This paper defends the view, put roughly, that to think that p is to guess that p is the answer to the question at hand, and that to think that p rationally is for one’s guess to that question to be in a certain sense non-arbitrary. Some theses that will be argued for along the way include: that thinking is question-sensitive and, correspondingly, that ‘thinks’ is context-sensitive; that it can be rational to think that p while having arbitrarily low (...) credence that p; that, nonetheless, rational thinking is closed under entailment; that thinking does not supervene on credence; and that in many cases what one thinks on certain matters is, in a very literal sense, a choice. Finally, since there are strong reasons to believe that thinking just is believing, there are strong reasons to think that all this goes for belief as well. (shrink)

How is what we believe related to how we act? That depends on what we mean by ‘believe’. On the one hand, there is what we're sure of: what our names are, where we were born, whether we are sitting in front of a screen. Surety, in this sense, is not uncommon — it does not imply Cartesian absolute certainty, from which no possible course of experience could dislodge us. But there are many things that we think that we are (...) not sure of. For example, you might think that it will rain sometime this month, but not be sure that it will. Both what we're sure of and what we think have important normative connections to action. But the connections are quite different. This paper explores these issues with respect to assertion, inquiry, and decision making. We conclude by arguing that there is no theoretically significant notion of ‘full belief’ intermediate in strength between thinking and being sure. (shrink)

In his 2009 monograph, Darwinian Populations and Natural Selection, Peter Godfrey-Smith accuses biologists of demonstrating ‘Darwinian Paranoia’ when they engage in what he dubs ‘agential thinking’. But as Daniel Dennett points out, he offers neither an illuminating set of examples nor an extended argument for this assertion, deeming it to be a brilliant propaganda stroke against what is actually a useful way of thinking. Compared to the dangers of teleological thinking in biology, the dangers of agential (...) class='Hi'>thinking have unfortunately rarely been discussed. Drawing on recent work by Samir Okasha, I attempt to remedy this omission, through analyzing the nature of agential thinking, and providing a philosophical treatment of the unexamined dangers in this peculiar, yet tempting way of thinking. (shrink)

Why do people create extra representations to help them make sense of situations, diagrams, illustrations, instructions and problems? The obvious explanation— external representations save internal memory and com- putation—is only part of the story. I discuss seven ways external representations enhance cognitive power: they change the cost structure of the inferential landscape; they provide a structure that can serve as a shareable object of thought; they create persistent referents; they facilitate re- representation; they are often a more natural representation of (...) structure than mental representations; they facilitate the computation of more explicit encoding of information; they enable the construction of arbitrarily complex structure; and they lower the cost of controlling thought—they help coordinate thought. Jointly, these functions allow people to think more powerfully with external representations than without. They allow us to think the previously unthinkable. (shrink)

This is the full version of the Delphi Report on critical thinking and critical thinking instruction at the post-secondary level.

While many scholars join in the call for an experiential shift in thinking and living, it is not always clear how it could be done. Recent environmental philosophy has illuminated the significance of re-animating human–environment relations on an experiential level for endeavouring a new (or renewed) ethical, experiential, and, indeed, existential stance of the human as part of the environed embodiment. In relation to this call, I explore embodied critical thinking (ECT) as a tool for recognising, revitalising, and (...) reflecting embodied, enactive, and embedded thinking that comes from a felt sense. Thus, this chapter employs some of the TAE (Thinking at the Edge) steps for ECT research as a practical approach to facilitating and embracing a new way of thinking that is crucial for reconnecting humans with their lived environments, but also for emancipating research practices to enable research that goes out from such a renewed connectivity. In particular, the chapter traces the application of Eugene Gendlin’s move of instancing to showcase the use of embodied knowing and felt sense in environmental contexts. Thus, it showcases how, in fundamental ways that speak directly to and from our embodied embeddedness, ECT has an emancipatory impact in ways that resonate with lived experiences. (shrink)

Eugenic thinking involves distinguishing between sorts or kinds of people in terms of the perceived desirable or undesirable traits that those people are likely to transmit to future generations. While eugenics itself is often thought of as an ideology that generated a social movement of global influence from roughly 1900 to 1945, eugenic thinking both pre-dates this period and continues to inform a range of contemporary debates and social policies, including those concerning prenatal screening, transhumanism, population control, and (...) disability. Various sciences, including the then-nascent sciences of psychology and psychiatry, played important roles in early twentieth-century eugenics, and their legacy is reflected in contemporary eugenic thinking and policies. Understanding the history of eugenics and the role of these early sciences of cognition in that history is useful in reflecting further on ongoing forms of eugenic thinking to which the contemporary cognitive sciences are relevant. (shrink)

Using the method of Descriptive Experience Sampling, some subjects report experiences of thinking that do not involve words or any other symbols [Hurlburt, R. T., and C. L. Heavey. 2006. Exploring Inner Experience. Amsterdam: John Benjamins; Hurlburt, R. T., and S. A. Akhter. 2008. “Unsymbolized Thinking.” Consciousness and Cognition 17 : 1364–1374]. Even though the possibility of this unsymbolized thinking has consequences for the debate on the phenomenological status of cognitive states, the phenomenon is still insufficiently examined. (...) This paper analyzes the main properties of unsymbolized thinking and advances an explanation of its origin. According to our analysis, unsymbolized thoughts appear as propositional states, that is, they are experienced as compositional conceptual phenomena, with semantic and syntactic features analogous to those of the contents of utterances. Based on this characterization, we hypothesize that UT is continuous with the activity of inner speech, in particular, it i... (shrink)

There are empirical grounds to doubt the effectiveness of a common and intuitive approach to teaching debiasing strategies in critical thinking courses. We summarize some of the grounds before suggesting a broader taxonomy of debiasing strategies. This four-level taxonomy enables a useful diagnosis of biasing factors and situations, and illuminates more strategies for more effective bias mitigation located in the shaping of situational factors and reasoning infrastructure—sometimes called “nudges” in the literature. The question, we contend, then becomes how best (...) to teach the construction and use of such infrastructures. (shrink)

Plagiarism, which Indiana University’s Writing Tutorial Service defines as "using others' ideas and words without clearly acknowledging the source of that information", is often described as a major problem. However, standard definitions such as this one suggest only limited solutions to the problem: acknowledging sources or forbidding reuse. Since all scholarship involves engaging with the ideas of others and academic writing tends to reuse certain expressions, these solutions – though important – are of limited utility. This paper examines a type (...) of plagiarism to which the standard solutions do not apply: the reuse of linguistic models without sufficient attention to the logic or thoughts the texts express. We present two cases of plagiarism, from which we can see that plagiarism shows a gap between the written texts and the thoughts of the author. In order to fill the gap, one needs to know how to integrate not only the texts borrowed from others into one’s writing but also the thoughts expressed by the texts. Thus a satisfactory solution to the plagiarism problem requires not only writing skills but also logical thinking skills. (shrink)

The concept of population thinking was introduced by Ernst Mayr as the right way of thinking about the biological domain, but it is difficult to find an interpretation of this notion that is both unproblematic and does the theoretical work it was intended to do. I argue that, properly conceived, Mayr’s population thinking is a version of trope nominalism: the view that biological property-types do not exist or at least they play no explanatory role. Further, although population (...) thinking has been traditionally used to argue against essentialism about biological kinds, recently it has been suggested that it may be consistent with at least some forms of essentialism—ones that construe essential properties as relational. I argue that if population thinking is a version of trope nominalism, then, as Mayr originally claimed, it rules out any version of essentialism about biological kinds. (shrink)

Math prospective teachers must be able to think creatively and solve problems. The study looked into preservice teachers’ creative thinking and problem-solving abilities in statistics. The investigation was guided by a correlational design in a public university in the Philippines. Stratified random sampling was used to select the 103 study participants from two teacher education programs. Through google forms, data were collected using Torrance et al. (2008)’s tests of creative thinking and researcher-made statistics problem test. The findings revealed (...) that preservice teachers have commendable creative thinking, particularly fluency, flexibility, and elaboration skills. Still, they lack problem-solving skills in statistics, specifically with central tendency, dispersion, and position measures. The correlational analysis revealed no link between creative thinking and problem-solving. Still, creative thinking and problem-solving courses are recommended to help preservice teachers develop their fundamental skills as mathematics educators. (shrink)

The book [Meandering Sobriety] dives into the importance of deep thinking amidst the chaos of modern life, which is a topic I find really intriguing. What I loved most is how Vuong blends humor with serious insights. His reflections on silence and mindfulness hit home, reminding us of the power of taking a step back and reflecting on our lives. I especially enjoyed his clever stories, like the sage outsmarting a king, which showed how quick thinking can really (...) save the day. I don’t think this book is for everyone, though. It often veers into overly intellectual territory, which doesn’t really make for casual reading. But it’s always interesting and always stimulating. So if you’re up for a stimulating read about a fascinating topic, this book is a great find. It will help you navigate the complexities of everyday living and make you really appreciate the value of calm, reasoned thought in a chaotic world. (shrink)

In his most recent book, Thoughtful Images: Illustrating Philosophy Through Art (2023), Thomas E. Wartenberg explores the variety of ways in which visual art has illustrated philosophy. Employing a new framework for thinking about the nature of illustration, Wartenberg surveys a wide variety of cases which, he argues, show not only that philosophical concepts can be illustrated but that such illustrations have the capacity to do philosophy in a substantial way. In this interview, Professor Wartenberg and I discuss the (...) book and its central themes, including the nature and aesthetics of illustration, how art can cultivate philosophical understanding, and how it can contribute unique philosophical insight. (shrink)

Mathematical thinking skills are very important in mathematics, both to learn math or as learning goals. Thinking skills can be seen from the description given answers in solving mathematical problems faced. Mathematical thinking skills can be seen from the types, levels, and process. Proportionally questions given to students at universities in Indonesia (semester I, III, V, and VII). These questions are a matter of description that belong to the higher-level thinking. Students choose 5 of 8 given (...) problem. Qualitatively, the answers were analyzed by descriptive to see the tendency to think mathematically used in completing the test. The results show that students tend to choose the issues relating to the calculation. They are more use cases, examples and not an example, to evaluate the conjecture and prove to belong to the numeric argumentation. Used mathematical thinking students are very personal (intelligence, interest, and experience), and the situation (problems encountered). Thus, the level of half of the students are not guaranteed and shows the level of mathematical thinking. (shrink)

In this paper, I want to address once more the venerable problem of intentional identity, the problem of how different thoughts can be about the same thing even if this thing does not exist. First, I will try to show that antirealist approaches to this problem are doomed to fail. For they ultimately share a problematic assumption, namely that thinking about something involves identifying it. Second, I will claim that once one rejects this assumption and holds instead that thoughts (...) are constituted either by what they are about, their intentional objects, or by what determines their proposition-like intentional contents, one can address the problem of intentional identity in a different way. One can indeed provide a new solution to it that basically relies on two factors: a) what sort of metaphysical nature intentional objects effectively possess, once they are conceived as schematic objects à la Crane (2001, 2013); b) whether such objects really belong to the overall ontological inventory of what there is. According to this solution, two thoughts are about the same nonexistent intentional object iff i) that object satisfies the identity criterion for objects of that metaphysical kind and ii) objects of that kind belong to the overall ontological inventory of what there is, independently of whether they exist (in a suitable first-order sense of existence). As such, this solution is neither realist nor antirealist: only if condition ii) is satisfied, different thoughts can be about the same nonexistent intentionale; otherwise, they are simply constituted by the same intentional content (provided that this content is not equated with that intentionale). Third, armed with this solution, I will hold that one can find a suitable treatment of the specific and related problem of whether different people may mock-think about the same thing, even if there really is no such thing. Finally, I will try to show that this treatment can be also applied to the case in which different thoughts are, according to phenomenology, about the same intentionale and yet this intentionale is of a kind such that there really are no things of that kind. For in this case, such thoughts are about the same intentionale only fictionally. (shrink)

What might a contemporary philosophical practice after and following Foucault look like? After briefly analyzing Foucault’s rather ambiguous stance towards academic philosophy in his posthumously published Le discours philosophique, we argue for continuing his historico-philosophical practice of diagnosing the present. This means taking up his analytic heuristic (with its three dimensions of power, knowledge and subjectivity) rather than his more concrete diagnostic concepts and the specific historical results they yield. We argue that the common methodological operation on each of the (...) three axis is to shift the perspective from the given legitimacies, norms, identities and selves to their historical, conflict-ridden emergence. Practicing philosophy in this way allows developing Foucauldian contributions in two contemporary philosophical debates: critical ontology and political epistemology. While ontology and epistemology might seem surprising fields to work in for philosophers inspired by and critically loyal to Foucault, we attempt to dispel these reservations and illustrate the stakes in both debates, pointing to the urgent issues of ecological questions and of the problematization of untruths in politics respectively. (shrink)

This study investigates all available literature related to critical thinking in business education in a survey of publications in the field produced from 1990-2019. It conducts a thematic analysis of 787 articles found in Web of Science and Google Scholar, including a specific focus on 55 highly-cited articles. The aim is to investigate the importance of critical thinking in business education, how it is conceptualised in business education research, the business contexts in which critical thinking is situated, (...) and the key and more marginal themes related to critical thinking outlined in the business and business education literature. The paper outlines six key areas and topics associated with those areas. It suggests future directions for further scholarly work in the area of critical thinking in business education. (shrink)

Rejection is an essential part of the scholarly publishing process, acting as a filter to distinguish between robust and less credible scientific works. This study examines the advantages and limitations of the rejection mechanism through the lens of Shannon’s information theory and the theory of granular interactions thinking. We argue that while rejection helps reduce entropy and increase the likelihood of disseminating useful knowledge, the process is not devoid of subjectivity. We propose two recommendations to improve the rejection mechanism: (...) providing more informative rejection letters to guide authors and encouraging humility among editors and reviewers to minimize bias against novel ideas. These steps could enhance the efficiency of knowledge production by ensuring that valuable scientific contributions are not overlooked. (shrink)

This paper addresses the question of how to educate toward democracy, which has as its defining trait the ability to self-correct. We draw on a study that investigated Deep Reflective Thinking (DRT) as a classroom method for cultivating collective doubt, which is essential for developing students’ capacity for self-correction in a community of inquiry.

The paper briefly summarises and critiques Tomasello’s A Natural History of Human Thinking. After offering an overview of the book, the paper focusses on one particular part of Tomasello’s proposal on the evolution of uniquely human thinking and raises two points of criticism against it. One of them concerns his notion of thinking. The other pertains to empirical findings on egocentric biases in communication.

A feminist standpoint addresses the ideals or norms and attendant practices involved in science and knowledge with a mind to lived experiences of oppression. That such matters of social context and awareness of that context influence the ability of individual people to know their worlds constitutes the Situated Knowledge Thesis (Intemann 2016; Wylie 2003). Situated knowledges provide the evidence and inspiration for the central epistemological tenet of feminist standpoint theory. Individuals and liberatory communities obtain the epistemic advantage of a standpoint (...) through an Outside- In Process of thinking, drawing into science and knowledge the “outside” values and experiences of marginalized people. Outside- in thinking manifests both as a theory and a methodology in feminist philosophy of science. (shrink)

Counterfactual thinking—the capacity to reflect on what would, could, or should have been if events had transpired differently—is a pervasive, yet seemingly paradoxical human tendency. On the one hand, counterfactual thoughts can be comforting and inspiring (Carroll & Shepperd, Chapter 28), but on the other they can be anxiety provoking and depressing (Zeelenberg & Pieters, Chapter 27). Likewise, such thoughts can illuminate pathways toward better future outcomes (Wong, Galinsky, & Kray, Chapter 11), yet they can also promote confusion and (...) lead us astray (Sanna, Schwarz, & Kennedy, Chapter 13). The first part of this chapter focuses on work that supports the prevailing Zeitgeist in the counterfactual thinking literature: Counterfactual thinking is beneficial. The second part of the chapter, however, strikes a more cautionary tone by reviewing work that describes some deleterious consequences of counterfactual thinking. We conclude by offering a tentative reconciliation of these conflicting perspectives and suggesting directions for future research. (shrink)

Critical thinking involves deliberate application of tests and standards to beliefs per se and to methods used to arrive at beliefs. Pedagogical license is authorization accorded to teachers permitting them to use otherwise illicit means in order to achieve pedagogical goals. Pedagogical license is thus analogous to poetic license or, more generally, to artistic license. Pedagogical license will be found to be pervasive in college teaching. This presentation suggests that critical thinking courses emphasize two topics: first, the nature (...) and usefulness of critical thinking; second, the nature and pervasiveness of pedagogical license. Awareness of pedagogical license alerts the student to the need for critical thinking. Indoctrination is done to students; education is done by students. (shrink)

In this essay, I draw on Henri Bergson and Maurice Merleau-Ponty to interrogate what philosophy is and how it can continue to think. Though my answer is not reducible to the views of either philosopher, what joins them is an attempt to elaborate philosophy as a different way of seeing. In this light, I propose a view of philosophy as prosthesis—as a means and a way for seeing differently. Rather than a simple tool, philosophy as prosthesis is a transformative supplement, (...) one that our bodily perception calls for and wherein that perception is recast. Rather than a fixed or assured view, this prosthesis holds open the interval in which thinking can take place. Philosophy, I argue, must wait. It sees and thinks hesitatingly, for the temporality it inscribes is not a foreseeable development but the unfolding of life as tendency, as that which creates its own possibility as it comes into existence. (shrink)

To explore the question of physical thinking – using the body as an instrument of cognition – we collected extensive video and interview data on the creative process of a noted choreographer and his company as they made a new dance. A striking case of physical thinking is found in the phenomenon of marking. Marking refers to dancing a phrase in a less than complete manner. Dancers mark to save energy. But they also mark to explore the tempo (...) of a phrase, or its movement sequence, or the intention behind it. Because of its representational nature, marking can serve as a vehicle for thought. Importantly, this vehicle is less complex than the version of the same phrase danced ‘full-out’. After providing evidence for distinguishing different types of marking, three ways of understanding marking as a form of thought are considered: marking as a gestural language for encoding aspects of a target movement, marking as a method of priming neural systems involved in the target movement, and marking as a method for improving the precision of mentally projecting aspects of the target. (shrink)

The study aimed to identify Design Thinking and its use in NGOs in Gaza Strip. In order to achieve the objectives of the study and to test its hypotheses, the analytical descriptive method was used, relying on the questionnaire as a main tool for data collection. The study society was one of the decision makers in the local NGOs in the Gaza Strip. The study population reached 78 local NGOs in Gaza Strip. The overall inventory of the possible study (...) community was based mainly on the use of the SPSS in processing and analyzing the data obtained through the survey tool. Smart-PLS was also used to construct the structural equation model (SEM) Analyzing the relationship between study variables. The study found that Design Thinking mediates the relationship between the management of process design and decision making with a holistic effect. The study showed the interest of local NGOs in creating a good mental image in the local community. And the ownership of local NGOs to the expertise and technical skills required to implement the projects, and showed the adoption of local NGOs in their activities to meet the needs of the beneficiaries and their wishes, and local NGOs analyze the problem, and causes, through data relevant to the decision, based on reference data for decision-making. The main recommendations of the study are: The need for senior management in the local NGOs in Gaza Strip to adopt the methodology of design thinking because of its impact on the sustainability of the projects, design the technical feasibility study and meet the wishes of the beneficiaries. (shrink)

The article aims to determine how university professors critically perceive and evaluate information when interacting with the media sphere. The study's relevance is due to the insufficient elaboration of Russian teachers' attitude to the information in the media sphere, which is significant in developing students' critical thinking. The study analyzes theoretical sources and documents on critical thinking in the media sphere and the results of processing empirical data obtained from questioning teachers. The main measuring instrument is a questionnaire (...) survey of university professors with various lengths of service. The study involved 76 teachers from Ural Federal University named after the first President of Russia B.N. Yeltsin. Ural State Pedagogical University (Ekaterinburg, Russia). Linguistics University of Nizhny Novgorod (Nizhny Novgorod, Russia). The data obtained from the study of the teachers' attitude to the information content of the media sphere show a predominant critical attitude in assessing the reliability and availability of information on social networking platforms. This conclusion is important for personality traits that develop students' critical thinking. (shrink)

Technology should be aligned with our values. We make the case that attempts to align emerging technologies with our values should reflect critically on these values. Critical thinking seems like a natural starting point for the critical assessment of our values. However, extant conceptualizations of critical thinking carve out no space for the critical scrutiny of values. We will argue that we need critical thinking that focuses on values instead of taking them as unexamined starting points. In (...) order to play a crucial role in helping to align values and technology, critical thinking needs to be modified and refocused on values. Here, we outline what value-centred critical thinking could look like. (shrink)

[File is the introduction to the monograph] -/- Abstract to monograph -/- How and whether thinking affects perceiving is a deeply important question. Of course it is of scientific interest: to understand the human mind is to understand how we best distinguish its processes, how those processes interact, and what this implies for how and what we may know about the world. And so in the philosopher’s terms, this book is one on both mental architecture and the epistemology of (...) perception. But there is a more human interest. How we make contact with the world, and with one another, is of the most basic of importance. We can make both sensory contact and cognitive contact with the world. The first is traditionally supposed to be determined by the biological nature of our sensory systems, while the second is at least partly determined by us, what we have learned, our experiences, and so on. The most basic claim of the book is that this is mistaken and importantly so. Our sensory contact with the world can also change and in a way that is importantly affected by the cognitive contact that we have, or have had, with the world. Thinking does not just affect perceiving, thinking improves perceiving. If this is true, it changes not only how we should theorize the mind, it changes how we should understand, as individuals, our place in and contact with the world. (shrink)

Paper presented at the Association for Informal Logic and Critical Thinking meeting in conjunction with the Central Division of the American Philosophical Association, Chicago, April 2004.

For one to simply think, philosophy as a rational investigation of truths and principles of knowledge, being, and conduct, that is, philosophy as a "science," is not required. For thinking, what requisite is a reason, a human endowment constitutive of one's intelligence. One only needs a mind to be able to think. But something more is exigent for one to think twice, is to think again, to reconsider and see something from a different perspective. To think things twice, one (...) needs a conscious apprehension of the notion of truth, a deliberate and critical engagement with principles, and a learned competency of habits of thinking that discloses the eternal freshness of reality. These are the elements that constitute philosophy not simply as a way of life, but as an academic discipline with methods and theories. Here lies philosophy's vocational relevance. Thinking things twice is not the mental disorder of indecisiveness or the unfortunate product of capriciousness. To think things twice is the stubborn instinct of human intelligence which remains restless in entrenched patterns of thought. The apprehension of the possibility of thinking things twice is the initial promise of liberation, the first step towards unshackling the mind and its powers from mental scripts that do not give birth to creativity. This explains why it is said that in the domain of philosophical discourses, questions always outlive their answers. Indeed, though philosophy, in its many faces and guises, has offered opinions, beliefs and sometimes divergent truths to the fundamental questions of life. The more important are the questions asked than the answers proffered. The convoluted transformations and shifting grounds in the history of ideas show to us how, philosophically considered, answers have no finality. (shrink)

In the recent years, problem-solving become a central topic that discussed by educators or researchers in mathematics education. it’s not only as the ability or as a method of teaching. but also, it is a little in reviewing about the components of the support to succeed in problem-solving, such as student's belief and attitude towards mathematics, algebraic thinking skills, resources and teaching materials. In this paper, examines the algebraic thinking skills as a foundation for problem-solving, and learning cycle (...) as a breath of continuous learning. In this paper, learning cycle to be used is a modified type of 5E based on beliefs. (shrink)

An increasingly popular solution to the anti-scientific climate rising on social media platforms has been the appeal to more critical thinking from the user's side. In this paper, we zoom in on the ideal of critical thinking and unpack it in order to see, specifically, whether it can provide enough epistemic agency so that users endowed with it can break free from enclosed communities on social media (so called epistemic bubbles). We criticise some assumptions embedded in the ideal (...) of critical thinking online and, instead, we propose that a better way to understand the virtuous behaviour at hand is as critical engagement, namely a mutual cultivation of critical skills among the members of an epistemic bubble. This mutual cultivation allows members within an epistemic bubble (in contrast, as we will show, with the authority-based models of epistemic echo chambers) to become more autonomous critical thinkers by cultivating self-trust. We use the model of relational autonomy as well as resources from work on epistemic self-trust and epistemic interdependence to develop an explanatory framework, which in turn may ground rules for identifying and creating virtuous epistemic bubbles within the environments of social media platforms. (shrink)

John Locke is known within anthropology primarily for his empiricism, his views of natural laws, and his discussion of the state of nature and the social contract. Marilyn Strathern and Marshall Sahlins, however, have offered distinctive, novel, and broad reflections on the nature of anthropological knowledge that appeal explicitly to a lesser-known aspect of Locke’s work: his metaphysical views of relations. This paper examines their distinctive conclusions – Sahlins’ about cultural relativism, Strathern’s about relatives and kinship – both of which (...) concern the objectivity of anthropological knowledge. Although Locke’s own views of relations have been neglected by historians of philosophy in the past, recent and ongoing philosophical discussions of Locke on relations create a productive trading zone between philosophy and anthropology on the objectivity of anthropological knowledge that goes beyond engagement with the particular claims made by Sahlins and Strathern. (shrink)

In this paper I’ll examine whether we could be justified in attributing consciousness to artificial intelligent systems. First, I’ll give a brief history of the concept of artificial intelligence (AI) and get clear on the terms I’ll be using. Second, I’ll briefly review the kinds of AI programs on offer today, identifying which research program I think provides the best candidate for machine consciousness. Lastly, I’ll consider the three most plausible ways of knowing whether a machine is conscious: (1) an (...) AI demonstrates a sufficient level of organizational similarity to that of a human thinker, (2) an inference to the best explanation, and (3) what I call “punting to panpsychism”, i.e., the idea that if everything is conscious, then we get machine consciousness in AI for free. However, I argue that all three of these methods for attributing machine consciousness are inadequate since they each face serious philosophical problems which I will survey and specifically tailor to each method. (shrink)

An examination of the structure of dichotomous thinking.

The application of statistical methods and models both in the natural and social sciences is nowadays a trivial fact which nobody would deny. Bold analogies even suggest the application of the same statistical models to fields as different as statistical mechanics and economics, among them the case of the young and controversial discipline of Econophysics . Less trivial, however, is the answer to the philosophical question, which has been raised ever since the possibility of “commuting” statistical thinking and models (...) between natural and social sciences emerged: whether such a methodological kinship would imply some kind of more profound unity of the natural and the social domain. Starting with Adolphe Quetelet (1796-1874) and ending with the Vienna Circle (from the late 1920s until the 1940s), this paper offers a brief historical and philosophical reconstruction of some important stages in the development of statistics as “commuting” between the natural and the social sciences. This reconstruction is meant to highlight (with respect to the authors under consideration): (1) the existence of a significant correlation between the readiness to “transfer” statistical thinking from natural to social sciences and vice versa, on the one hand, and the standpoints on the issue of the unity/disunity of science, on the other; (2) the historical roots and the fortunes of the analogy between statistical models of society and statistical models of gases. (shrink)

In this paper I examine Max Deutscher’s recent accounts of thinking, willing and judging, derived from his reading of Hannah Arendt’s 'The Life of the Mind', as set out in his book 'Judgment After Arendt'. Against Deutscher I argue that thinking does not presuppose thoughtfulness, that being willing is compatible with willing reluctantly, and that actor and spectator judgments are distinct types of judgments.

When someone says she believes that God exists, is she expressing the same kind of mental state as when she says she thinks that a lake bigger than Lake Michigan exists⎯i.e., does she refer to the same kind of cognitive attitude in both cases? Using evidence from linguistic corpora (Study 1) and behavioral experiments (Studies 2-4), the current work provides evidence that individuals typically use the word “believe” more in conjunction with statements about religious credences and “think” more in conjunction (...) with factual statements, pointing to two different understandings of claims made with these two terms. These patterns do not appear to reflect low-level differences based on the amount of consensus surrounding a particular claim, the extent to which the truth of a particular claim is known to the participant, or linguistic differences between religious and factual statements. We discuss implications of these findings for religious cognition (e.g., as supporting the theory that religious credences are qualitatively distinct from factual beliefs) as well as cognitive processes more broadly. Finally, we relate the present findings to prior theoretical work on differences between factual belief and religious credence. (shrink)

The potential benefits of cognitive skills in enhancing mathematics ability have been claimed by numerous researchers. Since mathematics requires a complete understanding and grasp of abstract concepts, it is essential to explore how learning with metacognitive skills affects mathematics learning. Thus, the study investigates the students' metacognitive awareness and conceptual understanding of integers. A descriptive-correlational method approach was utilized, and it was carried out on 303 seventh-grade students. The data were obtained using a metacognitive awareness inventory and achievement test on (...) integers. It was further revealed that the students have average metacognitive awareness and performed well in the fundamental operation of integers. Follow-up qualitative analysis revealed that students who were high achievers had the best understanding, average achievers had corrected or incomplete understanding, and low achievers had a functional misconception of integers. Moreover, the student's metacognitive awareness was significantly related to their conceptual understanding of integers. This indicates that student's higher-order thinking skills, such as metacognition, are essential since they are associated with building conceptual skills. Thus, teachers should encourage students' metacognitive awareness to improve students' conceptual understanding of integers. The study provides relevant information for educational managers on the potential factors to be considered in improving mathematics education practices, particularly in promoting metacognition among high school students. (shrink)

Rorty finds that my own appropriation of Spinoza toward a re-conception of ideology critique falls short, however, by (a) failing to “take Spinoza’s mind-body identity seriously” and by (b) advocating a “battle of ideas” rather than an enlargement of perspective. She presents an illuminating analysis of how, according to Spinoza, dichotomies serve as blunt provisional tools that become counterproductive once understanding is reached. She suggests that I preserve certain distinctions to the detriment of my own liberation project, such as the (...) distinction between the truth of an idea and its persuasive force. As part of criticism (a), she admonishes me for neglecting the importance of material conditions, and with criticism (b) she suggests that the imagery of battle misconstrues the project of becoming rational and the power of truth. Below I will try to show that we do not disagree about either the importance of material conditions for a project of political transformation or the identity of mind and body in substance. We do disagree, however, about the character of ideology critique. I will offer an example, in an attempt to demonstrate why it is neither a distortion of Spinoza nor strategically counterproductive to understand the project of thinking as an effort of what I call “resistant reconstruction” within the attribute of thought. (shrink)

I argue that on Aristotle’s account practical thinking is thinking whose origin (archē) is a desire that has as its object the very thing that one reasons about how to promote. This feature distinguishes practical from productive reasoning since in the latter the desire that initiates it is not (unless incidentally) a desire for the object that one productively reasons about. The feature has several interesting consequences: (a) there is only a contingent relationship between the desire that one (...) practically reasons about how to satisfy and the action one decides on; (b) practical thinking and action cannot be separated from the agent, whereas productive thinking and production can be outsourced to someone else. The view has consequences also for the distinction between action and production. Finally, I illustrate the usefulness and correctness of my account of practical thinking by using it to shed new light on Aristotle’s claim that the virtuous agent must decide on her virtuous actions ‘for themselves’. (shrink)

In this paper, I examine the challenges socially extended minds pose for mainstream, individualistic accounts of social cognition. I argue that individualistic accounts of social cognition neglect phenomena important to social cognition that are properly emphasized by socially extended mind accounts. Although I do not think the evidence or arguments warrant replacing individualistic explanations of social cognition with socially extended explanations, I argue that we have good reason to supplement our individualistic accounts so as to include the ways in which (...) situational context affects social interactions. The result, I hope, is a more sophisticated individualism that offers a more comprehensive account of how we think and act together. (shrink)

An aesthetic and epistemological departure from ocular centrism has occurred in the wake of current technological evolutions and the posthuman turn. The sonic exploration of the more-than-human takes artists and philosophers beyond anthropomorphism to reveal the hidden patterning of life forms and yet-unfathomed universes. The conflation of nature with culture is one shift that takes place when thinking with sounds and rhythm and studying our environments. On an ontological level, a reordering of subject and object occurs when encountering the (...) reciprocal relationship of sounding. What if culture is actually nature? How does technology connect with botany, and what does it mean to engage the environment with the expanded tactility of the ear? This essay observes current inter-species practices in sound art by revisiting philosopher Susanne Langer’s theory of an embodied and embedded mind. Her “new key” in philosophy emphasizes music as a dynamic sound-pattern to conceptualize a semiology of artistic forms that renders human feeling in regard to non-human antecedents. This serves as a tool to trace the preconceptual substrata of mind, leading us through process-oriented studies of nature and psychophysical affect. Thinking with Langer involves the interconnection of natural systems, behavioural patterns, and human expression, which emerges in art. (shrink)

In Plato’s Protagoras, Socrates argues that ‘the many’ are confused about the experience they describe as ‘being overcome by pleasure’. They think the cause is ‘something other than ignorance’. He argues it follows from what they believe that the cause is ‘ignorance’ and ‘false belief’. I show that his argument depends on a premise he does not introduce but they should deny: that when someone is overcome by pleasure, the desire stems from a belief. To explain why Plato does not (...) make Socrates introduce this premise, the account I construct is speculative. It starts from the assumption that Plato is thinking through an understanding of human beings and what they must do to live good lives that he takes the historical Socrates to set out. (shrink)

Can we think without language? Two researchers from the University of Nevada – Christopher L. Heavey and Russell T. Hurlburt – think the answer is yes. The idea that humans can think without language is also supported by Evelina Fedorenko, a neuroscientist at MIT’s McGovern Institute, and Rosemary Varley, a neuroscientist at University College London.

“Critical thinking in higher education” is a phrase that means many things to many people. It is a broad church. Does it mean a propensity for finding fault? Does it refer to an analytical method? Does it mean an ethical attitude or a disposition? Does it mean all of the above? Educating to develop critical intellectuals and the Marxist concept of critical consciousness are very different from the logician’s toolkit of finding fallacies in passages of text, or the practice (...) of identifying and distinguishing valid from invalid syllogisms. Critical thinking in higher education can also encompass debates about critical pedagogy, i.e., political critiques of the role and function of education in society, critical feminist approaches to curriculum, issues related to what has become known as critical citizenship, or any other education-related topic that uses the appellation “critical”. Equally, it can, and usually does, refer to the importance and centrality of developing general skills in reasoning—skills that we hope all graduates possess. Yet, despite more than four decades of dedicated scholarly work “critical thinking” remains as elusive as ever. As a concept, it is, as Raymond Williams has noted, a ‘most difficult one’ (Williams, 1976, p. 74). (shrink)

Sometimes, thinking a thought and saying something to oneself are the same event. Call this the ‘thinking-as-speaking’ thesis. It stands in opposition to the idea that we think something first, and then say it. One way to argue for the thesis is to show that the content of a token thought cannot be fully represented by a token mental state before the production of the utterance which expresses it. I make an argument for that claim based on speech (...) act theory. Many inner speech utterances are inner speech acts; as such they are individuated by an amalgam of semantic content and illocutionary force, which only come together with the performance of the speech act. Call the performance of a speech act its meaning and call its meaning its content. Since a token thought is individuated by its content it follows that the content of the speech act is not represented by any token mental state before the speech act is performed. Metaphysically, a thought, when it is an inner speech act, is not an object of any kind, but an action – the action of performing the speech act. I illustrate my argument with the action of deciding something. (shrink)

Suppose that you're lying in bed. You just woke up. But you're alert. Your mind is clear and you have no distractions. As you lie there, you think to yourself, ‘2 + 2 = 4.’ The thought just pops into your head. But, wanting to be sure of your mathematical insight, you once again think ‘2 + 2 = 4’, this time really meditating on your thought. Now suppose that you're sitting in an empty movie theatre. The lighting is normal (...) and the screen in front of you is blank. Then at some point an image of a peach is flashed on the screen. The image isn't up there for long. In fact, it's only on the screen for what seems like an instant—just long enough for you to see it. These two scenarios are a bit mundane. But, as I will show, reflection on them can yield significant results concerning the nature of persons and their persistence through time. First I will show that thought and perception have temporal constraints whereby your thinking or perceiving in the above scenarios implies that you exist through a temporally.. (shrink)