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.

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)

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)

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)

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)

A defense of the value of studying what Aristotle, in the Politics, refers to as useless things, and thereby a defense of the 'uselessness' of the study of the liberal arts.

This article reconsiders the relationship between interpretivism about belief and normative standards. Interpretivists have traditionally taken beliefs to be fixed in relation to norms of interpretation. However, recent work by philosophers and psychologists reveals that human belief attribution practices are governed by a rich diversity of normative standards. Interpretivists thus face a dilemma: either give up on the idea that belief is constitutively normative or countenance a context-sensitive disjunction of norms that constitute belief. Either way, interpretivists should embrace the intersubjective (...) indeterminacy of belief. (shrink)

We propose the Prototime Interpretation of quantum mechanics, which claims that quantum entanglement occurs in a "prototemporal" realm which underlies spacetime. Our paper is tentative and exploratory. The argument form is inference to the best explanation. We claim that the Prototime Interpretation (PI) is worthy of further consideration as a superior explanation for perplexing quantum phenomena such as delayed choice, superposition, the wave-particle duality and nonlocality. In Section One, we introduce the Prototime Interpretation. Section Two identifies its advantages. Section Three (...) discusses several implications of the view, such as its deterministic nature and relation to the simulation hypothesis. (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)

Many biological investigations are organized around a small group of species, often referred to as ‘model organisms’, such as the fruit fly Drosophila melanogaster. The terms ‘model’ and ‘modelling’ also occur in biology in association with mathematical and mechanistic theorizing, as in the Lotka–Volterra model of predator-prey dynamics. What is the relation between theoretical models and model organisms? Are these models in the same sense? We offer an account on which the two practices are shown to have different epistemic characters. (...) Theoretical modelling is grounded in explicit and known analogies between model and target. By contrast, inferences from model organisms are empirical extrapolations. Often such extrapolation is based on shared ancestry, sometimes in conjunction with other empirical information. One implication is that such inferences are unique to biology, whereas theoretical models are common across many disciplines. We close by discussing the diversity of uses to which model organisms are put, suggesting how these relate to our overall account. 1 Introduction2 Volterra and Theoretical Modelling3 Drosophila as a Model Organism4 Generalizing from Work on Model Organisms5 Phylogenetic Inference and Model Organisms6 Further Roles of Model Organisms6.1 Preparative experimentation6.2 Model organisms as paradigms6.3 Model organisms as theoretical models6.4 Inspiration for engineers6.5 Anchoring a research community7 Conclusion. (shrink)

Many psychologists studying lay belief attribution and behavior explanation cite Donald Davidson in support of their assumption that people construe beliefs as inner causes. But Davidson’s influential argument is unsound; there are no objective grounds for the intuition that the folk construe beliefs as inner causes that produce behavior. Indeed, recent experimental work by Ian Apperly, Bertram Malle, Henry Wellman, and Tania Lombrozo provides an empirical framework that accords well with Gilbert Ryle’s alternative thesis that the folk construe beliefs as (...) patterns of living that contextualize behavior. (shrink)

The idea that fictions may educate us is an old one, as is the view that they distort the truth and mislead us. While there is a long tradition of passionate assertion in this debate, systematic arguments are a recent development, and the idea of empirically testing is particularly novel. Our aim in this chapter is to provide clarity about what is at stake in this debate, what the options are, and how empirical work does or might bear on its (...) resolution. We distinguish between merely influencing people’s opinions and providing genuine learning, where the latter requires that the source of the change in opinion should be reliable. Other important ideas here are the extent to which authors of fiction may be considered to provide testimony, or something like it, and the possibility of recognizing an unstated purpose in the project of the fictional work. We ask whether fictions can furnish us not merely with ideas but with reasons for believing them, perhaps by constituting thought experiments. We consider whether the focus should be on understanding rather than on knowledge, and whether fictions can inform us about the qualities of another’s experiences. We briefly describe some experimental work of recent decades and suggest that the evidence for learning from fiction is currently meagre. (shrink)

In Go Set a Watchman, Harper Lee reveals that American man of integrity Atticus Finch harbors deep-seated racist beliefs. Bob Ewell, Finch's nemesis in To Kill a Mockingbird, harbors the same beliefs. But the two men live out their shared racist beliefs in dramatically different fashions. This article argues that extant dispositionalist accounts of belief lack the tools to accommodate Finch and Ewell's divergent styles of believing. It then draws on literary and philosophical character studies to construct the required tools.

In a recent article in this journal, Krzysztof Poslajko reconstructs—and endorses as probative—a dilemma for interpretivism first posed by Alex Byrne. On the first horn of the dilemma, the interpretivist takes attitudes to emerge in relation to an ideal interpreter (and thus loses any connection with actual folk psychological practices). On the second horn, the interpretivist takes attitudes to emerge in relation to individuals’ judgements (and thus denies the possibility of error). I show that this is a false dilemma. By (...) taking a model-theoretic approach to folk psychology, and marrying interpretivism with dispositionalism, interpretivists can viably reject the notion of an ideal (or canonical) interpreter—and relativize attitudes to actual lay interpreters—without taking on board the unacceptable epistemological consequences of allowing that attitudes are judgement-dependent. (shrink)

In this article, I explore how researchers’ metaphysical commitments can be conducive—or unconducive—to progress in animal cognition research. The methodological dictum known as Morgan’s Canon exhorts comparative psychologists to countenance the least mentalistic fair interpretation of animal actions. This exhortation has frequently been misread as a blanket condemnation of mentalistic interpretations of animal behaviors that could be interpreted behavioristically. But Morgan meant to demand only that researchers refrain from accepting default interpretations of (apparent) actions until other fair interpretations have been (...) duly considered. The Canon backfired largely because of Morgan’s background metaphysical commitment to a univocal, hierarchical, and anthropocentric account of cognitive architecture. I make the case that, going forward, comparative psychologists would do well to pair judicious use of Morgan’s Canon with an openness to the existence of non-humanlike animal minds comprising phenomena belonging to distinct cognitive and folk psychological ontologies. And I argue that this case gives us pragmatic reason to reconcile deep—e.g., psychofunctionalist—and superficial—e.g., dispositionalist—approaches to the metaphysics of belief. (shrink)

I have proposed wedding the theories of belief known as dispositionalism and interpretivism. Krzysztof Poslajko objects that dispositionalism does just fine on its own and, moreover, is better off without interpretivism’s metaphysical baggage. I argue that Poslajko is wrong: in order to secure a principled criterion for individuating beliefs, dispositionalism must either collapse into psychofunctionalism (or some other non-superficial theory) or accept interpretivism’s hand in marriage.

Double dissociations between perceivable colors and physical properties of colored objects have led many philosophers to endorse relationalist accounts of color. I argue that there are analogous double dissociations between attitudes of belief—the beliefs that people attribute to each other in everyday life—and intrinsic cognitive states of belief—the beliefs that some cognitive scientists posit as cogs in cognitive systems—pitched at every level of psychological explanation. These dissociations provide good reason to refrain from conflating attitudes of belief with intrinsic cognitive states (...) of belief. I suggest that interpretivism provides an attractive account of the former. Like colors, attitudes of belief evolved to be ecological signifiers, not cogs in cognitive systems. (shrink)

A pluralistic approach to folk psychology must countenance the evaluative, regulatory, predictive, and explanatory roles played by attributions of intelligence in social practices across cultures. Building off of the work of the psychologist Robert Sternberg and the philosophers Gilbert Ryle and Daniel Dennett, I argue that a relativistic interpretivism best accounts for the many varieties of intelligence that emerge from folk discourse. To be intelligent is to be comparatively good at solving intellectual problems that an interpreter deems worth solving.

Why is there a long-standing debate about paraphrase in poetry? Everyone agrees that paraphrase can be useful; everyone agrees that paraphrase is no substitute for the poem itself. What is there to disagree about? Perhaps this: whether paraphrase can specify everything that counts as a contribution to the meaning of a poem. There are, we say, two ways to take the question; on one way of taking it, the answer is that paraphrase cannot. Does this entail that there is meaning (...) mysteriously locked in a poem, meaning that cannot be represented in any way other than via the poem itself? If that were so it would have profound implications for poetry’s capacity to convey insight. We suggest reasons for thinking that the entailment does not hold. Throughout, we connect the traditional debate over paraphrase, which has largely been conducted within the fields of philosophy and literary theory, with recent empirically oriented thinking about the communicability of meaning, represented by work in pragmatics. We end with a suggestion about what is to count as belonging to meaning, and what as merely among the things that determine meaning. (shrink)

Philosophers of mind (from eliminative materialists to psychofunctionalists to interpretivists) generally assume that a normative ideal delimits which mental phenomena exist (though they disagree about how to characterize the ideal in question). This assumption is dubious. A comprehensive ontology of mind includes some mental phenomena that are neither (a) explanatorily fecund posits in any branch of cognitive science that aims to unveil the mechanistic structure of cognitive systems nor (b) ideal (nor even progressively closer to ideal) posits in any given (...) folk psychological practice. Indeed, one major function of scientific psychology has been (and will be) to introduce just such (normatively suboptimal but real) mental phenomena into folk psychological taxonomies. The development and public dissemination of IQ research over the course of the 20th century is a case in point. (shrink)

My aim in this paper is to go some way towards showing that the maintenance of hard and fast dichotomies, like those between mind and body, and the real and the virtual, is untenable, and that technological advance cannot occur with being cognisant of its reciprocal ethical implications. In their place I will present a softer enactivist ontology through which I examine the nature of our engagement with technology in general and with virtual realities in particular. This softer ontology is (...) one to which I will commit Kant, and from which, I will show, certain critical moral and emotional consequences arise. It is my contention that Kant’s logical subject is necessarily embedded in the world and that Kant, himself, would be content with this view as an expression of his inspired response to the ‘‘scandal to philosophy... that the existence of things outside us... must be accepted merely on faith’’ [Bxl]. In keeping with his arguments for the a priori framing of intuition, the a priori structuring of experience through the spontaneous application of the categories, the synthesis of the experiential manifold, and the necessity of a unity of apperception, I will present an enactivist account of agency in the world, and argue that it is our embodied and embedded kinaesthetic engagement in our world which makes possible the syntheses of apprehension, reproduction and recognition, and which, in turn, make possible the activity of the reproductive or creative imagination. (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)

To a large extent, the evidential base of claims in the philosophy of science has switched from thought experiments to case studies. We argue that abandoning thought experiments was a wrong turn, since they can effectively complement case studies. We make our argument via an analogy with the relationship between experiments and observations within science. Just as experiments and ‘natural’ observations can together evidence claims in science, each mitigating the downsides of the other, so too can thought experiments and case (...) studies be mutually supporting. After presenting the main argument, we look at potential concerns about thought experiments, suggesting that a judiciously applied mixed-methods approach can overcome them. (shrink)

Intersectionality has utilized various feminist theories that continue subculture of violence thinking about Black men and boys. While intersectional feminists often claim that intersectionality leads to a clearer social analysis of power and hierarchies throughout society and within groups, the categories and claims of intersectionality fail to distinguish themselves from previously racist theories that sought to explain race, class, and gender, based on subcultural values. This article is the first to interrogate the theories used to construct the gendered categories and (...) the assumptions behind Black male positionality under intersectional analyses. Contrary to its promises for more liberated Black identities, intersectionality merely replicates the pseudo-science of racist criminology and presents decades old theories as cutting-edge gender analyses. In short, while intersectionality has allowed Black women to create nuanced experiences and epistemological accounts of Black womanhood, the very same theory has confined Black male experience to the perpetration of violence and defined Black manhood as lesser—merely the exemplification of white masculinity’s pathological excess. (shrink)

So-called “ugly laws” were mostly municipal statutes in the United States that outlawed the appearance in public of people who were, in the words of one of these laws, “diseased, maimed, mutilated, or in any way deformed, so as to be an unsightly or disgusting object” (Chicago City Code 1881). Although the moniker “ugly laws” was coined to refer collectively to such ordinances only in 1975 (Burgdorf and Burgdorf 1975), it has become the primary way to refer to such laws, (...) which targeted the overlapping categories of the poor, the homeless, vagrants, and those with visible disabilities. Enacted and actively enforced between the American Civil War (1867) and World War I (1918), such laws and their enforcement can tell us much about the very sorts of people who were also, a generation later, subject to explicitly eugenic laws, such as sterilization legislation. And like eugenic laws and policies, such laws continue to affect the lives of people with disabilities to this day (Schweik 2011). (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)

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 ...

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)

Psychometric g—a statistical factor capturing intercorrelations between scores on different IQ tests—is of theoretical interest despite being a low-fidelity model of both folk psychological intelligence and its cognitive/neural underpinnings. Psychometric g idealizes away from those aspects of cognitive/neural mechanisms that are not explanatory of the relevant variety of folk psychological intelligence, and it idealizes away from those varieties of folk psychological intelligence that are not generated by the relevant cognitive/neural substrate. In this manner, g constitutes a high-fidelity bridge model of (...) the relationship between its two targets and, thereby, helps demystify the relationship between folk and scientific psychology. (shrink)

Human aesthetic practices show a sensitivity to the ways that the appearance of an artefact manifests skills and other qualities of the maker. We investigate a possible origin for this kind of sensibility, locating it in the need for co-ordination of skill-transmission in the Acheulean stone tool culture. We argue that our narrative supports the idea that Acheulian agents were aesthetic agents. In line with this we offer what may seem an absurd comparison: between the Acheulian and the Quattrocento. In (...) making it we display some hidden richness in what counts as an aesthetic response to an artefact. We conclude with a brief review of rival explanations—biological and/or cultural—of how this skills-based sensibility became a regular feature of human aesthetic practices. (shrink)

Social participation requires certain abilities: communication with other members of society; social understanding which enables planning ahead and dealing with novel circumstances; and a theory of mind which makes it possible to anticipate the mental state of another. In childhood play we learn how to pretend, how to put ourselves in the minds of others, how to imagine what others are thinking and how to attribute false beliefs to them. Without this ability we would be unable to deceive and detect (...) deception in the actions of others, and our ability to interact within our social group would be greatly impaired. In this paper I claim that the capacity for deception is necessary for a theory of mind, and a theory of mind is necessary for complex social interaction. (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)

The Language of Thought program has a suicidal edge. Jerry Fodor, of all people, has argued that although LOT will likely succeed in explaining modular processes, it will fail to explain the central system, a subsystem in the brain in which information from the different sense modalities is integrated, conscious deliberation occurs, and behavior is planned. A fundamental characteristic of the central system is that it is “informationally unencapsulated” -- its operations can draw from information from any cognitive domain. The (...) domain general nature of the central system is key to human reasoning; our ability to connect apparently unrelated concepts enables the creativity and flexibility of human thought, as does our ability to integrate material across sensory divides. The central system is the holy grail of cognitive science: understanding higher cognitive function is crucial to grasping how humans reach their highest intellectual achievements. But according to Fodor, the founding father of the LOT program and the related Computational Theory of Mind (CTM), the holy grail is out of reach: the central system is likely to be non-computational (Fodor 1983, 2000, 2008). Cognitive scientists working on higher cognitive function should abandon their efforts. Research should be limited to the modules, which for Fodor rest at the sensory periphery (2000).1 Cognitive scientists who work in the symbol processing tradition outside of philosophy would reject this pessimism, but ironically, within philosophy itself, this pessimistic streak has been very influential, most likely because it comes from the most well-known proponent of LOT and CTM. Indeed, pessimism about centrality has become assimilated into the mainstream conception of LOT. (Herein, I refer to a LOT that appeals to pessimism about centrality as the “standard LOT”). I imagine this makes the standard LOT unattractive to those philosophers with a more optimistic approach to what cognitive science can achieve.. (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)

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)

This article offers an interpretation of Descartes’s method of doubt. It wields an examination of Descartes’s pedagogy—as exemplified by The Search for Truth as well as the Meditations—to make the case for the sincerity (as opposed to artificiality) of the doubts engendered by the First Meditation. Descartes was vigilant about balancing the need to use his method of doubt to achieve absolute certainty with the need to compensate for the various foibles of his scholastic and unschooled readers. Nevertheless, Descartes endeavored (...) to instill willful, context-independent, universal doubt across his readership. If all goes well, readers of the Meditations are like method actors; the Meditator is the character they are meant to bring to life, via the method of meditating on reasons for doubt. The article concludes with the suggestion that Descartes was the same kind of skeptic as the early Academic skeptics Arcesilaus and Carneades. (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)

Emotions are an integral part of human cognition and they guide not only our understanding of the world but also our actions within it. As such, whether we soothe or flame an emotion is not inconsequential. Recent work in conversational AI has focused on responding empathetically to users, validating and soothing their emotions without a real basis. This AI-aided emotional regulation can have negative consequences for users and society, tending towards a one-noted happiness defined as only the absence of "negative" (...) emotions. We argue that we must carefully consider whether and how to respond to users' emotions. (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)

Descartes held the following view of declarative memory: to remember is to reconstruct an idea that you intellectually recognize as a reconstruction. Descartes countenanced two overarching varieties of declarative memory. To have an intellectual memory is to intellectually reconstruct a universal idea that you recognize as a reconstruction, and to have a sensory memory is to neurophysiologically reconstruct a particular idea that you recognize as a reconstruction. Sensory remembering is thus a capacity of neither ghosts nor machines, but only of (...) human beings qua mind-body unions. This interpretation unifies Descartes’s various remarks (and conspicuous silences) about remembering, from the 1628 Rules for the Direction of the Mind through the suppressed-in-1633 Treatise of Man to the 1649 Passions of the Soul. It also rebuts a prevailing thesis in the current secondary literature—that Cartesian critters can remember—while incorporating the textual evidence for that thesis—Descartes’s detailed descriptions of the corporeal mechanisms that construct sensory memories. (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)

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)

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)