[from the publisher's website] Questions about the existence and attributes of God form the subject matter of natural theology, which seeks to gain knowledge of the divine by relying on reason and experience of the world. Arguments in natural theology rely largely on intuitions and inferences that seem natural to us, occurring spontaneously—at the sight of a beautiful landscape, perhaps, or in wonderment at the complexity of the cosmos—even to a nonphilosopher. In this book, Helen De Cruz and Johan (...) De Smedt examine the cognitive origins of arguments in natural theology. They find that although natural theological arguments can be very sophisticated, they are rooted in everyday intuitions about purpose, causation, agency, and morality. Using evidence and theories from disciplines including the cognitive science of religion, evolutionary ethics, evolutionary aesthetics, and the cognitive science of testimony, they show that these intuitions emerge early in development and are a stable part of human cognition. -/- De Cruz and De Smedt analyze the cognitive underpinnings of five well-known arguments for the existence of God: the argument from design, the cosmological argument, the moral argument, the argument from beauty, and the argument from miracles. Finally, they consider whether the cognitive origins of these natural theological arguments should affect their rationality. (shrink)

Perplexity is an epistemic emotion with deep philosophical significance. In ancient Greek philosophy, it is identified as a catalyst for philosophical progress and personal philosophical transformation. In psychological terms, perplexity is the phenomenological sense of lacking immersion in the world, a state of puzzlement and alienation from one’s everyday surroundings. What could make such an emotion philosophically useful? To answer this question, I examine the role of perplexity in Jane Addams’s political theory and ethics. Addams, a social reformer and American (...) pragmatist philosopher, regarded perplexity as an emotion that arises out of specific situations, such as being part of a social settlement, union actions, or trying to surmount gender expectations. Perplexity allows us cognitive distance from our everyday customary morality and ordinary habits of thinking, and this pushes us to become creative in our philosophical reflection. I contextualize perplexity in Jane Addams’s social reforms, and examine the relevance of her ideas today. (shrink)

ABSTRACTAlthough philosophers have often insisted that specular perception is illusory or erroneous in nature, few have stressed the reliability and indispensability of mirrors as optical instrumen...

The study sought to identify and evaluate the classroom assessment thoughts, practices, and skills of secondary mathematics teachers in Bulacan. The study revealed that there are no significant relationships between teachers’ thoughts of classroom assessments and practices, and classroom assessment practices and skills. However, there is significant relationship between teachers’ thoughts of classroom assessments and skills. There are no significant differences between the teachers’ thoughts of classroom assessments and their age, educational attainment, teaching experience, number of years in teaching mathematics (...) and in-service training. There is a significant relationship between the teachers’ thoughts of classroom assessment and their classroom assessment skills. In the light of the findings, the researcher recommends that: Secondary mathematics teachers should adopt varied and innovative ways of assessing students’ learning in mathematics. School administrators should ensure that all teachers with appropriate certificates must take more training courses in assessment to improve their skills and use of desirable classroom assessment practices. Further research may focus on the relationship between mathematics teachers’ assessment skills and thoughts, practices and skills, and thoughts and practices. (shrink)

Background. Drawing on social identity theory and positive psychology, this study investigated women’s responses to the social environment of physics classrooms. It also investigated STEM identity and gender disparities on academic achievement and flourishing in an undergraduate introductory physics course for STEM majors. 160 undergraduate students enrolled in an introductory physics course were administered a baseline survey with self-report measures on course belonging, physics identification, flourishing, and demographics at the beginning of the course and a post-survey at the end of (...) the academic term. Students also completed force concept inventories and physics course grades were obtained from the registrar. Results. Women reported less course belonging and less physics identification than men. Physics identification and grades evidenced a longitudinal bidirectional relationship for all students (regardless of gender) such that when controlling for baseline physics knowledge: (a) students with higher physics identification were more likely to earn higher grades; and (b) students with higher grades evidenced more physics identification at the end of the term. Men scored higher on the force concept inventory than women, although no gender disparities emerged for course grades. For women, higher physics (versus lower) identification was associated with more positive changes in flourishing over the course of the term. High-identifying men showed the opposite pattern: negative change in flourishing was more strongly associated with high identifiers than low identifiers. Conclusions. Overall, this study underlines gender disparities in physics both in terms of belonging and physics knowledge. It suggests that strong STEM identity may be associated with academic performance and flourishing in undergraduate physics courses at the end of the term, particularly for women. A number of avenues for future research are discussed. (shrink)

Speculative fiction, such as science fiction and fantasy, has a unique epistemic value. We examine similarities and differences between speculative fiction and philosophical thought experiments in terms of how they are cognitively processed. They are similar in their reliance on mental prospection, but dissimilar in that fiction is better able to draw in readers (transportation) and elicit emotional responses. By its use of longer, emotionally poignant narratives and seemingly irrelevant details, speculative fiction allows for a better appraisal of the consequences (...) of philosophical ideas than thought experiments. (shrink)

Most philosophical or scientific theories suppose that colour composition judgments refer to the way colours appear to us. The dominant view is therefore phenomenalist in the sense that colour composition is phenomenally given to perceivers. This paper argues that there is no evidence for a phenomenalist view of colour composition and that a conventionalist approach should be favoured.

In this paper I argue that all transparent objects are colorless. This thesis is important for at least three reasons. First, if transparent objects are colorless, there is no need to distinguish between colors which characterize three-dimensional bodies, like transparent colors, and colors which lie on the surface of objects. Second, traditional objections against color physicalism relying on transparent colors are rendered moot. Finally, an improved understanding of the relations between colors, light and transparency is provided.

Based on a qualitative research developed with former fighters from the paramilitarism and the extinct FARC guerrilla in Colombia, this article develops, from a feminist perspective, the analytical and political proposition of understanding armed groups as technologies of gender, understanding the production of militarized masculinities. The article conceptualizes the notion of militarized masculinities from a double component: militarization and militarism, while comparing paramilitary and guerrilla masculinities, emphasizing in how insurgent masculinity emerged inside the FARC as a type of militarized masculinity (...) characterized, among other things, by a communal subjectivity. (shrink)

In November 2003, the University of Fribourg hosted a symposium on the ontology of colors. The invited participants included Justin Broackes, Alex Byrne, David Chalmers, Larry Hardin, Joe Levine and Barry Maund. The points of view presented by the participants in their thought-provoking papers were highly divergent. The presentation of each paper was followed by a long and intense discussion. Despite the divergence of the views proposed, the discussion during the symposium was highly focused. Several specific issues came up repeatedly (...) in the debate and illuminated the puzzle about the nature of colors in a thought provoking way from different angles. We include these papers in our brief description in the present introduction to present to the reader all the different viewpoints that have nourished the debate throughout the symposium. We are glad to be able to include one further invited paper by Jonathan Cohen in the present volume. In an attempt to transfer some of the atmosphere of the meeting to the reader and in order to make this collection still more stimulating we invited each participant to contribute comments on the other papers. (shrink)

Along with hallucinations and illusions, afterimages have shaped the philosophical debate about the nature of perception. Often referred to as optical or visual illusions, experiences of afterimages have been abundantly exploited by philosophers to argue against naïve realism. This paper offers an alternative account to this traditional view by providing a tentative account of the colors of the afterimages from an objectivist perspective. Contrary to the widespread approach to afterimages, this paper explores the possibility that the colors of afterimages are (...) not ontologically different from “ordinary” colors and that experiences of afterimages fail to provide a motivation for rejecting naïve realism. (shrink)

O objetivo deste artigo é o de apresentar algumas posições filosóficas, que dialogam com diferentes áreas do conhecimento, e que nos auxiliam a dar um passo a mais na compreensão da relação entre razão e emoção. Em primeiro lugar, apresentamos a ideia dos marcadores somáticos, de Damasio, que elucida o papel dos afetos no desenvolvimento do pensamento racional. Em segundo lugar, observamos que indivíduos psicopatas apresentam uma capacidade reduzida em diferentes esferas da vida, com evidente diminuição na capacidade de ligar (...) sentimentos negativos a normas morais, o que leva a um comportamento moral inadequado e interfere na capacidade deliberativa. Por fim, apresentamos a teoria de Shaun Nichols acerca da Affective Resonance: normas que possuem respaldo afetivo (principalmente negativo) possuem vantagens de transmissão cultural, em detrimento de normas afetivamente neutras. Estes estudos comprovam a importância dos afetos para o pensamento racional e para a manutenção e propagação de normas e regras morais. A ideia principal aqui defendida é a de que há uma estreita relação entre razão e emoção. Ao elucidar esta relação, podemos aprofundar os estudos sobre a condição humana, em especial a razão e a moral. -/- The aim of this article is to present some of the philosophical positions that dialogue with different areas of knowledge and that help us take a step further in the understanding of the relationship between reason and emotion. First, we present Damasio's idea of somatic-markers, which elucidates the role of affections in the development of rational thought. Second, we observe that these exhibit a reduced capacity in different spheres of life, with a decreased ability to connect negative components to moralnorms, resulting in inappropriate moral behavior and interfering with deliberative capacities. Finally, we present Shaun Nichols' theory on Affective Resonance, the norms that comprise affective support (mainly negative) exhibit cultural transmission advantages to the detriment of affectively neutral norms. These studies prove the importance of affections inrational thinking and in the maintenance and propagation of moral norms and rules. The main idea defended herein is that a close relationship between reason and emotion takes place. By elucidating this relationship, we are able to deepen studies concerning the human condition, especially with regard to reason and morality. (shrink)

When the French philosopher Sarah Kofman committed suicide in 1994 she left behind an impressive oeuvre in which both the autobiographical genre and the treatment of women play a central role. Her theoretical re ections on both topics situate themselves in the interstices between psychoanalysis, feminism and deconstruction and share a common concern: the respect of alterity in all its guises. Kofman's resistance to the authoritative claim of the retrospective closure underlying traditional autobiographies is closely related to her celebration of (...) an e ®criture parricide, a mode of writing which undoes the repression of multiplicity and otherness. Shortly before her death Kofman published an autobiographical account of her own childhood years after the deportation and death of her father in a concentration camp. This article addresses the striking discrepancies between the theoretical positions Kofman defends throughout her philosophical writings and the autobiographical turn of her own last words. (shrink)

Some transhumanists argue that we must engage with theories and facts about our evolutionary past in order to promote future enhancements of the human body. At the same time, they call our attention to the flawed character of evolution and argue that there is a mismatch between adaptation to ancestral environments and contemporary life. One important trait of our evolutionary past which should not be ignored, and yet may hinder the continued perfection of humankind, is the peculiarly human way of (...) bearing and raising children. The suffering associated with childbirth and a long childhood have demanded trade-offs that have enhanced our species, leading to cooperation, creativity, intelligence and resilience. Behaviors such as mother–infant engagement, empathy, storytelling, and ritual have also helped to create what we value most in human beings. Therefore, the moral, cognitive, and emotional enhancements proposed by these transhumanists may be impaired by their partial appropriation of evolution, insofar as the bittersweet experience of parenthood is left aside. (shrink)

While there is considerable disagreement on the precise nature of material objecthood, it is standardly assumed that material objects must be spatial. In this paper, I provide two arguments against this assumption. The first argument is made from largely a priori considerations about modal plenitude. The possibility of non-spatial material objects follows from commitment to certain plausible principles governing material objecthood and plausible principles regarding modal plenitude. The second argument draws from current philosophical discussions regarding theories of quantum gravity and (...) the emergence of spacetime. When it is appreciated what possible worlds these current theories commit us to, the possibility of non-spatial material objects will follow. Thus, either route will lead us to the possibility of non-spatial material objects. The significance of this result is that we need to revise our accounts of material objecthood to both accommodate these possibilities and the theories that lead to them. (shrink)

INTRODUCTION Yoga is very ancient, certainly much older than the archaeological record, which is the only reliable one we have at present. ...

This special issue on what some regard as a crisis of replicability in cognitive science (i.e. the observation that a worryingly large proportion of experimental results across a number of areas cannot be reliably replicated) is informed by three recent developments. -/- First, philosophers of mind and cognitive science rely increasingly on empirical research, mainly in the psychological sciences, to back up their claims. This trend has been noticeable since the 1960s (see Knobe, 2015). This development has allowed philosophers to (...) draw on a wider range of relevant resources, but it also makes them vulnerable to relying on claims that may not survive further scrutiny. If we have reasons to believe that a large proportion of findings in the psychological sciences cannot be reliably replicated, this would be a problem for philosophers who use such findings in their work. Second, philosophers are increasingly designing and carrying out their own experiments to back up claims, or to test claims earlier made from the armchair, for example, on the perceived permissibility of diverting trolleys or on the nature of free will. This growing field of experimental philosophy has diversified the intellectual field in philosophy, but may also be vulnerable to issues of replicability that philosophers did not face before. -/- Third, the recent evidence of apparently widespread non-replicability in the social sciences (and other fields) has forced philosophers of science to grapple with long standing questions from their field from a new perspective. To what extent does replicability matter for theory construction? How do the notions of replicability and scientific progress interact? How can normative insights from philosophy of science be used in order to improve scientific practice? -/- It is with these three developments in mind—the increasing importance of empirically-informed philosophy, of experimental philosophy, and of philosophy of science around replicability—that this special issue has been conceived. (shrink)

This letter addresses the editorial decision to publish the article, “Research on group differences in intelligence: A defense of free inquiry” (Cofnas, 2020). Our letter points out several critical problems with Cofnas's article, which we believe should have either disqualified the manuscript upon submission or been addressed during the review process and resulted in substantial revisions.

Culturally Responsive Teaching (CRT) weaves together rigor and relevance while it improves student achievement and engagement. The Philippine Department of Education implemented Indigenous People’s education to respond to the demands for culturally responsive teaching. Teacher education graduates are expected to articulate the rootedness of education in sociocultural contexts in creating a learning environment that recognizes respect, connectedness, choice, personal relevance, challenges, engagement, authenticity, and effectiveness. Practice teachers need relevant exposure and immersion to fully develop their competence in CRT. This scenario (...) necessitates attention to assessing the competence of 191 practice teachers in CRT, correlating their competence across dimensions, and verifying the role of gender and degree programs in competence development. This investigation provides evidence on the role of gender in competence development toward culturally responsive teaching. Such competence is vital in practice teachers, especially because they are exposed to learners with diverse backgrounds during their teaching internship. This evidence informs supervising instructors in molding practice teachers. (shrink)

The emergence of the COVID-19 pandemic initiated major disruptions to higher education systems. Physical spaces that previously supported interpersonal interaction and community were abruptly inactivated, and faculty largely took on the responsibility of accommodating classroom structures in rapidly changing situations. This study employed interviews to examine how undergraduate Science, Technology, Engineering, and Mathematics (STEM) instructors adapted instruction to accommodate the mandated transition to virtual learning and how these accommodations supported or hindered community and belonging during the onset of the pandemic. (...) Interviews with 25 STEM faculty at an undergraduate Hispanic Serving Institution revealed a wide range of accommodations they made to their courses and how they managed communication with students. Faculty strived to support student belonging with responses ranging from caring to crisis management, though some faculty expressed feelings of powerlessness when unable to accommodate certain challenges. The case of a responsive and flexible instructor is presented to highlight a productive response to a crisis. These retrospective findings point to strategies to support faculty teaching in virtual learning environments in the future; increasing opportunities for student–student and student–faculty interaction, supporting faculty in learning technologies that support these interactions and addressing faculty’s feelings of powerlessness. (shrink)

Ein Vergleich zwischen zwei prominenten Deutungen der Begegnung von Odysseus mit den Sirenen in Homers Odyssee, dem erstem Exkurs in der Dialektik der Aufklärung und dem einleitenden Kapitel von Maurice Blanchots Livre à venir – einer offensichtlich mit Adornos Deutung korrespondierenden Lektüre der Sirenenepisode – ermöglicht einen Einblick in das Verhältnis zwischen der Hauptfigur der Kritischen Theorie und einem der wichtigsten Vorläufer der Dekonstruktion. Diese beiden idiosynkratischen Lesarten von Homers kanonischer Szene erfassen nicht nur den Kern von Adornos und Blanchots (...) Zugang zu Literatur und Kunst sondern offenbaren in verdichteter Form die Unterschiede, aber auch die Verwandtschaft von zwei der einflussreichsten Denkformen des zwanzigsten Jahrhunderts am Schnittpunkt zwischen Philosophie und Literatur. (shrink)

The COVID-19 outbreak spurred unplanned closures and transitions to online classes. Physical environments that once fostered social interaction and community were rendered inactive. We conducted interviews and administered surveys to examine undergraduate STEM students’ feelings of belonging and engagement while in physical isolation, and identified online teaching modes associated with these feelings. Surveys from a racially diverse group of 43 undergraduate students at a Hispanic Serving Institution (HSI) revealed that interactive synchronous instruction was positively associated with feelings of interest and (...) belonging, particularly for students of color, while noninteractive instruction reduced social belonging, but was related to more cognitive engagement. Small group and one-on-one interviews with 23 of these students suggest that students derived feelings of connectedness from their instructors, peers, and prior experiences and relied on their sense of competency to motivate themselves in the course and feel a sense of belonging. Two embedded cases of students in physics classrooms are compared to highlight the range of student feelings of connectedness and competency during the lockdown. Findings reaffirm that social interaction tends to support belonging and engagement, particularly for under-represented (Black or African American and Hispanic) racial groups in STEM. STEM instructors who aim to support feelings of belonging and engagement in virtual learning environments should consider increasing opportunities for student–student and student–teacher interactions, as well as taking a flexible approach that validates and integrates student voice into instruction. Future research is needed to further explore the themes of relatedness and competency that emerged as aspects of course belonging. (shrink)

Common everyday materials such as textiles, foodstuffs, soil or skin can have complex, mutable and varied appearances. Under typical viewing conditions, most observers can visually recognize materials effortlessly, and determine many of their properties without touching them. Visual material perception raises many fascinating questions for vision researchers, neuroscientists and philosophers, yet has received little attention compared to the perception of color or shape. Here we discuss some of the challenges that material perception raises and argue that further philosophical thought should (...) be directed to how we see materials. (shrink)

“You have an architect and a ditch-digger working together on a construction project. Who gets paid more, and why?” Does a tendency toward abstraction and quantification, a pretense of objectivity, obscure the character, situation and bias from which all economic and political theorems stem? Following the principle that arguments neither arise nor persist in a vacuum, that they live and die by their context and character, we can describe two sorts of response corresponding to two rather timeless worldviews, along with (...) their accompanying “mind-sets”. The degree to which these views indicate differing “kinds” in human nature, beyond which there can be no further reduction to common ground, whether conversely they simply reflect historical and economic circumstance, or to what extent they are both, will be left to the reader. One might discern in the sensibilities described some alignment along traditional epithets of “bourgeois” vs. “working class”, but this is not necessarily so. I will therefore avoid overwrought labels, but admit that such family resemblances speak to a longer historical view and a persistent problematic. (shrink)

This paper examines the role of prestige bias in shaping academic philosophy, with a focus on its demographics. I argue that prestige bias exacerbates the structural underrepresentation of minorities in philosophy. It works as a filter against (among others) philosophers of color, women philosophers, and philosophers of low socio-economic status. As a consequence of prestige bias our judgments of philosophical quality become distorted. I outline ways in which prestige bias in philosophy can be mitigated.

There is a large gap between the specialized knowledge of scientists and laypeople’s understanding of the sciences. The novice-expert problem arises when non-experts are confronted with (real or apparent) scientific disagreement, and when they don’t know whom to trust. Because they are not able to gauge the content of expert testimony, they rely on imperfect heuristics to evaluate the trustworthiness of scientists. This paper investigates why some bodies of scientific knowledge become polarized along political fault lines. Laypeople navigate conflicting epistemic (...) and social demands in their acceptance of scientific testimony; this might explain their deference to scientific fringe theories, which often goes together with denying established scientific theories. I evaluate three approaches to mitigate denialism: improving the message, improving the messenger, and improving the environment in which the message is conveyed. (shrink)

Little is known about the aetiology of philosophical intuitions, in spite of their central role in analytic philosophy. This paper provides a psychological account of the intuitions that underlie philosophical practice, with a focus on intuitions that underlie the method of cases. I argue that many philosophical intuitions originate from spontaneous, early-developing, cognitive processes that also play a role in other cognitive domains. Additionally, they have a skilled, practiced, component. Philosophers are expert elicitors of intuitions in the dialectical context of (...) professional philosophy. If this analysis is correct, this should lead to a reassessment of experimental philosophical studies of expertise. (shrink)

This Element focuses on three challenges of evolution to religion: teleology, human origins, and the evolution of religion itself. First, religious worldviews tend to presuppose a teleological understanding of the origins of living things, but scientists mostly understand evolution as non-teleological. Second, religious and scientific accounts of human origins do not align in a straightforward sense. Third, evolutionary explanations of religion, including religious beliefs and practices, may cast doubt on their justification. We show how these tensions arise and offer potential (...) responses for religion. Individual religions can meet these challenges, if some of their metaphysical assumptions are adapted or abandoned. (shrink)

Epistemic peer disagreement raises interesting questions, both in epistemology and in philosophy of science. When is it reasonable to defer to the opinion of others, and when should we hold fast to our original beliefs? What can we learn from the fact that an epistemic peer disagrees with us? A question that has received relatively little attention in these debates is the value of epistemic peer disagreement—can it help us to further epistemic goals, and, if so, how? We investigate this (...) through a recent case in paleoanthropology: the debate on the taxonomic status of Homo floresiensis remains unresolved, with some authors arguing the fossils represent a novel hominin species, and others claiming that they are Homo sapiens with congenital growth disorders. Our examination of this case in the recent history of science provides insights into the value of peer disagreement, indicating that it is especially valuable if one does not straightaway defer to a peer’s conclusions, but nevertheless remains open to a peer’s evidence and arguments. (shrink)

The purpose of this study was to investigate the relationships between the students’ self-efficacy, test anxiety and performance on Mathematics of Saint Joseph College, Junior High School Department for SY 2019- 2020. The respondents of the study were randomly chosen junior high school students. Descriptive correlational method of research was used. The data gathered were statistically treated using the Excel and IBM SPSS programs, which summarize the percentage scores, weighted means, correlation coefficients, independent t-test values, and corresponding p-values of relevant (...) statistical tools. Findings indicated that, at average, the students were not confident on their mathematical self-efficacy, moderately anxious on their mathematical test anxiety and satisfactory on their mathematical performance. More findings showed that the following variables have significant relationships: mathematical anxiety and mathematical self–efficacy; mathematical self-efficacy and mathematical performance; and mathematical test anxiety and mathematical performance. The higher the self-efficacy level, the lower the degree of testanxiety; the higher the self-efficacy, the better the mathematics performance; and the lower the test-anxiety, the better the performance. The study recommends regular conduct of diagnostic tests on mathematical self-efficacy and test anxiety and design programs to address the enhancement of learners’ mathematical self-efficacy and reduce their mathematical test anxiety. The researcher recommends Mathematics Learning Development Program (MLDP) as the output of the study. (shrink)

This paper seeks to provide a critical reading of the photographs of photographer Eduardo Masferré. The photos reviewed were part of the collection in E. Masferré, People of the Philippine Cordillera Photographs, 1934-1956 published in 1988. The book showcases the body of work of Masferré, a Spanish Filipino who is part of the Kankana-ey tribe through his mother. Considered as the father of Philippine photography, Masferré’s photos mirror his talent as well as reflect images, life, and work of the Igorots (...) in Cordillera. Masferré made it his task to take hundreds of photographs of the Cordillera to document its culture and tradition, display the remarkable knowledge of the Igorots in agriculture, showcase the unique character of the area, and illustrate the humanity of his people. Using the theory of Igorotism and theory of orientalism, Masferre´s photos were analyzed to determine the Igorotist and orientalist elements in Masferre’s photos and how these were formed in his art. This research studied the artist and his works while also seeking to understand the representation of the people of Cordillera in Masferré’s photographs. As Masferré’s body of work was explored, the researcher also looked into the life of Masferré, his influences, and the forces that shaped the Igorotist and orientalist elements in his masterpiece. The findings were interpreted to find out which of these forces prevailed – Masferré’s Igorotism ideology or the invisible orientalist influence. (shrink)

In his discussion of our idea of time in the Treatise, Hume makes the perplexing claim that unchanging objects cannot be said to endure. While Hume is targeting the Newtonian conception of absolute time, it is not at all clear how his denial that unchanging objects are in time fits with this target. Moreover, Hume diagnoses our belief that unchanging objects endure as the product of a psychological fiction, but his account of this fiction is also riddled with puzzling claims (...) about our experience of unchanging objects. In this paper, we argue that Hume’s claims are a lot less baffling and indeed, much more sophisticated than they appear. We do so by considering his arguments as a response to Locke’s specific approach to the concept of absolute time. (shrink)

From his initial writings on imagination and memory, to his recent studies of the glance and the edge, the work of American philosopher Edward S. Casey continues to shape 20th-century philosophy. In this first study dedicated to his rich body of work, distinguished scholars from philosophy, urban studies and architecture as well as artists engage with Casey's research and ideas to explore the key themes and variations of his contribution to the humanities. -/- Structured into three major parts, the volume (...) reflects the central concerns of Casey's writings: an evolving phenomenology of imagination, memory, and place; representation and landscape painting and art; and edges, glances, and voice. Each part begins with an extended interview that defines and explains the topics, concepts, and stakes of each of area of research. Readers are thus offered an introduction to Casey’s fascinating body of work, and will gain a new insight into particular aspects and applications of Casey's research. -/- With a complete bibliography and an introduction that at once stresses each of Casey’s areas of research while putting into perspective their overarching themes, this authoritative volume identifies the overall coherence and interconnections of Edward S. Casey's work and his impact in contemporary thought. (shrink)

This paper takes a cognitive perspective to assess the significance of some Late Palaeolithic artefacts (sculptures and engraved objects) for philosophicalconcepts of art. We examine cognitive capacities that are necessary to produceand recognize objects that are denoted as art. These include the ability toattribute and infer design (design stance), the ability to distinguish between themateriality of an object and its meaning (symbol-mindedness), and an aesthetic sensitivity to some perceptual stimuli. We investigate to what extent thesecognitive processes played a role in (...) the production and appreciation of somerecently discovered Palaeolithic artefacts. (shrink)

This Element examines what we can learn from religious disagreement, focusing on disagreement with possible selves and former selves, the epistemic significance of religious agreement, the problem of disagreements between religious experts, and the significance of philosophy of religion. Helen De Cruz shows how religious beliefs of others constitute significant higher-order evidence. At the same time, she advises that we should not necessarily become agnostic about all religious matters, because our cognitive background colors the way we evaluate evidence. This (...) allows us to maintain religious beliefs in many cases, while nevertheless taking the religious beliefs of others seriously. (shrink)

We are addressing this letter to the editors of Philosophical Psychology after reading an article they decided to publish in the recent vol. 33, issue 1. The article is by Nathan Cofnas and is entitled “Research on group differences in intelligence: A defense of free inquiry” (2020). The purpose of our letter is not to invite Cofnas’s contribution into a broader dialogue, but to respectfully voice our concerns about the decision to publish the manuscript, which, in our opinion, fails to (...) meet a range of academic quality standards usually expected of academic publications. (shrink)

Humans and other animals have an evolved ability to detect discrete magnitudes in their environment. Does this observation support evolutionary debunking arguments against mathematical realism, as has been recently argued by Clarke-Doane, or does it bolster mathematical realism, as authors such as Joyce and Sinnott-Armstrong have assumed? To find out, we need to pay closer attention to the features of evolved numerical cognition. I provide a detailed examination of the functional properties of evolved numerical cognition, and propose that they prima (...) facie favor a realist account of numbers. (shrink)

The Gompertz distribution is commonly used in biology for modeling fatigue and mortality. This paper studies a class of models proposed by Adham and Walker, featuring a Gompertz type distribution where the dependence structure is modeled by a lognormal distribution, and develops a new multivariate formulation that facilitates several numerical and computational aspects. This paper also implements the FBST, the Full Bayesian Significance Test for pertinent sharp (precise) hypotheses on the lognormal covariance structure. The FBST’s e-value, ev(H), gives the epistemic (...) value of hypothesis, H, or the value of evidence in the observed in support of H. (shrink)

Understanding the pervasiveness of sin is central to Christian theology. The question of why humans are so sinful given an omniscient, omnipotent, and omnibenevolent God presents a challenge and a puzzle. Here, we investigate Friedrich Schleiermacher’s biocultural evolutionary account of sin. We look at empirical evidence to support it and use the cultural Price equation to provide a naturalistic model of the transmission of sin. This model can help us understand how sin can be ubiquitous and unavoidable, even though it (...) is not biologically transmitted, and even if there is no historical Fall that precipitated the tendency to sin. (shrink)

This study focused on the significant relationship between Creative Thinking Skills and Problem-Solving Skills in Mathematics among Grade 6 pupils. The study's respondents were thirty (30) Grade 6 pupils from one of the elementary schools in the District of Sta. Ana, Pampanga. The respondents were selected using simple random sampling techniques. The study used a survey questionnaire comprising the Creative Thinking Skills Test (Pentang et al., 2022) and a researcher-made word problem-solving written test and rubrics. The researchers found a high (...) level of Creative Thinking Skills among the Grade 6 pupils, while the respondents' problem-solving skills were categorized as competent. The study revealed that the Creative Thinking Skills and Problem-Solving Skills in Mathematics of the Grade 6 pupils were very lowly correlated. Still, creative thinking and problem-solving in the applied subject are recommended to help students acquire the 21st-century skills that empower them to develop holistically and career ready. (shrink)

The cultural transmission of theological concepts remains an underexplored topic in the cognitive science of religion (CSR). In this paper, I examine whether approaches from CSR, especially the study of content biases in the transmission of beliefs, can help explain the cultural success of some theological concepts. This approach reveals that there is more continuity between theological beliefs and ordinary religious beliefs than CSR authors have hitherto recognized: the cultural transmission of theological concepts is influenced by content biases that also (...) underlie the reception of ordinary religious concepts. (shrink)

Religious disagreement is an emerging topic of interest in social epistemology. Little is known about how philosophers react to religious disagreements in a professional context, or how they think one should respond to disagreement. This paper presents results of an empirical study on religious disagreement among philosophers. Results indicate that personal religious beliefs, philosophical training, and recent changes in religious outlook have a significant impact on philosophers' assessments of religious disagreement. They regard peer disagreement about religion as common, and most (...) surveyed participants assume one should accord weight to the other's opinion. Theists and agnostics are less likely to assume they are in a better epistemic position than their interlocutors about religious questions compared with atheists, but this pattern only holds for participants who are not philosophers of religion. Continental philosophers think religious beliefs are more like preferences than analytic philosophers, who regard religious beliefs as fact-like. (shrink)

We maintain that in many contexts promising to try is expressive of responsibility as a promiser. This morally significant application of promising to try speaks in favor of the view that responsible promisers favor evidentialism about promises. Contra Berislav Marušić, we contend that responsible promisers typically withdraw from promising to act and instead promise to try, in circumstances in which they recognize that there is a significant chance that they will not succeed.