The essays are arranged in two sections of ethical topics and a section on philosophy, evolution, and the human sciences that includes the title essay, “Making Sense of Humanity.” In World, Mind and Ethics, excellent pieces by Elster, Sen, Jardine, Hookway, McDowell, Nussbaum, Charles Taylor, Altham, and Hollis range even more widely: over ethics, political philosophy, and epistemology, reflecting some of the breadth of Williams’s interests.

BackgroundStructured, systematic methods to formulate consensus recommendations, such as the Delphi process or nominal group technique, among others, provide the opportunity to harness the knowledge of experts to support clinical decision making in areas of uncertainty. They are widely used in biomedical research, in particular where disease characteristics or resource limitations mean that high-quality evidence generation is difficult. However, poor reporting of methods used to reach a consensus – for example, not clearly explaining the definition of consensus, or not stating (...) how consensus group panellists were selected – can potentially undermine confidence in this type of research and hinder reproducibility. Our objective is therefore to systematically develop a reporting guideline to help the biomedical research and clinical practice community describe the methods or techniques used to reach consensus in a complete, transparent, and consistent manner.MethodsThe ACCORD project will take place in five stages and follow the EQUATOR Network guidance for the development of reporting guidelines. In Stage 1, a multidisciplinary Steering Committee has been established to lead and coordinate the guideline development process. In Stage 2, a systematic literature review will identify evidence on the quality of the reporting of consensus methodology, to obtain potential items for a reporting checklist. In Stage 3, Delphi methodology will be used to reach consensus regarding the checklist items, first among the Steering Committee, and then among a broader Delphi panel comprising participants with a range of expertise, including patient representatives. In Stage 4, the reporting guideline will be finalised in a consensus meeting, along with the production of an Explanation and Elaboration document. In Stage 5, we plan to publish the reporting guideline and E&E document in open-access journals, supported by presentations at appropriate events. Dissemination of the reporting guideline, including a website linked to social media channels, is crucial for the document to be implemented in practice.DiscussionThe ACCORD reporting guideline will provide a set of minimum items that should be reported about methods used to achieve consensus, including approaches ranging from simple unstructured opinion gatherings to highly structured processes. (shrink)

Economics has developed into one of the most specialised social sciences. Yet at the same time, it shares its subject matter with other social sciences and humanities and its method of analysis has developed in close correspondence with the natural and life sciences. This book offers an up to date assessment of economics in relation to other disciplines. -/- This edited collection explores fields as diverse as mathematics, physics, biology, medicine, sociology, architecture, and literature, drawing from selected contributions to the (...) 2005 Annual Conference of the European Society for the History of Economic Thought (ESHET). There is currently much discussion at the leading edges of modern economics about openness to other disciplines, such as psychology and sociology. But what we see here is that economics has drawn on (as well as contributed to) other disciplines throughout its history. In this sense, in spite of the increasing specialisation within all disciplines, economics has always been an open discipline and the chapters in this volume provide a vivid illustration for this. -/- Open Economics is a testament to the intellectual vibrancy of historical research in economics. It presents the reader with a historical introduction to the disciplinary context of economics that is the first of its kind, and will appeal to practising economists and students of the discipline alike, as well as to anybody interested in economics and its position in the scientific and social scientific landscape. -/- Table of Contents -/- Introduction: Economics in relation to other disciplines Richard Arena, Sheila Dow and Matthias Klaes Part I. Economics in relation to the humanities and social sciences 1. The social science of economics Brian J. Loasby 2. Economics and literature Bruna Ingrao 3. Happiness: what Kahneman could have learnt from Pietro Verri Pier Luigi Porta Part II. Economics in relation to the life and natural sciences 4. Newtonian physics, experimental moral philosophy and the shaping of political economy Sergio Cremaschi 5. Evolutionary biology and economic behaviour: re-visiting Veblen's instinct of workmanship Mark Harrison 6. Medicine and economics in pre-classical economics Alain Clément and Ludovic Desmedt Part III. Economics and mathematics 7. Mathematics as the role model for neoclassical economics Nicola Giocoli 8. The role of econometric method in economic analysis: A reassessment of the Keynes-Tinbergen debate, 1938-43 Giovanna Garrone and Roberto Marchionatti IV. Economics and architecture 9. Economics and architecture Maurice Lagueux 10. Economic policies and urban development in Latin America Michele Alacevich and Andrea Costa V. Economics and geography 11. ‘Space’ in economic thought Giovanna Vertova 12. Economics, geography and colonialism in the writings of William Petty Hugh Goodacre Part VI. Economics and sociology 13. Economics and sociology: Gustav Schmoller and Werner Sombart on social differentiation Joachim Zweynert 14. Is Homo Oeconomicus a 'bad guy'? Isabelle This Saint-Jean -/- . (shrink)

This new volume of philosophical papers by Bernard Williams is divided into three sections: the first Action, Freedom, Responsibility, the second Philosophy, Evolution and the Human Sciences; in which appears the essay which gives the collection its title; and the third Ethics, which contains essays closely related to his 1983 book Ethics and the Limits of Philosophy. Like the two earlier volumes of Williams's papers published by Cambridge University Press, Problems of the Self and Moral Luck, this volume will be (...) welcomed by all readers with a serious interest in philosophy. It is published alongside a volume of essays on Williams's work, World, Mind, and Ethics: Essays on the Ethical Philosophy of Bernard Williams, edited by J. E. J. Altham and Ross Harrison, which provides a reappraisal of his work by other distinguished thinkers in the field. (shrink)

This collection is a festschrift prepared for Williams on his retirement from the White’s Professorship of Moral Philosophy at Oxford. The topics covered include equality, consistency, comparison between science and ethics, integrity, moral reasons, the moral system, and moral knowledge. Most of the chapters combine exegetical and critical ambitions. With contributions by J. E. J. Altham, Jon Elster, Nicholas Jardine, Ross Harrison, Christopher Hookway, John McDowell, Martin Hollis, Martha Nussbaum, Amartya Sen, and Charles Taylor, and replies by Bernard Williams.

"This book, one of the most frequently cited works on Martin Heidegger in any language, belongs on any short list of classic studies of Continental philosophy. William J. Richardson explores the famous turn in Heidegger's thought after Being in Time and demonstrates how this transformation was radical without amounting to a simple contradiction of his earlier views." "In a full account of the evolution of Heidegger's work as a whole, Richardson provides a detailed, systematic, and illuminating account of both (...) divergences and fundamental continuities in Heidegger's philosophy, especially in light of recently published works. He demonstrates that the "thinking" of Being for the later Heidegger has exactly the same configuration as the radical phenomenology of the early Heidegger, once he has passed through the "turning" of his way." Including as a preface the letter that Heidegger wrote to Richardson and a new writer's preface and epilogue, the new edition of this valuable guide will be an essential resource for students and scholars for many years to come. (shrink)

J. F. C. Harrison has written that ‘for each age there is a new view of Mr Owen’, which is proof of the fertility and continuing relevance of his ideas. Not just in Britain and America but today around the world anti-poverty campaigners, birth-controllers, collectivists, communitarians, co-operators, ecologists, educationalists, environmentalists, feminists, humanitarians, internationalists, paternalistic capitalists, secularists, campaigners for social justice, trade unionists, urban planners, utopians, welfare reformers can all find something to admire and inspire in the treasure trove that (...) is the thought and actions of Robert Owen. Owen was a creative genius of global significance, a radical writer and activist of international reputation and reach who has inspired those seeking to change human society for the better. The contributors to this volume include not only many of the recognized experts on the life, work and legacy of Owen, but also work from younger scholars or scholars coming to the field afresh. The volume presents the most recent and original research on Owen. Owen notoriously (and impressively) dabbled in many spheres, and this is reflected in the its breadth of content. The unifying themes are Owen’s profile in his own time, and the relevance of his ideas for the generations that followed. His importance for educational and social philosophy, for political economy and for the political theory of socialism are all discussed, as are his contribution as a philanthropic employer, his political activities and the specificities of his historical context. (shrink)

In this reply to James H. Fetzer’s “Minds and Machines: Limits to Simulations of Thought and Action”, I argue that computationalism should not be the view that (human) cognition is computation, but that it should be the view that cognition (simpliciter) is computable. It follows that computationalism can be true even if (human) cognition is not the result of computations in the brain. I also argue that, if semiotic systems are systems that interpret signs, then both humans and computers are (...) semiotic systems. Finally, I suggest that minds can be considered as virtual machines implemented in certain semiotic systems, primarily the brain, but also AI computers. In doing so, I take issue with Fetzer’s arguments to the contrary. (shrink)

Between the opposing claims of reason and religious subjectivity may be a middle ground, William J. Wainwright argues. His book is a philosophical reflection on the role of emotion in guiding reason. There is evidence, he contends, that reason functions properly only when informed by a rightly disposed heart. The idea of passional reason, so rarely discussed today, once dominated religious reflection, and Wainwright pursues it through the writings of three of its past proponents: Jonathan Edwards, John Henry Newman, (...) and William James. He focuses on Edwards, whose work typifies the Christian perspective on religious reasoning and the heart. Then, in his discussion of Newman and James, Wainwright shows how the emotions participate in non-religious reasoning. Finally he takes up the challenges most often posed to notions of passional reason: that such views justify irrationality and wishful thinking, that they can't be defended without circularity, and that they lead to relativism. His response to these charges culminates in an eloquent and persuasive defense of the claim that reason functions best when influenced by the appropriate emotions, feelings, and intuitions. (shrink)

There is a growing consensus in Britain on the importance of character, and on the belief that the virtues that contribute to good character are part of the solution to many of the challenges facing modern society. Parents, teachers and schools understand the need to teach basic moral virtues to pupils, such as honesty, self-control, fairness, and respect, while fostering behaviour associated with such virtues today. However, until recently, the materials required to help deliver this ambition have been missing in (...) Britain. The Knightly Virtues Programme, devised by the Jubilee Centre for Character and Virtues, aims to help solve this challenge. The programme, designed for 9 to 11 year olds, draws on selected classic stories to help teach moral character in schools. This approach has proved to be popular with children and teachers, with more than 5,000 pupils from one hundred schools having participated in the programme so far. Fifty-five of these schools and 3,272 pupils were directly involved in different stages of the research. Based at the University of Birmingham, the Jubilee Centre houses leading academics dedicated to researching the various ways in which good character, which underpins the building blocks of society, can be developed. Recent research from the Centre has shown that the qualities that make up character can be learnt and taught, and suggests that we need a new emphasis on their importance in schools and in professional education. This report from the Centre into the use of classic literature within schools sets out the ways in which the Knightly Virtues Programme is able to develop the virtue literacy of school pupils, and the extent to which an understanding and awareness of good moral character can make positive changes to behaviour. The impact of the programme has been tested using several rigorous research methods, detailed in this report alongside their findings, which provide substantial empirical evidence for the effectiveness of using stories to develop virtue literacy. (shrink)

“Contextual” vocabulary acquisition is the active, deliberate acquisition of a meaning for a word in a text by reasoning from textual clues and prior knowledge, including language knowledge and hypotheses developed from prior encounters with the word, but without external sources of help such as dictionaries or people. But what is “context”? Is it just the surrounding text? Does it include the reader’s background knowledge? I argue that the appropriate context for contextual vocabulary acquisition is the reader’s “internalization” of the (...) text “integrated” into the reader’s “prior” knowledge via belief revision. (shrink)

The primary responsibility for global climate change responsiveness is usually attributed to nation states. This is reflected in the United Nations’ processes aimed at enrolling governments in mitigation and adaptation programmes. Such an approach begs the question of how global climate change (GCC) responsiveness might proceed if a national government is hostile to the issue, as appears likely to be the case in the USA. This paper addresses this concern by documenting the percentage of the population of the USA who (...) are ‘covered’ by at least one of six examples of GCC responsiveness at sub-federal – state and municipality – levels. Of the population of the USA, 25.8% lives in states where all of the state-level initiatives surveyed are in effect, whereas only 4.4% are not covered by any of the six. This coverage has increased as compared to earlier surveys (Lutsey, N., and D. Sperling. 2008. “America’s Bottom-Up Climate Change Mitigation Policy.” Energy Policy 36: 673–685. doi:10.1016/j.enpol.2007.10.018). This finding suggests that there is more practical hope for GCC responsiveness than might be commonly appreciated and this also has ramifications for research in accounting. (shrink)

The aim of the My Character project was to develop a better understanding of how interventions designed to develop character might enhance moral formation and futuremindedness in young people. Futuremindedness can be defined as an individual’s capacity to set goals and make plans to achieve them. Establishing goals requires considerable moral reflection, and the achievement of worthwhile aims requires character traits such as courage and the capacity to delay gratification. The research team developed two new educational interventions – a website (...) and a hard-copy journal – with the specific aim of developing future-mindedness. After development, the website and journal were piloted over a one-year period by over 1,000 11–14 year olds in six schools across England. Various research methods, including group interviews and case studies, were implemented to assess impact. In addition, a pilot RCT was conducted to assess the feasibility of using experimental methods to measure character. The main findings from the research are that: - Students benefit from opportunities in school to think about future-mindedness; this can be successfully taught through character education. - Harnessing new technology, such as the Internet, offers exciting opportunities for character education. - It is beneficial to investigate the impact of new character education resources in order to bring greater clarity about ‘what works’. The most useful approach is a mixed methods one that allows for triangulation of evidence. - It is possible to run RCTs and other experimental research in schools to assess developmental projects of this kind, but applying the method in schools and creating suitable outcome measures present challenges for researchers. - A positive indicator of the success is that five out of the six pilot schools have embedded My Character into their curriculum. In addition, many new schools, both in Britain and internationally, have started to use the website and / or journal. This report describes the research, analyses the impact of My Character and concludes with recommendations for policy makers, practitioners and researchers embarking on similar projects. These recommendations include: i) advocating that schools create space in the curriculum to teach future-mindedness through character education; ii) enhancing traditional character education teaching methods with opportunities brought by Internet technologies; iii) evaluating character education interventions using triangulated evidence drawn from a mixture of research methods. (shrink)

This project continues our interdisciplinary research into computational and cognitive aspects of narrative comprehension. Our ultimate goal is the development of a computational theory of how humans understand narrative texts. The theory will be informed by joint research from the viewpoints of linguistics, cognitive psychology, the study of language acquisition, literary theory, geography, philosophy, and artificial intelligence. The linguists, literary theorists, and geographers in our group are developing theories of narrative language and spatial understanding that are being tested by the (...) cognitive psychologists and language researchers in our group, and a computational model of a reader of narrative text is being developed by the AI researchers, based in part on these theories and results and in part on research on knowledge representation and reasoning. This proposal describes the knowledge-representation and natural-language-processing issues involved in the computational implementation of the theory; discusses a contrast between communicative and narrative uses of language and of the relation of the narrative text to the story world it describes; investigates linguistic, literary, and hermeneutic dimensions of our research; presents a computational investigation of subjective sentences and reference in narrative; studies children’s acquisition of the ability to take third-person perspective in their own storytelling; describes the psychological validation of various linguistic devices; and examines how readers develop an understanding of the geographical space of a story. This report is a longer version of a project description submitted to NSF. This document, produced in May 2007, is a L ATEX version of Technical Report 89-07 (Buffalo: SUNY Buffalo Department of Computer Science, August 1989), with slightly.. (shrink)

Contextual vocabulary acquisition (CVA) is the deliberate acquisition of a meaning for a word in a text by reasoning from context, where “context” includes: (1) the reader’s “internalization” of the surrounding text, i.e., the reader’s “mental model” of the word’s “textual context” (hereafter, “co-text” [3]) integrated with (2) the reader’s prior knowledge (PK), but it excludes (3) external sources such as dictionaries or people. CVA is what you do when you come across an unfamiliar word in your reading, realize that (...) you don’t know what it means, decide that you need to know what it means in order to understand the passage, but there is no one around to ask, and it is not in the dictionary (or you are too lazy to look it up). In such a case, you can try to figure out its meaning “from context”, i.e., from clues in the co-text together with your prior knowledge. Our computational theory of CVA—implemented in a the SNePS knowledge representation and reasoning system [28]—begins with a stored knowledge base containing SNePS representations of relevant PK, inputs SNePS representations of a passage containing an unfamiliar word, and draws inferences from these two (integrated) information sources. When asked to define the word, definition algorithms deductively search the resulting network for information of the sort that might be found in a dictionary definition, outputting a definition frame whose slots are the kinds of features that a definition might contain (e.g., class membership, properties, actions, spatio-temporal information, etc.) and whose slot-fillers contain information gleaned from the network [6–8,20,23,24]. We are investigating ways to make our system more robust, to embed it in a naturallanguage-processing system, and to incorporate morphological information. Our research group, including reading educators, is also applying our methods to the develop-. (shrink)

H´ector-Neri Casta˜neda-Calder´on (December 13, 1924–September 7, 1991) was born in San Vicente Zacapa, Guatemala. He attended the Normal School for Boys in Guatemala City, later called the Military Normal School for Boys, from which he was expelled for refusing to fight a bully; the dramatic story, worthy of being filmed, is told in the “De Re” section of his autobiography, “Self-Profile” (1986). He then attended a normal school in Costa Rica, followed by studies in philosophy at the University of San (...) Carlos, Guatemala. He won a scholarship to the University of Minnesota, where he received his B.A. (1950), M.A. (1952), and Ph.D. (1954), all in philosophy. His dissertation, “The Logical Structure of Moral Reasoning”, was written under the direction of Wilfrid Sellars. He returned to teach in Guatemala, and then received a scholarship to study at Oxford University (1955–1956), after which he took a sabbatical-replacement position in philosophy at Duke University (1956). His first full-time academic appointment was at Wayne State University (1957– 1969), where he founded the philosophy journal Noˆus (1967, a counter-offer made to him by Wayne State to encourage him to stay there rather than to take the chairmanship of philosophy at the University of Pennsylvania). In 1969, he moved (along with several of his Wayne colleagues) to Indiana University, where he eventually became the Mahlon Powell Professor of Philosophy and, later, its first Dean of Latino Affairs (1978–1981). He remained at Indiana until his death. He was also a visiting professor of philosophy at the University of Texas at Austin (1962–1963) and a fellow at the Center for Advanced Study in the Behavioral Sciences (1981–1982). He received grants and fellowships from the Guggenheim Foundation (1967–1968), the T. Andrew Mellon Foundation, the National Endowment for the Humanities, and the National Science Foundation. He was elected President of the American Philosophical Association Central Division (1979– 1980), named to the American Academy of Arts and Sciences (1990), and received the Presidential Medal of Honor from the Government of Guatemala (1991). Casta˜neda’s philosophical interests spanned virtually the entire spectrum of philosophy, and his theories form a highly interconnected whole.. (shrink)

ADDRESS ETHICS WITHOUT PROPOSITIONS. By WINSTON H. F. BARNES 1 SYMPOSIUM : ARE ALL PHILOSOPHICAL QUESTIONS, QUESTIONS OF LANGUAGE I. By STUART HAMPSHIRE 31 II. By AUSTIN DUNAN JONES 49 III. By S. KORNER 63 SYMPOSIUM : THE EMOTIVE THEORY OF ETHICS. f. By RICHARD ROBINSON 79 II. ByH. J. PATON 107 III. ByR.C. CROSS 127 SYMPOSIUM : WHAT CAN LOGIC DO FOR PHILOSOPHY I. By K. K. POPPER 141 II. By WILLIAM KNEALE 155 III. By PROFESSOR A. J. (...) AYER 167 SYMPOSIUM : THINGS AND PERSONS. I. By PROFESSOR D. M. MACKINNON 179 II. By PROFESSOR H. A. HODGES 190 III. BY J. WISDOM 202. (shrink)

This new volume of philosophical papers by Bernard Williams is divided into three sections: the first Action, Freedom, Responsibility, the second Philosophy, Evolution and the Human Sciences; in which appears the essay which gives the collection its title; and the third Ethics, which contains essays closely related to his 1983 book Ethics and the Limits of Philosophy. Like the two earlier volumes of Williams's papers published by Cambridge University Press, Problems of the Self and Moral Luck, this volume will be (...) welcomed by all readers with a serious interest in philosophy. It is published alongside a volume of essays on Williams's work, World, Mind, and Ethics: Essays on the Ethical Philosophy of Bernard Williams, edited by J. E. J. Altham and Ross Harrison, which provides a reappraisal of his work by other distinguished thinkers in the field. (shrink)

This essay is part of a dossier on Cristina Lafont's book Democracy without Shortcuts.

If the world itself is metaphysically indeterminate in a specified respect, what follows? In this paper, we develop a theory of metaphysical indeterminacy answering this question.

In the Fall of 1983, I offered a junior/senior-level course in Philosophy of Artificial Intelligence, in the Department of Philosophy at SUNY Fredonia, after returning there from a year’s leave to study and do research in computer science and artificial intelligence (AI) at SUNY Buffalo. Of the 30 students enrolled, most were computerscience majors, about a third had no computer background, and only a handful had studied any philosophy. (I might note that enrollments have subsequently increased in the Philosophy Department’s (...) AI-related courses, such as logic, philosophy of mind, and epistemology, and that several computer science students have added philosophy as a second major.) This article describes that course, provides material for use in such a course, and offers a bibliography of relevant articles in the AI, cognitive science, and philosophical literature. (shrink)

The purpose of this essay is to exhibit in detail the setting for the version of the Cogito Argument that appears in Descartes’s Meditations. I believe that a close reading of the text can shed new light on the nature and role of the “evil demon”, on the nature of God as he appears in the first few Meditations, and on the place of the Cogito Argument in Descartes’s overall scheme.

This book examines the effects of the market mechanism on economies and societies. It argues that perfect competition has a tendency to promote adulteration of products and a general deterioration in quality. It also contends that it is very difficult for competitive firms to behave in socially desirable ways - being kind to the environment, contributing to worthy social programmes, handling redundancy humanely. The book goes on to propose ways in which these flaws might be remedied without subverting the market (...) mechanism. (shrink)

This essay re-examines Meinong's "Über Gegenstandstheorie" and undertakes a clarification and revision of it that is faithful to Meinong, overcomes the various objections to his theory, and is capable of offering solutions to various problems in philosophy of mind and philosophy of language. I then turn to a discussion of a historically and technically interesting Russell-style paradox (now known as "Clark's Paradox") that arises in the modified theory. I also examine the alternative Meinong-inspired theories of Hector-Neri Castañeda and Terence Parsons.

This essay considers what it means to understand natural language and whether a computer running an artificial-intelligence program designed to understand natural language does in fact do so. It is argued that a certain kind of semantics is needed to understand natural language, that this kind of semantics is mere symbol manipulation (i.e., syntax), and that, hence, it is available to AI systems. Recent arguments by Searle and Dretske to the effect that computers cannot understand natural language are discussed, and (...) a prototype natural-language-understanding system is presented as an illustration. (shrink)

A brief introduction to Meinong, his theory of objects, and modern interpretations of it. Sections include: The Theory of Objects, Castañeda's Theory of Guises, Parsons,'s Theory of Nonexistent Objects, Rapaport's Theory of Meinongian Objects, Routley's Theory of Items.

There are many branches of philosophy called “the philosophy of X,” where X = disciplines ranging from history to physics. The philosophy of artificial intelligence has a long history, and there are many courses and texts with that title. Surprisingly, the philosophy of computer science is not nearly as well-developed. This article proposes topics that might constitute the philosophy of computer science and describes a course covering those topics, along with suggested readings and assignments.

This new volume of philosophical papers by Bernard Williams is divided into three sections: the first Action, Freedom, Responsibility, the second Philosophy, Evolution and the Human Sciences; in which appears the essay which gives the collection its title; and the third Ethics, which contains essays closely related to his 1983 book Ethics and the Limits of Philosophy. Like the two earlier volumes of Williams's papers published by Cambridge University Press, Problems of the Self and Moral Luck, this volume will be (...) welcomed by all readers with a serious interest in philosophy. It is published alongside a volume of essays on Williams's work, World, Mind, and Ethics: Essays on the Ethical Philosophy of Bernard Williams, edited by J. E. J. Altham and Ross Harrison, which provides a reappraisal of his work by other distinguished thinkers in the field. (shrink)

According to deontic justice theory, individuals often feel principled moral obligations to uphold norms of justice. That is, standards of justice can be valued for their own sake, even apart from serving self-interested goals. While a growing body of evidence in business ethics supports the notion of deontic justice, skepticism remains. This hesitation results, at least in part, from the absence of a coherent framework for explaining how individuals produce and experience deontic justice. To address this need, we argue that (...) a compelling, yet still missing, step is to gain further understanding into the underlying neural and psychological mechanisms of deontic justice. Here, we advance a theoretical model that disentangles three key processes of deontic justice: The use of justice rules to assess events, cognitive empathy, and affective empathy. Together with reviewing neural systems supporting these processes, broader implications of our model for business ethics scholarship are discussed. (shrink)