Many academic works as well as many works of art are such that if they had never been produced, no one would be worse off. Yet it is hard to resist the judgment that some such works are good nonetheless. We are rightly grateful that these works were created; we rightly admire them, appreciate them, and take pains to preserve them. And the authors and artists who produced them have reason to be proud. This should lead us to question the (...) view that in order for a thing to be good, in a sense which implies that the thing merits our attention and positive concern, it needs to be good for someone or something whose welfare is enhanced by it. (shrink)

There is a long standing controversy in education as to whether education ought to be teacher- or student- centered. Interestingly, this controversy parallels the parent- vs. child-centered theoretical swings with regard to good parenting. One obvious difference between the two poles is the mode of communication. “Authoritarian” teaching and parenting strategies focus on the need of those who have much to learn to “do as they are told,” i.e. the authority talks, the child listens. “Non-authoritarian” strategies are anchored in the (...) assumption that youngsters ought to be encouraged to develop their natural interests and talents and hence that it is important to allow the children to do the talking and that adults listen. Both strategies seemed flawed due to the absence of the inherent wisdom of its opposing view. This chasm can be overcome. The Community of Inquiry, a pedagogical method used in Philosophy for Children, demands a method of communication which is able to bridge this gap. A Community of Inquiry is neither teacher-centered and controlled nor student-centered and controlled, but centered on and controlled by the demands of truth. Truth is absolutely essential to this method; it is only because of progress toward truth that participants are ultimately convinced of the fruitfulness of the process. Truth, however, is a hard taskmaster; it places severe restrictions on participants and puts exacting demands on the facilitator. These inherent restrictions and demands are too often underplayed, overlooked and sometimes seemingly overtly denied by those who, quite correctly emphasize that ultimately this method depends on maintenance and enhancement of student autonomy. This underrating of the role of the facilitator has led to a severe undervaluing of this otherwise brilliant pedagogical method, but worse, it has left novice teacher/facilitators ill prepared to utilize this method successfully. (shrink)

This dissertation concerns the methodology Kant employs in the first two sections of the Groundwork of the Metaphysics of Morals (Groundwork I-II) with particular attention to how the execution of the method of analysis in these sections contributes to the establishment of moral metaphysics as a science. My thesis is that Kant had a detailed strategy for the Groundwork, that this strategy and Kant’s reasons for adopting it can be ascertained from the Critique of Pure Reason (first Critique) and his (...) lectures on logic, and that understanding this strategy gains us interpretive insight into Kant’s moral metaphysics. At the most general level of methodology, Kant says there are four steps for the establishment of any science: 1) make distinct the idea of the natural unity of its material 2) determine the special content of the science 3) articulate the systematic unity of the science 4) critique the science to determine its boundaries The first two of these steps are accomplished by the genetically scholastic method of analysis, paradigmatically the method whereby confused and obscure ideas are made clear and distinct, thereby logically perfecting them and transforming them into possible grounds of cognitive insight that are potentially complete and adequate to philosophical purposes. The analysis of Groundwork I is a paradigmatic analysis that makes distinct what is contained in common understanding, i.e. its Inhalt or intension, making distinct the higher partial concepts that together define the concept of morality. The analysis of Groundwork II is an employment more specifically of the method of logical division, which makes distinct what is contained under the concept, i.e. its Umfang, by which the extension or object of morality is determined. Part I introduces Kant’s conception of moral metaphysical science and why he took it to be in need of establishment, explains the general method for establishing science and the scholastic method of analysis by which its first two steps are to be accomplished, then provides an interpretation of Groundwork I as an execution of this method. Part II details Kant’s determination of the special content of moral science in Groundwork II in relation to the central problem for moral metaphysics – how synthetic a priori practical cognition is possible. (shrink)

That the world is awash with resentment poses a genuine question for educators. Here, we will suggest that resentment can be better harnessed for good if we stop focusing on people and tribes and, instead, focus on systems: those invisible norms that often produce locked-in structures of social interaction. A “systems lens” is vast, so fixes will have to be an iterative process of reflection, and revision toward a more just system. Nonetheless, resentment toward the status quo may be an (...) important element in keeping that otherwise tedious process going, with the caveat that resentment is only productive when it is combined with reason, and that, therefore, educators, rather than privileging participant reactive attitudes, ought, instead, to promote participant reactive reasoning, as the latter can be a genuine force for both personal and interpersonal growth, while the former might very well do the reverse. (shrink)

Dedication: I would like to dedicate this essay to Mort Morehouse, whose intelligence, warmth, and good humour sustains NAACI to this day. I would like, too, to dedicate this essay to Nadia Kennedy who, in her paper “Respecting the Complexity of CI,” suggests that respect for the rich non-reductive emergent memories and understandings that evolve out of participating in the sort of complex communicative interactions that we experienced at the 2012 NAACI conference requires “a turning around and looking back so (...) that we might understand it better.” Thus, though “we cannot grasp the essence of the system in some determinate way, since each description provides a limited view, and portrays some aspect of the system from a specific position inside or outside it, and at a specific point in time,” nonetheless respect requires that we try “to take different ‘snapshots’ of such systems and attempt to make sense of them.” It is as a result of this urging that the following snapshot was attempted. My thanks to Nadia for being such an inspiration, and to all the participants for making this conference such a memorable occasion. (shrink)

David Skrbina opens this timely and intriguing text with a suitably puzzling line from the Diamond Sutra: ‘‘Mind that abides nowhere must come forth.’’, and he urges us to ‘‘de-emphasise the quest for the specifically human embodiment of mind’’ and follow Empedocles, progressing ‘‘with good will and unclouded attention’’ into the text which he has drawn together as editor. If we do, we are assured that it will ‘‘yield great things’’ (p. xi). This, I am pleased to say, is not (...) an exercise in hyperbole. (shrink)

According to welfarism about value, something is good simpliciter just in case it is good for some being or beings. In her recent Presidential Address to the American Philosophical Association, “Good-For-Nothings”, Susan Wolf argues against welfarism by appeal to great works of art, literature, music, and philosophy. Wolf provides three main arguments against this view, which I call The Superfluity Argument, The Explanation of Benefit Argument, and The Welfarist’s Mistake. In this paper, I reconstruct these arguments and explain where, (...) in my view, each goes wrong. (shrink)

In her 1993 book Freedom within Reason, Susan Wolf discusses what she identifies as an asymmetry between the good and the bad: to qualify as doing good in a praiseworthy way, it is not necessary that one should have the ability to do otherwise, but in order to qualify as doing something bad in a blameworthy way, it is necessary that one has the ability to do otherwise. In this chapter, I relate this asymmetry between the good and the (...) bad that Wolf discusses to a range of other asymmetries between the good and the bad that various philosophers – both historical figures and contemporary philosophers – have identified. I discuss different ways of thinking about the relations among these supposed asymmetries between the good and the bad, identify different ways in which one can relate to these ideas in one’s philosophical thinking, and lastly also argue that the long history of philosophical reflections on asymmetries between the good and the bad is interesting to contemporary discussions within applied ethics. In particular, I relate these ideas about asymmetries between the good and the bad to contemporary discussions about moral responsibility – and possible gaps in responsibility – within the ethics of artificial intelligence. (shrink)

I defend the theory that one's life is meaningful to the extent that one promotes the good. Call this the good cause account (GCA) of the meaning of life. It holds that the good effects that count towards the meaning of one's life need not be intentional. Nor must one be aware of the effects. Nor does it matter whether the same good would have resulted if one had not existed. What matters is that one is causally responsible for the (...) good. I argue that the best theory of the meaning of life should clearly distinguish between subjective fulfillment and objective meaningfulness. The GCA respects the distinction. And it is superior to its leading rivals in the recent literature, most notably those of Erik Wielenberg and Susan Wolf. (shrink)

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)

Susan Wolf’s compatibilism is unique for being ‘asymmetrical.' While holding that blameworthiness entails being able to avoid acting wrongly, she maintains that our freedom consists in single-mindedly pursuing Truth and Goodness. Comparing and contrasting her position to Saint Anselm’s seminal, libertarian approach to the same subject elicits serious questions, highlighting its drawbacks. How could freedom entail the inability to do certain things? In what sense are reasons causes? What sense can be made of a double standard for assignments of (...) responsibility? Is not self-control inconsistent with being caused to act by things independent of oneself? Does not virtue require struggling against falsehoods and evils by which one could be overcome? Wolf’s compatibilism must be rejected, I shall argue, in light of Anselm’s intuitively satisfying response to these concerns: we should prefer a philosophy that entails more of what we want from freedom without begging unanswerable questions of its own. (shrink)

It seems undeniable that some cultures encourage individuals to act in ways that harm others, and/or to believe that there is nothing wrong when another acts in a way that harms them. And when this is the case it also seems undeniable that it would be better if the scope for such cultures to guide individuals' decision-making were minimized or even eliminated. From these observations a number of people have inferred that groups which exhibit bad cultures ought not to be (...) permitted to hold or exercise group rights. Susan Okin's liberal feminist critique of multiculturalism is one of the most interesting and persuasive examples of this type of argument. In this paper I take a closer look at Okin's critique and ask whether it actually does give one reason to be skeptical about group rights. I conclude that it does not. For although the worries which animate Okin's critique are good ones to have, it is a mistake to think that they are about group rights. Moreover, insofar as Okin's concerns are well motivated they are not actually worries about morally problematic cultures but rather worries about groups' internal political and social structures. These worries should not be equated. Ultimately (I argue) it is not only misleading but counterproductive to focus on the viciousness of a group's culture as a potential reason for disqualifying it from holding or exercising rights. (shrink)

(Pdf updated to final, slightly revised version of November 2010) -/- Almost everyone would prefer to lead a meaningful life. But what is meaning in life and what makes a life meaningful? I argue, first, for a new analysis of the concept of meaningfulness in terms of the appropriateness of feelings of fulfilment and admiration. Second, I argue that while the best current conceptions of meaningfulness, such as Susan Wolf’s view that in a meaningful life ‘subjective attraction meets objective (...) attractiveness’, do a fairly good job capturing meaningfulness at a time, we need an account that makes sense of the intimate connection between meaningfulness and having a direction in one’s life. According to the Teleological View I propose, what makes a single chapter of a life most meaningful is success in reaching central, objectively valuable goals as a result of exercising essential human capacities. Life as a whole is most meaningful when past efforts increase the success of future goal-setting, goal-seeking, and goal-reaching, so that the life forms a coherent whole without being dedicated to a single aim. Since coherence in this sense is a holistic property of a life, global prudential value is not a function of local prudential values. I suggest that just as pleasure is the final good of human beings as subjects of experience, meaningfulness is the final good of human beings as active agents. (shrink)

What is it for a life to be meaningful? In this article, I defend what I call Consequentialism about Meaning in Life, the view that one's life is meaningful at time t just in case one's surviving at t would be good in some way, and one's life was meaningful considered as a whole just in case the world was made better in some way for one's having existed.

This study discusses the use of non-human animals as photographic images and the issue of representation through the triad of photographer, photographed and spectator to bring a new perspective to the representation debates of photography. From Plato to Susan Sontag, our ways of seeing have been formulated in a human-centered way. Especially in terms of "representing reality", the emotional states of human beings are taken as a basis by photographers. The reflections of the desire to live, the good-evil problem, (...) and the photographic audience's reception of the photographic image according to their moral norms have been discussed from an anthropocentric perspective. This study attempts to overcome this anthropocentric view and argues that photographers who reveal the relations of non-human agents with violence should not be obscured by anthropocentric understanding. While the actions of human beings carry strong indicators of the socio-cultural structure, the actions of non-human agents are ignored and dealt with separately from culture, which raises doubts about the objectivity of impartial photographers, considered "gatekeepers of reality". This study both shows the agency of the photographed non-human actors and discusses the position of photographers and viewers in terms of speciesism. (shrink)

Current events force upon Americans not only the duties of a citizen of a nation at war but also the conceptual challenge of understanding the nature of citizenship. In Aristotle and the Rediscovery of Citizenship Susan Collins argues that contemporary liberal political theory, based on presuppositions about the priority of the individual to the state, is incapable of responding to such an intellectual challenge. At least since the publication of John Rawls’ Political Liberalism (1993), contemporary liberal political theory has (...) struggled to articulate an account of liberal citizenship which captures the obligations inherent in citizenship consistent with the individual freedom inherent in liberalism. But Collins argues that it is only through a return to Aristotle, who does not share liberal presuppositions, that we can understand the limitations of the liberal notion of citizenship adequately. To understand two crucial issues—the relationship of the right to the good and the nature of civic education—Collins claims we “must begin from Aristotle’s treatment of law and the education to moral virtue in his Nicomachean Ethics. This treatment opens the way to his direct investigation of the meaning and limits of citizenship in the Politics” (3). (shrink)

Knowledge is not only true belief, because some true beliefs are supported by lucky guesswork and hence do not describe knowledge. Knowledge requires possession of good reasons that elevates a true belief to the status of knowledge. This is justification condition. However, this concept of knowledge has been disputed by Gettier and requires modification. Some philosophers say that we must add the condition that the complete justification that a man has for what he believes must not depend on any false (...) sentence. In this paper, I will examines two theories of justification in detail, and 9 refer briefly to two theories. A simple concept of epistemic justification is that a person is justified in believing that (p), if his belief that (p) is based on adequate grounds. The first theory is the foundations theory, or foundationalism, according to it, knowledge and justification are based on some sort of foundation. Such foundation consists of basic beliefs that are justified in themselves, upon which the justification for all other beliefs rests. The second theory is the coherence theory, or coherentism. This theory is based on the thesis that belief is justified if it belongs to a coherent set of beliefs. Coherentists deny the need for basic beliefs because all beliefs may be justified by their relation to others by mutual support. The third theory is the externalist theory. The externalist says that we need neither basic beliefs nor coherence to acquire knowledge, but rather right kind of external relationship to get knowledge. According to Goldman the appropriate relationship is causal. Armstrong and Dretske have argued that the relationship results from some law of nature. The fourth theory is foundherentism. This theory is presented by Susan Haack as an alternative to foundationalism and coherentism. It agrees with coherentism that there are no basic beliefs and agrees with foundationalism that experience can be relevant to empirical justification. ليست المعرفة اعتقاداً صادقاً فحسب، لأن بعض الاعتقادات الصادقة يتم تأييدها عن طريق التخمين، ولذلك لا توصف بأنها معرفة. فالمعرفة تتطلب امتلاك الأسباب الجيدة التي ترفع الاعتقاد الصادق إلى مرتبة المعرفة، وهذا هو شرط التسويغ. ومع ذلك فقد جادل جيتير في هذا التصور للمعرفة وطالب بتعديله. وقال بعض الفلاسفة لابد من أن نضيف شرطا مؤداه أن التسويغ الكامل الذي يملكه الإنسان لما يعتقده يجب ألا يعتمد على أية جملة كاذبة. وفي هذا البحث سوف أفحص نظريتين في التسويغ بشيء من التفصيل، وأشير بإيجاز إلى نظريتين. والتصور البسيط للتسويغ المعرفي هو أن الشخص يكون مسوغا في الاعتقاد بأن (ق) إذا كان اعتقاده بأن (ق) قائم على أسس كافية. والنظرية الأولى هي نظرية الأسس أو نزعة الأسس، وتبعا لهذه النظرية فإن المعرفة والتسويغ يقومان على نوع ما من الأساس. ويتألف هذا الأساس من اعتقادات أساسية تكون مسوغة في ذاتها، ويرتكز عليها تسويغ جميع الاعتقادات الأخرى. والنظرية الثانية هي نظرية الاتساق أو نزعة الاتساق. وتقوم هذه النظرية على الدعوى القائلة إن الاعتقاد يكون مسوغا إذا كان ينتمي إلى مجموعة متسقة من الاعتقادات. وينكر أصحاب نظرية الاتساق الحاجة إلى اعتقادات أساسية لأن جميع الاعتقادات يجوز تسويغها عن طريق علاقتها باعتقادات أخرى بواسطة التأييد المتبادل. أما النظرية الثالثة فهي النظرية الخارجية. ويقول صاحب النظرية الخارجية إننا لا نحتاج إلى اعتقادات أساسية ولا إلى اتساق لكي نحصل على المعرفة، وإنما نحتاج بالأحرى إلى النوع الصحيح من العلاقة الخارجية بين الاعتقادات والواقع للحصول على المعرفة. وتبعا لجولدمان فإن العلاقة الملائمة هي علاقة سببية. أما ارمسترونج ودرتسكي فقد حاولا البرهنة على أن العلاقة تنشأ من قانون ما في الطبيعة. والنظرية الرابعة هي نزعة بين الأسس والاتساق. وتقدم سوزان هاك هذه النظرية بديلاً لنزعة الأسس ونزعة الاتساق. وتتفق نظريتها مع نزعة الاتساق على أنه لا توجد اعتقادات أساسية، وتتفق مع نزعة الأسس على أن التجربة يمكن أن تكون ملائمة للتسويغ التجريبي. (shrink)

It seems better to love virtue than vice, pleasure than pain, good than evil. Perhaps it's also better to love virtuous people than vicious people. But at the same time, it's repugnant to suggest that a mother should love her smarter, more athletic, better looking son than his dim, clumsy, ordinary brother. My task is to help sort out the conflicting intuitions about what we should love. In particular, I want to address a problem for the no-reasons view, the theory (...) that love cannot be rationally justified. Since it seems better to love good people rather than evil villains, it appears that there are indeed reasons for (or, at least, against) love. Is it coherent to talk this way and deny that love can be justified? I think so and will explain how. (shrink)

In the course of writing a book on Free Will, I took the opportunity to read a good deal of contemporary literature on the Free Will problem. This paper is a survey and reflection on that reading, responding to the current trends and state of play concerning the existence of free will.

This is the text of Dr. Sterrett's replies to an interviewer's questions for simplycharly.com, a website with interviews by academics on various authors, philosophers, and scientists.

Suicide is a complex act whose meanings, while sometimes tragic, vary widely. This chapter surveys the ethical landscape surrounding algorithmic methods of suicide prevention especially as it pertains to social media activity and to the moderation of online suicide communities. We begin with a typology of suicide, distinguishing between varied goals in which suicide may factor as a means. Suicides should be understood as an act with varied eliciting desires, meanings, consequences, and ethics. Further,while many suicides may be grounded on (...) irrational desire, we argue that a desire to suicide may nonetheless be rational in some cases. We then offer a survey of the attempts by social media corporations to create suicide prediction algorithms and launch interventions aimed at preventing suicide as well as an overview of the current ethical debate. We argue that the values embedded within algorithmic suicide prevention nudges are “thick” in a substantive sense and deserving of scrutiny. Given that debates about the rationality, meaning, and permissibility of suicide are common and subject to intracultural and cross-cultural differences, we maintain that the task of suicide prediction is ill-suited to algorithmic approaches. Despite an algorithm’s ability to quantify a complex phenomenon like suicide risk and its appearance of objectivity, any suicide prediction algorithm is thoroughly subjective and involves moral judgments all the way down. Any such algorithm would necessarily impose a normative stance on suicide onto its user base that is subject to reasonable intra and cross-cultural disagreement. (shrink)

As the English word “scientism” is currently used, it is a trivial verbal truth that scientism—an inappropriately deferential attitude to science—should be avoided. But it is a substantial question when, and why, deference to the sciences is inappropriate or exaggerated. This paper tries to answer that question by articulating “six signs of scientism”: the honorific use of “science” and its cognates; using scientific trappings purely decoratively; preoccupation with demarcation; preoccupation with “scientific method”; looking to the sciences for answers beyond their (...) scope; denying the legitimacy or worth of non-scientific (e.g., legal or literary) inquiry, or of writing poetry or making art. (shrink)

While artificial womb technology is currently being studied for the purpose of improving neonatal care, I contend that this technology ought to be pursued as a means to address the unprecedented rate of unintended pregnancies. But ectogenesis, alongside other emerging reproductive technologies, is problematic insofar as it threatens to disrupt the natural link between procreation and parenthood that is normally thought to generate rights and responsibilities for biological parents. I argue that there remains only one potentially viable account of parenthood: (...) the voluntarist account, which construes parental rights as robust moral obligations that must be voluntarily undertaken. The problem is that this account mistakenly presumes a patriarchal divide between procreation and parenthood. I propose a reframing of procreation and parenthood from a feminist perspective that recognises gestational motherhood as involving robust moral obligations that ought to be voluntarily undertaken. If this were the case, all gestational mothers would be, by definition, willing mothers. To make this happen I argue that ectogenesis technology must be a widely available reproductive option. (shrink)

If successful scientific inquiry is to be possible, there must be a world that is independent of how we believe it to be, and in which there are kinds and laws; and we must have the sensory apparatus to perceive particular things and events, and the capacity to represent them, to form generalized explanatory conjectures, and check how these conjectures stand up to further experience. Whether these preconditions are met is not a question the sciences can answer; it is specifically (...) philosophical. This is why the myriad forms of scientistic philosophy in vogue today (neurophilosophy, experimental philosophy, naturalized metaphysics, evangelical-atheist reductionism, etc), are all hollow at the core. Does this mean we must return to the old, a priori analytic model? No! What is needed instead is scientific philosophy in the sense Peirce articulated more than a century ago: philosophy motivated by a genuine desire to discover the truth, and relying not solely on reason but also on experience—only not the special, recherché experience required by the sciences, but close attention to aspects of everyday experience so familiar we hardly notice them. (shrink)

Let us suppose that we accept that humans can be correctly characterized as agents. Let us further presume that this capacity contrasts with most non-human animals. Thus, since agency is what uniquely constitutes what it is to be human, it must be of supreme importance. If these claims have any merit, it would seem to follow that, if agency can be nurtured through education, then it is an overarching moral imperative that educational initiatives be undertaken to do that. In this (...) paper, it will be argued that agency can indeed be enhanced, and that the worldwide educational initiative called Philosophy for Children, and others like it, are in a unique position to do just that, and, therefore, that P4C deserves our praise and support; while denigrations of such efforts for not being “real philosophy” ought to be thoroughly renounced. (shrink)

The Future of Social Epistemology: A Collective Vision sets an agenda for exploring the future of what we – human beings reimagining our selves and our society – want, need and ought to know. The book examines, concretely, practically and speculatively, key ideas such as the public conduct of philosophy, models for extending and distributing knowledge, the interplay among individuals and groups, risk taking and the welfare state, and envisioning people and societies remade through the breakneck pace of scientific and (...) technological change. An international team of contributors offers a ‘collective vision’, one that speaks to what they see unfolding and how to plan and conduct the dialogue and work leading to a knowable and desirable world. The book describes and advances an intellectual agenda for the future of social epistemology. (shrink)

In this analysis of one of the most difficult and neglected topics in Hegelian studies, Songsuk Susan Hahn tackles the status of contradiction in Hegel's ...

Misrepresentations can be innocuous or even useful, but Kant’s corollary to the formula of universal law appears to involve a pernicious one: “act as if the maxim of your action were to become by your will a universal law of nature”. Humans obviously cannot make their maxims into laws of nature, and it seems preposterous to claim that we are morally required to pretend that we can. Given that Kant was careful to eradicate pernicious misrepresentations from theoretical metaphysics, the imperative (...) to act as if I have this supernatural power has typically been treated as an embarrassment meriting apology. The wording of the corollary may be vindicated, however, by recognizing that “as if” (als ob) is a technical term both in the Critique of Pure Reason and here. It signals a modal shift from the assertoric to the problematic mode of cognition, one that is necessitated by the attempt to incorporate the natural effects of a free will into a universal moral imperative that is philosophically practical. In this paper I sketch how the modal shift makes sense of the corollary as a subjectively necessary, philosophically practical idealization of the extension of human freedom into nature, one that accurately represents a necessary parameter of moral conduct: moral ambition. (shrink)

There are kinds of dialogue that support social justice and others that do the reverse. The kinds of dialogue that support social justice require that anger be bracketed and that hiding in safe spaces be eschewed. All illegitimate ad hominem/ad feminem attacks are ruled out from the get-go. No dialogical contribution can be down-graded on account of the communicator’s gender, race, or religion. As well, this communicative approach unapologetically privileges reason in full view of theories and strategies that might seek (...) to undermine reasoning as just another illegitimate form of power. On the more positive side, it is argued in this paper that social justice dialogue will be enhanced by a kind of “communicative upgrading,” which amplifies “person perception,” foregrounds the impersonal forces within our common social spaces rather than the “baddies” within, and orients the dialogical trajectory toward the future rather than the past. Finally, it is argued in this paper that educators have a pressing responsibility to guide their students through social justice dialogue so that their speech contributes to the amelioration of injustice, rather than rendering the terrain more treacherous. (shrink)

Summary Analogue models are actual physical setups used to model something else. They are especially useful when what we wish to investigate is difficult to observe or experiment upon due to size or distance in space or time: for example, if the thing we wish to investigate is too large, too far away, takes place on a time scale that is too long, does not yet exist or has ceased to exist. The range and variety of analogue models is too (...) extensive to attempt a survey. In this article, I describe and discuss several different analogue model experiments, the results of those model experiments, and the basis for constructing them and interpreting their results. Examples of analogue models for surface waves in lakes, for earthquakes and volcanoes in geophysics, and for black holes in general relativity, are described, with a focus on examining the bases for claims that these analogues are appropriate analogues of what they are used to investigate. A table showing three different kinds of bases for reasoning using analogue models is provided. Finally, it is shown how the examples in this article counter three common misconceptions about the use of analogue models in physics. (shrink)

After the 2016 election of Donald Trump, many commentators latched on to the accusations Rorty levels at the American Left in Achieving Our Country. Rorty foresaw, they claimed, that the Left's preoccupation with cultural politics and neglect of class politics would lead to the election of a "strongman" who would take advantage of and exploit a rise in populist sentiment. -/- In this paper, I generally agree with these readings of Rorty; he does think that the American Left has made (...) the mistake of putting class on the political backburner. However, I suggest that this position follows from his view that economic security is vital for solidarity. Because economic security is under increasing threat in contemporary America, so too is solidarity. If greater solidarity is a goal of liberal democracy, then class politics, aimed at ending selfishness, ought to be as much a priority for the American Left as is cultural politics, aimed at ending sadism. (shrink)

The concept of similar systems arose in physics, and appears to have originated with Newton in the seventeenth century. This chapter provides a critical history of the concept of physically similar systems, the twentieth century concept into which it developed. The concept was used in the nineteenth century in various fields of engineering, theoretical physics and theoretical and experimental hydrodynamics. In 1914, it was articulated in terms of ideas developed in the eighteenth century and used in nineteenth century mathematics and (...) mechanics: equations, functions and dimensional analysis. The terminology physically similar systems was proposed for this new characterization of similar systems by the physicist Edgar Buckingham. Related work by Vaschy, Bertrand, and Riabouchinsky had appeared by then. The concept is very powerful in studying physical phenomena both theoretically and experimentally. As it is not currently part of the core curricula of STEM disciplines or philosophy of science, it is not as well known as it ought to be. (shrink)

Philosophical discussion of Alan Turing’s writings on intelligence has mostly revolved around a single point made in a paper published in the journal Mind in 1950. This is unfortunate, for Turing’s reflections on machine (artificial) intelligence, human intelligence, and the relation between them were more extensive and sophisticated. They are seen to be extremely well-considered and sound in retrospect. Recently, IBM developed a question-answering computer (Watson) that could compete against humans on the game show Jeopardy! There are hopes it can (...) be adapted to other contexts besides that game show, in the role of a collaborator of, rather than a competitor to, humans. Another, different, research project—an artificial intelligence program put into operation in 2010—is the machine learning program NELL (Never Ending Language Learning), which continuously ‘learns’ by ‘reading’ massive amounts of material on millions of web pages. Both of these recent endeavors in artificial intelligence rely to some extent on the integration of human guidance and feedback at various points in the machine’s learning process. In this paper, I examine Turing’s remarks on the development of intelligence used in various kinds of search, in light of the experience gained to date on these projects. (shrink)

On a literal reading of `Computing Machinery and Intelligence'', Alan Turing presented not one, but two, practical tests to replace the question `Can machines think?'' He presented them as equivalent. I show here that the first test described in that much-discussed paper is in fact not equivalent to the second one, which has since become known as `the Turing Test''. The two tests can yield different results; it is the first, neglected test that provides the more appropriate indication of intelligence. (...) This is because the features of intelligence upon which it relies are resourcefulness and a critical attitude to one''s habitual responses; thus the test''s applicablity is not restricted to any particular species, nor does it presume any particular capacities. This is more appropriate because the question under consideration is what would count as machine intelligence. The first test realizes a possibility that philosophers have overlooked: a test that uses a human''s linguistic performance in setting an empirical test of intelligence, but does not make behavioral similarity to that performance the criterion of intelligence. Consequently, the first test is immune to many of the philosophical criticisms on the basis of which the (so-called) `Turing Test'' has been dismissed. (shrink)

During the past decades, our image ofHomo neanderthalensishas changed dramatically. Initially, Neanderthals were seen as primitive brutes. Increasingly, however, Neanderthals are regarded as basically human. New discoveries and technologies have led to an avalanche of data, and as a result of that it becomes increasingly difficult to pinpoint what the difference between modern humans and Neanderthals really is. And yet, the persistent quest for a minimal difference which separates them from us is still noticeable in Neanderthal research. Neanderthal discourse is (...) a vantage point from which the logic of ‘us’ versus ‘other’ is critically reconsidered. Studying contemporary academic literature and science autobiographies from an oblique perspective, focusing not on Neanderthals as objects, but on the dynamics of interaction between Neanderthal researchers and their finds, basic convictions at work in this type of research are retrieved. What is at issue is not the actual distinction between modern humans and Neanderthals, but rather the dualistic construction of human and nonhuman. Neanderthal understanding is affected by the desire to safeguard human uniqueness. The overall trend is to identify the human mark or spark, which defines us as favoured ‘winners’. The paradoxes emerging in contemporary Neanderthal discourse are symptomatic of the fact that a dualistic style of thinking is no longer tenable. (shrink)

The method of metaphysics: Metaphysics is empirical but depends not, like the sciences, on recondite experience but on close attention to aspects of everyday experience we ordinarily scarcely notice. "Real" is a broader concept than "exists" (which applies only to particulars) and also applies to phenomena, kinds, and laws, which are real, but not, of course, existent entities. But "there are real kinds, laws, etc." doesn't imply that all the kinds and laws we believe are real, are. I call my (...) approach "Innocent Realism" because--though it's certainly not naive--it requires attending to experience, so far as possible, without substantial preconceptions. There is one real world, enormously varied but also integrated. It includes physical stuff, kinds, laws, etc. and, here on earth, a vast array of human artifacts, physical, social, intellectual, and imaginative, all intimately interconnected. All this requires human mindedness (a better word than "mind" because it doesn't suggest that human mentality is an organ like the heart or the liver). Rather, it's a complex congeries of dispositions and abilities: to understand even such a relatively simple thing as what's involved in someone's believing something, we need to take account of the person's dispositions to behavior, verbal and otherwise; to the neurophysiological realizations of these dispositions; and to their connections to the world and to words in the person's linguistic community--this last requiring other people's words-world connection. "Virtual" reality is just one more computer artifact, clever, no doubt, but not metaphysically startling. It's oversold, but this is advertising hype, not serious metaphysics. (shrink)

Given that one of the major goals of the practice of Philosophy for Children (P4C) is the development of critical thinking skills (Sharp 1987/2018, pp. 4 6), an urgent question that emerged for one of the authors, who is of Chinese Heritage and a novice practitioner at a P4C summer camp was whether this emphasis on critical thinking might make this practice incompatible with the fabric of Chinese culture. Filial piety (孝), which requires respect for one’s parents, elders, and ancestors (...) is considered an important virtue in Asian culture, as is the preservation of harmony. But if one of the goals of P4C is to teach youngsters to courageously pursue reasoned dialogue, does this not set-up young Asians for serious conflict when they come face-to-face with positions that are articulated by elders, but which are ones to which they are diametrically opposed; a racist grandmother, for instance, or an uncle who insists that those at the Tiananmen Square uprising were nothing but hooligan’s. It is this question that we will explore in this presentation. In the process, we will come to the conclusion that, when positions seem irreconcilable, rather than continuing to pursue rigorous critical interchange that may do little other than escalate insult, the facilitator, rather, ought to move toward creating a deeper understanding of each position juxtaposed against its opposing view (a process that we refer to as ‘collaborative caring’), so as to produce side-by-side understanding, knowing that communal bonds have been maintained and, hence, that the opportunity for genuine reasoned collaborative inquiry on other issues and at future times remains open. (shrink)

There are kinds of dialogue that support social justice and others that do the reverse. The kinds of dialogue that supports social justice requires that anger be bracketed and that hiding in safe spaces be eschewed. All illegitimate ad hominem/ad feminem attacks are ruled out from the get-go. No dialogical contribution can be down-graded on account of the communicator’s gender, race, or religion. As well, this social justice communicative approach unapologetically privileges reason in full view of theories and strategies that (...) might seek to undermine reasoning as just another illegitimate form of power. -/- On the more positive side, we will argue that social justice dialogue will enhanced by a kind of “communicative upgrading” that amplifies “person perception,” foregrounds the impersonal forces within our common social spaces rather than the “baddies” within, and orients the dialogical trajectory toward the future rather than the past. Finally, we will argue that educators have a pressing responsibility to guide their students through social justice dialogue so that their contributions contribute to the amelioration of injustice, rather than rendering the terrain more treacherous. (shrink)

In this short paper I will introduce an idea which, I will argue, presents a fundamental additional challenge to the machine consciousness community. The idea takes the questions surrounding phenomenology, qualia and phenomenality one step further into the realm of intersubjectivity but with a twist, and the twist is this: that an agent’s intersubjective experience is deeply felt and necessarily co-affective; it is enkinaesthetic, and only through enkinaesthetic awareness can we establish the affective enfolding which enables first the perturbation, and (...) then the balance and counter-balance, the attunement and co-ordination of whole-body interaction through reciprocal adaptation. (shrink)

Though Jana Mohr Lone refers to children’s striving to wonder, to question, to figure out how the world works and where they fit as the “philosophical self,” like its parent discipline, it could be argued that the philosophical self is actually the “parent self,”—the wellspring of all the other aspects of personhood that we traditionally parse out, e.g., the intellectual, moral, social, and emotional selves. If that is the case, then to be blind to “The Philosophical Child,” the latter being (...) the title of Jana Mohr Lone’s book, is, in a sense then, to be blind to the child. Thus, though Mohr Lone says that the subject of her book is to assist parents in supporting the development of children’s philosophical selves, that claim may mask the gift that this lovely book can bring to the parent-child relationship if it is interpreted as helping children to become “smarty pants” in the sense of acquiring esoteric skills to excel in the ivory-tower discipline of academic philosophy. This is not the focus of this book. This is not an invitation to learn about the history of philosophy— about what some wise, usually white, usually men said about the fundamental questions that intrigue all humans. This is not an invitation to memorize and thus to sit in awe of what others think —as is too often the case in university classrooms. This book, rather, is a guide to how to actually philosophize—how to use questions to energetically and courageously make progress toward finding answers that one, through reflection, comes to believe are the best, given the reasons and evidence available. And to the degree that we and our children are successful, we give ourselves and our children the gift of continuously learning to become ever wiser. (shrink)

Marshalling a mind-numbing array of data, Harvard political scientist Robert D. Putnam, in his book Bowling Alone, shows that on virtually every conceivable measure, civic participation, or what he refers to as “social capital,” is plummeting to levels not seen for almost 100 years. And we should care, Putnam argues, because connectivity is directly related to both individual and social wellbeing on a wide variety of measures. On the other hand, social capital of the “bonding kind” brings with it the (...) ugly side effect of animosity toward outsiders. Given the increasing heterogeneity of our world, the goal therefore must be to enhance connectivity of the “bridging sort,” i.e., connecting across differences. This, in turn, requires that we first clarify what bridging communicative styles looks like. Examining communication as it might transpire in Kant’s kingdom of ends, through the perspective of Habermas’ “communicative action,” and within the scientific community, offers a compelling suggestion that there is a way of communicating such that, if adopted, one would come to view others as if they were persons, i.e., that a bridging communicative style facilitates a kind of bonding that sees through differences toward the commonality of personhood. This paper will briefly explore how communicating toward personhood might be promoted. (shrink)

Philosophy has a dirty little secret and it is this: a whole lot of philosophers have swallowed the mechanistic billiard ball deterministic view of human action—presumably because philosophy assumes that science demands it, and/or because modern attempts to articulate in what free will consists seem incoherent. This below-the-surface-purely-academic commitment to mechanistic determinism is a dirty little secret because an honest public commitment would render virtually all that is taught in philosophy departments incomprehensible. Can “lovers of wisdom” really continue to tolerate (...) such a heavy burden of hypocrisy? For it is maximally hypocritical, is it not, to teach ethics, or existentialism, or political philosophy, or critical thinking, or indeed to teach anything at all if one views the bodies of humans as entities determined by forces that are describable entirely under the auspices of physical/chemical laws. The only option, it would seem, to avoid such hypocrisy is to go out of business. After all, either base metal can be turned into gold, or it cannot. We found out long ago that it cannot, and so alchemy was rightly banished into the dustbin of history. Likewise, either philosophy can enhance the wisdom quotient of its disciples as its name implies, and thus override billiard ball mechanics, or it cannot. And if it cannot, it deserves to follow alchemy to an ignominious end. (shrink)

l argue that, contra Chalmers,a skeptical scenario involving deception is a genuine possibility,even if he is correct that simulations are real. I call this new skeptical position “Illusory World Skepticism.” Illusory World Skepticism draws from the simulation argument,together with work in physics,astrobiology, and AI,to argue that we may indeed be in an illusory world—a universe scale simulation orchestrated by a deceptive AI—the technophilosopher’s ultimate evil demon. In Section One I urge that Illusory World Skepticism is a bone fide skeptical possibility. (...) In Section Two, I explore features of quantum computation. Then, in Sections Three and Four, I draw from the discussion of quantum computation and assume that the simulation argument is correct,applying considerations from the fields of astrobiology and AI safety to illustrate that illusory world skepticism constitutes what I call “a serious epistemic threat”, a scenario that cannot be dismissed as requiring that knowledge is certainty or which seems to just depict a remote, fictional situation. (shrink)

There is a clear distinction between genuine and fraudulent reasoning. Being seduced by the latter can result in horrific consequences. This paper explores how we can arm ourselves, and others with the ability to recognize the difference between genuine and pseudo-reasoning, with the motivation to maintain an unbending commitment to follow the “impersonal” “norm-driven” rules of reason even in situations in which “non-reasonable” strategies appear to support short-term bests interests, and with the confidence that genuine reasoning is the best defense (...) against the pseudo-reasoning. It also provides a simple table of “markers” whereby genuine reasoning can be distinguished from the “fake stuff.”. (shrink)

The tragedy of the commons is a primary contributing factor in ensuring that humanity makes no serious inroads in averting climate change. As a recent Canadian politician pointed out, we could shut down the Canadian economy tomorrow, and it would make no measurable difference in global greenhouse gas emissions. When coordinated effort is required, it would seem that doing the “right thing” alone is irrational: it will harm oneself with no positive consequences as a result. Such is the tragedy. And (...) that is the challenge that we take up here. Though Garrett Hardin suggests that the solution is a governmental process that rules over all contenders, since a world government seems unlikely before the planet hits the tippy point, we suggest an educational initiative instead: one that holds a mirror up to the behaviour of individuals, rather than to the behaviour of individuals in groups. Such an educational initiative would be focused on priming individuals to keep constant track of what they do as individuals as opposed to focusing on the behaviour of humanity in general. Such an educational initiative would focus on tackling the “problem solvers” rather than just “the problem”. (shrink)

It is the aim of this paper to show that [the theological argument from Divine omniscience] is not more than a needlessly (and confusingly) elaborate version of the argument for fatalism discussed by Aristotle in de Interpretatione 9, which, since its sole premise is the Principle of Bivalence, may conveniently be called the logical argument for fatalism. If this is right, if the theological premisses of the theological argument can be shown to be strictly irrelevant to the fatalist conclusion, then (...) it follows that it is pointless to try to avoid fatalism by modification of those theological premisses. (shrink)