針對AI不公正，本文評估其於區域、產業及社會影響。並探討AI公平與非歧視挑戰，尤其偏差數據訓練問題，及後處理監管，強調理性公共討論之重要性。進而，本文探討理性公眾於 公共討論中之挑戰及應對，如STEM科學素養與技術能力教育之重要性。最後，本文提出“以人為本”方法，非僅依賴AI技術效用最大化，以實現AI正義。 -/- 關鍵詞：AI倫理與正義、公平與非歧視、偏差數據訓練、公共討論、自主性、以人為本的方法.

Our doxastic states are our belief-like states, and these include outright doxastic states and degreed doxastic states. The former include believing that p, having the opinion that p, thinking that p, being sure that p, being certain that p, and doubting that p. The latter include degrees of confidence, credences, and perhaps some phenomenal states. But we also have conviction (being convinced simpliciter that p) and degrees of conviction (being more or less convinced that p). This volume shows: how and (...) why all of the outright doxastic states mentioned above can be reduced to conviction thresholds; what degrees of conviction fundamentally are (degreed reliance-dispositions); why degrees of conviction are not credences; when suspending a belief is compatible with continuing to believe; and the surprising extent to which Kant endorsed the theory of conviction that emerges in this volume. (shrink)

Education fundamentally focuses on 'individuals', whose human value is rooted in the expression of 'self-identity'. This process is influenced by their social rank and linguistic culture, and within varied discourses and ideological communities, different 'self-identity values' emerge. This applies to all individuals, whether they are citizens or women, and encompasses complex social metaphysical questions. For instance, how do we define social identities such as poverty, disability, privilege, or femininity? 'Intuition' and 'common sense' often fail in such definitions, especially in recognizing (...) exceptions like gender identification, which challenges the distinctions between biological sex and gender identity. The paper analyzes 'Social Historical Structuralism' and ' Performative Theory' to see if they address the challenges of 'Essentialism'. It assesses both pluralism and monism and the autonomy of the 'true self' in educational philosophy's core concepts, grounded in the philosophy of self-identity. This study starts from female community perspectives, addressing women's disadvantaged status in social and linguistic structures and the impact of individualism on gender mainstreaming. This paper concludes by re-evaluating monistic approaches and considering the equitable recognition of community members' autonomy, underscoring the importance of self-identity in educational philosophy amidst the growing influence of identity politics in Western education. -/- Keywords: Self-Identity and Educational Philosophy, Social Metaphysics, Class and Identity, Ideology and Autonomy . (shrink)

Various philosophers discuss perlocutionary silencing, but none defend an account of perlocutionary silencing. This gap may exist because perlocutionary success depends on extralinguistic effects, whereas silencing interrupts speech, leaving theorists to rely on extemporary accounts when they discuss perlocutionary silencing. Consequently, scholars assume perlocutionary silencing occurs but neglect to explain how perlocutionary silencing harms speakers as speakers. In relation to that shortcoming, I defend a novel account of perlocutionary silencing. I argue that speakers experience perlocutionary silencing when they are illegitimately (...) deprived of perlocutionary influence on a conversation in which they are active participants, where perlocutionary influence on the conversation relates to speech-related perlocutionary goals meant to influence the conversation or conversational direction. Thus, this account grounds perlocutionary silencing in linguistic phenomena and characterizes perlocutionary silencing in a way that explains why those who experience perlocutionary silencing are harmed as speakers. Moreover, this account explains how perlocutionary silencing harms speakers as conversational participants in a way that cannot be captured by illocutionary or locutionary silencing, for a speaker may be perlocutionarily silenced despite illocutionary success. Consequently, the account explains why “All Lives Matter” silences Black Lives Matter and “Not All Men” silences women sharing experiences of sexual harassment. (shrink)

This study developed and validated E-learning Self-directed Interactive Modules (E-SelfIMo) for Earth Science. The study employed Research and Development method, using the Borg and Gall development procedure, in creating eight e-modules using Kotobee software, evaluating them by experts and students, and determining their effectiveness in terms of students' conceptual understanding. Experts agreed that E-SelfIMo met the DepEd standards for non-printed learning materials, and students attested to their high validity in content, format, and usefulness. Pretest and posttest results for the effectiveness (...) of E-SelfIMo revealed that students exposed to the E-SelfIMo have progressed from “Near Mastery” to “Near Full Mastery” in the chosen Earth Science topics, showing more significant improvement in their conceptual understanding than the control group. This study concludes that E-SelfIMo supports interactive, active, and self-directed learning thereby, improving students’ motivation, engagement, interest, and performance. The E-SelfIMo could be used with technology integration as a teaching and learning tool. -/- . (shrink)

This paper is a two-part project. First, I reject the analogous relationship between the Holocaust and slaughterhouses (found in the anti-meat novel The Lives of Animals) and cross-species analogical thinking entirely; instead, I opt for modes of analysis that can examine the specific circumstances of animals within slaughterhouses. Secondly, I assert that a socio-economic Marxist analysis is the best prism in which to recognize the suffering of pre-slaughter animals and the causation of their suffering (the ostensibly necessary circulation and production (...) of the meat-commodity). (shrink)

My argument proceeds in two stages. In §I, I sum up the intuitions of a popular argument for 'satisfaction accounts' of Purgatory that I label, TAP. I then offer an argument, taken from a few standard orthodox Christian beliefs and one axiom of Christian theology, to so show that TAP is unsound. In the same section, I entertain some plausible responses to my argument that are prima facie consistent with these beliefs and axiom. I find these responses wanting. In §II, (...) I offer a sorites problem for TAP, given the orthodox Christian understanding of Christ’s parousia, showing that TAP and the intuitions driving it are faulty. To attempt something of a corrective, I end by offering some modest theological suggestions for thinking through “the logic of total transformation.”. (shrink)

Contemporary theories of consciousness are based on widely different concepts of its nature, most or all of which probably embody aspects of the truth about it. Starting with a concept of consciousness indicated by the phrase “the feeling of what happens” (the title of a book by Antonio Damásio), we attempt to build a framework capable of supporting and resolving divergent views. We picture consciousness in terms of Reality experiencing itself from the perspective of cognitive agents. Each conscious experience is (...) regarded as composed of momentary feeling events that are combined by recognition and evaluation into extended conscious episodes that bind cognitive contents with a wide range of apparent durations (0.1 secs to 2 or more secs, for us humans, depending on circumstances and context). Three necessary conditions for the existence of consciousness are identified: a) a ground of Reality, envisaged as an universal field of potentiality encompassing all possible manifestations, whether material or 'mental'; b) a transitional zone, leading to; c) a manifest world with its fundamental divisions into material, 'informational' and quale-endowed aspects. We explore ideas about the nature of these necessary conditions, how they may relate to one another and whether our suggestions have empirical implications. (shrink)

Knowledge-first theories of justification are theories of justification that give knowledge priority when it comes to explaining when and why someone has justification for an attitude or an action. The emphasis of this article is on knowledge-first theories of justification for belief. As it turns out, there are a number of ways of giving knowledge priority when theorizing about justification, and what follows is a survey of more than a dozen existing options that have emerged in the early 21st century (...) since the publication of Timothy Williamson’s *Knowledge and Its Limits*. This article traces several of the general theoretical motivations that have been offered for putting knowledge first in the theory of justification. This is followed by an examination of existing knowledge-first theories of justification and their standing objections. These objections are largely, but not exclusively, concerned with the extensional adequacy of knowledge-first theories of justification. There are doubtless more ways to give knowledge priority in the theory of justified belief than are covered here, but the survey is instructive because it highlights potential shortcomings that would-be knowledge-first theorists of justification may wish either to avoid or else to be prepared with a suitable error theory. This entry concludes with a reflection about the extent to which the short history of, arguably, failed attempts to secure an unproblematic knowledge-first account of justified belief has begun to resemble the older Gettier dialectic. (shrink)

The basing demand on doxastic justification is a widely held and highly intuitive dogma of contemporary epistemology. In Silva [2015, AJP], I argued that the dialectical significance of this dogma is severely limited by our lack of independent grounds for endorsing it. Oliveira [2015, AJP] sought to defend the basing demand on doxastic justification. Here I explain why Oliveira’s attempted defense of the basing demand misses its mark. I also briefly suggest that there is an alternative way of defending the (...) basing demand. The alternative way is reconciliatory: it shows that most epistemologists may have been right to insist on such a demand, but perhaps still wrong to treat it as a dialectically powerful tool in the assessment of certain substantive epistemological theories. (shrink)

Singer and Regan predicate their arguments -- for ethical vegetarianism, against animal experimentation, and for an end to animal exploitation generally -- on the equal considerability premise (EC). According to (EC), we owe humans and sentient nonhumans exactly the same degree of moral considerability. While Singer's and Regan's conclusions follow from (EC), many philosophers reject their arguments because they find (EC)'s implications morally repugnant and intuitively unacceptable. Like most people, you probably reject (EC). Never the less, you're already committed to (...) the mere considerability premise -- the premise that sentient nonhuman animals deserve some moral consideration, although not as much consideration as that owed humans. I argue that the mere considerability premise entails that vegetarianism is morally obligatory in most contexts and that animal experimentation is almost always wrong. Since you accept the mere considerability premise, you are already rationally committed to the immorality of eating meat and the wrongfulness of most animal experimentation. Hence, moral consistency requires that you stop eating meat and stop purchasing products tested on animals. (shrink)

This paper finds out whether a higher degree matters in school performance, and in demonstrating leadership and core behavioral competencies among school heads. This was conducted to support the existing and future policies of the Department of Education and interested funders for the scholarship and advanced studies of school heads. Using a cross-sectional method, it involved 192 randomly selected participants. Data on school performance was obtained at the office of Surigao del Sur Division, while data on competencies were gathered through (...) the self-administered assessment tools developed by the Department of Education. These data were analyzed using descriptive statistics and analysis of variance. Results revealed that there was no significant difference in the school performance of school heads. This implies that the highest degree obtained is not a guarantee for better school performance. As found, those with doctorate degrees had a very high and consistent demonstration in all dimensions of leadership and core behavioral competencies. As unveiled, there were significant differences in the demonstrated competencies based on the highest educational qualifications. These imply that obtaining the highest degrees can allow school heads to acquire, develop, and demonstrate the competencies consistently better than their counterparts. Results have implications for DepEd officials, funders, and policy-makers. (shrink)

本論文探討了經濟指標與經濟發展之間的相關性，著重於 GDP、購買力平 價（PPP）、經濟成長率、失業率等常見的經濟指標，並對台灣、日本、韓國、 美國和中國等國家的數據進行比較分析。研究發現，單一經濟指標無法全面反 映一國的經濟發展，需要結合多個指標來更準確地評估經濟狀況。論文也討論 了各國在經濟成長中的表現差異，以及貧富差距和失業率對經濟發展的影響， 並強調了購買力平價在跨國比較中的重要性。最後，文章指出在衡量經濟發展 時，除了 GDP，還應考慮收入分配及社會福祉等因素。 -/- 關鍵詞：經濟指標、國內生產毛額 (GDP)、購買力平價 (PPP)、經濟成長率、 失業率 .

This paper explores the correlation between economic indicators and economic development, focusing on common economic indicators such as GDP, Purchasing Power Parity (PPP), economic growth rate, and unemployment rate. It compares and analyzes data from Taiwan, Japan, South Korea, the United States, and China. The study finds that a single economic indicator cannot fully reflect a country's economic development and that multiple indicators must be considered to assess the economic situation more accurately. The paper also discusses differences in economic growth (...) among countries, the impact of income disparity and unemployment rates on economic development, and emphasizes the importance of PPP in cross-country comparisons. Finally, it points out that in addition to GDP, factors such as income distribution and social welfare should also be considered when evaluating economic development. -/- Keywords: Economic Indicators, Gross Domestic Product (GDP), Purchasing Power Parity (PPP), Economic Growth Rate, Unemployment Rate. (shrink)

Contentful Moral Perceptualists such as Audi (2013), Lord (2018), McNaughton (1988), McBrayer (2010a, 2010b), Cowan (2014, 2015), and Werner (2016, 2018) claim that moral propositions can serve as the content of perception for moral subjects. However, in my original interpretation, recent critics of moral perceptualism, such as Faraci (2015), Väyrynen (2018), and Chudnoff (2015), subtly suggest that it is more reasonable to claim that moral propositions are the content of cognition rather than perception. Faraci, Väyrynen, and Chudnoff argue that the (...) so-called "moral perception" posited by Contentful Moral Perceptualists is actually dominated by dominative moral principles, representing a psychological state inferred from principles. Therefore, these critics believe that the so-called "moral perception" lacks the non-inferential characteristic of genuine perceptual experience and is not true perception. This paper will evaluate whether the "contentful moral perceptual model" can respond to the challenges posed by these critics. I will provide a preliminary defense for an affirmative answer. -/- Keywords: Moral Perception, Phenomenal Contrast Method, Perceptual Content, Phenomenal Experience, Non-Inferential Characteristics of Perception . (shrink)

I explain why, from the perspective of knowledge-centric anti-luck epistemology, objective act consequentialist theories of ethics imply skepticism about the moral status of our prospective actions and also tend to be self-defeating, undermining the justification of consequentialist theories themselves. For according to knowledge-centric anti-luck epistemology there are modal anti-luck demands on both knowledge and justification, and it turns out that our beliefs about the moral status of our prospective actions are almost never able to satisfy these demands if objective act (...) consequentialism is true. This kind of applied moral skepticism introduces problematic limits on our ability to use objective act consequentialism’s explanatory power as evidence for its truth. This is, in part, a product of higher-order defeat as I explain in the final section. There is, however, a silver lining for objective act consequentialists. For there is at least one type of objective act consequentialism, prior existence consequentialism, that is poised to avoid at least some of the epistemic problems discussed in this paper. (shrink)

本研究將先介紹筆者的語言學碩士論文（連，2023），如何分析《東吳哲學學報》2017年至2021年西方哲學論文摘要語體的修辭語步特徵與提供寫作建議，並試圖從哲學圈內人的角度，對連（2023）的哲學寫作 建議進行批判性的反思，探討哲學教師或新手哲學家可以如何看待華文哲學論文摘要的寫作建議。接著，筆者將問題聚焦在跨領域學科（應用語言學統計結果與哲學論文寫作）之間的哲學問題，即——哲學家應如何看待語言學家 針對哲學論文的研究結果。筆者將考慮領域間研究（IDR）的語言與詞語概念關係。而藉由討論上述跨領域研究中語義直覺分歧的問題，筆者提出了三種可能的哲學態度：(1)服從科學權威、(2)尊重特定領域用詞、(3 )質疑邊緣科學理論。筆者認為，上述三種態度對於哲學家如何看待「方法(M)」和「結論(C)」這兩項跨領域語義概念分歧和可能理論分歧有著重要的影響。筆者希冀藉由提出相關解決方案來尋求「理論統一」或「領域整 合」的可行性，最終得以促進跨領域合作與跨學門間良好學術交流的互動成長。 -/- 關鍵詞：領域間研究（IDR）、應用語言學、哲學寫作、語體分析、修辭語步 .

This study employed an Interpretative Phenomenological Analysis (IPA) which aimed to explore the lived experiences, challenges, and coping mechanisms of teachers in the public school both in elementary and secondary schools in Malolos, Bulacan. The findings of this study revealed that most teachers are significantly challenged with the poor internet connection, multitasking and multitudes of paperwork to be submitted, communication with the parents and teachers and the different modalities of learning which are cited as the contributing factors of stress and (...) anxiety. As to the experiences of the teachers, they became a module writer, online teacher, reporter while doing the online classes and juggling with the work at home as a homemaker. However, the good experiences of this pandemic brought realization to the teachers that they were able to unleash their potential and utilized the skills needed to survive in this difficult time. Moreover, teachers coped up with the situations through prayers, listening and watching motivational videos, yoga and others became farmers too just to avoid stress. Finally, the teachers also gave their suggestions to further help other teachers also who are struggling during this pandemic. Majority of the participants gave emphasis to focus on stabilizing mental health. Others also highlighted the need to seek the assistance of other people who are knowledgeable in terms of ICT. Continuing innovation and researching to update oneself was also one of the suggested ways to deal with the current paradigm shift in education. (shrink)

內容型道德感知主義者（Contentful Moral Perceptualists）： Audi (2013), Lord (2018), McNaughton (1988), McBrayer (2010a, 2010b), Cowan (2014, 2015), Werner (2016, 2018) 宣稱 道德命題(moral proposition)可以作為道德主體的感知內容(content of perception)。然而，在筆 者原創的詮釋下，晚近反駁道德感知主義的學者，如： Faraci (2015), Väyrynen (2018), Chudnoff (2015)，則隱約透露出以下想法：「與其宣稱道德命題是感知內容，不如宣稱道德 命題是認知信念內容(content of cognition)〕更為合理」。Faraci、Väyrynen、Chudnoff 都認為 「內容型道德感知主義者所謂的道德感知」背後其實是受到宰制型的道德原則（dominative moral principles）所主導的，是一種從原則所推論產生的心理狀態; 也因此，上述反駁者認為 「內容型道德感知主義者所謂的〔道德感知〕」缺乏貨真價實的感知經驗所具有的「非推論 的」(non-inferential)特徵，並不是真正的感知。本文將評估：「內容型的道德感知模型」是 否有辦法回應上述反駁者所提出的挑戰呢？ 筆者將為肯定的答案供提初步的辯護。 -/- 關鍵詞：道德感知、現象對比⽅法、感知內容、現象經驗、感知的非推論特徵.

The pandemic disrupted educational systems globally, prompting the need for alternative learning modalities like online, modular, and blended learning. The SLCP, particularly within the context of a school in Region 8, integrates these modalities to address essential learning competencies. This research paper aimed to evaluate the school Learning Continuity Plan (LCP) through its School Continuity Learning Plan Program using (CIPP) model of evaluation. Employing a qualitative design, data were gathered through purposive interviews with 1 non-teaching personnel, 1 department head, and (...) 3 teachers and an analysis of the approved LCP road-map. Findings revealed comprehensive alignment with the evaluation model domains, though certain areas required revisiting for improvement. The study advocated for the administration's holistic consideration, especially recognizing teachers as front line contributors to the LCP. Their pivotal role in the design and planning phases was emphasized for the effective mechanization of the school LCP. Hence, it was concluded that educational administrators should prioritize collaboration with teachers and consider their perspectives to enhance the overall quality and functionality of the LCP. Moreover, the study recommended organizational consideration, valued teachers in school LCP, prioritized health, integrated modalities, and emphasized quality learning with metrics in LCP. (shrink)

This qualitative study employing the sentiment analysis method uncovered the people's sentiments on the appointment of Vice-President Sara Z Duterte as the Secretary of the Department of Education. The comments from the Facebook online news platforms were used as the corpora of this study. Results revealed that the appointment of Vice-President Sara Z. Duterte as the Department of Education Secretary received 79% positive sentiments, 11% negative sentiments, and 10% neutral sentiments from the people. This indicates that most people responded favorably (...) to the appointment of Vice President Sara Z. Duterte to the position of Secretary of the Department of Education. This suggests that people believed Vice President Duterte's ability to lead the Education Department and bring about significant changes within the department. (shrink)

The protection of rare species abounds with scientific and ethical considerations. An ethical dilemma can emerge when the life of one species is valued higher than that of another, and so we discuss the basis of ranking, protection, and valuation of plants and animals. A duty to protect rare species exists in this age of great losses to plant and animal life, but the scientific and public communities are not always in agreement regarding what species deserve protection. Using a case (...) study, we illustrate how the decision to kill beavers to protect a rare plant and rare animals found in a tidewater creek demanded an ecological ethic approach. We present the concept of a" conservation mediator" and how its use may help find a common ground between stakeholders and decision-makers in similar situations. (shrink)

This paper is a companion piece to my earlier paper “Fallibilism and Concessive Knowledge Attributions”. There are two intuitive charges against fallibilism. One is that it countenances the truth (and presumably acceptability) of utterances of sentences such as “I know that Bush is a Republican, though it might be that he is not a Republican”. The second is that it countenances the truth (and presumably acceptability) of utterances of sentences such as “I know that Bush is a Republican, even though (...) I’m not certain that he is”, or “I know that Bush it a Republican, even though it isn’t certain that he is.” In “Fallibilism and Concessive Knowledge Attributions”, I argue that fallibilism in epistemology does not countenance the truth of utterances of sentences such as “I know that Bush is a Republican, though it might be that he is not a Republican”. In this paper, I argue that there are independent reasons for thinking that utterances of sentences such as “I know that Bush is a Republican, though I’m not certain that he is” and “I know that Bush is a Republican, though it’s not certain that he is” are unassertible. More specifically, I argue that these are simply instances of Moore’s Paradox, such as “Dogs bark, but I don’t know that they do.” The right account of Moore’s Paradox does not involve the falsehood of the semantic content of the relevant utterances, but rather their pragmatic unacceptability. So the anti-fallibilist intuitions turn out to have pragmatic, rather than semantic import, and therefore do not tell against the truth of fallibilism. Fallibilism in epistemology is often thought to be theoretically desirable, but intuitively problematic. My purpose with these two papers is to show that fallibilism is not intuitively problematic. (shrink)

This study utilized the developmental research design to identify the least taught topics in basic calculus and design and investigate the effectiveness of a Moodle-based courseware package. Data were collected from seven basic calculus teachers and five academic administrators through survey questionnaires, interviews, and validation sheets. The quasi-experimental phase of the study used a pre-/post-test control group design with a sample of 69 students, 34 students in the experimental group and 35 students in the control group. The experimental group received (...) instruction using an asynchronous Moodle-based courseware package, while the control group received instruction through lecture notes. Results showed that the least taught topics include infinite limits, limits at infinity, and limits of trigonometric, exponential, and logarithmic functions. These topics were least taught due to time constraints, students’ capacity, scheduling, complexity, and relatability. Validation of the courseware package showed a very high validity. It was found that the use of Moodle-based courseware package and lecture notes effectively increased the students’ performance. However, one-way analysis of covariance results showed that the experimental group gained considerably greater than those in the control group. It was recommended that teachers continue to update their knowledge of different teaching methodologies to develop an encouraging and dynamic learning environment. (shrink)

Subject matter expertise goes far beyond simply knowing and regurgitating facts. It is a multifaceted ability encompassing a deep understanding of the content, pedagogical knowledge, assessment proficiency, fostering critical thinking and problem-solving skills, and cultivating positive attitudes and values. This transcendental phenomenological study was conducted to understand the lived experiences of SHS out-of-field research teachers in terms of assignment, instruction, and feedback. To grasp the phenomenon's essence, transcendental phenomenology aims to set aside the researcher's preconceived ideas and strive for neutrality. (...) The study was participated by 14 teacher-participants from the selected private senior high schools in Davao City, Philippines. Findings show that in terms of assignment, participants' experiences include adherence and submission to school administrators, consideration of teacher potential, experience, and training, and feelings of anxiety and frustration. With regards to instructional experiences, it includes lack of experience, aptitude, and administrative support; difficulty in establishing authority and checking outputs. With those, participants must be resourceful and creative and engage in professional development activities. In terms of feedback, participants were honest and open-minded and experienced the welcoming nature of the students. The findings elaborate on the complex and multi-faceted nature of out-of-field teaching, which is expected to inspire improved teacher hiring and placement policy. It is recommended that educational institutions should provide professional development programs to help those out-of-field teachers stay updated with best practices. (shrink)

In this article, I outline a strategy for challenging J.L. Schellenberg’s hiddenness argument, and specifically the premise within the argument that asserts the existence of what Schellenberg calls nonresistant nonbelief. Drawing on some of the philosophical resources of skeptical theism, I show how this premise is based on a particular “noseeum assumption”—what I call Schellenberg’s Noseeum Assumption—that underwrites a particular “noseeum argument.” This assumption is that, regarding putative nonresistant nonbelievers, more likely than not we’d detect these nonbelievers’ resistance toward God (...) if there were any. I give reasons for thinking that it is not more reasonable to affirm than to refrain from affirming Schellenberg’s Noseeum Assumption, and so reason to think that the hiddenness argument is not a good argument for atheism. I also defend the strategy I outline against several objections. (shrink)

Fictionalist approaches to ontology have been an accepted part of philosophical methodology for some time now. On a fictionalist view, engaging in discourse that involves apparent reference to a realm of problematic entities is best viewed as engaging in a pretense. Although in reality, the problematic entities do not exist, according to the pretense we engage in when using the discourse, they do exist. In the vocabulary of Burgess and Rosen (1997, p. 6), a nominalist construal of a given discourse (...) is revolutionary just in case it involves a “reconstruction or revision” of the original discourse. Revolutionary approaches are therefore prescriptive. In contrast, a nominalist construal of a given discourse is hermeneutic just in case it is a nominalist construal of a discourse that is put forth as a hypothesis about how the discourse is in fact used; that is, hermeneutic approaches are descriptive. I will adopt Burgess and Rosen’s terminology to describe the two different spirits in which a fictionalist hypothesis in ontology might be advanced. Revolutionary fictionalism would involve admitting that while the problematic discourse does in fact involve literal reference to nonexistent entities, we ought to use the discourse in such a way that the reference is simply within the pretense. The hermeneutic fictionalist, in contrast, reads fictionalism into our actual use of the problematic discourse. According to her, normal use of the problematic discourse involves a pretense. According to the pretense, and only according to the pretense, there exist the objects to which the discourse would commit its users, were no pretense involved. My purpose in this paper is to argue that hermeneutic fictionalism is not a viable strategy in ontology. My argument proceeds in two steps. First, I discuss in detail several problematic consequences of any interesting application of hermeneutic fictionalism. Of course, if there is good evidence that hermeneutic fictionalism is correct in some cases, then some of these drastic consequences would have to be accepted.. (shrink)

This essay is a defense of the social construction of racialism. I follow a standard definition of “racialism” which is the belief that “there are heritable characteristics, possessed by members of our species, that allow us to divide them into a small set of races, in such a way that all the members of these races share certain traits and tendencies with each other that they do not share with other members of any other race”. In particular I want to (...) defend the “radical” social-constructive thesis that holds “the concept of race is exclusively the product of historical and cultural causes. It claims that humans do not tend to classify people into races when groups with different phenotypes meet, save for particular historical circumstances”. The quoted position is the consensus view among historians, sociologists, anthropologists, and other social scientists who study racialism but has recently been criticized by philosophical defenders of cognitive/evolutionary psychological approaches to racialism. Drawing on developmental studies as well as historical and contemporary cross-cultural research, CEP philosophers point to similarities of racialism across time and space. They hold that social constructionist approaches to racialism cannot explain these similarities. I hold that SC approaches do explain these similarities and that such similarities actually pose a significant challenge to the proposed CEP research program on racialism. (shrink)

This study evaluated the effectiveness of four game-based activities (GBAs) in teaching ecosystems to Grade 7 Biology students. Involving 69 students (34 control, 35 experimental), the quasi-experimental study used a mixed-methods approach. The researcher utilized a static-group comparison design for the quantitative phase and a thematic analysis for the qualitative phase. Quantitative analysis revealed significant improvements in the experimental group's social skills (p<0.05; Cohen’s d = 0.63) and conceptual understanding (p<0.05; Cohen’s d = 0.86). Descriptive statistical analysis also suggests that (...) GBAs can foster positive attitudes toward using GBAs and learning. Qualitative data from journal entries and teacher-observer interviews highlighted enhanced communication, collaboration, confidence, and participation among students using GBAs. The study also recognized the interconnection between conceptual understanding, social skills, and attitude toward learning, not just as pedagogical tools but also as practical tools in improving students’ affective domain, creating a safe environment beneficial for the learning process in general. (shrink)

Reading proficiency plays a vital role in keeping up-to-date with technological advancements and innovations in education. However, there are Grade 7 students who need help with the essential skill of reading. These students need support for them to cope with the classroom demands. This transcendental phenomenological qualitative research aims to determine the academic experiences of struggling readers inside the classroom. Five struggling readers were the participants of this study. These five participants were purposefully selected after being recommended by the school (...) reading coordinator. The interview guide questionnaire was the instrument of this study. The interview guide questionnaire contains open-ended questions that were validated by experts. One-on-one interviews were conducted for about 20 to 40 minutes each. Using an audio recorder, the interviews were recorded. After the interview, a verbatim transcription was made and thematic analysis was utilized to analyze the significant lines of the participants. The following themes were elicited from the participants' responses, namely: lack of computer skills, limited visual attention span, hesitation and anxiety to participate, difficulty in interaction, difficulty with the use of technology in education, confusion with letter-sound identification, less motivation to learn, problem understanding the lesson, and slow in taking down notes. The participants attributed their reading difficulties to themselves, their teachers, and their parents. In light of these findings, it is strongly recommended that a robust and comprehensive reading recovery program be implemented. This program should address struggling readers' multifaceted challenges and provide them with the necessary support to enhance their reading proficiency and overall academic performance. (shrink)

Various changes and advances have taken place in the ways of teaching and learning. With the encountered global pandemic crisis, flexible learning has been practiced particularly in state universities and colleges. This study sought to determine the level of procedural fluency in College Algebra as well as the difficulties and interventions applied by tertiary students of Cotabato State University (CSU) in the flexible learning set-up. The period covered by the study was during the first semester of the school year 2021-2022. (...) The respondents were a sample of 30 first-year mathematics major students of CSU. It used mixed methods; the quantitative approach was utilized to know the students’ knowledge of procedures in solving mathematical problems while the qualitative approach was utilized to explore the difficulties of the students in learning mathematics as well as the coping strategies that can serve as basis for mathematics intervention program. The findings revealed that most of the respondents have a low level of procedural fluency in College Algebra, particularly emerging in the understanding the problem, devising a strategy, and solving steps while inept in the problem-solving checking process. On the part of new normal learning, difficulties were experienced such as poor knowledge of the prerequisite skills and unstable internet connection. As part of their interventions, facing the encountered problems, practicing repeatedly, and watching online video tutorials were applied. Based on the findings of the study, it is concluded that the first-year students have low level of procedural fluency in College Algebra problem-solving particularly in the Polya’s principles of understanding the problem, devising a plan, carrying out the plan, and checking the answer. Because of the learning challenges encountered by the students, it is recommended to develop step-by-step video tutorials that can address their problem-solving difficulties and supplement their learning in the flexible mode of delivery. (shrink)

This study sought to examine the factors affecting the Science, Technology, Engineering and Mathematics (STEM) students’ Mathematics performance in a modular distance learning at Notre Dame Village National High School (NDVNHS). In particular, the researcher was interested to determine if these factors had a significant effect on the students’ Pre-Calculus and General Mathematics performance considering the number of hours spent in modular learning. The period covered by the study was during the first semester of the school year 2020-2021. The respondents (...) were all 67 Grade 11 STEM students of NDVNHS. A quantitative research design was utilized particularly using Multivariate Analysis of Covariance (MANCOVA). The findings of the study revealed that majority of the STEM students had a good performance in their Mathematics subjects for the first semester. Also, the factors specifically type of motivation (intrinsic or extrinsic) and support system (parents, siblings, relatives, friends, or classmates) had statistically significant effect on their mathematics performance in the new normal considering the amount of time they spent in learning using modules. Moreover, there were statistically significant differences in both Pre-Calculus and General Mathematics performances between the type of motivation and support system when adjusted for the number of hours spent in modular learning. Based on the findings, the study concluded that the students’ motivation and support system can greatly affect their mathematics performance when controlling for the allocated time in modular learning. Especially in Pre-Calculus and General Mathematics, motivation and support system are important factors in learning using modules. In the new normal education, the students should increase their level of motivation as well as exposure in self-learning and be given full support towards the processes in the modular approach of distance learning. (shrink)

道德感知主義（moral perceptualism）主張「（至少有一些）道德性質（moral properties）可以是主體感知內容（perceptual content）的一部分」，其中的支持者包含了Audi （2013, 2015）; Lord （2018）; McNaughton （1988）; McBrayer （2010a, 2010b）; Cowan （2015）; Werner （2016, 2020b）。其中，Werner （2016）認為他所提出的「現象對比論證（Phenomenal Contrast Arguments, PCAs）」可以用來證立道德感知主義。此論證強調了某些道德情境中有「跨主體的現象對比」（inter-subjective phenomenal contrast）的存在；換句話說，兩個主體面對同一場景時，其經驗各別顯現出不同的現象特性/現象特徵（phenomenal character）。此論證認為對於「跨主體間的現象對比（inter-subjective phenomenal contrast）」的最佳解釋說明是兩個不同主體在道德感知經驗上有所差異(contrast in moral perceptual experience)。簡言之，根據此論證，跨主體的現象對比的最佳解釋是：某個主體感知到了道德性質，但另一個主體則缺乏這種感知。若此解釋成立，則其蘊含，主體的確可以感知到道德性質 （至少其中一個主體的確感知到了道德性質），也因此，道德感知主義就可以被證立。然而，Werner （2016）所擁護的現象對比論證與道德感知主義，卻遭受許多哲學家的質疑與抨擊，尤以Väyrynen（2018）; Reiland（2021）; Chudnoff（2015）等人為代表。他們也分別提供了各自對於「跨主體間的現象對比」的相競替代解釋方案，並嘗試論證他們的說法相較於Werner （2016）的道德感知主義解釋方案來得更有解釋效力、且更為合理。本篇論文的主要目標是，剖析與回應以下兩個問題：（I）上述質疑者的替代解釋方案是否說得通？它們是否較之道德感知主義的解釋方案來得更好呢？（ II）道德感知主義者是否能恰當回應質疑者的挑戰呢？倘若Werner （2016, 2020b）的說法不足以回應質疑者的話，道德感知主義者是否能夠有其他的解套方案呢？針對問題（I），筆者將論證，Väyrynen（2018）; Reiland（2021）; Chudnoff（2015）等人對於道德感知主義的質疑大致上言之成理，可和Werner （2016）的理論成為具有同等解釋力的相競解釋方案。但針對問題（II），筆者將指出Väyrynen（2018）; Reiland（2021）; Chudnoff（2015）等人頂多只能說明「對錯好壞」這類的整體道德性質（overall moral properties）無法作為感知的內容，但並未排除掉道德主體仍舊可以感知到「道德顯著性」（moral salience）這類初步確定道德性質（pro-tanto moral properties）的可能性。也因此，這並未排除一種本論文所擁護的改良版本的道德感知主義。根據此改良版本的道德感知主義，雖然對錯好壞這類的整體道德性質本身也許無法做為感知的內容，然而道德顯著性仍然可 以是感知內容。筆者將此改良版本稱之為「道德顯著性感知主義」(moral salience perceptualism)。為了突顯此版本的優點，筆者將進一步論述，此改良版的道德感知主義可以恰當地解釋跨主體間的現象對比（inter-subjective phenomenal contrast），並可規避原來Werner （2016）版本所招來的質疑。 -/- 關鍵詞：道德感知主義、現象對比論證、道德顯著性、道德經驗與道德判斷、道德教育 .

本研究旨在探究台灣華文哲學期刊文章摘要的修辭語步。有鑒於過去針對研究論文「摘要研究」語步分析最常見的理論，是 Hyland（2000）提出的五項修辭語步「簡介、目的、方法、成果、結論」架構，且多數人文科學或自然科學領域的研 究論文摘要都是由 Hyland（2000）所提出這五項修辭語步所組成的。因此，本研究所要探討的問題是華文哲學期刊論文摘要的修辭語步如何組成？各個修辭語步在各篇論文摘要出現的頻率與次序為何？它們是否反映出某些特定類型的分 佈狀 況？是否有哪些修辭語步出現的頻率格外稀少？華文哲學期刊文章的摘要是否適用『簡介、目的、方法、成果、結論』這五項修辭語步的架構？哲學學術期刊論文摘要的修辭語步所反映出哲學寫作社群慣例是什麼呢？為了解答上 述問題，本 研究採取的方法是蒐集近五年（2017 年至 2021 年）台灣代表性華文哲學期刊文章《東吳哲學學報》十八篇論文摘要，並逐一運用 Hyland（2000）五項修辭語步的理論架構分析各篇摘要的修辭語步，並運用表格彙整呈現出各個修辭語步出現 的頻率、次序、類型。本研究的結果發現：「方法（M）」與「結論（C）」並不是構成台灣哲學期刊文章摘要的修辭語步、而「目的（P）」這項修辭語步是「必備性」出現的修辭語步（主語通常是「本文」；動詞是「論證」 或「探究」）、「簡介（I）」雖是「慣例性」出現的語步，然其所占的總字數卻居於首位。這也顯示出了哲學期刊論文摘要的修辭語步變異、哲學學術社群的寫作文化與慣例。最後，本研究提出了三項適用於 Hyland（2007）語體教學法的學術論文的摘要寫作教學方針，期許能藉此延伸應用作為哲學教師未來進行教學、或研究生撰寫並投稿哲學期刊論文摘要的一個重要參照依據。 -/- 關鍵詞：哲學、期刊論文、摘要、言談分析、修辭語步 .

The phenomenal concept strategy (PCS) is widely regarded as the most promising physicalist defence against the so-called epistemic arguments—the anti-physicalist arguments that establish an ontological gap between physical and phenomenal facts on the basis of the occurrence of epistemic gaps in our descriptions of these facts. The PCS tries to undercut the force of the epistemic arguments by attributing the occurrence of the epistemic gaps to the special character of phenomenal concepts—the concepts by means of which we think about our (...) phenomenal experiences. In this essay, the author examines David Chalmers' master argument against the PCS and the objections raised against this argument by Peter Carruthers, Bénédicte Veillet and Katalin Balog in defending the PCS. While the author finds these objections to be successful defences of the PCS, the author shares Balog's belief that in this regard, the debate between the physicalists and anti-physicalists is a stalemate. (shrink)

An argument is advanced to show that affluent and moderately affluent people, like you and me, are morally obligated: (O1) To provide modest financial support for famine relief organizations and/or other humanitanan organizations working to reduce the amount of unnecessary suffering and death in the world, and (O2) To refrain from squandering food that could be fed to humans in situations of food scarcity. Unlike other ethical arguments for the obligation to assist the world’s absolutely poor, my argument is not (...) predicated on any highly contentious ethical theory that you likely reject. Rather, it is predicated on your beliefs. The argument shows that the things you currently believe already commit you to the obligatoriness of helping to reduce malnutrition and famine-related diseases by sending a nominal percentage of your income to famine relief organizations and by not squandering food that could be fed to them. Consistency with your own beliefs implies that to do any less is to be profoundly immoral. (shrink)

Judging by our folk appraisals, then, knowledge and action are intimately related. The theories of rational action with which we are familiar leave this unexplained. Moreover, discussions of knowledge are frequently silent about this connection. This is a shame, since if there is such a connection it would seem to constitute one of the most fundamental roles for knowledge. Our purpose in this paper is to rectify this lacuna, by exploring ways in which knowing something is related to rationally acting (...) upon it, defending one particular proposal against anticipated objections. (shrink)