Results for 'faculty'

180 found
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  1.  84
    Epistemic Agency and the Self-Knowledge of Reason: On the Contemporary Relevance of Kant’s Method of Faculty Analysis.Thomas Land - 2018 - Synthese.
    Each of Kant’s three Critiques offers an account of the nature of a mental faculty and arrives at this account by means of a procedure I call ‘faculty analysis’. Faculty analysis is often regarded as among the least defensible aspects of Kant’s position; as a consequence, philosophers seeking to inherit Kantian ideas tend to transpose them into a different methodological context. I argue that this is a mistake: in fact faculty analysis is a live option for (...)
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  2. The Structure of Semantic Competence: Compositionality as an Innate Constraint of The Faculty of Language.Guillermo Del Pinal - 2015 - Mind and Language 30 (4):375–413.
    This paper defends the view that the Faculty of Language is compositional, i.e., that it computes the meaning of complex expressions from the meanings of their immediate constituents and their structure. I fargue that compositionality and other competing constraints on the way in which the Faculty of Language computes the meanings of complex expressions should be understood as hypotheses about innate constraints of the Faculty of Language. I then argue that, unlike compositionality, most of the currently available (...)
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  3. Making It Your Own: Writing Fellows Re-Evaluate Faculty Resistance.Judith Halasz, Maria Brincker, D. Gambs, D. Geraci, A. Queeley & S. Solovyova - 2006 - Across the Disciplines 3.
    Faculty resistance to Writing Across the Curriculum (WAC) is an issue that has been recognized by WAC program directors and practitioners for decades, yet it remains unresolved. Perhaps the problem is not resistance per se, but how we interpret and react to it. Faculty resistance is typically viewed as an impediment to the pedagogical change WAC programs hope to achieve. Moreover, the label of "resistance" is often used without further examination of the underlying causes. Based on research and (...)
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  4. The Psychology of Faculty Demoralization in the Liberal Arts: Burnout, Acedia, and the Disintegration of Idealism.Steven James Bartlett - 1994 - New Ideas in Psychology 12 (3):277-289.
    A study of the psychology of demoralization affecting university faculty in the liberal arts. This form of demoralization is not adequately understood in terms of the concept of career burnout. Instead, demoralization that affects university faculty in the liberal arts requires a broadened understanding of the historical and psychological situation in which these professors find themselves today.
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  5.  56
    The Loss of Permanent Realities: Demoralization of University Faculty in the Liberal Arts.Steven James Bartlett - 1994 - Methodology and Science: Interdisciplinary Journal for the Empirical Study of the Foundations of Science and Their Methodology 27 (1):25-39.
    This paper examines a largely unrecognized mental disorder that is essentially a disability of values. It is their daily contact with this pathology that leads many university liberal arts faculty to demoralization. The deeply rooted disparity between the world of the traditional liberal arts scholar and today’s college students is not simply a gulf across which communication is difficult, but rather involves a pathological impairment in the majority of students that stems from an exclusionary focus on work, money, and (...)
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  6. Faculty as Critical Thinkers: Challenging Assumptions.Claire Phillips & Susan Green - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (2):44-50.
    The research presented in this paper used a case study approach to concentrate on the critical thinking preparation and skill sets of professors who, in turn, were expected to develop those same skills in their students. The authors interviewed community college instructors from both academic and work force disciplines. In general, the results of the study supported the researchers’ hypothesis that the ability to teach critical thinking was not necessarily intrinsic to a teaching professional. The authors of this study would (...)
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  7. Cognitive Modularity in the Light of the Language Faculty.Johan De Smedt - 2009 - Logique Et Analyse 52 (208):373-387.
    Ever since Chomsky, language has become the paradigmatic example of an innate capacity. Infants of only a few months old are aware of the phonetic structure of their mother tongue, such as stress-patterns and phonemes. They can already discriminate words from non-words and acquire a feel for the grammatical structure months before they voice their first word. Language reliably develops not only in the face of poor linguistic input, but even without it. In recent years, several scholars have extended this (...)
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  8. A (Possible) Forum for Freedom: Faculty of Philosophy, Chair Philosophy and Applied Philosophy – A Lecture on Philosophy Without Thinker.Kiraly V. Istvan - 2014 - Philobiblon - Transilvanian Journal of Multidisciplinary Research in Humanities 19 (1).
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  9. Review: Moore, Noble in Reason, Infinite in Faculty: Themes and Variation in Kant's Moral and Religious Philosophy[REVIEW]Andrew Chignell - 2006 - Philosophical Review 115 (1):118-121.
    A review of A.W. Moore's book on Kantian themes in religion and ethics. -/- .
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  10.  28
    A New UNESCO Chair in Bioethics at the Philosophical Faculty, Presov University.Vasil Gluchman - 2010 - Filozofia 65 (7):713-715.
    The UNESCO Chair in Bioethics has been established at the University of Presov (Slovakia) in 2010.
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  11. Proceedings of the One Day Faculty Development Programme on Dr. B.R. Ambedkar, Indian Constitution and Indian Society.Desh Raj Sirswal - 2016 - CPPIS.
    To follow the legacy of Dr. B.R. Ambedkar, a RUSA Sponsored One-Day Facutly Development Programme on “Dr. B.R. Ambedkar, Indian Constitution and Indian Society” organised by the Department of Philosophy and P.G. Department of Public Administation held on 20th January, 2016 was a creative and fruitful effort to bring together the scholars and academicians from several disciplines to participate in the deliberations related to the conceptual understanding and insights of the philosophy of Dr. B.R. Ambedkar.
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  12. The Cognitive Faculties.Gary Hatfield - 1998 - In Daniel Garber & Michael Ayers (eds.), The Cambridge History of Seventeenth-Century Philosophy. Cambridge University Press. pp. 953–1002.
    During the seventeenth century the major cognitive faculties--sense, imagination, memory, and understanding or intellect--became the central focus of argument in metaphysics and epistemology to an extent not seen before. The theory of the intellect, long an important auxiliary to metaphysics, became the focus of metaphysical dispute, especially over the scope and powers of the intellect and the existence of a `pure' intellect. Rationalist metaphysicians such as Descartes, Spinoza, and Malebranche claimed that intellectual knowledge, gained independently of the senses, provides the (...)
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  13. The Social Trackways Theory of the Evolution of Human Cognition.Kim Shaw-Williams - 2014 - Biological Theory 9 (1):1-11.
    Only our lineage has ever used trackways reading to find unseen and unheard targets. All other terrestrial animals, including our great ape cousins, use scent trails and airborne odors. Because trackways as natural signs have very different properties, they possess an information-rich narrative structure. There is good evidence we began to exploit conspecific trackways in our deep past, at first purely associatively, for safety and orienteering when foraging in vast featureless wetlands. Since our own old trackways were recognizable they were (...)
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  14. Organizational Performance of Higher Education Institutions in the Philippines.Jennifer Cabaron - manuscript
    The study aimed to look into the organizational performance of Higher Education Institutions in the Philippines particularly in Zamboanga del Norte. The descriptive method of research was used. There were 95 respondents to the survey. Frequency count, percentage, and Mean were used as a statistical tool. The investigation revealed that organizational performance of the Higher Education Institutions involved was found to be very good along the areas of VMGO, faculty, curriculum and instruction, support to students, research, extension, library, physical (...)
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  15. Quantification, Negation, and Focus: Challenges at the Conceptual-Intentional Semantic Interface.Tista Bagchi - manuscript
    Quantification, Negation, and Focus: Challenges at the Conceptual-Intentional Semantic Interface Tista Bagchi National Institute of Science, Technology, and Development Studies (NISTADS) and the University of Delhi Since the proposal of Logical Form (LF) was put forward by Robert May in his 1977 MIT doctoral dissertation and was subsequently adopted into the overall architecture of language as conceived under Government-Binding Theory (Chomsky 1981), there has been a steady research effort to determine the nature of LF in language in light of structurally (...)
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  16. The Understanding.John P. Wright - 2013 - In James A. Harris (ed.), The Oxford Handbook of British Philosophy in the Eighteenth Century. Oxford University Press. pp. 148-70.
    The article discusses the varying conceptions of the faculty of ‘the understanding’ in 18th-century British philosophy and logic. Topics include the distinction between the understanding and the will, the traditional division of three acts of understanding and its critics, the naturalizing of human understanding, conceiving of the limits of human understanding, British innatism and the critique of empiricist conceptions of the understanding, and reconceiving the understanding and the elimination of scepticism. Authors discussed include Richard Price, James Harris, Zachary Mayne, (...)
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  17. Co je člověk? Petr Auriol a role kognitivní psychologie ve středověké definici člověka.Lukáš Lička - 2015 - In Jan Herůfek (ed.), Pojetí důstojnosti člověka od antiky po současnost. Ostravská univerzita. pp. 55-78.
    [What is the Human Being? Peter Auriol and the Role of Cognitive Psychology in the Medieval Definition of the Human Being: ] This paper explores how medieval philosophers used cognitive psychology in defining what the human being is, paying special attention to the Franciscan thinker Peter Auriol (c. 1280 – 1322). First, I examine the motivations of Auriol’s claim that the property of being alive is bound to the property of being cognitive (i. e. being capable of cognition). Then, the (...)
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  18. What Remains of Our Knowledge of Language?Barry C. Smith - 2008 - Croatian Journal of Philosophy 8 (22):557-75.
    The new Chomskian orthodoxy denies that our linguistic competence gives us knowledge *of* a language, and that the representations in the language faculty are representations *of* anything. In reply, I have argued that through their intuitions speaker/hearers, (but not their language faculties) have knowledge of language, though not of any externally existing language. In order to count as knowledge, these intuitions must track linguistic facts represented in the language faculty. I defend this idea against the objections Collins has (...)
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  19. Cognition, Modules, and Modes of Perception.Tista Bagchi - manuscript
    Perceptual and recursion-based faculties have long been recognized to be vital constituents of human (and, in general, animal) cognition. However, certain faculties such as the visual and the linguistic faculty have come to receive far more academic and experimental attention, in recent decades, than other recognized categories of faculties. This paper seeks to highlight the imbalance in these studies and bring into sharper focus the need for further in-depth philosophical treatments of faculties such as especially hearing, touch, and proprioception, (...)
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  20.  51
    The Triggering Track-Ways Theory.Kim Shaw-Williams - 2011 - Dissertation, Victoria University of Wellington
    In this thesis I present a new paradigm in human evolutionary theory: the relevance of track-ways reading (TWR) to the evolution of human cognition, culture and communication. Evidence is presented that strongly indicates hominins were exploiting conspecific track-ways 4 million years ago. For a non-olfactory ape that was a specialized forager in open, featureless wetland environments, they were the only viable natural signs to exploit for safety, orienteering, and recognizable social markers. Due to the unique cognitive demands of reading track-ways, (...)
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  21.  78
    La filosofía en su uso teológico. Oportet Philosophari in Theologia // Philosophy in its theological use. Oportet Philosofari in Theologia.Francisco-Javier Herrero Hernandez - 2012 - Salmanticensis 59 (3):441-460.
    Resumen: Este trabajo tiene como principal objetivo el de lograr una comprensión de la la filosofía en cuanto fundamento insoslayable para la teología. Sostiene, en primer lugar, la necesidad de desarrollar una teología más autocosciente en el sentido racional del σὺν λόγω, es decir, desde el programa plenamente actual de la fides quarens intellectum. Defiende, en segundo lugar, que la filosofía solo puede entenderse partiendo de la pretensión que la ha animado desde el comienzo de su andadura: la búsqueda de (...)
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  22. The Worldview of Phenomenology.Steven James Bartlett - 1969/2017 - Willamette University Faculty Research Website.
    An invited High Table Address given before the students and faculty of Raymond College, University of the Pacific, Stockton, California, December 10, 1969. An impressionistic and idealistic paper from the author’s youth suggesting how his _de-projective approach to phenomenology_ could lead to an actual, lived, worldview.
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  23. Aphantasia, SDAM, and Episodic Memory.Lajos Brons - 2019 - Annals of the Japan Association for Philosophy of Science 28:9-32.
    Episodic memory (EM) involves re-experiencing past experiences by means of mental imagery. Aphantasics (who lack mental imagery) and people with severely deficient autobiographical memory (SDAM) lack the ability to re-experience, which would imply that they don't have EM. However, aphantasics and people with SDAM have personal and affective memories, which are other defining aspects of EM (in addition to re-experiencing). This suggests that these supposed aspects of EM really are independent faculties or modules of memory, and that EM is a (...)
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  24.  73
    Exact and Approximate Arithmetic in an Amazonian Indigene Group.Pierre Pica, Cathy Lemer, Véronique Izard & Stanislas Dehaene - 2004 - Science 306 (5695):499-503.
    Is calculation possible without language? Or is the human ability for arithmetic dependent on the language faculty? To clarify the relation between language and arithmetic, we studied numerical cognition in speakers of Mundurukú, an Amazonian language with a very small lexicon of number words. Although the Mundurukú lack words for numbers beyond 5, they are able to compare and add large approximate numbers that are far beyond their naming range. However, they fail in exact arithmetic with numbers larger than (...)
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  25. Empiricism Without Magic: Transformational Abstraction in Deep Convolutional Neural Networks.Cameron Buckner - 2018 - Synthese (12):1-34.
    In artificial intelligence, recent research has demonstrated the remarkable potential of Deep Convolutional Neural Networks (DCNNs), which seem to exceed state-of-the-art performance in new domains weekly, especially on the sorts of very difficult perceptual discrimination tasks that skeptics thought would remain beyond the reach of artificial intelligence. However, it has proven difficult to explain why DCNNs perform so well. In philosophy of mind, empiricists have long suggested that complex cognition is based on information derived from sensory experience, often appealing to (...)
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  26. Hume.Fabian Dorsch - 2016 - In Amy Kind (ed.), The Routledge Handbook of the Philosophy of Imagination. Routledge. pp. 40-54.
    This chapter overviews Hume’s thoughts on the nature and role of imagining and focusses primarily on three important distinctions that Hume draws among our conscious mental episodes: (i) between impressions and ideas; (ii) between ideas of the memory and ideas of the imagination; and (iii), among the ideas of the imagination, between ideas of the judgement and ideas of the fancy. In addition, the chapter considers Hume’s views on the imagination as a faculty of producing ideas, as well as (...)
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  27. The Case Against the Conventional Publication of Academic and Scientific Books.Steven James Bartlett - 2019 - Willamette University Faculty Research Website.
    An essay that weighs the main factors that lead authors of academic and scientific books to consider conventional publication of their work, with realistic and practical recommendations for these authors so they may avoid the contractual “imprisonment” of their books after the period of initial active sales has passed.
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  28. A Code of Conduct for Peer Reviewers and Editors.Steven James Bartlett - 2019 - Willamette University Faculty Research Website.
    In the past few decades, peer review has come to dominate virtually all professionally respectable academic and scientific publications. However, despite its near-universal acceptance, no code of conduct has been developed to which peer reviewers and their editors are encouraged to adhere. This paper proposes such a code of conduct.
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  29. Quantifying the Gender Gap: An Empirical Study of the Underrepresentation of Women in Philosophy.Molly Paxton, Carrie Figdor & Valerie Tiberius - 2012 - Hypatia 27 (4):949-957.
    The lack of gender parity in philosophy has garnered serious attention recently. Previous empirical work that aims to quantify what has come to be called “the gender gap” in philosophy focuses mainly on the absence of women in philosophy faculty and graduate programs. Our study looks at gender representation in philosophy among undergraduate students, undergraduate majors, graduate students, and faculty. Our findings are consistent with what other studies have found about women faculty in philosophy, but we were (...)
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  30. Why General Education? Peters, Hirst and History.John White - 2009 - Philosophy of Education 43 (Supplement s1):123-141.
    Richard Peters argued for a general education based largely on the study of truth-seeking subjects for its own sake. His arguments have long been acknowledged as problematic. There are also difficulties with Paul Hirst's arguments for a liberal education, which in part overlap with Peters'. Where justification fails, can historical explanation illuminate? Peters was influenced by the prevailing idea that a secondary education should be based on traditional, largely knowledge-orientated subjects, pursued for intrinsic as well as practical ends. Does history (...)
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  31. The Guise of the Good.J. David Velleman - 1992 - Noûs 26 (1):3 - 26.
    The agent portrayed in much philosophy of action is, let's face it, a square. He does nothing intentionally unless he regards it or its consequences as desirable. The reason is that he acts intentionally only when he acts out of a desire for some anticipated outcome; and in desiring that outcome, he must regard it as having some value. All of his intentional actions are therefore directed at outcomes regarded sub specie boni: under the guise of the good. This agent (...)
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  32. How to Use Cognitive Faculties You Never Knew You Had.Andrew Moon - 2018 - Pacific Philosophical Quarterly 99 (S1):251-275.
    Norman forms the belief that the president is in New York by way of a clairvoyance faculty he doesn’t know he has. Many agree that his belief is unjustified but disagree about why it is unjustified. I argue that the lack of justification cannot be explained by a higher-level evidence requirement on justification, but it can be explained by a no-defeater requirement. I then explain how you can use cognitive faculties you don’t know you have. Lastly, I use lessons (...)
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  33. Research, Teaching and Service: Why Shouldn't Women's Work Count?Shelley M. Park - 1996 - Journal of Higher Education 67 (1):46-84.
    This article examines one way institutionalized sexism operates in the university setting by examining the gender roles and gender hierarchies implicit in (allegedly gender-neutral) university tenure and promotion policies. Current working assumptions regarding (1) what constitutes good research, teaching, and service and (2) the relative importance of each of these endeavors reflect and perpetuate masculine values and practices, thus preventing the professional advancement of female faculty both individually and collectively. A gendered division of labor exists within (as outside) the (...)
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  34. Only All Naturalists Should Worry About Only One Evolutionary Debunking Argument.Tomas Bogardus - 2016 - Ethics 126 (3):636-661.
    Do the facts of evolution generate an epistemic challenge to moral realism? Some think so, and many “evolutionary debunking arguments” have been discussed in the recent literature. But they are all murky right where it counts most: exactly which epistemic principle is meant to take us from evolutionary considerations to the skeptical conclusion? Here, I will identify several distinct species of evolutionary debunking argument in the literature, each one of which relies on a distinct epistemic principle. Drawing on recent work (...)
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  35. Drugs and Hugs: Stimulating Moral Dispositions as a Method of Moral Enhancement.Michał Klincewicz, Lily Eva Frank & Marta Sokólska - 2018 - Royal Institute of Philosophy Supplement 83:329-350.
    Advocates of moral enhancement through pharmacological, genetic, or other direct interventions sometimes explicitly argue, or assume without argument, that traditional moral education and development is insufficient to bring about moral enhancement. Traditional moral education grounded in a Kohlbergian theory of moral development is indeed unsuitable for that task; however, the psychology of moral development and education has come a long way since then. Recent studies support the view that moral cognition is a higher-order process, unified at a functional level, and (...)
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  36. How to Write a Philosophy Paper.Brendan Shea - manuscript
    This is a guide to writing philosophy papers aimed at introductory students prepared by the philosophy faculty at Rochester Community and Technical College. It includes sections on reading philosophy and writing philosophy, as well as an explanation of common grading criteria for essays in philosophy.
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  37.  69
    La dialéctica y la metafísica según santo Tomás de Aquino.David Torrijos-Castrillejo - 2019 - de Medio Aevo 13:279-294.
    In these pages the author intends to examine the idea, quite widespread among Aristotle’s recent scholars, that the method of metaphysics were mainly dialectical. This problem is investigated in Aquinas, who decidedly denies that metaphysics uses dialectics because it just provides probability. Metaphysics, unlike dialectics, is not only based on the being of reason but also on the natural being. Therefore, it does not simply constitute a rational game about quiddities, but it studies things in their real actuality and must (...)
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  38. Perceiving Necessity.Catherine Legg & James Franklin - 2017 - Pacific Philosophical Quarterly 98 (3).
    In many diagrams one seems to perceive necessity – one sees not only that something is so, but that it must be so. That conflicts with a certain empiricism largely taken for granted in contemporary philosophy, which believes perception is not capable of such feats. The reason for this belief is often thought well-summarized in Hume's maxim: ‘there are no necessary connections between distinct existences’. It is also thought that even if there were such necessities, perception is too passive or (...)
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  39. Mismeasuring Our Lives: The Case Against Usefulness, Popularity, and the Desire to Influence Others.Steven James Bartlett - 2018 - Willamette University Faculty Research Website.
    This essay revisits the topic of how we should measure the things that matter, at a time when we continue to mismeasure our lives, as we hold fast to outworn myths of usefulness, popularity, and the desire to influence others. /// Three central, unquestioned presumptions have come to govern much of contemporary society, education, and the professions. They are: the high value placed on usefulness, on the passion to achieve popularity, and on the desire to influence others. In this essay, (...)
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  40.  76
    Beyond the Instinct-Inference Dichotomy: A Unified Interpretation of Peirce's Theory of Abduction.Mousa Mohammadian - 2019 - Transactions of the Charles S. Peirce Society 55 (2):138-160.
    I examine and resolve an exegetical dichotomy between two main interpretations of Peirce’s theory of abduction, namely, the Generative Interpretation and the Pursuitworthiness Interpretation. According to the former, abduction is the instinctive process of generating explanatory hypotheses through a mental faculty called insight. According to the latter, abduction is a rule-governed procedure for determining the relative pursuitworthiness of available hypotheses and adopting the worthiest one for further investigation—such as empirical tests—based on economic considerations. It is shown that the Generative (...)
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  41. Why Do Female Students Leave Philosophy? The Story From Sydney.Tom Dougherty, Samuel Baron & Kristie Miller - 2015 - Hypatia 30 (2):467-474.
    The anglophone philosophy profession has a well-known problem with gender equity. A sig-nificant aspect of the problem is the fact that there are simply so many more male philoso-phers than female philosophers among students and faculty alike. The problem is at its stark-est at the faculty level, where only 22% - 24% of philosophers are female in the United States (Van Camp 2014), the United Kingdom (Beebee & Saul 2011) and Australia (Goddard 2008).<1> While this is a result (...)
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  42. Paratheism: A Proof That God Neither Exists nor Does Not Exist.Steven James Bartlett - 2016 - Willamette University Faculty Research Website: Http://Www.Willamette.Edu/~Sbartlet/Documents/Bartlett_Paratheism_A%20Proof%20that%20God%20neither%2 0Exists%20nor%20Does%20Not%20Exist.Pdf.
    Theism and its cousins, atheism and agnosticism, are seldom taken to task for logical-epistemological incoherence. This paper provides a condensed proof that not only theism, but atheism and agnosticism as well, are all of them conceptually self-undermining, and for the same reason: All attempt to make use of the concept of “transcendent reality,” which here is shown not only to lack meaning, but to preclude the very possibility of meaning. In doing this, the incoherence of theism, atheism, and agnosticism is (...)
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  43.  34
    Nietzsche on the Origin of Conscience and Obligation.Avery Snelson - 2019 - Journal of Nietzsche Studies 50 (2):310-331.
    The second essay of Nietzsche's Genealogy of Morality (GM) offers a naturalistic and developmental account of the emergence of conscience, a faculty uniquely responsive to remembering and honoring obligations. This article attempts to solve an interpretive puzzle that is invited by the second essay's explanation of nonmoral obligation, prior to the capacity to feel guilt. Ostensibly, Nietzsche argues that the conscience and our concept of obligation originated within contractual (“creditor-debtor”) relations, when creditors punished delinquent debtors (GM II:5). However, this (...)
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  44. Natal Bodies, Mortal Bodies, Sexual Bodies: Reading Gender, Desire, and Kinship Through Reiner Schürmann’s Broken Hegemonies.Emanuela Bianchi - 2012 - Graduate Faculty Philosophy Journal 33 (1):57-84.
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  45. Cloud Network Security Based on Biometrics Cryptography Intelligent Tutoring System.Jihan Y. Abu Elreesh & Samy S. Abu-Naser - 2019 - International Journal of Academic Information Systems Research (IJAISR) 3 (3):37-70.
    Intelligent Tutoring System (ITS) is becoming more famous through over the world, it impacts the view to appear obviously actually that anybody could teach at any place in whenever. Without the aid of intelligent tutoring system, the learning question's student's response can't be understood in time. Thus, it is important to create an intelligent tutoring system keeping in mind the end goal to give learning support service for students. In this thesis, the thesis presents an Intelligent Tutoring System for Learning (...)
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  46. Walter Kasper.Antonio Russo - 2018 - In Cultura. Rome, Italy: Studium edizioni. pp. 284.
    In 1964, the young Walter Kasper (born in 1933) was granted by the Faculty of Catholic Theology at Tübingen the licence to teach dogmatic theology on the basis of a thesis on Philosophie und Theologie der Geschichte in der Spätphilosophie Schellings (Philosophy and Theology of History in Schelling’s Late Philosophy). Kasper’s interest in Schelling, himself a student at the Evangelisches Stift at Tübingen, thus originated in the context of his university studies in the school of J.R. Geiselmann and developed (...)
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  47. The Underrepresentation of Women in Prestigious Ethics Journals.Meena Krishnamurthy, Shen‐yi Liao, Monique Deveaux & Maggie Dalecki - 2017 - Hypatia 32 (4):928-939.
    It has been widely reported that women are underrepresented in academic philosophy as faculty and students. This article investigates whether this representation may also occur in the domain of journal article publishing. Our study looked at whether women authors were underrepresented as authors in elite ethics journals — Ethics, Philosophy & Public Affairs, the Journal of Political Philosophy, and the Journal of Moral Philosophy — between 2004-2014, relative to the proportion of women employed in academic ethics (broadly construed). We (...)
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  48.  45
    Hellenistic Pythagorean Epistemology.Phillip Sidney Horky & Giulia De Cesaris - 2018 - Lexicon Philosophicum 6 (Special Issue: 'Hellenistic Theo):221-262.
    The paper offers a running commentary on ps-Archytas’ On Intellect and Sense Perception (composed ca. 80 BCE), with the aim to provide a clear description of Hellenistic/post-Hellenistic Pythagorean epistemology. Through an analysis of the process of knowledge and of the faculties that this involves, ps-Archytas presents an original epistemological theory which, although grounded in Aristotelian and Platonic theories, results in a peculiar Pythagorean criteriology that accounts for the acquisition and production of knowledge, as well as for the specific competences of (...)
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  49. Climate Change, Cooperation and Moral Bioenhancement.Toby Handfield, Pei-hua Huang & Robert Mark Simpson - 2016 - Journal of Medical Ethics 42 (2):742-747.
    The human faculty of moral judgment is not well suited to address problems, like climate change, that are global in scope and remote in time. Advocates of ‘moral bioenhancement’ have proposed that we should investigate the use of medical technologies to make human beings more trusting and altruistic, and hence more willing to cooperate in efforts to mitigate the impacts of climate change. We survey recent accounts of the proximate and ultimate causes of human cooperation in order to assess (...)
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  50. Xunzi and Virtue Epistemology.Cheng-Hung Tsai - 2014 - Universitas 41 (3):121-142.
    Regulative virtue epistemology argues that intellectual virtues can adjust and guide one’s epistemic actions as well as improve on the quality of the epistemic actions. For regulative virtue epistemologists, intellectual virtues can be cultivated to a higher degree; when the quality of intellectual virtue is better, the resulting quality of epistemic action is better. The intellectual virtues that regulative epistemologists talk about are character virtues (such as intellectual courage and open-mindedness) rather than faculty virtues (such as sight and hearing), (...)
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