Religious traditions can be sources of values and attitudes supporting the liberal polity in ways that political theorizing and conceptions of public reason often fail to recognize. moreover, religious traditions can give support through the ways reason is crucial to their self-understanding. one understanding of Judaism is examined as an example. Also, the particularism of traditions can encourage commitment to universally valid values and ideals. reason’s role in Judaism and other religious traditions makes possible constructive interaction between those traditions and (...) between religious and secular thought. exclusion of religiously grounded considerations from the discourse and deliberations of liberal polities can be counterproductively illiberal. (shrink)

Philosophers have used the terms 'impersonal' and 'personal value' to refer to, among others things, whether something's value is universal or particular to an individual. In this paper, I propose an account of impersonal value that, I argue, better captures the intuitive distinction than potential alternatives, while providing conceptual resources for moving beyond the traditional stark dichotomy. I illustrate the practical importance of my theoretical account with reference to debate over the evaluative scope of cultural heritage.

When considering the social valuation of a life-year, there is a conflict between two basic intuitions: on the one hand, the intuition of universality, according to which the value of an additional life-year should be universal, and, as such, should be invariant to the context considered; on the other hand, the intuition of complementarity, according to which the value of a life-year should depend on what this extra-life-year allows for, and, hence, on the quality of that life-year, (...) because the quantity of life and the quality of life are complement to each other. This paper proposes three distinct accounts of the intuition of universality, and shows that those accounts either conflict with a basic monotonicity property, or lead to indifference with respect to how life-years are distributed within the population. Those results support the abandon of the intuition of universality. But abandoning the intuition of universality does not prevent a social evaluator from giving priority, when allocating life-years, to individuals with the lowest quality of life. (shrink)

Value capture occurs when an agent’s values are rich and subtle; they enter a social environment that presents simplified — typically quantified — versions of those values; and those simplified articulations come to dominate their practical reasoning. Examples include becoming motivated by FitBit’s step counts, Twitter Likes and Re-tweets, citation rates, ranked lists of best schools, and Grade Point Averages. We are vulnerable to value capture because of the competitive advantage that such crisp and clear expressions of (...) class='Hi'>value have in our private reasoning and our public justification. There is, however, a price. In value capture, we take a central component of our autonomy — our ongoing deliberation over the exact articulation of our values — and we outsource it. And the metrics to which we outsource usually engineered for the interests of some external force, like a large-scale institution’s interest in cross-contextual comprehensibility and quick aggregability. That outsourcing cuts off one of the key benefits to personal deliberation. In value capture, we no longer adjust our values and their articulations in light of own rich experience of the world. Our values should often be carefully tailored to our particular selves or our small-scale communities, but in value capture, we buy our values off the rack. In some cases – like decreasing CO2 emissions – the costs of non-tailored values are outweighed by the benefit of precise collective coordination. In other cases, like in our aesthetic lives, they are not. This suggests that we should want different values suited to different scales. We should want value federalism. Some values are perhaps best pursued at the largest-scale level, others at smaller scales. The problem occurs when we exhibit an excess preference for the largest-scale values – when we consistently let the universal metrics swamp our quieter interests. (shrink)

ABSTRACT: In its strongest unqualified form, the principle of wholistic reference is that in any given discourse, each proposition refers to the whole universe of that discourse, regardless of how limited the referents of its non-logical or content terms. According to this principle every proposition of number theory, even an equation such as "5 + 7 = 12", refers not only to the individual numbers that it happens to mention but to the whole universe of numbers. This principle, its history, (...) and its relevance to some of Oswaldo Chateaubriand's work are discussed in my 2004 paper "The Principle of Wholistic Reference" in Essays on Chateaubriand's "Logical Forms". In Chateaubriand's réplica (reply), which is printed with my paper, he raised several important additional issues including the three I focus on in this tréplica (reply to his reply): truth-values, universes of discourse, and formal ontology. This paper is self-contained: it is not necessary to have read the above-mentioned works. The principle of wholistic reference (PWR) was first put forth by George Boole in 1847 when he espoused a monistic fixed-universe viewpoint similar to the one Frege and Russell espoused throughout their careers. Later, Boole elaborated PWR in 1854 from the pluralistic multiple-universes perspective. (shrink)

Inspired by american pragmatism and Hans Joas' proposal of an affirmative genealogy, I argue in this paper that a genealogical inquiry (both on the biografical and on the historical level) can explain what motivates individuals to moral agency better than Kantian moral philosophy, without renouncing an historically-informed conception of universal moral values.

Husserl holds that the theoretical sciences should be value-free, i.e., free from the values of extra-scientific practices and guided only by epistemic values such as coherence and truth. This view does not imply that to Husserl the sciences would be immune to all criticism of interests, goals, and values. On the contrary, the paper argues that Husserlian phenomenology necessarily embodies reflection on the epistemic values guiding the sciences. The argument clarifies Husserl’s position by comparing it with the pluralistic position (...) developed in feminist epistemology, according to which sciences may be guided by several competing sets of epistemic values. Further, the existence of alternative epistemic values suggests that choices among such values are social and historically conditioned. Indeed, this is how Husserl’s mature discussion in The Crisis can be understood: his examination of Galileo’s contribution in physics operates as a criticism of the unquestioned dominance of certain set of inherited epistemic values, including the values of accuracy and universal applicability. Indeed, his The Origin of Geometry endorses another set of epistemic values, most importantly that of ontological heterogeneity. Husserl’s analysis demonstrates that the choice of any set of epistemic values is influenced by historical and social factors. Moreover, Husserl argues that we can only avoid biases due to “spells of the time” by continued reflection – Besinnung, in his terms – on the role of values in science. (shrink)

The article reviews the book Value and Virtue in a Godless Universe, by Erik J. Wielenberg.

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)

Emotions, Values and Agency. By Tappolet Christine.

Do forest owners’ levels of education or value profiles explain their responses to climate change? The cultural cognition thesis has cast serious doubt on the familiar and often criticized "knowledge deficit" model, which says that laypeople are less concerned about climate change because they lack scientific knowledge. Advocates of CCT maintain that citizens with the highest degrees of scientific literacy and numeracy are not the most concerned about climate change. Rather, this is the group in which cultural polarization is (...) greatest, and thus individuals with more limited scientific literacy and numeracy are more concerned about climate change under certain circumstances than those with higher scientific literacy and numeracy. The CCT predicts that cultural and other values will trump the positive effects of education on some forest owners' attitudes to climate change. Here, using survey data collected in 2010 from 766 private forest owners in Sweden and Germany, we provide the first evidence that perceptions of climate change risk are uncorrelated with, or sometimes positively correlated with, education level and can be explained without reference to cultural or other values. We conclude that the recent claim that advanced scientific literacy and numeracy polarizes perceptions of climate change risk is unsupported by the forest owner data. In neither of the two countries was university education found to reduce the perception of risk from climate change. Indeed in most cases university education increased the perception of risk. Even more importantly, the effect of university education was not dependent on the individuals' value profile. (shrink)

1. The Urgent Need for an Intellectual Revolution 2. Two Fundamental Problems 3. Autobiographical Remarks 4. What Kind of Inquiry Can Best Help Life of Value to Flourish? 5. How is Life of Value Possible in the Physical Universe? 6. Connections between the Two Problems .

One of the most fascinating debates in the field of political theory has been the one about the relationship between value pluralism and liberalism. Based on their different conceptions and definitions, various theorists have often theorized a tension in the relationship between pluralism and liberalism. On the one hand, liberal authors who believe in the universality of liberal values that have to do with the safeguard of freedom (conceived at least to some extent as “negative freedom”), in the expressions (...) and the free choices that individuals within a society or group can make, tolerance, in their individuality, in the equality of opportunities for everyone, etc., and on the other hand, the pluralists, who emphasize that different values, beliefs and human goods (the diversity) in society are essentially incompatible with one another, and as such, also incommensurable. Against the positions of some various authors who theorize an inherent conflict between these two ideas, in this paper, we argue that in practice, but also theoretically justified, there is a connection and a mutual support relationship existing between pluralism and liberalism. Therefore, the main principles that pluralism protects, such as pluralism of value, incommensurability between multiple conceptions of the goods, etc., can find themselves best in the context of a liberal society. (shrink)

Personal Values is a delightful and enlightening read. It is teeming with novel insights, ground-breaking distinctions, rich examples, new delineations of the field, refreshing historical reminders, inventive arguments, unprecedented connections, identifications of neglected difficulties, and pioneering proposals. I shall focus here on three of these insights, which are illustrative of the pervasive scrupulousness and inventiveness of the book. The first is that there is a distinction between the supervenience base of values and their constitutive grounds. The second is that FA (...) is admittedly circular (because pro-attitudes have values as formal objects), but that this circularity is benign. The third proposal is that one important kind of for- someome-sake’s attitude⎯prototypically, love⎯is such that it is not justified by the properties it represents its object as exemplifying. This is a small sample of claims not meant to be representative of the book. The reason I have chosen to discuss these in particular is that, while finding them plausible and significant, I believe that each raises a worry that Rønnow-Rasmussen fails to address properly. I shall tentatively suggest a possible solution in each case. (shrink)

This paper gives two complete and elementary proofs that if the speed of light over closed paths has a universal value c, then it is possible to synchronize clocks in such a way that the one-way speed of light is c. The first proof is an elementary version of a recent proof. The second provides high precision experimental evidence that it is possible to synchronize clocks in such a way that the one-way speed of light has a (...) class='Hi'>universal value. We also discuss an old incomplete proof by Weyl which is important from an historical perspective. (shrink)

This essay gives an account of how traditional morality is best understood and also why it is worth defending (even if some reform is needed) and how this might be done. Traditional morality is first contrasted with supposedly more enlightened forms of morality, such as utilitarianism and liberal Kantianism (i.e., autonomy-centered ethics). The focus here is on certain sacred values that are central to traditional morality and which highlight this contrast and bring out the attractions of traditional morality. Next, this (...) essay explores and offers support for the convergence thesis to which traditional morality, understood as common morality, is committed. This thesis states that although there are diverse moral traditions, insofar as they are in good order we should expect them to converge upon a common or universal morality, even if there remain some differences in the details. The defense of this thesis provides justification for the validity of traditional morality as it suggests an objective basis. (shrink)

Contemporary knowledge is centered on the research on human dimensions. Philosophy should particularly appeal to values in the process of understanding the human nature. The valuable “becoming” of each human person requires growing ever more aware of his/her personal identity and of his/her role in this lifetime. In ethics, especially, values suppose moral choices or criteria on which a moral behavior is based. Max Scheler based his ethical theory on the distinction between goods and values. The “goods” are things to (...) which we attach some physical worth, and the “values” are the object of emotional perception, of the “sentiment of value” and of the place they have in the hierarchy of values. Even if the human being attributes a certain worth to individual things, he/she is always searching for a universal value, which should exceed the contingency of that thing. This universal validity is a kind of ideal measure of the value of all empiric realities and it is articulated by a normative rationality. It forms a system of universal norms that contribute to the foundation of critical axiological judgments. What values are the most enhanced by our post-modern society? Are they the same as during the modern period? What would distinguish them from the values of other cultural periods of humankind? How do we react to the new challenges generated by technological progress and the media? How do the classical disciplines such as philosophy, religion, anthropology, and art respond to these new challenges? And how could they help us to better adapt the writings of certain significant personalities to the modern and contemporary culture? These are only a few questions this volume will address. It contains a large number of articles by authors from various countries and continents: philosophers, and theologians, as well as researchers in medicine, anthropology, and new scientific technologies. As the variety of topics is impressive, we tried to organize them into three thematic parts: “Part I: Fundamental Human Values. Contemporary Challenging Globalization,” “Part II: New Axiological Challenges in Technologies and Scientific Thinking,” and “Part III: Cultural and Spiritual Personalities: Possible Answers to Our Contemporary Changes.” In the following pages, we shall make a short presentation of each article in order to facilitate a quick familiarization with the entire volume. (shrink)

The value of up-hill skiing is double, it is first a sport and artistic expression, second it incorporates functional dependencies related to the natural obstacles which the individual aims to overcome. On the artistic side, M. Dufrenne shows the importance of living movement in dance, and we can compare puppets with dancers in order to grasp the lack of intentional spiritual qualities in the former. The expressivity of dance, as for, Chi Gong, ice skating or ski mountaineering is a (...) particular innocence and lightness which is called grace. It is life without the burden of worries. Grace, in slow progression uphill on snow, is as dance for Dufrenne, it has the most central and specific aesthetical quality of life. Others compared dance to a landscape, a landscape is for the sight, what dance is for life, a symbolical space, different from a usual space, where utility and dependency are present. A mountain can be a space of experience of natural beauty. Aesthetical qualities can be closely related to function related qualities as when a climber needs to adjust his movements to the natural convex inclination of the rocks, and avoid slippery forms of inclination, present on the other side of the mountain. The natural object, the quality of the snow or the rock differ from the aesthetical quality of the style of ascent by the absence of neutralization of the object, in case of a purely instrumental approach. On the contrary, grace in the rhythm of the progression of ski climbers needs a difference of attitude, which is not only proper to the playing, and delimited by the conditions of that play, but as a contingency driven attitude, without signification as radical alterity, without any finality. First ascent of the Matterhorn succeeded from the Swiss side, and not from the Italian side because of the different inclination of the rock on both sides. Grace in dance as in martial art or mountaineering is allowing to perceive an autonomy of the expression, as the truth of the perceived object, it puts away a cognitive and practical orientation and replaces it by a new meaning as movement in the whole set of movements done by the climber. This replacement of the functional expression resembles that operated by the painter who chooses a color in the whole set of colors in a painting, or a shape in the whole set of possible existing shapes. -/- Ref. Dufrenne, Mikel, (1989): The Phenomenology of Aesthetic Experience. Studies in Phenomenology and Existential Philosophy, trans. by Edward S. Casey, 1st publ. in 1953, Evanston: Northwestern University Press. (shrink)

Aim: This paper assessed the relationship of the university teachers’ work-life balance with their work commitment in Jimei University Chengyi College in creating dynamics on managing competing demands aligned with personal and professional satisfaction. -/- Methodology: A descriptive research design was used in this study. The research locale is at Jimei University Chengyi College. The purposive sampling technique was used. This study used statistical treatment wherein responses were summarized, classified, and tabulated using statistical treatment such as frequency, percentage, weighted mean, (...) standard deviation and Likert scale. -/- Results: The overall mean of 3.52 shows that the teachers strongly agree that the work-life-school balance is very highly manifested in their lives and that they are able to juggle the different responsibilities in both their personal and professional lives. Teacher’s commitment is shown to a very great extent and is indicative of their commitment being very highly manifested which shows that the teachers are very committed to their task as a teacher. Comparing the assessment of the teacher respondents on their relationship between level of work-life-school balance and work commitment, the R-value indicates a weak positive correlation between the teacher’s level of work-life-school balance and work commitment. -/- Conclusion: Teachers experience feelings of anxiety or depression if the balance between the three aspects of their lives, their work, the school, and their personal lives, is disrupted. They constantly think about many other things about their work and their personal life that ‘easily’ relaxing might not be the easiest thing to do. Teachers strongly agree that the work-life-school balance is very highly manifested in their lives and that they are able to juggle the different responsibilities in both their personal and professional lives. (shrink)

Aim: This research determined the relationship between university teachers’ professional identity and their work performance. -/- Methodology: The design that was used in this study is a Descriptive Comparative- Correlational research design using the quantitative approach. Participants in this study were taken from the 967 university teachers at Guangdong Business and Technology University from the 14 colleges. They were chosen randomly. The researcher used the Qualtrics calculator at a 5% margin of error to arrive at 275 respondents. Data analyses include (...) frequency count and percentage, weighted mean, and descriptive equivalent. A five-point scale was used in this study as a guide to answer the questionnaire. -/- Results: Based on the result, the highest manifestation of teachers’ professional identity was found to be on their professional behavior tendency which was ranked first among the four indicators. It was followed by professional values and professional belonging, while role values tend to be the least manifested professional identity based on the self -assessment of the teachers. The over-all mean value of 3.52 reveals that professional identity was highly manifested among the teachers of Guangdong Business and Technology University. Teacher respondents have manifested an outstanding work performance particularly on work attitude as this was given the highest rating by the teachers themselves. Second in rank was the interpersonal promotion, followed by completion of teaching activities which also shows an outstanding work performance. On the other hand, teachers’ work performance on student achievement was given the lowest assessment by the teachers showing a very satisfactory performance. Generally, the result reveals that teachers exhibited an outstanding work performance as perceived by themselves. Based on the result, there were no significant differences in the assessment of teacher respondents when they are grouped according to gender. This is taken to mean that male and female teachers have relatively the same assessment as regards their work performance in terms of work attitude, interpersonal promotion, completion of teaching activities, and student achievement. Generally, the result reveals that there was a significant relationship between the teachers’ professional identity and their work performance. The result reveals that professional identity of teachers has positive impact on their work performance. -/- Conclusion: Respondents are dominated by female teachers who are mostly in their middle age. A good number of teachers who have earned master’s and doctoral degrees are also evident. They perceived themselves to have a high level of professional identity specifically on professional behavior tendency, professional values, and professional belonging. Teachers have relatively the same assessments on their professional identity regardless of their gender, age, educational attainment, and monthly income. They exhibit an outstanding work performance particularly on work attitude, interpersonal promotion, and completion of teaching activities. However, they feel that they had less contribution to student achievement. Teachers have relatively the same assessments on their work performance regardless of their gender, age, educational attainment, and monthly income. Professional identity of teachers can somehow influence their work performance in general. Specifically, professional values and professional belonging give positive effect to work attitude of teachers, and to their completion of teaching activities. (shrink)

Culinary products have culinary value. That is, they have value qua culinary products. However, what is the nature of culinary value and what elements determine it? In the light of the central and universal role that culinary products play in our lives, offering a philosophical analysis of culinary value is a matter of interest. This paper attempts to do just this. It develops three different possible models of culinary value, two rather restricted ones and (...) a third more encompassing one, rejects the first two, and defends the third one. (shrink)

This paper expands on another which focussed on Socrates’s question: ‘How should one live?’. The present paper also focusses on the ‘meaning of life’ and ‘meaning in life’ issues, and more on rights. To fully rationally answer Socrates’s question, we need to answer the epistemic question: ‘How can one know how one should live?’. This paper attempts to answer both. And knowing how one should live fundamentally involves knowing what values one should live by. This includes which rights one should (...) have and which rights others should have. So one’s values include how one should treat all persons (and (other) animals, the environment and so on.) All this relates to what one finds meaningful in life and the meaning or point of one’s life. In sum, all the notions in this paper’s title are interrelated. The issue of rationality is crucial here. Just one example here (qualified later) is that our rationality gives us cognitively meaningful notions. ‘Rationality’ here only concerns knowledge, e.g., ways to acquire scientific knowledge, and meta-knowledge concerning values. No values or rights as such are rational or knowledge. However:- Many factors are required for human rationality to exist and develop, e.g., life, mental health and evidence-based education. Human rationality’s need for those factors, hence their value to rationality, is rationally-unquestionable – and that applies to the practised values prescribing the prescribable factors. With this, there are rationally-unquestionable rights to those factors. Those prescribable factors require certain interrelated epistemic, moral, social, political, legal, educational and other values/rights to be practised. This implies a pro-rationality values-theory with one obligatory, general end – a uniquely rationally-unquestionable end. This end provides the basis for answering Socrates’s question as rationally (correctly) as is possible for values/rights. That end is fundamentally epistemic, namely ‘Be pro-rationality’, yet the theory has deeply-humanly-meaningful, universal applications. It has implications for current and all possible moral, social, political, legal, educational, environmental etc issues. E.g., the theory shows that human rationality crucially requires love and certain other emotions, health-care, education and upbringing. These require certain right to be respected and practised. With this, the paper discusses affection, free speech, journalism, psychotherapy, political and sexual consent, responsibilities, freedom and government. The theory’s general sub-values prescribe much prescribed by some other theories, e.g., broad and deep knowledge-acquisition (in certain areas), rationally-critical thinking, non-sexism, non-racism, general types of liberalism, holistic flourishing, happiness, unselfishness and fairness. However, all other values-theories lack pro-rationality theory’s maximum possible rational-unquestionability, internal coherence and coherence with rationality. The theory encourages (the right to) total freedom in a-rationality areas, areas irrelevant to its obligatory end. The theory inherently requires its advocates to be (self )critical, rationally viewing the theory’s necessarily human-suggested specifics as often fallible or unavoidably approximate. So the theory is a work-in-progress. (shrink)

Do epistemic intuitions tell us anything about knowledge? Stich has argued that we respond to cases according to our contingent cultural programming, and not in a manner that tends to reveal anything significant about knowledge itself. I’ve argued that a cross-culturally universal capacity for mindreading produces the intuitive sense that the subject of a case has or lacks knowledge. This paper responds to Stich’s charge that mindreading is cross-culturally varied in a way that will strip epistemic intuitions of their (...) evidential value. I argue that existing work on cross-cultural variation in mindreading favors my position over Stich’s. (shrink)

For over 30 years I have argued, in and out of print that, for both intellectual and humanitarian reasons, we urgently need a revolution in the aims and methods of academic inquiry. Instead of giving priority to the search for knowledge, academia needs to devote itself to seeking and promoting wisdom by rational means, wisdom being the capacity to realize what is of value in life, for oneself and others. Wisdom thus includes knowledge but much else besides. A basic (...) task of academia would be to help humanity learn how to create a better world. Now I find the revolution is underway – entirely independent of my own efforts to promote it. During the last ten to twenty years, all sorts of changes have taken place in academia that amount to putting aspects of wisdom-inquiry into practice – even if in complete ignorance of my work. Perhaps the most significant steps are the creation of departments, institutions and research centres concerned with social policy, with problems of environmental degradation, climate change, poverty, injustice and war, and with such matters as medical ethics and community health. Nevertheless, the revolution is happening with agonizing slowness, in a dreadfully muddled and piecemeal way. It needs academics and non-academics to wake up to what is going on – or what needs to go on – to help give direction, coherence and a rationale to this nascent revolution from knowledge to wisdom. (shrink)

In many universities and related knowledge transmission organisations, professional focus on empirical data shows as in vocational education that preparation for real life technical work is important, as one would expect from “career education”. University is as the name shows on the contrary focusing on the universality of some sort of education, which is neither a technical one, nor much concerned by preparing oneself for a career. The scope of this chapter is to propose an analysis of inclusion as the (...) very essence of an ethics of reformation of education, which in our opinion cannot come from the institution of education as much as from a common basis between everyday learning capacities and curriculum based learning methods. Inclusive vision and values should be theoretically explained by philosophers in order to be refined and adapted into our current experience of values, pointing out issues about method and knowledge parameters. In particular a focus on epistemic values should bring good indications on how to empower others, and leave a more inclusive life, assuming the somehow paradoxical and surprising idea that knowledge is as important in real life outside the university as it is in the classroom, being the real universal value and currency across disciplines, times and contexts. University learns from being inclusive, i. e. by bringing not only a higher point of view on technical education but also a wider view on the human being. (shrink)

A universal religion is a philosophical and theological concept with universal applicability regardless of culture, race, sex, religion, nationality, or another distinguishing feature [1]. A universal religion may also emphasize universal principles and inclusively accept others. Some examples of universal religions are Baháʼí Faith, Buddhism, and Christian Universalism. These religions believe in one fundamental truth that transcends the national, cultural, or religious boundaries or interpretations of that one truth. Sikhism is a religion that emerged in (...) the Punjab province of India during the 15th century. While it is not typically described as a "universal" religion in the same way that, for example, Christianity or Islam are often told, it does contain values and principles that are universal and applicable to people from all walks of life. Though there is no universally established definition of a "universal religion," some characteristics that may be associated with such a religion include Inclusivity, Universality, Tolerance, Unity, Ethical values, Spiritual Growth, Service, Education, Social Justice, and Peace. (shrink)

Traditionally, the problem of free will is formulated as the problem of how there can be free will if determinism is ture. I argue it should be formulated as the problem of whether, or to what extent, the capacity to realize what is of value in life is compatible with what modern science tells us about the universe.

© British Society of Aesthetics 2018. Published by Oxford University Press on behalf of the British Society of Aesthetics. All rights reserved. For Permissions, please email: [email protected] adaptation of literary works into films has been almost completely neglected as a philosophical topic. I discuss two questions about this phenomenon:What do we mean when we say that a film is faithful to its source?Is being faithful to its source a merit in a film adaptation?In response to, I set out two distinct (...) senses of fidelity: story fidelity and thematic fidelity. I then argue, in response to, that thematic fidelity, but not story fidelity, is an aesthetic merit in a film adaptation. The key steps in this argument involve showing that merely preserving the story from one medium to another does not typically involve an aesthetically... (shrink)

It is common for young Christians to go off to college assured in their beliefs but, in the course of their first year or two, they meet what appears to them to be powerful defenses of scientific naturalism and crushing critiques of the basic Christian story (BCS), and many are thrown into doubt. They think to themselves something like this: "To be honest, I am troubled about the BCS. While the problem of evil, the apparent cultural basis for the diversity (...) of religions, the explanatory breadth of contemporary science, naturalistic explanations of religious experience and miracle reports, and textual and historical criticism of the Bible, among other things, don’t make me believe the BCS is false , I am in serious doubt about it, so much so that I lack belief of it. In that case, how can I have Christian faith? And if I don’t have faith, how can I keep on praying, attending church, affirming the creed, confessing my sins, taking the sacraments, singing the hymns and songs, and so on? I can’t, unless I’m a hypocrite. So integrity requires me to drop the whole thing and get out." Of course, our student is not alone. Many Christians find themselves for some portion of their lives somewhere on the trajectory from doubt to getting out. Indeed, Christians in the West struggle with intellectual doubt more than they used to, especially university-educated Christians. What should we say to them? Some will say “Get out!,” welcoming the development as a path to liberation. We explore a different response in this essay. (shrink)

Existing accounts of public-goods distribution rely on the existence of solidarity for providing non-universal public goods, such as the humanities or national parks. There are three fundamental problems with these accounts: they ignore instances of social fragmentation; they treat preferences for public goods as morally benign, and they assume that these preferences are the only relevant moral consideration. However, not all citizens unanimously require public goods such as the humanities or national parks. Public-goods distribution that is based only on (...) citizens’ preferences, therefore, means that non-universal public good are at a constant risk of under-provision, and has negative implications for human flourishing. The paper, therefore, develops a complementary justification for the distribution of public goods, that decouples the distribution of public goods from ad hoc preferences, and grounds the distributive justification in the intrinsic value of these goods. There are three reasons to include intrinsic-value considerations in public-goods distribution: responding to crowding-out effects; promoting shared heritage and cross-fertilization. Finally, the intrinsic-value justification may indirectly promote solidarity. Thus, the intrinsic-value and the solidarity justifications need not be mutually exclusive, rather they can be mutually reinforcing. (shrink)

Ethnobotanical research provides ample justification for comparing diverse biological nomenclatures and exploring ways that retain alternative naming practices. However, how (and whether) comparison of nomenclatures is possible remains a subject of discussion. The comparison of diverse nomenclatural practices introduces a suite of epistemic and ontological difficulties and considerations. Different nomenclatures may depend on whether the communities using them rely on formalized naming conventions; cultural or spiritual valuations; or worldviews. Because of this, some argue that the different naming practices may not (...) be comparable if the ontological commitments employed differ. Comparisons between different nomenclatures cannot assume that either the naming practices or the object to which these names are intended to apply identifies some universally agreed upon object of interest. Investigating this suite of philosophical problems, I explore the role grey nomenclatures play in classification. ‘Grey nomenclatures’ are defined as those that employ names that are either intentionally or accidentally non-Linnaean. The classification of the lichen thallus (a symbiont) has been classified outside the Linnaean system by botanists relying on the International Code of Nomenclature for algae, fungi, and plants (ICN). But, I argue, the use of grey names is not isolated and does not occur exclusively within institutionalized naming practices. I suggest, ‘grey names’ also aptly describe nomenclatures employed by indigenous communities such as the Samí of Northern Finmark, the Sherpa of Nepal, and the Okanagan First Nations. I pay particular attention to how naming practices are employed in these communities; what ontological commitments they hold; for what purposes are these names used; and what anchors the community’s nomenclatural practices. Exploring the history of lichen naming and early ethnolichenological research, I then investigate the stakes that must be considered for any attempt to preserve, retain, integrate, or compare the knowledge contained in both academically formalized grey names and indigenous nomenclatures in a way that preserves their source-specific informational content. (shrink)

Paul Guyer’s Kant on Freedom, Law, and Happiness is a collection of essays written over a period of ten years on the roles of freedom, reason, law, and happiness in Kant’s practical philosophy. The centrality of these concepts has always been acknowledged, but Guyer proposes a different way to understand their interconnections. Kant extols respect for moral law and conformity to moral principle for its own sake while at the same time celebrating the value of human freedom and autonomy. (...) Guyer sees tensions between these two poles of Kant’s practical philosophy—obedience to law and the value of freedom. He argues: “A profound paradox can be avoided only if it can be shown that Kant intended obedience to universal law to be mandatory solely as the necessary condition for the realization of human freedom and through that freedom a systematic and unselfish distribution of happiness among all persons” and that “the sheer fact of adherence to universal law is not an end in itself but is rather the means to the realization of the human potential for autonomy or freedom in both choice and action” (p. 1). One guiding theme of Guyer’s book is that Kant’s practical philosophy is based on the fundamental, and hence indemonstrable, intrinsic value of freedom, which Guyer understands as a value that is prior to the moral law, providing both an end to be realized through conformity to universal law and the basis of the authority of moral principles. Conformity to universal law has no intrinsic value in itself; it is the means to the preservation, enhancement, and full realization of human freedom, and is required because of its instrumental connection to the prior value of freedom. As he says, “freedom of choice and its natural expression in action are what human beings value most, and the fundamental principle of morality and the rules for both po-. (shrink)

An understanding of the ethical problems that have arisen in the funding of scientific research at universities requires some attention to doctrines that have traditionally been held about science itself. Such doctrines, we hope to show, are themselves central to many of these ethical problems. It is often thought that the questions examined by scientists, and the theories that guide scientific research, are chosen for uniquely scientific reasons, independently of extra-scientific questions of value or merit. We shall argue that (...) this is an illusion. It is an illusion to think, especially in the present era, that science can even have a coherent direction apart from extra-scientific considerations. (shrink)

At first blush, values such as diversity appear to be worth striving for. The question is whether or not such values—which have become increasingly prevalent in university mission statements—are values as such, which is to ask whether they are things of moral worth (Value, n.d.), or are something else altogether. My unpopular suspicion leans toward the latter. Personal opinions, of course, are hardly a justification for an impassioned critique, however, my opinions mirror those held by moderate and conservative witnesses (...) to the sociopolitical climate of academia (Pew Research Center, 2017) as well as individuals who would typically be considered classically liberal such as Peter Boghossian (2021). Because of this concordance and in order to understand the constitutive relations of academic production, it becomes necessary to critically examine the nature of institutional values, separate from polemical rhetoric that either seeks to construct a "straw man" of them in order to lay them low or insulate them from outside reproach altogether Since "diversity" seems to be the chief concern among interested groups both in the academic setting and the world at large, this article's point of access to the relations of production in academia will be anchored by a Marxian assessment of diversity as a product of social labour in the academic environment. (shrink)

Moral error theory is a meta-ethical view that discusses how one makes an error when making a moral judgment or claim. The error resides in the fact that the moral values about which the judgments are made, do not exist in the natural fabric of the world. In the first section of this article, I shall discuss about the moral error theory itself and the claims that it makes. Since the moral error theory in a structured form first came from (...) the philosopher J.L. Mackie, I shall discuss his standard account in the second section and show how this standard account has been misconceived over the time. The third section sets up a base of the view that I seek to endorse in this article, showing what is actually meant by an action being „objectively good or bad‟. The fourth section seeks a critical examination of the contemporary moral error theories and discusses the issues that arise while these theories answer the „now what‟ question. Section five enlists various contemporary objections to the moral error theory which ultimately undermine the arguments made by error theorists. Since the error theory only considers true what is out there in the world, it poses a „correspondence threat‟ to the error theory which is discussed in the sixth section. The seventh section comprises a defense of the formal objections made against the error theory and shows how the formal objection stands by undermining the error theorists‟ view. The main aim of this article is to provide a critical examination of the moral error theory and show how it provides an implausible account of how morality is to be viewed. (shrink)

The global scale of contemporary human life and activity places us in a generic conflict between our identity as individuals and our awareness of the individual's global responsibilities. We face a conflict between the reassuring condition of living according to tradition and the unsettling condition of living in the "new continent" where human self-constitution has global implications. The cohesive set of shared traditional values and ideals is effectively overwritten by the possibility and necessity of innovation in response to global demands. (...) Many paths between the ideal of universahsm and the individual's instantiation in tradition have been contemplated by philosophers and social activists. Given the current dynamics of change, most of these projects, while of good intendon, are nevertheless profoundly naïve in their fundamental assumptions. We are at a crossroads in which we experience a condition of instability that precedes any fundamental bifurcation. But in contrast to the dominant view that instability is by definition negative, we are witnessing an extraordinary explosion of creativity. (shrink)

Many fields (social choice, welfare economics, recommender systems) assume people express what benefits them via their 'revealed preferences'. Revealed preferences have well-documented problems when used this way, but are hard to displace in these fields because, as an information source, they are simple, universally applicable, robust, and high-resolution. In order to compete, other information sources (about participants' values, capabilities and functionings, etc) would need to match this. I present a conception of values as *attention policies resulting from constitutive judgements*, and (...) use it to build an alternative preference relation, Meaningful Choice, which retains many desirable features of revealed preference. (shrink)

We present a simple example that disproves the universality principle. Unlike previous counter-examples to computational universality, it does not rely on extraneous phenomena, such as the availability of input variables that are time varying, computational complexity that changes with time or order of execution, physical variables that interact with each other, uncertain deadlines, or mathematical conditions among the variables that must be obeyed throughout the computation. In the most basic case of the new example, all that is used is a (...) single pre-existing global variable whose value is modified by the computation itself. In addition, our example offers a new dimension for separating the computable from the uncomputable, while illustrating the power of parallelism in computation. (shrink)

Current disputes over the nature and purpose of the university are rooted in a philosophical divide between theory and practice. Academics often defend the concept of a university devoted to purely theoretical activities. Politicians and wider society tend to argue that the university should take on more practical concerns. I critique two typical defenses of the theoretical concept—one historical and one based on the value of pure research—and show that neither the theoretical nor the practical concept of a university (...) accommodates all the important goals expected of university research and teaching. Using the classical pragmatist argument against a sharp division between theory and practice, I show how we can move beyond the debate between the theoretical and practical concepts of a university, while maintaining a place for pure and applied research, liberal and vocational education, and social impact through both economic applications and criticism aimed at promoting social justice. (shrink)

ABSTRACT This essay focuses on two underlying presumptions that impinge on the effort of UNESCO to engender universal agreement on a set of bioethical norms: the conception of universality that pervades much of the document, and its disregard of structural inequalities that significantly impact health. Drawing on other UN system documents and recent feminist bioethics scholarship, we argue that the formulation of universal principles should not rely solely on shared ethical values, as the draft document affirms, but also (...) on differences in ethical values that obtain across cultures. UNESCO's earlier work on gender mainstreaming illustrates the necessity of thinking from multiple perspectives in generating universal norms. The declaration asserts the ‘fundamental equality of all human beings in dignity and rights’1 and insists that ‘the highest attainable standard of health is one of the fundamental rights of every human being without distinction of race, religion, political belief, economic or social condition’2 yet it does not explicitly recognize disparities of power and wealth that deny equal dignity and rights to many. Without attention to structural (as opposed to merely accidental) inequities, UNESCO's invocation of rights is so abstract as to be incompatible with its avowed intention. (shrink)

A book review of Elizabeth Anderson, Value in Ethics and Economics (Cambridge, Mass.: Harvard University Press, 1993). I will pass over her compelling critiques of cost-benefit analysis, rational desire theory, and "consequentialist" moral theories, among many topics she dispatches successfully, with fierce intelligence and wit. Instead I want to focus on the central justificatory strategy that underpins her defense of her pluralist, nonconsequentialist, rational attitude theory of value. Anderson states at the outset that she is not that interested (...) in such metaethical questions as whether value judgments express beliefs or emotions or other attitudes (p. xiii). But I think her own answers to these questions might have implications for normative and pragmatic issues of concern to her. So I want to try tinkering with the metaethical arguments in ways that might streamline her treatment of the normative and pragmatic ones somewhat. (shrink)

Taking perceptual experience to consist in a relation of acquaintance with the sensible qualities, I argue that the state of being acquainted with a sensible quality is intrinsically a form of knowledge, and not merely a means to more familiar kinds of knowledge, such as propositional or dispositional knowledge. We should accept the epistemic claim for its explanatory power and theoretical usefulness. That acquaintance is knowledge best explains the intuitive epistemic appeal of ‘Edenic’ counterfactuals involving unmediated perceptual contact with reality (...) (cf. Chalmers, in: Gendler, Hawthorne (eds) Perceptual experience, Oxford University Press, 2006). It explains the elusiveness of knowledge gained through new acquaintances. It coheres with the knowledge-like functional role of acquaintance in the special context of evaluative beliefs and evaluative reasoning, where the objects of acquaintance serve as evidence and inferential basis. And, finally, taking acquaintance to be knowledge is theoretically fruitful: it helps vindicate claims about the relationship between knowledge and concern for others we already find intuitive or outright accept. After developing a novel case for the epistemic claim, I respond to two familiar objections against it: namely, (1) that there are no pre-propositional, pre-conceptual cases of perceptual experience that remain epistemically relevant (Sellars in Empiricism and the philosophy of mind, Routledge, 1968, McDowell, in: Lindgard (ed) John McDowell: Experience, norm, and nature, Blackwell, 2008); and (2) that the category of knowledge appears gerrymandered once we add ‘object’ knowledge to the epistemological mix (Farkas, in: Knowles, Raleigh (eds), Acquaintance: new essays, Oxford University Press, 2019). (shrink)

proposition. Universal proposition is defined as the proposition in which the relation between the subject term and the predicate term is without any condition, in which the predicate is either affirmed or denied of the subject unconditionally. In nyaya logic the term vyapti is a universal proposition or invariable relation between the middle term (linga/hetu) and the major term (sadya) . According to the category of relation propositions are divided into categorical and the conditional. Although proposition is a (...) logical entity which is an assertion, either affirm or deny the subject. Truth and falsity are the values of proposition. Universal proposition is of two kinds: universal affirmative proposition and universal negative proposition while universality is the quantity of the subject and affirmation or negation is the quality of the proposition. Anumana (inference) is the knowledge of the objects which follows some other knowledge. In nyaya logic Inference is a combined deductive-inductive reasoning consisting of at least three categorical propositions and in it there are at least three propositions consisting of three terms, viz. the paksa or minor term about which we infer something, the sadhya or major term which inferred object, and the linga(probans) or sadana or middle which is invariably related to the major, and is present in the minor. Indian inference resembles to the categorical syllogism of western logic. In nyaya logic inference consisting of three propositions the first proposition is the conclusion of the syllogism , the second is the minor premise and last the major premise which is totally opposite of western logic. Syllogism of nyaya logic contains five propositions, called its Avayavas or members. These are pratijna, hetu, udarana, upanaya, and nigamana. Middle term have five characteristics in order to make five Figures of syllogism as Figure is the form of the syllogism. These five characteristics, or at least four of them , must be found in the middle term of a valid inference. If not, there will be fallacies(error in reasoning). Nyayikas give us three classifications of inference. According to first inference is of two kinds, namely, svartha and parartha. According to another inference is of three kinds, purvavat, sesavat and samanyatodrsta. According to third classification inference is distinguished into kevalanvayi, kevala-vyatireki and anvaya-vyatireki. (shrink)

Everything has mathematically expressible value. -/- The null hypothesis is that nothing, zero is a physical reality based mathematical conception which we can perceive as an energy, matter, information, space, time free state. Revealing as our common physical, mathematical, philosophical origin, a physical reality based mathematical reference point. I state that in proportion to this physical reality based sense(conception) everything has some kind of mathematically expressible value. Space, time, information, energy, matter.

Inaugural speech spoken in acceptance of the chair ‘Ethics of water engineering’ at the Faculty of Technology, Policy and Management of Delft University of Technology on 16 November 2018.

The article explores similarities between the philosophies of Zhuangzi and Aristippus, focusing in particular on play and eudaimonism. The main thesis is that both authors encourage the cultivation of a playful mindset, defined in the paper as the “ludic self”, which operates as a strategy for leading a flourishing life. By shaping a fluid, unstructured identity, the ludic self promotes negative subtraction from the structuring power of social nexus and proactive adaptation to shifting circumstances. Furthermore, some aspects of these philosophies (...) present an inter-disciplinary convergence with scientific findings from the psycho-biology of play, concerned with the mobilization of cathected energies and the prevention, or resolution, of addictive states. These promising connections with the fields of psychology and biology also represent an original contribution in respect to the existing debates within Zhuangzi studies, and scholarship on the Cyrenaics. From a methodological point of view, the article pursues what Rorty defines as a “rational reconstruction”, which involves a re-interpretation of past philosophies in light of present debates, ideas and vocabularies with the aim of engaging a trans-cultural, trans-historical dialogue. The value of this operation relies upon the universality of human experience, which always allows re-interpretation and re-actualization of past philosophies as a dialogical exercise of questioning otherness within a hermeneutic framework. (shrink)

It is pointed out that the different concepts of the Universe serve as an ultimate basis determining the frames of consciousness. A unified concept of the Universe is explored which includes consciousness and matter as well to the universe of existents. Some consequences of the unified concept of the Universe are derived and shown to be able to solve the paradox of the self-founding notion of the Universe. The self-contained Universe is indicated to possess a logical nature. It is shown (...) that a passage exists between consciousness and the material world and its nature is exemplified. Moreover, arguments are presented showing the simultaneous emotional nature of the Universe. A solution to the paradox of semi-finite spacetime existents, possessing finite and infinite substances simultaneously, namely eternal existents like moral values and logical validity, is obtained. (shrink)

For much of my working life I have argued, in and out of print, that we need to bring about a revolution in the aims and methods of science – and of academic inquiry more generally. Instead of giving priority to the search for knowledge, universities need to devote themselves to seeking and promoting wisdom by rational means, wisdom being the capacity to realize what is of value in life, for oneself and others, wisdom thus including knowledge, understanding and (...) technological know-how, but much else besides. A basic task ought to be to help humanity learn how to create a better world. (shrink)

It is pointed out that the different concepts of the Universe serve as an ultimate basis determining the frames of consciousness. A unified concept of the Universe is explored which includes consciousness and matter as well to the universe of existents. Some consequences of the unified concept of the Universe are derived and shown to be able to solve the paradox of the self-founding notion of the Universe. The self-contained Universe is indicated to possess a logical nature. It is shown (...) that a passage exists between consciousness and the material world and its nature is exemplified. Moreover, arguments are presented showing the simultaneous emotional nature of the Universe. A solution to the paradox of semi-finite spacetime existents, possessing finite and infinite substances simultaneously, namely eternal existents like moral values and logical validity, is obtained. (shrink)