Case-based instruction is a stable feature of ethics education, however, little is known about the attributes of the cases that make them effective. Emotions are an inherent part of ethical decision-making and one source of information actively stored in case-based knowledge, making them an attribute of cases that likely facilitates case-based learning. Emotions also make cases more realistic, an essential component for effective case-based instruction. The purpose of this study was to investigate the influence of emotional case content, and complementary (...) socio-relational case content, on case-based knowledge acquisition and transfer on future ethical decision-making tasks. Study findings suggest that emotional case content stimulates retention of cases and facilitates transfer of ethical decision-making principles demonstrated in cases. (shrink)

In this paper, we consider the implications of Grace de Laguna and Joel Katzav's work for the charge of conservatism against the analytic tradition. We differentiate that conservatism into three kinds: starting place; path dependency; and modesty. We also think again about gender in philosophy, consider the positive account of speculative philosophy presented by de Laguna and Katzav in comparison to some other naturalist trajectories, and conclude with a brief Australian addendum that reflects on a similar period in our own (...) country which was also associated with the professional institutionalisation of analytic philosophy. (shrink)

Organizational leaders face environmental challenges and pressures that put them under ethical risk. Navigating this ethical risk is demanding given the dynamics of contemporary organizations. Traditional models of ethical decision-making (EDM) are an inadequate framework for understanding how leaders respond to ethical dilemmas under conditions of uncertainty and equivocality. Sensemaking models more accurately illustrate leader EDM and account for individual, social, and environmental constraints. Using the sensemaking approach as a foundation, previous EDM models are revised and extended to comprise a (...) conceptual model of leader EDM. Moreover, the underlying factors in the model are highlighted—constraints and strategies. Four trainable, compensatory strategies (emotion regulation, self-reflection, forecasting, and information integration) are proposed and described that aid leaders in navigating ethical dilemmas in organizations. Empirical examinations demonstrate that tactical application of the strategies may aid leaders in making sense of complex and ambiguous ethical dilemmas and promote ethical behavior. Compensatory tactics such as these should be central to organizational ethics initiatives at the leader level. (shrink)

Throughout much of the twentieth century, the relationship between analytic and continental philosophy has been one of disinterest, caution or hostility. Recent debates in philosophy have highlighted some of the similarities between the two approaches and even envisaged a post-continental and post-analytic philosophy. Opening with a history of key encounters between philosophers of opposing camps since the late nineteenth century - from Frege and Husserl to Derrida and Searle - the book goes on to explore in detail the main methodological (...) differences between the two approaches. This covers a very wide range of topics, from issues of style and clarity of exposition to formal methods arising from logic and probability theory. The final section of this book presents a balanced critique of the two schools' approaches to key issues such as time, truth, subjectivity, mind and body, language and meaning, and ethics. "Analytic versus Continental" is the first sustained analysis of both approaches to philosophy, examining the limits and possibilities of each. It provides a clear overview of a much-disputed history and, in highlighting the strengths and weaknesses of both traditions, also offers future directions for both continental and analytic philosophy. (shrink)

This important collection of essays details some of the more significant methodological and philosophical differences that have separated the two traditions, as ...

Television advertisements depicting the use of electronic cigarettes have recently exposed minors to images of smoking behaviors. While these advertisements are currently legal, existing laws should be interpreted or expanded to ban the commercial depiction of smoking behaviors with any product that resembles a cigarette to shield minors from potentially influential advertising.

Amid the action of the 2013 Super Bowl aired the usual array of high-priced advertisements. Most ads were original. Some were unusual. One regional ad, however, seemed distantly familiar. The 30-second commercial promoted the NJOY King electronic cigarette1 to at least 10 million viewers in several major markets. It featured an attractive male model taking a drag from what looks like a cigarette. He then slowly blows smoke to the tune of Foreigner’s “Feels Like the First Time.” Of course, the (...) “smoke” does not come from burning tobacco. Rather, it is the water vapor produced by an e-cigarette as part of its nicotine delivery process. This, however, was not evident from the imagery. For those watching the broadcast, including thousands of minors, NJOY’s advertisement depicted what tobacco companies have not portrayed on television for decades: a person engaged in smoking behavior. (shrink)

(2001). Is Externalism about Content Inconsistent with Internalism about Justification? Australasian Journal of Philosophy: Vol. 79, No. 2, pp. 227-246.

About 25 years ago, it came to light that a single combinatorial property determines both an important dividing line in model theory and machine learning. The following years saw a fruitful exchange of ideas between PAC-learning and the model theory of NIP structures. In this article, we point out a new and similar connection between model theory and machine learning, this time developing a correspondence between stability and learnability in various settings of online learning. In particular, this gives many new (...) examples of mathematically interesting classes which are learnable in the online setting. (shrink)

We set up a general context in which one can prove Sauer-Shelah type lemmas. We apply our general results to answer a question of Bhaskar [1] and give a slight improvement to a result of Malliaris and Terry [7]. We also prove a new Sauer-Shelah type lemma in the context of op-rank, a notion of Guingona and Hill [4].

In ‘Epistemic Folkways and Scientific Epistemology’Goldman offers a theory of justification inspired by the exemplar account of concept representation. I discuss the connection and conclude that the analogy does not support the theory offered. I then argue that Goldman's rule consequentialist framework for analysis is vulnerable to a problem of epistemic access, and use this to present an analysis of justification as an indicator concept we use to track how well the evaluated agent is doing with respect to the primary (...) epistemic norm of believing truths and not falsehoods. A theory of justification along these lines is then given, and its prospects of handling the evil demon objection to reliabilism are assessed. (shrink)

Cases have been employed across multiple disciplines, including ethics education, as effective pedagogical tools. However, the benefit of case-based learning in the ethics domain varies across cases, suggesting that not all cases are equal in terms of pedagogical value. Indeed, case content appears to influence the extent to which cases promote learning and transfer. Consistent with this argument, the current study explored the influences of contextual and personal factors embedded in case content on ethical decision-making. Cases were manipulated to include (...) a clear description of the social context and the goals of the characters involved. Results indicated that social context, specifically the description of an autonomy-supportive environment, facilitated execution of sensemaking processes and resulted in greater decision ethicality. Implications for designing optimal cases and case-based training programs are discussed. (shrink)

W.V. Quine is committed to the claim that all beliefs are rationally revisable; Jerrold Katz has argued that this commitment is unstable on grounds of self-application. The subsequent discussion of this issue has largely proceeded in terms of the logic of belief revision, but there is also an issue here for the treatment of Quine’s views in a doxastic modal system. In this paper I explore the treatment of Quinean epistemology in modal terms. I argue that a set of formal (...) revisability desiderata can be distilled from Quine’s epistemic writings, and that there are demonstrably coherent and non-trivial systems that meet these conditions. (shrink)

In this paper, we examine the historical relationship between phenomenology and the emerging analytic tradition. We pay particular attention to the reception of Husserl’s work by Russell, Moore, and others, and to some convergences between phenomenology and ordinary language philosophy, noted by Wittgenstein, Austin, and Ryle. Focusing on Russell and Ryle, we argue that the historical details suggest an alternative parsing of the ways to the “parting of the ways” narrative made famous by Dummett but also committed to by many (...) others, in which we start from a common source or origin only to have two increasingly divergent inheritances of philosophy that have next to nothing in common, like the Rhine and the Danube. We will show that the period thought to be prior to the “gulf” does not evince the sort of philosophical unity and commonality of purpose sometimes ascribed to it, and that the period of socio-political institution of the ‘divide’ post World War Two, is both historically and philosophically much more complicated than is usually thought, with the ostensible rivers being rather more intertwined than is often supposed. (shrink)

A significant methodological difference between analytic and continental philosophers comes out in their differing attitudes to transcendental reasoning. It has been an object of concern to analytic philosophy since the dawn of the movement around the start of the twentieth century, and although there was briefly a mini-industry on the validity of transcendental arguments following Peter Strawson’s prominent use of them, discussion of their acceptability – usually with a negative verdict – is far more common than their positive use within (...) a philosophical system or to justify a specific claim. By contrast, in the continental traditions starting with Kant but enduring throughout the twentieth century and beyond, some form of transcendental reasoning is close to ubiquitous, notwithstanding that what one means by the transcendental is significantly reconfigured by phenomenology, and then the genealogical turn, as well as by a more constructivist understanding of philosophy. Concerns about the status of transcendental reasoning certainly exist for continental philosophers, but continued creative use persists, and there is no general agreement that transcendental argumentation is especially problematic. In fact, it is more commonly claimed, and it is certainly frequently implied, that a transcendental dimension is of the essence of philosophy. Any philosophical activity that does not reflect on its own conditions of possibility is naïve, or pre-critical, and the sometimes pilloried continental enquiries into the ‘problem of modernity’ are but one way of attempting to reflect on the conditions of contemporary philosophical discourse, subjectivity, and cultural life more generally. Much of this chapter will hence be concerned to offer both an explicit and implicit rationale for the divergent attitudes of analytic and continental philosophers vis-à-vis transcendental reasoning. We give an incomplete account of what transcendental arguments are, review the major analytic criticisms of them, gesture towards some of the recent continental appropriations of such arguments (focusing on the themes of embodiment and time), consider the extent to which analytic criticisms apply to such usages, and attempt to bring to the fore the differing explanatory norms that justify these divergent practices. (shrink)

Given a choice between two sealed envelopes, one of which contains twice as much money as the other (and in any case some), you don't know which contains the larger sum and so choose one at random. You are then given the option of taking the other envelope instead. Is it rational to do so? Surely not. but a specious line of reasoning suggests otherwise.

Although case-based training is popular for ethics education, little is known about how specific case content influences training effectiveness. Therefore, the effects of (a) codes of ethical conduct and (b) forecasting content were investigated. Results revealed richer cases, including both codes and forecasting content, led to increased knowledge acquisition, greater sensemaking strategy use, and better decision ethicality. With richer cases, a specific pattern emerged. Specifically, content describing codes alone was more effective when combined with short-term forecasts, whereas content embedding codes (...) within context was more effective when combined with long-term forecasts, leading to greater knowledge acquisition and sensemaking strategy use. (shrink)

One diagnosis of Fitch’s paradox of knowability is that it hinges on the factivity of knowledge: that which is known is true. Yet the apparent role of factivity and non-factive analogues in related paradoxes of justified belief can be shown to depend on familiar consistency and positive introspection principles. Rejecting arguments that the paradox hangs on an implausible consistency principle, this paper argues instead that the Fitch phenomenon is generated both in epistemic logic and logics of justification by the interaction (...) of analogues of the knowability principle and positive introspection theses that are characteristic of, even if not entailed by, epistemic internalism. (shrink)

While applied epistemology has been neglected for much of the twentieth century, it has seen emerging interest in recent years, with key thinkers in the field helping to put it on the philosophical map. Although it is an old tradition, current technological and social developments have dramatically changed both the questions it faces and the methodology required to answer those questions. Recent developments also make it a particularly important and exciting area for research and teaching in the twenty-first century. The (...) Routledge Handbook of Applied Epistemology is an outstanding reference source to this exciting subject and the first collection of its kind. Comprising entries by a team of international contributors, the Handbook is divided into six main parts: The Internet Politics Science Epistemic institutions Individual investigators Theory and practice in philosophy. Within these sections, the core topics and debates are presented, analyzed, and set into broader historical and disciplinary contexts. The central topics covered include: the prehistory of applied epistemology, expertise and scientific authority, epistemic aspects of political and social philosophy, epistemology and the law, and epistemology and medicine. Essential reading for students and researchers in epistemology, political philosophy, and applied ethics the Handbook will also be very useful for those in related fields, such as law, sociology, and politics. (shrink)

How to handle vagueness? One way is to introduce the machinery of acceptable sharpenings, and reinterpret truth as truth-in-all-sharpenings or truth-in-some-sharpenings. A major selling point has been the conservativism of the resulting systems with respect to classical theoremhood and inference. Supervaluationism and subvaluationism possess interesting formal symmetries, a fact that has been used to argue for the subvaluationist approach. However, the philosophical motivation behind each is a different matter. Subvaluationism comes with a standard story that is difficult to sign up (...) to. In this paper, I make use of a variant of Putnam’s well-known idea of linguistic deference, and some results in voting theory, to answer this criticism of subvaluationism. The acceptability intuitions of each member of a linguistic community amount to their voting for one or more acceptable sharpenings, with truth then characterised as truth-in-a--sufficiency-of-sharpenings. This produces a family of logical systems that are close relations of subvaluationism, share its conservatism results, yet have stronger philosophical foundations in the workings of externalist content. (shrink)

This chapter sketches some of the difficulties involved in defining analytic and continental philosophy, but begins to elaborate an argument for the centrality of methodology to the 'divide'.

Throughout much of the 20th Century, the relationship between analytic and continental philosophy has been one of disinterest, caution or hostility. Recent debates in philosophy have highlighted some of the similarities between the two approaches and even envisaged a post-continental and post-analytic philosophy. -/- Opening with a history of key encounters between philosophers of opposing camps since the late 19th Century - from Frege and Husserl to Derrida and Searle - the book goes on to explore in detail the main (...) methodological differences between the two approaches. This covers a very wide range of topics, from issues of style and clarity of exposition to formal methods arising from logic and probability theory. The final section presents a balanced critique of the two schools’ approaches to key issues such as Time, Truth, Subjectivity, Mind and Body, Language and Meaning, and Ethics. -/- Analytic Versus Continental is the first sustained analysis of both approaches to philosophy, examining the limits and possibilities of each. It provides a clear overview of a much-disputed history and, in highlighting the strengths and weaknesses of both traditions, also offers future directions for both continental and analytic philosophy. (shrink)

While applied epistemology has been neglected for much of the twentieth century, it has seen emerging interest in recent years, with key thinkers in the field helping to put it on the philosophical map. Although it is an old tradition, current technological and social developments have dramatically changed both the questions it faces and the methodology required to answer those questions. Recent developments also make it a particularly important and exciting area for research and teaching in the twenty-first century. The (...) Routledge Handbook of Applied Epistemology is an outstanding reference source to this exciting subject and the first collection of its kind. Comprising entries by a team of international contributors, the Handbook is divided into six main parts: The Internet Politics Science Epistemic institutions Individual investigators Theory and practice in philosophy. Within these sections, the core topics and debates are presented, analyzed, and set into broader historical and disciplinary contexts. The central topics covered include: the prehistory of applied epistemology, expertise and scientific authority, epistemic aspects of political and social philosophy, epistemology and the law, and epistemology and medicine. Essential reading for students and researchers in epistemology, political philosophy, and applied ethics the Handbook will also be very useful for those in related fields, such as law, sociology, and politics. (shrink)

Case-based instruction has been regarded by many as a viable alternative to traditional lecture-based education and training. However, little is known about how case-based training techniques impact training effectiveness. This study examined the effects of two such techniques: (a) presentation of alternative outcome scenarios to a case, and (b) conducting a structured outcome evaluation. Consistent with the hypotheses, results indicate that presentation of alternative outcome scenarios reduced knowledge acquisition, reduced sensemaking and ethical decision-making strategy use, and reduced decision ethicality. Conducting (...) a structured outcome evaluation had no impact on these outcomes. Results indicate that those who use case-based instruction should take care to use clear, less complex cases with only a singular outcome if they are seeking these types of outcomes. (shrink)

Case-based reasoning has long been used to facilitate instructional effectiveness. Although much remains to be known concerning the most beneficial way to present case material, recent literature suggests that simplifying case material is favorable. Accordingly, the current study manipulated two instructional techniques, incremental case presentation and forecasting outcomes, in a training environment in an attempt to better understand the utility of simplified versus complicated case presentation for learning. Findings suggest that pairing these two cognitively demanding techniques reduces satisfaction and detracts (...) from the effectiveness of the learning approach. Implications regarding the use of instructional techniques in training programs are discussed. (shrink)

This study examined how structuring case-based ethics training, either through (a) case presentation or (b) prompt questions, influences training outcomes. Results revealed an interaction between case presentation and prompt questions such that some form of structure improved effectiveness. Specifically, comparing cases led to greater sensemaking strategy use and decision-ethicality when trainees considered unstructured rather than structured prompts. When cases were presented sequentially, structuring prompts improved training effectiveness. Too much structure, however, decreased future ethical decision making, suggesting that there can be (...) too much of a good thing when structuring case-based ethics education. Implications for designing ethics training programs are discussed. (shrink)

This essay uses citational analyses to argue that most of the philosophers considered "postanalytic" - Wittgenstein, McDowell, Davidson, and Rorty - are not, in fact, genuine figures of rapprochement, since the particular essays cited, and/or the background literature that is cited, are not shared in common between the standard-bearing analytic and continental journals.

Studies exploring how students learn and understand science processes such as diffusion and natural selection typically find that students provide misconceived explanations of how the patterns of such processes arise (such as why giraffes’ necks get longer over generations, or how ink dropped into water appears to “flow”). Instead of explaining the patterns of these processes as emerging from the collective interactions of all the agents (e.g., both the water and the ink molecules), students often explain the pattern as being (...) caused by controlling agents with intentional goals, as well as express a variety of many other misconceived notions. In this article, we provide a hypothesis for what constitutes a misconceived explanation; why misconceived explanations are so prevalent, robust, and resistant to instruction; and offer one approach of how they may be overcome. In particular, we hypothesize that students misunderstand many science processes because they rely on a generalized version of narrative schemas and scripts (referred to here as a Direct-causal Schema) to interpret them. For science processes that are sequential and stage-like, such as cycles of moon, circulation of blood, stages of mitosis, and photosynthesis, a Direct-causal Schema is adequate for correct understanding. However, for science processes that are non-sequential (or emergent), such as diffusion, natural selection, osmosis, and heat flow, using a Direct Schema to understand these processes will lead to robust misconceptions. Instead, a different type of general schema may be required to interpret non-sequential processes, which we refer to as an Emergent-causal Schema. We propose that students lack this Emergent Schema and teaching it to them may help them learn and understand emergent kinds of science processes such as diffusion. Our study found that directly teaching students this Emergent Schema led to increased learning of the process of diffusion. This article presents a fine-grained characterization of each type of Schema, our instructional intervention, the successes we have achieved, and the lessons we have learned. (shrink)

A personal story of the ways in which persistence, chance, and creativity interact in biomedical research. This first book by the author of Zen and the Brain examines the role of chance in the creative process. James Austin tells a personal story of the ways in which persistence, chance, and creativity interact in biomedical research; the conclusions he reaches shed light on the creative process in any field. Austin shows how, in his own investigations, unpredictable events shaped the outcome (...) of his research and brought about novel results. He then goes beyond this story of serendipity to propose a new classification of the varieties of chance, drawing on his own research and examples from the history of science—including the famous accidents that led Fleming to the discovery of penicillin. Finally, he explores the nature of the creative process, considering not only the environmental and neurophysiological correlates of creativity but also the role of intuition in both scientific discoveries and spiritual quests. This updated MIT Press paperback edition includes a new introduction and recent material on medical research, creativity, and spirituality. (shrink)

Tom Regan argued that animal sports cannot be morally permissible because they are cruel and the animals do not voluntarily participate. While Regan is correct about actual animal sports, we should ask whether substantially revised animal sports could be permissible. We can imagine significant changes to certain animal sports, such as horse racing, that would avoid cruelty and even allow the animals to make their own choices. Where alternative options are freely available, we can consider the horses to have preference (...) autonomy in that they make their own decisions, and we could thereby claim that we have their hypothetical consent. Though this scenario would be sufficient to constitute permissible animal games, these activities could not amount to sports because the events would be unpredictable with the animals not following the rules in the precise way that sport requires. Therefore, permissible animal sports are not possible. (shrink)

In his paper, “Higher‐order truths about chmess,” Daniel Dennett argues that “[m]any projects in contemporary philosophy are artifactual puzzles of no abiding significance.” In other words, much contemporary academic philosophy is a waste of time. In this chapter, we use mathematics, models, and metaphysics, to expand and clarify Dennett's chmess analogy. We further the argument that some contemporary academic philosophy loses its way and chases chmess‐like endeavors – arguing that philosophy is bloated by extraneous, esoteric, and bizarre philosophical projects that (...) aren't detached from reality but only related to it tangentially. Chmess‐like games, like some contemporary academic philosophy, nick reality and then shoot off on their own trajectory, often down intellectual rabbit holes. (shrink)

Films depicting educational relationships typically emphasize personal connections between students and teachers over the educational goals that such relations facilitate. In doing so, these films raise the question of how teachers stand in relation to their institutional roles in such a way as to inspire students’ desires for knowledge. In this paper, in order to examine the influence of institutional roles in defining teacher–student relationships, we analyze “The Paper Chase,” a film in which teacher and student have no personal (...) connection but in which the drama of student desire is nonetheless clearly featured. Drawing from Plato’s erotics, in which the soul is shaped by desire for that which it lacks, and from Jacques Lacan’s theories of desire and transference, we argue that “The Paper Chase” portrays educational desire as rooted in the differential of authority between teacher and student. (shrink)

In this essay I review three important volumes for the field of secular studies: Varieties of Secularism in a Secular Age, Rethinking Secularism, and The Power of Religion in the Public Sphere. All three volumes explore the nature of the secular and the status, role, and possible futures of religion in our late modern, globalized world. The volumes present 34 essays by 30 authors representing seven disciplines, and at least six end games. For some, questions of religion-secular entanglement are a (...) historical matter and the task is to map intellectual and ideological trajectories. A second purpose is to empirically document the complexities of particular religion-secular entanglements in particular socio-cultural locations. For others, the remit is theoretical, to discern a conceptual agenda for the ongoing study of religion-secular entanglements. Others are more philosophical, chasing the existential consequences of secularity. A fifth end game is applied in nature: reflections on how political actors might best engage the religious and the secular in acts of governance and international relations. Finally, there are normative voices, those seeking to name what a good, productive religion-secular entanglement ought to look like. Taken together, the volumes mark a thriving, mature field of scholarly inquiry: secular studies has come of age. (shrink)

At present, Third World countries owe over one trillion dollars to the developed Western nations; much of the debt is held by the leading international commercial banks. The debt of six Latin American countries alone — Argentina, Brazil, Chile, Mexico, Peru, and Venezuela — is over $330 billion, of which $240 billion is owed to commercial banks. Let us immediately narrow our focus to loans made by the major international commercial banks to Third World governments. We shall not be concerned (...) with government-to-government loans, or private-party-to-private-party loans, or with debt owed to the World Bank or the International Monetary Fund. The bank-to-government loans — the so-called “sovereign loans” — are the most economically troublesome and morally interesting. The largest lenders, at least with respect to the Latin American countries, are the American banks Citibank, Chase Manhattan, Bank of America, Manufacturers Hanover, and Chemical Bank. About fifteen Third World countries have serious debt problems, including the largest: Brazil, Mexico, and Argentina. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Inner Citadel. The Meditations of Marcus AureliusJames KerPierre Hadot. The Inner Citadel. The Meditations of Marcus Aurelius. Translated by Michael Chase. Cambridge: Harvard University Press, 1998. Pp. xii + 351. Cloth, $45.00Marcus Aurelius has sometimes been viewed as a Stoic "half-way to Platonism," so overawed by the brevity of human life within the infinite procession of eternity that he "almost lost faith in his own existence" (...) (J. M. Rist). Hadot's book, however, in this excellent English translation (first published as La Citadelle Intérieure: Introduction aux "Pensées" de Marc Aurèle, Paris, 1992), argues not only that the Meditations are thoroughly Stoic in their doctrine, but that to call Marcus a Platonist (or a pessimist) is to misinterpret the techniques by which he seeks to live a Stoic life. For Hadot it is the teachings of the philosopher-slave Epictetus that explain the Meditations, and the bulk of the book is concerned with demonstrating that Marcus's writings are spiritual exercises by which the author seeks to instill in himself three basic Epictetan disciplines corresponding to the tripartite Stoic system of logic, physics, and ethics. Readers of Hadot's other works will already recognize his concern with the ancient conception of philosophy as a way of life [3]. This study aims to show how Marcus's self-therapy relates to specific elements of Stoic doctrine and to redefine our understanding of the Meditations as a literary work.The book begins by tracing Marcus's initiation into the philosophic life, with special emphasis on the role of statesman-philosopher Junius Rusticus, who introduced Marcus to the writings of his influential teacher, Epictetus. In Chapter Two Hadot approaches the text which we refer to as the Meditations and argues that they are better referred to as Marcus's "personal notes" (hypomnêmata): their characteristic features (discontinuity, repetition, self-address, and refined literary form) are due to their being the product of day-by-day exercises in which Marcus, focussed upon the definitiveness of the present moment, strove to keep the essential rules of life ever present in his mind. Marcus's constant repetition of familiar doctrine indicates that for him "the [End Page 116] essential thing was not to invent or to compose, but to influence himself and produce an effect upon himself" (244).Hadot is at pains in Chapter Three, however, to reveal that these exercises derive from the "highly rigorous conceptual system" which he calls "the true key to the Meditations," namely, a set of three dogmas that require (a) the regulation of judgment to assent only to what is objectively true; (b) the restriction of the desires to that which is in accordance with universal Nature and Destiny; and (c) the disciplining of one's impulse toward action to be just and altruistic, in agreement with one's human nature. According to Hadot, this systematic distinction between the disciplines of judgement, desire, and impulse, and the three dogmas on which they depend, is "a doctrine which is peculiar to Epictetus and which is not found in Stoicism prior to him" (70). Marcus, then, in organizing his spiritual exercises around these three disciplines, "was working with pre-existing materials" (52). Thus Chapter Five is dedicated entirely to explaining how the practical disciplines of judgment, desire, and impulse to action, which Hadot argues correspond respectively to logic, physics, and ethics, operate within "the Stoicism of Epictetus."There is a certain apparent tension generated by Hadot's argument concerning the Stoicism of Epictetus. Although he depicts him as a distinctive innovator, Hadot also states that Epictetus does not change the system of Zeno and Chrysippus but simply adds "color and tonality" (73)—a statement that allows him to classify both Epictetus and Marcus as authentic Stoics but thereby risks undermining his argument about Epictetus's distinctiveness. This real ambiguity could be explained by reference to the emphasis on originality in Stoicism, in which the embodiment of philosophy in each new Stoic establishes him as an independent authority. (As Seneca says to Lucilius, "Zeno said this. But what do you say?" Epistulae Morales 33.7.) Indeed Hadot illustrates how didactic procedures in particular were... (shrink)

Australasian Journal of Philosophy, Volume 0, Issue 0, Page 1-5, Ahead of Print.

William James’s account of emotions is frequently categorised as a feeling theory of emotions. Consideration of James’s views about sensations, however, reveals that this categorisation is untenable. Instead, many of James’s emotions are more appropriately categorised as instincts. The categorisation of emotions as instincts entails that emotions do have a function–contrary to a criticism often levied against James’s account.

Examines the life of Elie Halevy who was a historian in the grand tradition of Thucydides, the philosophe manque.

“The Vegan Viewer in the Circum-Polar World” examines, in unprecedented detail, The Diana and Chase in the Arctic, a canvas by the little-known, early-nineteenth-century marine painter, James Wheldon, part of a local Hull School of painters focused upon depictions of Arctic whaling. The chapter contextualizes the iconography and materiality of the canvas within a broader discussion of the humanimal tragedy of Victorian whale hunting, as conceptualized, for the first time, by a specifically ethical vegan viewer, pondering not only (...) how various animals are represented in the image, but might have contributed to its painting in the first place. The chapter concludes by pondering questions of violence: what kinds we, as vegans, must tolerate, and which we might find ourselves drawn to. (shrink)

"Simplicius starts with a survey of previous commentators and an introductory set of questions about Aristotle's philosophy and about the Categories in particular. The commentator, he says, needs to present Plato and Aristotle as in harmony in most things."-- Publisher description.

Higher order cognitive processes, including ethical decision making (EDM), are influenced by the experiencing of discrete emotions. Recent research highlights the negative influence one such emotion, anger, has on EDM and its underlying processes. The mechanism, however, by which anger disrupts the EDM has not been investigated. The current study sought to discover whether cognitive appraisals of an emotion-evoking event are the driving mechanisms behind the influence of anger on EDM. One primary (goal obstacle) and one secondary (certainty) appraisal of (...) anger were examined. Study results suggest that appraisals of certainty are the driving mechanism behind the negative relationship between anger and EDM. Certainty appraisals led to less application of EDM-promoting strategies and more unethical social motives. Findings further highlight the value of investigating appraisals of emotional events, given their cognitive nature, for their potential effects on cognitive operations, such as EDM. Future directions and implications are discussed. (shrink)

One of his six introductions to philosophy, widely used by students in Alexandria, Ammonius' lecture on Porphyry was recorded in writing by his students in the commentary translated here. Along with five other types of introductions (three of which are translated in the Ancient Commentators on Aristotle volume Elias and David: Introductions to Philosophy with Olympiodorus: Introduction to Logic) it made Greek philosophy more accessible to other cultures. These introductions became standard in Ammonius' school and included a popular set of (...) five or more definitions of philosophy, some of them drawn from commentaries on quite different works. Ammonius' lecture expounded the most celebrated and discussed previous introduction written by Porphyry 200 years earlier, which was devoted to five main technical terms of Aristotle's logic. Ammonius was sympathetic to Porphyry because they both sought to harmonise the views of Plato and Aristotle with each other, arguing in different ways that the two philosophers did not disagree about the nature of universals. Porphyry's introduction was a hugely influential work for centuries after its composition, and this commentary by Ammonius served to maintain its position at the centre of later schools of philosophy. This English translation of Ammonius' work is the latest volume in the Ancient Commentators on Aristotle series and makes this philosophical work accessible to a modern readership. The translation is accompanied by an introduction, comprehensive commentary notes, bibliography, glossary of translated terms and a subject index. (shrink)