I present experimental and computational research, inspired by the perspective of Embodied Embedded Cognition, concerning various aspects of language as supporting Everett’s interactionist view of language. Based on earlier and ongo- ing work, I briefly illustrate the contribution of the environment to the syste- maticity displayed in linguistic performance, the importance of joint attention for the development of a shared vocabulary, the role of (limited) traveling for language diversification, the function of perspective taking in social communica- tion, and the bodily (...) nature of understanding of meaning. (shrink)

Carbon offsets either remove greenhouse gases from the air or prevent emissions thereof. They face questions both economic (is ‘net zero’ really reached?) and moral. I defend the moral permissibility of off-sets. They likely shift climate harms around, but that need not be unjust—and in any case we cannot avoid doing that.

Today every organization is acting in a dynamic environment and in a world characterised by turbulent change and fierce competition due to technological advancement and the knowledge based economy, an organization must always ready to adapt and transform themselves so as to be able to confront the shifting needs of the new environment, more demanding customers, smarter workers, anticipating ability to changes, accelerating the development of new products, processes and services, changing technologies and customer expectations, businesses have realised the importance (...) of Customer Relationship Management in acquiring new customers, retain existing ones and maximize their lifetime value. The wide spread availability of the internet across the world has led airlines to use their corporate web-sites to bypass travel intermediaries and focus on online communication, information and transaction. The paper considers five dimensions of Web site quality-usability, web site design, service quality, information quality and enjoyment on a sample of 150 respondents from four airlines namely, Air India, Spicejet, Indigo and Jet Airways. Respondents consisted of 40 employed, 80 business men and 30 students. Overall, the majority of respondents are frequent, experienced Internet users and likely to be relatively good judges of Web quality. Analysis of results shows that customers’ priority about airlines website are changing. As the self-service, no-frills and low-cost trend for air travel has grown in recent years, so consumers have been driven less by service quality and more by easy access to good information packaged in an entertaining and fun "wrapper'. More over the airlines have pursued different strategies for their Web sites over the period of study .Air India rated badly for service quality and Jet Airways and Spice jet scored high on service and information quality. The paper suggests that careful management and selection of subjects to be placed on web site can retain the customers and reduce switching intentions. (shrink)

Two great problems of learning confront humanity: learning about the universe, and about ourselves and other living things as a part of the universe; and learning how to create a good, civilized, enlightened, wise world. We have solved the first great problem of learning – we did that when we created modern science and technology in the 17th century. But we have not yet solved the second one. That combination of solving the first problem, failing to solve the second one, (...) is very, very, dangerous. Almost all our current global problems have arisen as a result. Modern science and technology immensely increase our powers to act (for some of us), but not our power to act wisely. Modern science and technology lead to modern industry, modern agriculture, travel, medicine, hygiene and armaments, and these in turn lead to much that is of benefit, but also to all our current global problems: population growth, habitat destruction, loss of wild life, mass extinction of species, lethal modern war, the menace of nuclear weapons, pollution of earth, sea and air, antibiotic resistance, degradation of democracy facilitated by the internet and, most serious of all, the climate crisis. Now that we have modern science and technology, wisdom has become, not a private luxury, but a public necessity. But how is it to be achieved? Here is the solution. We can learn from the solution to the first great problem of learning how to solve the second one. That was the basic idea of the 18th century Enlightenment, but in implementing it, the philosophes of the Enlightenment blundered. They got the progress-achieving methods of science wrong; they failed to generalize them properly; and they applied them, not to social life but to creating social science. Their mistakes are still built into academia today. In order to learn how to create a civilized, enlightened world, the key thing we need to do is to cure academia of the structural blunders we have inherited from the Enlightenment. We need to bring about a revolution in science, and in academia more broadly so that the basic aim becomes wisdom, and not just knowledge – wisdom being the capacity, active endeavour and desire to realize what is of value in life for oneself and others, wisdom thus including knowledge and technological know-how, but much else besides. The outcome of the revolution we need would be universities radically transformed, so that they become rationally and actively devoted to helping people solve problems of living, including global problems, thus making progress to as good, civilized, enlightened a world as possible. (shrink)

The world is in a state of crisis. Global problems that threaten our future include: the climate crisis; the destruction of natural habitats, catastrophic loss of wild life, and mass extinction of species; lethal modern war; the spread of modern armaments; the menace of nuclear weapons; pollution of earth, sea and air; rapid rise in the human population; increasing antibiotic resistance; the degradation of democratic politics, brought about in part by the internet. It is not just that universities around the (...) world have failed to help humanity solve these global problems; even worse, they have made the genesis of these problems possible. Modern science and technology, developed in universities, have made possible modern industry and agriculture, modern hygiene and medicine, modern power production and travel, modern armaments, which in turn make possible much that is good, all the great benefits of the modern world, but also all the global crises that now threaten our future. What has gone wrong? The fault lies with the whole conception of inquiry built into universities around the world. The basic idea is to help promote human welfare by, in the first instance, acquiring scientific knowledge and technological know-how. First, knowledge is to be acquired; once acquired, it can be applied to help solve social problems, and promote human welfare. But this basic idea is an intellectual disaster. Judged from the standpoint of promoting human welfare, it is profoundly and damagingly irrational, in a structural way. As a result of being restricted to the tasks of acquiring and applying knowledge, universities are prevented from doing what they most need to do to help humanity solve global problems, namely, engage actively with the public to promote action designed to solve global problems. We need urgently to bring about a revolution in universities around the world, wherever possible, so that their central task becomes to help humanity learn how to solve the climate crisis and other problems of living, local and global, so that we may make progress towards a good, civilized world. Almost every branch and aspect of the university needs to change. (shrink)

We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, global (...) warming, modern armaments and the lethal character of modern warfare, destruction of natural habitats and rapid extinction of species, immense inequalities of wealth and power across the globe, pollution of earth, sea and air, even the aids epidemic (aids being spread by modern travel). All these global problems have arisen because some of us have acquired unprecedented powers to act, via science and technology, without also acquiring the capacity to act wisely. We urgently need to bring about a revolution in universities so that the basic intellectual aim becomes, not knowledge merely, but rather wisdom – wisdom being the capacity to realize what is of value in life, for oneself and others, thus including knowledge and technological know-how, but much else besides. The revolution we require would put problems of living at the heart of the academic enterprise, the pursuit of knowledge emerging out of, and feeding back into, the fundamental intellectual activity of proposing and critically assessing possible actions, policies, political programmes, from the standpoint of their capacity to help solve problems of living. This revolution would affect almost every branch and aspect of academic inquiry. (shrink)

We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, global (...) warming, modern armaments and the lethal character of modern warfare, destruction of natural habitats and rapid extinction of species, immense inequalities of wealth and power across the globe, pollution of earth, sea and air, even the aids epidemic (aids being spread by modern travel). All these global problems have arisen because some of us have acquired unprecedented powers to act, via science and technology, without also acquiring the capacity to act wisely. We urgently need to bring about a revolution in universities so that the basic intellectual aim becomes, not knowledge merely, but rather wisdom – wisdom being the capacity to realize what is of value in life, for oneself and others, thus including knowledge and technological know-how, but much else besides. (shrink)

We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, global (...) warming, modern armaments and the lethal character of modern warfare, destruction of natural habitats and rapid extinction of species, immense inequalities of wealth and power across the globe, pollution of earth, sea and air, even the aids epidemic (aids being spread by modern travel). All these global problems have arisen because some of us have acquired unprecedented powers to act without acquiring the capacity to act wisely. We urgently need to bring about a revolution in universities so that the basic intellectual aim becomes, not knowledge merely, but rather wisdom – wisdom being the capacity to realize what is of value in life, for oneself and others, thus including knowledge and technological know-how, but much else besides. This is an argument I have propounded during the last three decades in six books, over thirty papers, and countless lectures delivered in universities and conferences all over the UK, Europe and north America. Despite all this effort, the argument has, by and large, been ignored. What is really surprising is that philosophers have paid no attention, despite the fact that that this body of work claims to solve the profoundly important philosophical problem: What kind of inquiry best helps us make progress towards as good a world as possible? There are, nevertheless, indications that some scientists and university administrators are beginning to become aware of the urgent need for science, and universities, to change. This is prompted, partly by growing awareness of the seriousness of environmental problems, especially global warming, and partly by a concern to improve the relationship between science and the public. So far, however, these changes have been small-scale, scattered and piecemeal. What we require is for academics and non-academics alike to wake up to the urgent need for change so that we may come to possess what we so strikingly and disastrously lack at present: a kind of inquiry rationally devoted to helping humanity make progress towards as good a world as possible. (shrink)

On 11 March 2020, the World Health Organization declared a pandemic of the COVID-19 coronavirus disease that was first recognized in China in late 2019. Among the primary effects caused by the pandemic, there was the dissemination of health preventive measures such as physical distancing, travel restrictions, self-isolation, quarantines, and facility closures. This includes the global disruption of socio-economic systems including the postponement or cancellation of various public events (e.g., sporting, cultural, or religious), supply shortages and fears of the (...) same, schools and universities closure, evacuation of foreign citizens, a rise of unemployment, changes in the international aid schemes, misinformation, and incidents of discrimination toward people affected by or suspected of having the COVID-19 disease. The pandemic has brought to the fore unpreparedness in critical areas that require attention, amid prospects and challenges. Moreover, considerable reorganization efforts are required with implications for assets, resources, norms, and value systems. COVID-19 is challenging the concept of globalization and stimulating responses at the levels of local and regional socio-economic systems that lead to the mobilization of assets that have been unrecognized earlier on, such as various forms of economic capital, social capital, cultural capital, human capital, and creative capital. For example, through digital channels, local groups are forming to create schemes of support for physical and mental wellbeing. These emerging exchanges lead to various social and technological innovations by building on skills and assets that are less important in the free-market economy, such as empathy, skills for crafts, making and fixing; locally grown microgreens; and micromanufacturing. Isolation and local living are also making it much harder to ignore the civic responsibilities towards communities, meant as individuals, vulnerable groups, and local businesses. Whilst the pandemic is limiting physical participation, this challenging time is uncovering alternative ways of mutual support, which may create long-term benefits for socio-economic systems, including environmental and biodiversity protection, reduction of the air pollution, and climate action. The pandemic’s threat to public health will hopefully be overcome with implications for disruption for an extended period that we are unable to forecast at this stage. It is key to focus on studies recognizing the activities and interventions leading to the recovery of socio-economic systems after the pandemic. Reflecting and planning on how societies and economies will go back to “business as usual” requires new forms of communication and cooperation, imaginative design thinking, new styles of management, as well as new tools and forms of participation in various public policies. Many questions related to the care of the vulnerable, economic restart, and the risk of future pandemics, to mention but a few, are already occupying the academic, scientific, experts, and activist communities, who have started to imagine the “new normal.”. (shrink)

Closed time-like curves (CTCs) naturally appear in a variety of chronology-violating space{times. In these space{times, the principle of self-consistency demands a harmony between local and global a airs that excludes grandfather-like paradoxes. However, selfexisting objects trapped in CTCs are not seemingly avoided by the standard interpretation of this principle, usually constrained to a dynamical framework. In this letter we discuss whether we are committed to accept an ontology with self-existing objects if CTCs actually occur in the universe. In addition, the (...) epistemological status of the principle of self-consistency is analyzed and a discussion on the information flux through CTCs is presented. (shrink)

We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, global (...) warming, modern armaments and the lethal character of modern warfare, destruction of natural habitats and rapid extinction of species, immense inequalities of wealth and power across the globe, pollution of earth, sea and air, even the aids epidemic (aids being spread by modern travel). All these global problems have arisen because some of us have acquired unprecedented powers to act, via science and technology, without also acquiring the capacity to act wisely. We urgently need to bring about a revolution in universities so that the basic intellectual aim becomes, not knowledge merely, but rather wisdom – wisdom being the capacity to realize what is of value in life, for oneself and others, thus including knowledge and technological know-how, but much else besides. The revolution we require would put problems of living at the heart of the academic enterprise, the pursuit of knowledge emerging out of, and feeding back into, the fundamental intellectual activity of proposing and critically assessing possible actions, policies, political programmes, from the standpoint of their capacity to help solve problems of living. This revolution would affect almost every branch and aspect of academic inquiry. (shrink)

Bad philosophy is responsible for the climate and nature crises, and other global problems too that threaten our future. That sounds mad, but it is true. A philosophy of science, or of theatre or life is a view about what are, or ought to be, the aims and methods of science, theatre or life. It is in this entirely legitimate sense of “philosophy” that bad philosophy is responsible for the crises we face. First, and in a blatantly obvious way, those (...) institutions, organizations, corporations, businesses, endeavours, and activities of humanity that cause the crises and global problems we face, do so because of the aims they pursue (profit perhaps, or power, or heat and light for homes), and the methods adopted in pursuit of those aims – the philosophy in other words, built into the institution, organization, business, human activities, or whatever it may be. It is the philosophy of these institutions, organizations and activities that we need to change to put a stop to, or at least lessen the severity of, the crises we face, the global problems that confront us, above all the climate and nature crises. One institution has an especially crucial role in this respect: our universities. They are dominated in a multitude of ways by a particularly disastrous philosophy, a philosophy of inquiry which may be called knowledge-inquiry. This holds that the basic aim of the university is to acquire and apply knowledge. First, knowledge is to be acquired; once acquired, it can be applied to help solve social problems. But this philosophy of knowledge-inquiry is an intellectual disaster. As a result, universities are, in devastating and almost entirely unrecognized ways, humanitarian disasters too. Judged from the standpoint of helping to promote human welfare, the university shaped by the philosophy of knowledge-inquiry violates THREE of the four most elementary rules of rational problem solving conceivable in a wholesale, structural fashion, and it is this gross, wholesale, structural irrationality of the university, unnoticed by all but a few scientists and scholars, that is in part responsible for the creation of our grave global problems, and our current incapacity to learn how to solve them. The pursuit of knowledge, conducted in universities, within the framework of knowledge-inquiry over the decades and centuries, has produced much of great benefit to humanity. It has made the modern world possible. It has led to modern power production, modern industry and armaments, modern agriculture, modern hygiene and medicine, modern travel and communications, and the internet. But these very successes have also created many of our most serious current global problems: the climate crisis; the destruction of natural habitats, the catastrophic loss of wild life, and impending mass extinction of species (the nature crisis); the lethal character of modern war; the impact on the natural world of the rapid growth of the human population; the menace posed by nuclear weapons; pollution of earth, sea and air; threats to democracy caused in part by the internet and social media. All these grave global problems have been made possible by modern science and technology, pursued largely in universities within the framework of knowledge-inquiry. Nevertheless, it is not science and technology as such that are the problem, but science pursued in a way that is dissociated from a more fundamental task of the university to help humanity resolve conflicts and problems of living in increasingly cooperatively rational ways, so that progress may be made to a better world. Science and technology, pursued within the framework of knowledge-inquiry, create for some of us the power to act, but not the power to act wisely – not the power to learn how to resolve conflicts and problems of living in increasingly cooperatively rational ways. For that, we need our institutions of learning, above all our universities, to take as their primary task to help humanity learn how to do it. In order to do that, the philosophy of inquiry put into practice by universities needs to be dramatically transformed. We urgently need to bring about a revolution in the overall aims and methods of academic inquiry – a revolution in the philosophy of the university, all around the world, wherever possible, so that the basic aim becomes to seek and promote wisdom, construed to be the capacity, active endeavour, and perhaps desire, to realize what is of value in life, for oneself and others, wisdom in this sense including knowledge, understanding and technological know-how, but much else besides, methods being dramatically modified too so as to help achieve the new academic aim. The basic task of the university would be, not to solve problems of knowledge, but rather to help people in the social world beyond the university to resolve conflicts and problems of living so that what is of value in life may be realized by everyone, insofar as that is possible. The pursuit of knowledge would be vital, but not intellectually fundamental. The intellectual and institutional revolution we so urgently need in our universities would affect every discipline and aspect of the university; it would dramatically affect both research and education, and the whole way the university is related to the rest of the social world. The revolution, from knowledge-inquiry to wisdom-inquiry would dramatically enhance the intellectual integrity and rationality of natural science, social inquiry, the humanities and technology, the character of these disciplines and the relationships they have with one another. University education throughout the university would be dramatically improved. And academic inquiry as a whole would do what, on the whole, it fails to do at present: it would help humanity resolve conflicts and problems of living in increasingly cooperatively rational and, as a result, increasingly successful ways, progress at last being made to a genuinely good, civilized world – a world in which there is peace, justice, liberal democracy, individual freedom, education, reasonable equality, sustainable prosperity and worthwhile opportunities in life, all of these for everyone, insofar as this is possible. Why, it may be asked, has academic philosophy not noticed that we urgently need to transform the current bad philosophy of inquiry of knowledge-inquiry into the far more intellectually rigorous and humanly valuable philosophy of wisdom-inquiry, so that we can begin to do what so far we have failed to do so lamentably: learn how to avoid impending disasters, and even make progress to a better world, something that seems at present almost unthinkable given the horrors of war, poverty, political enslavement of the 20th century, and the horrors of this century so far too? The answer is that academic philosophy is in a particularly pitiful state, as philosophers themselves, are just beginning to realize and lament. That is why academic philosophers are blind to the intellectual and humanitarian disaster of the bad philosophy that dominates universities today, and inconceivable to them to them that they might have, as a disciplinary task, to ensure academic inquiry implements a good philosophy of inquiry, and advocate and argue for change if it does not. Once upon a time, in Europe at least, philosophy was an intellectual power in the world. In the 17th century it created modern science which massively increased and improved our knowledge and understanding of the world, which in turn led to the Enlightenment, the industrial revolution, and the modern world. Philosophy was once so intellectually powerful and influential that it changed the course of history. But philosophy also made in the past three disastrous intellectual blunders: the post-Cartesian blunder, the post-Newtonian blunder, and the Enlightenment blunder. Never acknowledged and corrected by subsequent philosophy right down to the present, these unrecognized intellectual blunders rendered academic philosophy the esoteric, pathetic, and powerless discipline it is today, so that throughout the last century and, so far, throughout this one, academic philosophy has remained blind to the intellectual disaster of knowledge-inquiry, and thus failed entirely to take up its proper disciplinary task of warning fellow academics of the structural irrationality of the philosophy that prevails in the university, and of proposing what steps need to be taken to put things right. Instead of performing such an urgently needed philosophical task, so-called analytic philosophy was reduced to analysing the meaning of words. Since then, there has been hardly any discernible improvement, even if analysis of concepts no longer dominates the scene. Bad academic philosophy is indeed responsible for intellectual and humanitarian failures of the university. What the three past intellectual blunders of philosophy are, why their persistence so dramatically reduces academic philosophy to a triviality, and why, furthermore, this results in the failure of scientists and scholars to see what is so blatantly bad about the philosophy prevailing in universities around the world – the failure to see what so urgently needs to be done to put right what has been wrong for so long: all this is made clear in this book. A new kind of philosophy emerges during the course of the argument, critical fundamentalism, which has as its task to keep alive imaginative and critical – that is rational – thinking about our fundamental problem: How can our human world, the world we experience and live in – the world of living things, people, consciousness, free will, meaning and value – how can all of this exist and best flourish embedded as it is in the physical universe? That problem encompasses all others of life, science and thought. Critical fundamentalism tries to improve answers to aspects of this problem; but it also seeks to encourage everyone to think about the problem, from time to time, and think about how it interacts, in both directions, with more urgent particular and specialized problems of life and thought. Critical fundamentalism sets out to help improve bad philosophy wherever it is to be found: in social, political, commercial, legal, financial, and international life; and especially in academia, in institutions of learning, so that they become devoted to enhancing the capacity of people to learn how to achieve what is of genuine value in this brief life of a few decades if we are fortunate. Critical fundamentalism does everything it can to bring about the revolution in our universities we so urgently need. If taken up by mainstream philosophy, it might really have an impact, and begin to transform universities for the better, in both intellectual and humanitarian terms, and thus, enable humanity to learn how, after the grim failures and horrors of the last century and this one, to make progress to a better world. -/- . (shrink)

Vaccination against various diseases has been widely practised for more than a century and on a more limited scale its use in a variety of forms stretches back far longer. During earlier eras disease spread more slowly along shipping lanes on water and traditional transport routes on land. Today, in an era of air transport, contagion spreads far more rapidly. Travelling far more rapidly (indeed instantaneously) is the spread of misinformation that hinders vaccination which can, in the instance of Covid-19, (...) reduce disease impacts, including rates of severe illness and death. This paper explores the ethical issue of informed consent in the context of the contest between personal choice and the greater public welfare. It also makes reference to a number of low, middle and high income countries where vaccine hesitance, and to a lesser extent refusal, has been fed by misinformation on a scale not previously observed but made possible by the proliferation of modern technology. This campaign of ignorance has further undermined trust in governmental health bodies and their attempts to implement quarantine and other measures such as vaccination that had already been damaged by early variations and vacillation in governmental approaches around the globe due in part to a reluctance by some governments to take actions that would have economic repercussions but also by the necessary evolution of their approaches as more became known about the disease and its variants. The paper examines the historical background and the current situation and finds that more must be done to restore or increase trust levels between citizens and governmental authorities, including the dissemination of high quality accurate information in a form relevant to readers/viewers. While potential side-effects of vaccines must be disclosed to ensure informed consent, their incidence should also be clearly communicated (e.g., in vaccine information statements) so that clients/patients are aware that a risk is 1 in 100 or 1in 1000 or 1 in 2 million etc. Governments are urged to learn from their experience and better prepare for inevitable future pandemics to minimise vaccine hesitancy and refusal and maximise its acceptance where evidence is overwhelming as to the benefit to the community. Informed consent is part of the context of efforts to use vaccination to contain or eradicate any disease. Nevertheless, while better information for clients/patients/consumers may reduce vaccine hesitancy/refusal, it is unlikely that it would but eliminate the need for mandating vaccination in some circumstances for the benefit of the broader community, although strict quarantine of those reluctant to accept it is an alternative but one not generally accepted by those reluctant to be vaccinated. The information war is one that needs to be won to increase the voluntary uptake of vaccination in the context of voluntary informed consent. (shrink)

Presented at Philosophy Across Disciplines Conference 2021, Newcastle University. -/- As noted by philosopher Robert Pasnau, “our standard view of sound is incoherent” at best. A quick perusal of how we discuss and represent sound in our day-to-day language readily highlights a number of inconsistencies. Sound might be described roughly as emanating from the location of its material source (the ‘crack of the snare drum over there’ distal theory), as a disruption somewhere in the space in-between the sounding object and (...) the listener (the ‘longitudinal compression waves in the air’ medial theory), located with the hearer (the ‘inner sensations’ proximal theory), or perhaps as devoid of spatial characteristics at all (aspatial theory). Beyond these topographic ruminations on the location of sounds, even deeper disagreements arise around just what sorts of things sounds are. A broad array of theories treat sounds as events, as object-like particulars that travel through space, as properties of their sounding objects, etc.—with many subtle ontological variations springing up along the way. The philosophical plot further thickens as we expand from defining the ontology and spatial position of simple primary sounds through to the phenomenon of echoes, with certain theories arguably faring better than others. We’ll focus here on Casey O’Callaghan’s formulation of sounds as disturbance events which bind primary sounds and their echoes together as one. In short, the claim that echoes are identical to their associated primary sound and are not distinct sounds in their own right. Described as the ‘Primary Sound Account of Echoes’ (‘PSAE’) in Gregory Fowler’s “Against the Primary Sound Account of Echoes,” the intricacies of this particular aspect of O’Callaghan’s theory of a primary sound’s connection to its echo bears greatly upon the workability of distal theories of sound in general. What I seek to achieve in this presentation is to illustrate how O’Callaghan’s PSAE fails when subjected to increased scrutiny across a broader range of echo scenarios, which in turn presents a significant issue for proponents of distal theories of sound. (shrink)

Eyal Shahar’s essay review [1] of James Penston’s remarkable book [2] seems more inspired playful academic provocation than review or essay, expressing dramatic views of impossible validity. The account given of modern biostatistical causation reveals the slide from science into the intellectual confusion and non-science RCTs have created: “…. the purpose of medical research is to estimate the magnitude of the effect of a causal contrast, for example the probability ratio of a binary outcome …” But Shahar’s world is simultaneously (...) not probabilistic, but of absolute uncertainty: “We should have no confidence in any type of evidence ….. We should have no confidence at all”. Shahar’s "Causal contrast" is attractive. It seems to make sense, but bypasses in two words the means of establishing causation by the scientific method. This phrase assumes a numeric statistically significant “contrast” is causal rather than a potential correlation requiring further investigation. The concept of “causal contrast” is a slippery slope from sense into biostatistical non-science. This can be illustrated with an hypothetical RCT where 100% of interventions exhibit a posited treatment effect and 0% of placebo controls. Internal validity is seemingly quite reasonably assumed satisfied (common-sense dictating the likelihood of an awesome magnificent fraud, bias or plain error of the magnitude required is infinitesimal). Scientific method appears satisfied. The RCT demonstrates: (1) strict regularity of outcome in the presence of posited cause; (2) the absence of outcome in its absence and (3) an intervention (experiment) showing the direction of causation is from posited cause to posited effect. Now travel further down the slope from science. Assume 50% of interventions and 0% of controls are positive. We compromise scientific method, but justify this by assuming a large subgroup which we say surely must on these figures be exhibiting the posited treatment effect. But what of 10% of interventions and 9% of placebo controls exhibiting the posited treatment effect? Our biostatistician says the 1% “causal contrast” is statistically significant. But we have: (1) minimal evidence of regularity; (2) the posited outcome irrespective of presence of posited cause and (3) our intervention is at the highest equivocal in demonstrating any form of causation. This is not science. It is, however, where biostatistics has unthinkingly taken us, as Penston has shown comprehensively [2]. We, the audience of published medical research, are now for the 10% / 9% example well down the slope from science. An unattractive hypothesis results requiring numerous assumptions similar to these:- "There is a 'contrast' which is ‘causal’, albeit the method employed is not scientific. An effect of the intervention has been observed in a very small subgroup. This subgroup is susceptible to treatment. The similar number of placebo controls exhibiting the outcome sought is irrelevant, because the 1% difference between intervention and controls is statistically significant. The statistical analysis is valid and reliable. The RCT’s internal validity is sufficiently satisfied. No funding or bias or fraud has affected the results or their analysis.” As Penston notes: “Confirming and refuting the results of research is crucial to science …. But … there’s no way of testing the results of any particular large-scale RCT or epidemiological study. Each study … is left hanging in the air, unsupported.” It gets worse. To identify a rare serious adverse reaction of a frequency of 1:10,000 can require a trial of 200,000 or larger split between controls and interventions. This is not done. But for every 100 who prospectively benefit from the intervention, 9,900 also receive it. And for every 100 benefiting one person (who likely gains no benefit) will suffer a serious unidentified adverse reaction. This is also without taking account of more common adverse reactions whether serious or otherwise. References [1] Shahar, E. (2011) Research and medicine: human conjectures at every turn. International Journal of Person Centered Medicine 1 (2), 250-253. [2] Penston, J. (2010). stats.con: How we’ve been fooled by statistics-based research in medicine. London: The London Press, UK. (shrink)

This paper is an enquiry into the logical, metaphysical, and physical possibility of time travel understood in the sense of the existence of closed worldlines that can be traced out by physical objects. We argue that none of the purported paradoxes rule out time travel either on grounds of logic or metaphysics. More relevantly, modern spacetime theories such as general relativity seem to permit models that feature closed worldlines. We discuss, in the context of Gödel's infamous argument for (...) the ideality of time based on his eponymous spacetime, what this apparent physical possibility of time travel means. Furthermore, we review the recent literature on so-called time machines, i.e., of devices that produce closed worldlines where none would have existed otherwise. Finally, we investigate what the implications of the quantum behaviour of matter for the possibility of time travel might be and explicate in what sense time travel might be possible according to leading contenders for full quantum theories of gravity such as string theory and loop quantum gravity. (shrink)

In "Changing the Past" (2010), Peter van Inwagen argues that a time traveler can change the past without paradox in a growing block universe. After erasing the portion of past existence that generates paradox, a new, non-paradox-generating block can be "grown" after the temporal relocation of the time traveler. -/- I articulate and explore the underlying mechanism of Van Inwagen's model: the time traveler's control over the location of the objective present. Van Inwagen's model is aimed at preventing paradox by (...) changing the past, but it achieves something broader than paradox avoidance: it gives tools for a new model of time travel. I use van Inwagen's tools to develop a new kind of time travel in which in which the location of the objective present is shifted by the time traveler. I call this type of time travel Movable Objective Present, or MOP. After defining MOP, I argue that it is compatible with any theory of time that accepts hypertime, including presentism and moving spotlight theory. (shrink)

The goal of this paper is to defend the general tenet that time travelers cannot change the past within B-theoretical models of time, independently of how many temporal dimensions there are. Baron Pacific Philosophical Quarterly, 98, 129–147 offered a strong argument intended to reach this general conclusion. However, his argument does not cover a peculiar case, i.e. a B-theoretical one-dimensional model of time that allows for the presence of internal times. Loss Pacific Philosophical Quarterly, 96, 1–11 used the latter model (...) to argue that time travelers can change the past within such model. We show a way to debunk Loss’s argument, so that the general tenet about the impossibility of changing the past within B-theoretical models is maintained. (shrink)

In this paper, I argue that the thesis that time travel is logically possible, is inconsistent with the necessary truth of any of the usual ‘open futureobjective present’ models of the universe. It has been relatively uncontroversial until recently to hold that presentism is inconsistent with the possibility of time travel. I argue that recent arguments to the contrary do not show that presentism is consistent with time travel. Moreover, the necessary truth of other open future-objective present (...) models which we might, prima facie, have supposed to be more amenable to the possibility of time travel, turn out also to be inconsistent with this possibility. (shrink)

Thinking about time travel is an entertaining way to explore how to understand time and its location in the broad conceptual landscape that includes causation, fate, action, possibility, experience, and reality. It is uncontroversial that time travel towards the future exists, and time travel to the past is generally recognized as permitted by Einstein’s general theory of relativity, though no one knows yet whether nature truly allows it. Coherent time travel stories have added flair to traditional (...) debates over the metaphysical status of the past, the reality of temporal passage, and the existence of free will. Moreover, plausible models of time travel and time machines can be used to investigate the subtle relation between space-time structure and causality. -/- It surveys some philosophical issues concerning time travel and should serves as a quick introduction. It includes a new and improved way to define a time machine. (shrink)

There is a growing body of scholarship that is addressing the ethics, in particular, the bioethics of space travel and colonisation. Naturally, a variety of perspectives concerning the ethical issues and moral permissibility of different technological strategies for confronting the rigours of space travel and colonisation have emerged in the debate. Approaches ranging from genetically enhancing human astronauts to modifying the environments of planets to make them hospitable have been proposed as methods. This paper takes a look at (...) a critique of human bioenhancement proposed by Mirko Garasic who argues that the bioenhancement of human astronauts is not only functional but necessary and thus morally permissible. However, he further claims that the bioethical arguments proposed for the context of space do not apply to the context of Earth. This paper forwards three arguments for how Garasic’s views are philosophically dubious: (1) when he examines our responsibility towards future generations he refers to a moral principle (which we will call the principle of mere survival) which, besides being vague, is not morally acceptable; (2) the idea that human bioenhancement is not natural is not only debatable but morally irrelevant; and (3) it is not true that the situations that may arise in space travel cannot occur on Earth. We conclude that not only is the (bio)enhancement of humans on Earth permissible but perhaps even necessary in certain circumstances. (shrink)

This article argues that existing approaches to programming ethical AI fail to resolve a serious moral-semantic trilemma, generating interpretations of ethical requirements that are either too semantically strict, too semantically flexible, or overly unpredictable. This paper then illustrates the trilemma utilizing a recently proposed ‘general ethical dilemma analyzer,’ GenEth. Finally, it uses empirical evidence to argue that human beings resolve the semantic trilemma using general cognitive and motivational processes involving ‘mental time-travel,’ whereby we simulate different possible pasts and futures. (...) I demonstrate how mental time-travel psychology leads us to resolve the semantic trilemma through a six-step process of interpersonal negotiation and renegotiation, and then conclude by showing how comparative advantages in processing power would plausibly cause AI to use similar processes to solve the semantic trilemma more reliably than we do, leading AI to make better moral-semantic choices than humans do by our very own lights. (shrink)

Air is one of the five classical elements, which make all the creation. We can perceive air in the things it moves, be it leaves or hair. It is an invisible mixture of nitrogen, oxygen, and minute amounts of other gases surrounding the Earth. It is all around us. Yet, we cannot see it. Pure air has no odour. It has many uses. It provides a breath of life to all living beings. As, atmosphere, it prevents the excessive heat of (...) the Sun from reaching us. Oxygen, one of its constituents, supports combustion. Thereby it helps us to cook food, generate heat and electricity, run industries and drive vehicles. Its other two components, nitrogen and carbon dioxide, are essential for the growth of plants. Another beneficial constituent of air is Ozone, which in the form of the Ozone layer around our planet protects us from the adverse effects of the Sun's UV rays. Compressed air is used to fill tyres. Many machines and drills work on compressed air. Wind enables the movement of sailboats and gliders. It runs windmills to generate electricity and helps in the dispersal of seeds. Guru Arjan appreciating the priceless importance of air to all of us articulates [1-2]; He (Creator) gave you the invaluable air. (Mehl 5, SGGS, p 913). (shrink)

This article focuses on the role of servants in María Lugones’ “Playfulness, ‘World’-Travelling, and Loving Perception.” I show that Lugones uses and erases the work of servants in developing her understanding of world-traveling. This theoretical marginalization and instrumentalization challenges her claim to capture concrete, lived experience. This article argues that Lugones’ theory is “pseudo-concrete”: it capitulates into the very abstractions it seeks to overcome. Focusing on the role of servants reveals the class character of world-traveling and, in turn, its inability (...) to grasp class relations. This article, thus, invites decolonial feminists to reconsider the advantages of class analysis for understanding not only capitalist domination but also perception, identification, and love. -/- . (shrink)

The first section of this article focuses on the treatment of “time travel” in science-fiction literature and film as presented in the secondary literature in that field. The first anthology I will consider has a metaphysical focus, including (a) relating the time travel of science fiction to the banal time travel of all living beings, as we move inexorably toward the future; and (b) arguing for the filmstrip as the ultimate metaphor for time. The second anthology I (...) will consider has a more political focus, arguing that the “special effects” form of science-fiction films, rather than the visual or narrative content of science-fiction-films, is truly imaginative and futural. The second section of this article ties together a variety of concepts and insights between time-travel cinema and Deleuze’s Cinema 1, suggesting (among other things) that (c) time-traveling characters in cinema function as a redoubled phenomenon of the “mobile sections” of Bergsonian duration (in reference to Henri Bergson), and (d) time-travel cinema vividly illustrates the imagistic nature of the entire world. (shrink)

In this paper I borrow from Maria Lugones’ work on playful “world-traveling” and W.E.B. Du Bois’ notion of “double consciousness” to make the case that humor can facilitate an openness and cooperative attitude among an otherwise closed, even adversarial audience. I focus on what I call “subversive” humor, that which is employed by or on behalf of those who have been continually marginalized. When effectively used, such humor can foster the inclination and even desire to listen to others and, if (...) only for brief moments, adopt their point of view. To be able to see oneself as others see you can also be a desirable capacity, because along with such multidimensional seeing comes an epistemic advantage lacking in those who have no need nor desire to see as others do, especially if the vision of the others happens to be from below where one perceives that the promises of our explicit ideals are constantly being implicitly broken. Such humor is aesthetic, pleasurable in and of itself, and not amenable to scientific dissection. But it is also a skill that can be honed into a powerful tool of persuasion in circumstances where straightforward arguments are less effective. It can raise consciousness about the lived experiences of those suffering under systemic oppression and foster world travelling. Subversive humor encourages audiences, especially those who contribute to what Jean Harvey calls “civilized oppression”, to playfully travel across worlds and “tarry along” with the perspectives of the marginalized. (shrink)

It is possible to wholly exist at multiple spatial locations at the same time. At least, if time travel is possible and objects endure, then such must be the case. To accommodate this possibility requires the introduction of a spatial analog of either relativising properties to times—relativising properties to spatial locations—or of relativising the manner of instantiation to times—relativising the manner of instantiation to spatial locations. It has been suggested, however, that introducing irreducibly spatially relativised or spatially adverbialised properties (...) presents some difficulties for the endurantist. I will consider an objection according to which embracing such spatially relativised properties could lead us to reject mereology altogether in favour of a metaphysics according to which objects are wholly present at every space-time point at which they exist. I argue that although such a view is coherent, there are some good reasons to reject it. Moreover, I argue that the endurantist can introduce spatially relativised or adverbialised properties without conceding that objects lack spatial parts. Such a strategy has the additional advantage that it allows the endurantist not only to explain time travel, but also to reconcile our competing intuitions about cases of fission. (shrink)

Episodic memory (memories of the personal past) and prospecting the future (anticipating events) are often described as mental time travel (MTT). While most use this description metaphorically, we argue that episodic memory may allow for MTT in at least some robust sense. While episodic memory experiences may not allow us to literally travel through time, they do afford genuine awareness of past-perceived events. This is in contrast to an alternative view on which episodic memory experiences present past-perceived events (...) as mere intentional contents. Hence, episodic memory is a way of coming into experiential contact with, or being again aware of, what happened in the past. We argue that episodic memory experiences depend on a causal-informational link with the past events being remembered, and that, assuming direct realism about episodic memory experiences, this link suffices for genuine awareness. Since there is no such link in future prospection, a similar argument cannot be used to show that it also affords genuine awareness of future events. Constructivist views of memory might challenge the idea of memory as genuine awareness of remembered events. We explain how our view is consistent with both constructivist and anti-causalist conceptions of memory. There is still room for an interpretation of episodic memory as enabling genuine awareness of past events, even if it involves reconstruction. (shrink)

Time travel is a recognized concept in philosophy and science, but whose scope is highly disputed, giving rise to numerous paradoxes in both philosophy and science. Time travel is considered by some accepted both in general relativity and quantum mechanics, but there is a unanimous consensus that it is not feasible with current technology. (Hawkins 2010) The raised issues are different for the time travel in the past compared to the time travel in the future.

This paper brings two fresh perspectives on Lewis’s theory of time travel. First: many key aspects and theoretical desiderata of Lewis’s theory can be captured in a framework that does not commit to eternalism about time. Second: implementing aspects of Lewisian time travel in a non-eternalist framework provides theoretical resources for a better treatment of time travel to the future. While time travel to the past has been extensively analyzed, time travel to the future has (...) been comparatively underexplored. I make progress on this topic. Along the way, I discuss Lewis’s lesser-known time travel oeuvre, especially his volume of correspondence and lectures on the topic collected in Beebee and Fisher (2020) and Janssen-Lauret & MacBride (forthcoming). Lewis’s body of unpublished work on time travel yields fruitful insights into his broader thinking on the subject. (shrink)

It has sometimes been suggested that backwards time travel always incurs causal loops. I show that this is mistaken, by describing worlds where backwards time travel occurs and yet no causal loops occur. Arguments that backwards time travel can occur without causal loops have been given before in the literature, but I show that those arguments are unconvincing.

This paper suggests that time travelling scenarios commonly depicted in science fiction introduce problems and dangers for the time traveller. If time travel takes time, then time travellers risk collision with past objects, relocation to distant parts of the universe, and time travel-specific injuries. I propose several models of time travel that avoid the dangers and risks of time travel taking time, and that introduce new questions about the relationship between time travel and spatial location.

Kadri Vihvelin, in "What time travelers cannot do" (Philos Stud 81: 315-330, 1996), argued that "no time traveler can kill the baby who in fact is her younger self, because (V1) "if someone would fail to do something, no matter how hard or how many times she tried, then she cannot do it", and (V2) if a time traveler tried to kill her baby self, she would always fail. Theodore Sider (Philos Stud 110: 115-138, 2002) criticized Vihvelin's argument, and Ira (...) Kiourti (Philos Stud 139: 343-352, 2008) criticized both Vihvelin's argument and Sider's critique. I present a critique of Vihvelin's argument different from both Sider's and Kiourti's critiques: I argue in a novel way that both V1 and V2 are false. Since Vihvelin's argument might be understood as providing a challenge to the possibility of time travel, if my critique succeeds then time travel survives such a challenge unscathed. (shrink)

A testimony is somebody else’s reported experience of what has happened. It is an indispensable source of knowledge. It only gives us historical cognition, however, which stands in a complex relation to rational or philosophical cognition: while the latter presupposes historical cognition as its matter, one needs the architectonic “eye of a philosopher” to select, interpret, and organize historical cognition. Kant develops this rationalist theory of testimony. He also practices it in his own work, especially while theorizing about race as (...) a subject of natural philosophy. In three dedicated essays on this subject, he treats race from the standpoint of a philosophical investigator of nature (Naturforscher), who (as Kant puts it in the first Critique) learns from nature “like an appointed judge who compels witnesses to answer the questions he puts to them.” This view underwrites Kant’s use of travel reports (a type of testimony) in developing and defending his theory of race. (shrink)

Future-biased individuals systematically prefer positively valenced events to be in the future (positive future-bias) and negatively valenced events to be in the past (negative future-bias). The most extreme form of future-bias is absolute future-bias, whereby we completely discount the value of past events when forming our preferences. Various authors have thought that we are absolutely future-biased (Sullivan (2018:58); Parfit (1984:173) and that future-bias (absolute or otherwise) is at least rationally permissible (Prior (1959), Hare (2007; 2008), Kauppinen (2018), Heathwood (2008)). The (...) permissibility of future-bias is often held to be grounded in the structure of the temporal dimension. In this paper I consider several proposals for grounding the permissibility of such preferences and evaluate these in the light of the preferences we would have, and judge that we should have, in various time-travel scenarios. I argue that what we learn by considering these scenarios is that these preferences really have nothing to do with temporal structure. So if something grounds their permissibility, it is not temporal structure. (shrink)

The Principle of Alternative Possibilities is the intuitive idea that someone is morally responsible for an action only if she could have done otherwise. Harry Frankfurt has famously presented putative counterexamples to this intuitive principle. In this paper, I formulate a simple version of the Principle of Alternative Possibilities that invokes a course-grained notion of actions. After warming up with a Frankfurt-Style Counterexample to this principle, I introduce a new kind of counterexample based on the possibility of time travel. (...) At the end of the paper, I formulate a more sophisticated version of the Principle of Alternative Possibilities that invokes a certain fine grained notion of actions. I then explain how this new kind of counterexample can be augmented to show that even the more sophisticated principle is false. (shrink)

Continuists maintain that, aside from their distinct temporal orientations, episodic memory and future-oriented mental time travel (FMTT) are qualitatively continuous. Discontinuists deny this, arguing that, in addition to their distinct temporal orientations, there are qualitative metaphysical or epistemological differences between episodic memory and FMTT. This chapter defends continuism by responding both to arguments for metaphysical discontinuism, based on alleged discontinuities between episodic memory and FMTT at the causal, intentional, and phenomenological levels, and to arguments for epistemological discontinuism, based on (...) alleged discontinuities with respect to the epistemic openness of the past and future, the directness or indirectness of our knowledge of past and future, and immunity to error through misidentification. The chapter concludes by sketching a positive argument for continuism. (shrink)

Jacopo Baboni Schilingi’s interactive musical compositions Argo and Terra play with time, space, and material sound to capture a symbiotic relationship between technology and the most intimate process fundamental to life: breathing. Argo reacts to the artist’s respiration in “real time,” generating an “infinite” sequence of diverse musical arrangements that question the relation between the human body and technology and contingency and programming. Noting the egotistical tendencies of artists, Schilingi likens himself to Odysseus, the master of Argo, the name given (...) to his faithful technological invention. This theme of mastery is revisited in Terra where Schilingi’s hands, covered in sensors, manipulate both the musical composition and the dance movements of a female body, a body whose fertile tension both emerges and withdraws in a battle akin to Heidegger’s earth/world strife. This chapter provides a hermeneutic reading of Argo and Terra within a Heideggerian framework that does not, as Luce Irigaray has noted, forget air. Irigaray states, “Air does not show itself. As such, it escapes as (a) being. It allows itself to be forgotten.” Schilingi’s generative music makes air visible and hauntingly audible, as the music can only be stopped when the artist’s life comes to an end. (shrink)

Expeditious increase in population and industrialization has led to alarming rates of air pollution in all countries. However, developing economies have had to face a more adverse and severe impact. This had led to many changes in the day to day living of citizens. In this paper we have focused on the psychological process and predictors of migration intention of the people living in Hanoi, Vietnam. Two stratified random datasets of 475 people were used, and Bayesian analysis was performed on (...) this dataset. We found out that the intent to move was negatively associated to the individual’s satisfaction with air quality. We also found that people who have family members that have fallen victim to a disease caused by air pollution are more likely to migrate. This paper discusses an important topic: immigration of the younger demographic, i.e. the Hanoi workforce, which may cause restrictions and hurdles in the city's urbanisation and development. The findings suggest that, if measures against air pollution are not taken, economic forces may be disrupted, posing a threat to urban growth. As a result, collaborative activities and steps need to be taken by the government to curb this unfortunate consequence. (shrink)

It has been suggested that there is something worrisome, puzzling, or incomprehensible about the sorts of causal loops sometimes involved in backwards time travel. This paper disentangles two distinct puzzles and evaluates whether they provide us reason to find backwards time travel incomprehensible, inexplicable, or otherwise worrisome. The paper argues that they provide no such reason.

This paper argues for the following disjunction: either we do not live in a world with a branching temporal structure, or backwards time travel is nomologically impossible, given the initial state of the universe, or backwards time travel to our space-time location is impossible given large-scale facts about space and time. A fortiori, if backwards time travel to our location is possible, we do not live in a branching universe.

In this chapter I articulate the threat that time travel to the past allegedly poses to the free will of the time traveler, and I argue that on the traditional way of thinking about free will, the incompatibilist about time travel and free will wins the day. However, a residual worry about the incompatibilist view points the way toward a novel way of thinking about free will, one that I tentatively explore toward the end of the chapter.

Bringing research on collective memory together with research on episodic future thought, Szpunar and Szpunar :376–389, 2016) have recently developed the concept of collective future thought. Individual memory and individual future thought are increasingly seen as two forms of individual mental time travel, and it is natural to see collective memory and collective future thought as forms of collective mental time travel. But how seriously should the notion of collective mental time travel be taken? This article argues (...) that, while collective mental time travel is disanalogous in important respects to individual mental time travel, the concept of collective mental time travel nevertheless provides a useful means of organizing existing findings, while also suggesting promising directions for future research. (shrink)

I criticize Lockwood’s solution to the “paradoxes” of time travel, thus endorsing Lewis’s more conservative position. Lockwood argues that only in the context of a 5D space-time-actuality manifold is the possibility of time travel compatible with the Autonomy Principle (according to which global constraints cannot override what is physically possible locally). I argue that shifting from 4D space-time to 5D space-time-actuality does not change the situation with respect to the Autonomy Principle, since the shift does not allow us (...) to have a coincidence-free local dynamical theory. (shrink)

This study focuses on nuclear tourism, which flourished a decade ago in the Exclusion Zone, a regimented area around the Chornobyl Nuclear Power Plant (Ukraine) established in 1986, where the largest recorded nuclear explosion in human history occurred. The mass pilgrimage movement transformed the place into an open air museum, a space that preserves the remnants of Soviet culture, revealing human tragedies of displacement and deaths, and the nature of state nuclear power. This study examines the impact of the site (...) on its visitors and the motivations for their persistence and activities in the Zone, and argues that through photography, cartography, exploration, and discovery, the pilgrims attempt to decode the historical and ideological meaning of Chornobyl and its significance for future generations. Ultimately, the aesthetic and political space of the Zone helps them establish a conceptual and mnemonic connection between the Soviet past and Ukraine’s present and future. Their practices, in turn, help maintain the Zone’s spatial and epistemological continuity. Importantly, Chornobyl seems to be polysemic in nature, inviting interpretations and shaping people’s national and intellectual identities. (shrink)

Air pollution is a considerable environmental stressor for urban residents in developing countries. Perceived health risks of air pollution might induce migration intention among inhabitants. The current study employed the Bayesian Mindsponge Framework (BMF) to investigate the rationale behind the domestic and international migration intentions among 475 inhabitants in Hanoi, Vietnam – one of the most polluted capital cities worldwide. We found that people perceiving more impacts of air pollution in their daily life are more likely to have migration intention. (...) The effect of perceived air pollution impact on international migration intention is stronger than that of domestic migration. Acknowledging a family member’s air pollution-induced sickness moderated the association between perceived air pollution impact and domestic migration intention, while the personal experience of air pollution-induced sickness did not. In contrast, the moderation effect of personal experience of sickness became significant in the international migration circumstance, but the effect of information about a family member’s sickness was trivial. The findings suggest that urban inhabitants’ consideration of air pollution averting strategies reflects some characteristics of Homo Oeconomicus. Additionally, the individual’s socio-economic decision is seemingly insignificant on a social scale. Still, through environmental stressors as catalysts, such decisions might result in considerable social outcomes (e.g., internal migration and emigration). (shrink)

Air pollution is a pressing global issue, demanding swift and practical solutions across nations. Polluted air is not only harmful to physical health but also to mental well-being. Research has consistently shown that air pollution is linked to respiratory and cardiovascular problems, both in the short and long term. Short-term effects include coughing, asthma, and difficulty breathing, while long-term exposure can lead to chronic asthma, impaired lung function, cardiovascular diseases, and even death. Beyond physical health, air pollution can also negatively (...) impact mental well-being, contributing to depression, anxiety, and even suicide. -/- A recent study by a group of researchers led by Tomoaki Nakaishi, a researcher at Kyushu University, has gone further, examining how air pollution affects moral perception and unethical behavior. Unethical behavior refers to actions that are either illegal or deemed morally wrong by society. This study focuses on five types of unethical behavior: fatal actions (e.g., murder, terrorism, and suicide), assault (e.g., prostitution, rape, child abuse, and domestic violence), discrimination (e.g., gender and racial discrimination), financial misconduct (e.g., fraud and bribery/corruption), and organized misconduct. (shrink)

This paper provides a structured response to Jingkai Liang’s On Forward Time Travel, focusing on forward time travel paradigms: “stretched-out streaks,” where travelers experience slowed passage of time, and “broken streaks,” representing instantaneous leaps forward. Using the Philosophy of Ethical Empirical Rationalism, we introduce three key insights—termed Hume’s Beacons—to examine continuity of identity, the measurability of time, and the ethical considerations involved in skipping time. Each insight is explored through hypotheses rooted in empirical observation, rational justification, and ethical (...) application, offering Liang a framework for further analysis of forward time travel. Visual models accompany each hypothesis to provide clarity. This paper aims to expand the discourse on temporal metaphysics by grounding theoretical time travel concepts in empirical rationalism and ethical reasoning. (shrink)

We argue that there is an interesting modal analogue of temporal persistence, namely modal persistence, and an interesting modal analogue of time travel, namely modal travel. We explicate each of these notions and then argue that there are plausible conditions under which some ordinary objects modally persist. We go on to consider whether it is plausible that any modally persistent objects also modally travel.