In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Ideas 62.2 (2001) 233-244 [Access article in PDF] Joseph Butler on Forgiveness: A Presupposed Theory of Emotion Paul A. Newberry "I forgive him as far as humanity can forgive. I would do him no injury." Mrs. Dale in Anthony Trollope's The Last Chronicle of Barset, 1867. In the recent philosophical literature on forgiveness, a topic of great concern is the proper characterization (...) of forgiveness or, said in another way, the proper definition of forgiveness. Forgiveness has been defined in a multitude of ways: among others, as the overcoming of resentment, the overcoming of moral hatred, as a speech act, and as forbearance. Of these definitions the one that enjoys anything close to a kind of consensus is that forgiveness is the overcoming of resentment. This position, with various qualifications and stipulations, is held by numerous philosophers, among them R. S. Downie, Kathleen Dean Moore, A. C. Ewing, Martin Hughes, and Jeffrie Murphy. 1 The progenitor of this view is widely acknowledged to be Joseph Butler, who wrote sermons on both resentment and forgiveness nearly three hundred years ago. 2In this paper I will demonstrate that the attribution of this definition of forgiveness to Butler is in error: he did not define forgiveness as the overcoming of resentment but rather as the checking of revenge, or forbearance. Aside from the goal of setting the historical record straight, I have a broader and more important purpose in this essay. One sees that such an interpretation of Butler must provoke two questions. First, why did Butler define forgiveness only in terms of how one is to act, therefore paying no attention, apparently, to how one feels? Second, how do Murphy and the others incorrectly attribute this view to Butler? [End Page 233] I contend that these answers can be addressed if we take a close look at the role of emotions and theories of emotion in the definitions offered by Butler and Murphy (as representative of the group). I will attempt to establish that Butler's definition of forgiveness as the checking of revenge presupposes a feeling theory of emotions which is distinct from and in conflict with--in many ways pertinent to forgiveness--the cognitive theory of emotions presupposed by Murphy's definition. If I am successful in showing this claim to be plausible, then I will also have demonstrated that more attention needs to be paid to theories of emotion underlying work on forgiveness. But since the misinterpretation of Butler is widespread among contemporary writers on forgiveness and not peculiar to Murphy, my claim is a gesture toward what I take to be a problem greater than mere misinterpretation. Given the fact that a feeling theory of emotions was the predominant theory among philosophers in Butler's day until the end of the nineteenth century and that cognitive theory is currently a dominant philosophical theory, I fear that what has happened is that modern commentators on Butler are unaware that they are imposing their own presupposed theories of emotion onto a text from an earlier historical period.The plan of the paper is first to show by careful exegesis how Butler characterizes forgiveness and then, after a brief sketch of the difference between feeling theory and cognitive theory, to demonstrate how Butler's definition presupposes the former and Murphy's the latter. I will conclude with a few remarks about the import of these findings.Joseph Butler's treatment of forgiveness is found in a collection of his sermons first published as Fifteen Sermons in 1726. 3 Included in this collection are two sermons of primary importance to the topic of forgiveness: a sermon on resentment (Sermon VIII) and a subsequent sermon on forgiveness (Sermon IX). An understanding of Butler's definition of forgiveness properly begins with his sermon on resentment in which he distinguishes between two different kinds of resentment. One kind he calls "hasty and sudden" resentment, the other "settled and deliberate" resentment. 4 Hasty and sudden resentment is generally (and naturally) the result of sudden hurt or violence. 5... (shrink)

This dissertation analyzes and critiques three definitions of 'forgiveness'--that of Joseph Butler, Jeffrie Murphy, and Jean Hampton--paying special attention to the question of the theories of emotion these authors seem to presuppose. I have chosen these definitions for my focus for several reasons: Murphy's definition has a central role in the current debate about forgiveness, as it is cited in much of the subsequent literature and is a version of a well-known definition. Also, Murphy considers Butler's definition to be his (...) own starting point. Hampton's definition is a direct response to Murphy's. By looking at these three we have a series of definitions, each a reaction to its predecessor, and also three representatives that illustrate the diversity of the definitions of 'forgiveness.' ;I argue that each of these definitions of 'forgiveness' is incomplete. Ordinary language usage shows that forgiveness is a more complex concept than these philosophers indicate. Forgiveness consists of three dimensions: what I term the 'speech act,' the 'emotional,' and the 'concomitant action' dimensions. A proper definition of 'forgiveness' must account for all three dimensions of the concept; these three only define the emotional dimension. Further, even as definitions of only the emotional dimension of forgiveness, each of these definitions is still too narrow, failing to account for the complexity of that dimension. ;A second focus of this dissertation is the theories of emotions these definitions presuppose. As these three definitions are of 'forgiveness' in its emotional dimension, all depend upon some view of the nature of emotions. I argue that these three definitions of 'forgiveness' presuppose different and incompatible theories of emotion which contributes to confusion about the proper definition of 'forgiveness.' Some of the putative disagreement about forgiveness is actually disguised disagreement about the nature of emotions. Therefore, not only should philosophers seek to define 'forgiveness' broadly enough to capture the complexity of the concept of forgiveness in all three dimensions, they should focus attention on the theory of emotion on which such a definition must rely. (shrink)

Recent philosophical literature contains several definitions of ‘forgiveness.’ These fail because the meaning of one part of a complex notion is taken as the meaning of the whole. Ordinary language use indicates three kinds of sufficient conditions for forgiveness where by people canforgive by meeting any one of those conditions.

CRITICAL THINKING: A USER’S MANUAL offers an innovative skill-based approach to critical thinking that provides step-by-step tools for learning to evaluate arguments. Students build a complete skill set by recognizing, analyzing, diagramming, and evaluating arguments; later chapters encourage application of the basic skills to categorical, truth-functional, analogical, generalization, and causal arguments as well as fallacies. The exercises throughout the text engage readers in active learning, integrate writing as part of the critical thinking process, and emphasize skill transference. A special feature, (...) called Your Turn! encourages students to not just skim through the book’s explanations, but stop, think, and apply what they are learning. CRITICAL THINKING: A USER’S MANUAL offers multiple opportunities for different kinds of practice and options for appealing to different learning styles. The quantity and variety of exercises allow for group work, reflection and application, and writing practice as well as traditional homework exercises. Aplia, an online homework solution that increases student effort and engagement, is available as an option with this text to provide additional critical thinking practice with immediate feedback to reinforce the skills students are building in class. (shrink)

This co-edited volume compares Chinese and Western experiences of engineering, technology, and development. In doing so, it builds a bridge between the East and West and advances a dialogue in the philosophy of engineering. Divided into three parts, the book starts with studies on epistemological and ontological issues, with a special focus on engineering design, creativity, management, feasibility, and sustainability. Part II considers relationships between the history and philosophy of engineering, and includes a general argument for the necessity of dialogue (...) between history and philosophy. It continues with a general introduction to traditional Chinese attitudes toward engineering and technology, and philosophical case studies of the Chinese steel industry, railroads, and cybernetics in the Soviet Union. Part III focuses on engineering, ethics, and society, with chapters on engineering education and practice in China and the West. The book’s analyses of the interactions of science, engineering, ethics, politics, and policy in different societal contexts are of special interest. The volume as a whole marks a new stage in the emergence of the philosophy of engineering as a new regionalization of philosophy. This carefully edited interdisciplinary volume grew out of an international conference on the philosophy of engineering hosted by the University of the Chinese Academy of Sciences in Beijing. It includes 30 contributions by leading philosophers, social scientists, and engineers from Australia, China, Europe, and the United States. (shrink)

This article describes the education portion of an ongoing grant-sponsored education and research project designed to help graduate students in all engineering disciplines learn about the basic ethical principles, rules, and obligations associated with engineering practice in the United States. While the curriculum developed for this project is used for both domestic and international students, the educational materials were designed to be sensitive to the specific needs of international graduate students. In recent years, engineering programs in the United States have (...) sought to develop a larger role for professional ethics education in the curriculum. Accreditation requirements, as well as pressures from the private sector, have helped facilitate this shift in focus. Almost half of all engineering graduate students in the U.S. are international students. Further, research indicates that the majority of these students will remain in the U.S. to work post-graduation. It is therefore in the interest of the profession that these students, coming from diverse backgrounds, receive some formal exposure to the professional and ethical expectations and norms of the engineering profession in the United States to help ensure that they have the knowledge and skills—non-technical as well as technical—required in today’s engineering profession. In becoming acculturated to professional norms in a host country, international students face challenges that domestic students do not encounter; such as cultural competency, language proficiency, and acculturation stress. Mitigating these challenges must be a consideration in the development of any effective education materials. The present article discusses the project rationale and describes the development of on-line instructional materials aimed at helping international engineering graduate students acclimate to professional engineering ethics standards in the United States. Finally, a brief data summary of students’ perceptions of the usefulness of the content and instructional interface is provided to demonstrate the initial effectiveness of the materials and to present a case for project sustainability. (shrink)

This second companion volume on engineering studies considers engineering practice including contextual analyses of engineering identity, epistemologies and values. Key overlapping questions examine such issues as an engineering identity, engineering self-understandings enacted in the professional world, distinctive characters of engineering knowledge and how engineering science and engineering design interact in practice. -/- Authors bring with them perspectives from their institutional homes in Europe, North America, Australia\ and Asia. The volume includes 24 contributions by more than 30 authors from engineering, the (...) social sciences and the humanities. Additional issues the chapters scrutinize include prominent norms of engineering, how they interact with the values of efficiency or environmental sustainability. A concluding set of articles considers the meaning of context more generally by asking if engineers create their own contexts or are they created by contexts. -/- Taken as a whole, this collection of original scholarly work is unique in its broad, multidisciplinary consideration of the changing character of engineering practice. (shrink)

This inclusive cross-cultural study rethinks the nexus between engineering education and context. In so doing the book offers a reflection on contextual boundaries with an overall boundary crossing ambition and juxtaposes important cases of critical participation within engineering education with sophisticated scholarly reflection on both opportunities and discontents. -/- Whether and in what way engineering education is or ought to be contextualized or de-contextualized is an object of heated debate among engineering educators. The uniqueness of this study is that this (...) debate is given comprehensive coverage – presenting both instrumentally inclined as well as radical positions on transforming engineering education. -/- In contextualizing engineering education, this book offers diverse commentary from a range of disciplinary, meta- and interdisciplinary perspectives on how cultural, professional, institutional and educational systems contexts shape histories, structural dynamics, ideologies and challenges as well as new pathways in engineering education. Topics addressed include examining engineering education in countries ranging from India to America, to racial and gender equity in engineering education and incorporating social awareness into the area. -/- Using context as “bridge” this book confronts engineering education head on. Contending engineering ideologies and corresponding views on context are juxtaposed with contending discourses of reform. The uniqueness of the book is that it brings together scholars from the humanities, the social sciences and engineering from Europe – both East and West – with the United States, China, Brazil, India and Australia. (shrink)

This paper briefly summarizes current thinking in engineering ethics education, argues that much of that ethical instruction runs the risk of being only superficially effective, and explores some of the underlying systemic barriers within academia that contribute to this result. This is not to criticize or discourage efforts to improve ethics instruction. Rather it is to point to some more fundamental problems that still must be addressed in order to realize the full potential of enhanced ethics instruction. Issues discussed will (...) include: intellectual engagement versus emotional engagement; the gravitational pull of curricular structures; the nature of engineering faculty; and the “engineer-ization” of ethics. (shrink)

This co-edited volume compares Chinese and Western experiences of engineering, technology, and development. In doing so, it builds a bridge between the East and West and advances a dialogue in the philosophy of engineering. Divided into three parts, the book starts with studies on epistemological and ontological issues, with a special focus on engineering design, creativity, management, feasibility, and sustainability. Part II considers relationships between the history and philosophy of engineering, and includes a general argument for the necessity of dialogue (...) between history and philosophy. It continues with a general introduction to traditional Chinese attitudes toward engineering and technology, and philosophical case studies of the Chinese steel industry, railroads, and cybernetics in the Soviet Union. Part III focuses on engineering, ethics, and society, with chapters on engineering education and practice in China and the West. The book’s analyses of the interactions of science, engineering, ethics, politics, and policy in different societal contexts are of special interest. The volume as a whole marks a new stage in the emergence of the philosophy of engineering as a new regionalization of philosophy. This carefully edited interdisciplinary volume grew out of an international conference on the philosophy of engineering hosted by the University of the Chinese Academy of Sciences in Beijing. It includes 30 contributions by leading philosophers, social scientists, and engineers from Australia, China, Europe, and the United States. (shrink)

This paper briefly summarizes current thinking in engineering ethics education, argues that much of that ethical instruction runs the risk of being only superficially effective, and explores some of the underlying systemic barriers within academia that contribute to this result. This is not to criticize or discourage efforts to improve ethics instruction. Rather it is to point to some more fundamental problems that still must be addressed in order to realize the full potential of enhanced ethics instruction. Issues discussed will (...) include: intellectual engagement versus emotional engagement; the gravitational pull of curricular structures; the nature of engineering faculty; and the “engineer-ization” of ethics. (shrink)

Eliminative materialism is the thesis that our common-sense conception of psychological phenomena constitutes a radically false theory, a theory so fundamentally defective that both the principles and the ontology of that theory will eventually be displaced, rather than smoothly reduced, by completed neuroscience. Our mutual understanding and even our introspection may then be reconstituted within the conceptual framework of completed neuroscience, a theory we may expect to be more powerful by far than the common-sense psychology it displaces, and more substantially (...) integrated within physical science generally. My purpose in this paper is to explore these projections, especially as they bear on (1) the principal elements of common-sense psychology: the propositional attitudes (beliefs, desires, etc.), and (2) the conception of rationality in which these elements figure. (shrink)

"First published in this translation 1955; second edition (revised) 1974; reprinted with additional revisions 1987; reissued with new Further Reading 2003; reissued with new introduction 2007"--T.p. verso.

JOURNAL OF THE HISTORY OF PHILOSOPHY PRIZE for the best published book in the history of philosophy [Awarded in 2010] _______________ -/- Although it is widely recognized that David Hume's A Treatise of Human Nature (1739-40) belongs among the greatest works of philosophy, there is little agreement about the correct way to interpret his fundamental intentions. It is an established orthodoxy among almost all commentators that skepticism and naturalism are the two dominant themes in this work. The difficulty has been, (...) however, that Hume's skeptical arguments and commitments appear to undermine and discredit his naturalistic ambition to contribute to "the science of man". This schism appears to leave his entire project broken-backed. The solution to this riddle depends on challenging another, closely related, point of orthodoxy: namely, that before Hume published the Treatise he removed almost all material concerned with problems of religion. Russell argues, contrary to this view, that irreligious aims and objectives are fundamental to the Treatise and account for its underlying unity and coherence. It is Hume's basic anti-Christian aims and objectives that serve to shape and direct both his skeptical and naturalistic commitments. When Hume's arguments are viewed from this perspective we can solve, not only puzzles arising from his discussion of various specific issues, we can also explain the intimate and intricate connections that hold his entire project together. This "irreligious" interpretation provides a comprehensive fresh account of the nature of Hume's fundamental aims and ambitions in the Treatise. It also presents a radically different picture of the way in which Hume's project was rooted in the debates and controversies of his own time, placing the Treatise in an irreligious or anti-Chrisitan philosophical tradition that includes Hobbes, Spinoza and freethinking followers. Considered in these terms, Hume's Treatise constitutes the crowning achievement of the Radical Enlightenment. (shrink)

Dieses historische Buch kann zahlreiche Tippfehler und fehlende Textpassagen aufweisen. Kaufer konnen in der Regel eine kostenlose eingescannte Kopie des originalen Buches vom Verleger herunterladen (ohne Tippfehler). Ohne Indizes. Nicht dargestellt. 1910 edition. Auszug:...endliche als durch sie erzeugt; oder diese in jener involviert und aus ihr sich evolvierend. Der wahre Erzeuger der endlichen Grosse ist nicht die unendlichkleine" Grosse (das Unendlichkleine ware dem Grossenwert nach vielmehr Null), sondern es ist das Gesetz der Grosse (als Veranderlicher), das man sich nun wie (...) in einen Punkt zusammengezogen, d. h. fur den einzelnen Punkt ausgedruckt, oder an einer endlichen Erstreckung sich darstellend denken kann, das aber dem letzten Sachgehalt nach dasselbe ist fur den Punkt und die endliche Erstreckung, wenn es auch in Bezug auf beide verschiedene, im allgemeinen auseinander ableitbare Ausdrucke erhalten muss. Da aber die endliche Grosse uberhaupt von Punkt zu Punkt entstehend (d. h. veranderlich) gedacht wird, so ist insofern der punktuelle, d. h. infinitesimale Ausdruck der fundamentale, aus dem der extensionale gleichsam erst hervorwachst. Die Differenz entsteht eben von der Null an; nicht aus ihr; aus Null wird keine extensive Grosse; wohl aber von der Null, d. h. dem Nichtsein dessen, was werden soll, oder ganz schlicht1) vom Ausgangs wert an; woraus? Aus dem Gesetz; eine andere Antwort ist nicht zu geben und nicht zu verlangen. Durch dies Gesetz aber ist die Grosse als Eines, Identisches, im Unterschied von den sukzessiven Grossenwerten, also in ihrem Gattungsausdruck definiert. i) Vgl. oben S. 122. Fragt man also: wie soll aus der Null gewordenen, verschwundenen" Grosse die endliche Grosse wiederentstehen? so ist zu antworten: die Grosse zwar (yuantitas). (shrink)

A study of how syntax relates to meaning by a leader of the new generation of philosopher-linguists.

Many of our most important goals require months or even years of effort to achieve, and some never get achieved at all. As social psychologists have lately emphasized, success in pursuing such goals requires the capacity for perseverance, or "grit." Philosophers have had little to say about grit, however, insofar as it differs from more familiar notions of willpower or continence. This leaves us ill-equipped to assess the social and moral implications of promoting grit. We propose that grit has an (...) important epistemic component, in that failures of perseverance are often caused by a significant loss of confidence that one will succeed if one continues to try. Correspondingly, successful exercises of grit often involve a kind of epistemic resilience in the face of failure, injury, rejection, and other setbacks that constitute genuine evidence that success is not forthcoming. Given this, we discuss whether and to what extent displays of grit can be epistemically as well as practically rational. We conclude that they can be (although many are not), and that the rationality of grit will depend partly on features of the context the agent normally finds herself in. In particular, grit-friendly norms of deliberation might be irrational to use in contexts of severe material scarcity or oppression. (shrink)

American society has a history of turning to physicians during times of extreme need, from plagues in the past to recent outbreaks of communicable diseases. This public instinct comes from a deep seated trust in physician duty that has been earned over the centuries through dedicated and selfless care, often in the face of personal risks. As dangers facing our communities include terroristic events physicians must be adequately prepared to respond, both medically and ethically. While the ethical principles that govern (...) physician behavior—beneficence, nonmaleficence, autonomy, and social justice—are unchanging, fundamental doctrines must change with the new risks inherent to terroristic events. Responding to mass casualty disasters caused by terrorists, natural calamities, and combat continue to be challenging frontiers in medicine. Preparing physicians to deal with the consequences of a terroristic disease must include understanding the ethical challenges that can occur. (shrink)

In this chapter, we analyze the relationships between the Internet and its users in terms of situated cognition theory. We first argue that the Internet is a new kind of cognitive ecology, providing almost constant access to a vast amount of digital information that is increasingly more integrated into our cognitive routines. We then briefly introduce situated cognition theory and its species of embedded, embodied, extended, distributed and collective cognition. Having thus set the stage, we begin by taking an embedded (...) cognition view and analyze how the Internet aids certain cognitive tasks. After that, we conceptualize how the Internet enables new kinds of embodied interaction, extends certain aspects of our embodiment, and examine how wearable technologies that monitor physiological, behavioral and contextual states transform the embodied self. On the basis of the degree of cognitive integration between a user and Internet resource, we then look at how and when the Internet extends our cognitive processes. We end this chapter with a discussion of distributed and collective cognition as facilitated by the Internet. (shrink)

For over twenty years, Paul Weithman has explored the thought of John Rawls to ask how liberalism can secure the principled allegiance of those people whom Rawls called 'citizens of faith'. This volume brings together ten of his major essays, which reflect on the task and political character of political philosophy, the ways in which liberalism does and does not privatize religion, the role of liberal legitimacy in Rawls's theory, and the requirements of public reason. The essays reveal Rawls (...) as a thinker deeply engaged with political and existential questions that trouble citizens of faith, and explore how - in firm opposition to political realism - he tries to show that the possibility of liberal democracy and the natural goodness of humanity are objects of reasonable faith. The volume will be of interest to political philosophers, political theorists, moral theologians, and religious ethicists. (shrink)

The first study of this ancient text in over 70 years, Rituals of the Way explores how the Xunzi influenced Confucianism and other Chinese philosophies through its emphasis on "the Way.".

In this book, Livingston develops the political implications of formal results obtained over the course of the twentieth century in set theory, metalogic, and computational theory. He argues that the results achieved by thinkers such as Cantor, Russell, Godel, Turing, and Cohen, even when they suggest inherent paradoxes and limitations to the structuring capacities of language or symbolic thought, have far-reaching implications for understanding the nature of political communities and their development and transformation. Alain Badiou's analysis of logical-mathematical structures forms (...) the backbone of his comprehensive and provocative theory of ontology, politics, and the possibilities of radical change. Through interpretive readings of Badiou's work as well as the texts of Giorgio Agamben, Jacques Lacan, Jacques Derrida, Gilles Deleuze, and Ludwig Wittgenstein, Livingston develops a formally based taxonomy of critical positions on the nature and structure of political communities. These readings, along with readings of Parmenides and Plato, show how the formal results can transfigure two interrelated and ancient problems of the One and the Many: the problem of the relationship of a Form or Idea to the many of its participants, and the problem of the relationship of a social whole to its many constituents. (shrink)

Although thinkers of the past might have started from presumptions of fundamental difference and inequality between (say) the genders, or people of different races, this is no longer the case. At least in mainstream political philosophy, we are all now presumed to be, in some fundamental sense, basic equals. Of course, what follows from this putative fact of basic equality remains enormously controversial: liberals, libertarians, conservatives, Marxists, republicans, and so on, continue to disagree vigorously with each other, despite all presupposing (...) some kind of basic equality. They may argue about who gets what, how much, and why, but the starting point - that all people are in some sense deserving of prima facie equal consideration - has become an axiom of our moral and political thinking. But why? Why are we basic equals? The trouble is that as soon as one asks for an explanation of this foundational premise, it begins to look shaky. After all, on any conceivable metric human beings are notably unequal, and often to striking degrees. Philosophers in this area tend to talk of equal worth, but often without trying to specify what exactly that means. Philosophically, basic equality is neither acceptable nor rejectable. It is not rejectable because we appear to be, as a matter of fact, profoundly committed to the truth of the claim that we are all one another's basic equals. But to the extent that there appear to be no philosophical arguments for believing in the truth of basic equality, it is not acceptable either. The aim of this book is to try and show why basic equality is acceptable. To do so, however, it will also contend that we need to approach the question rather differently to how it has mostly been handled so far. What's required is an exercise in what Bernard Williams called 'impure philosophy': it must include insights from other areas of human intellectual endeavour, whether psychology and history or even what we learn from how we go about practicing basic equality in our collective lives. (shrink)

Ricoeur’s theory of productive imagination in previously unpublished lectures. The eminent philosopher Paul Ricoeur was devoted to the imagination. These previously unpublished lectures offer Ricoeur’s most significant and sustained reflections on creativity as he builds a new theory of imagination through close examination, moving from Aristotle, Pascal, Spinoza, Hume, and Kant to Ryle, Price, Wittgenstein, Husserl, and Sartre. These thinkers, he contends, underestimate humanity’s creative capacity. While the Western tradition generally views imagination as derived from the reproductive example of (...) the image, Ricoeur develops a theory about the mind’s power to produce new realities. Modeled most clearly in fiction, this productive imagination, Ricoeur argues, is available across conceptual domains. His theory provocatively suggests that we are not constrained by existing political, social, and scientific structures. Rather, our imaginations have the power to break through our conceptual horizons and remake the world. (shrink)

Both language and genes evolve by transmission over generations with opportunity for differential replication of forms. The understanding that gene frequencies change at random by genetic drift, even in the absence of natural selection, was a seminal advance in evolutionary biology. Stochastic drift must also occur in language as a result of randomness in how linguistic forms are copied between speakers. Here we quantify the strength of selection relative to stochastic drift in language evolution. We use time series derived from (...) large corpora of annotated texts dating from the 12th to 21st centuries to analyse three well-known grammatical changes in English: the regularization of past-tense verbs, the introduction of the periphrastic ’do’, and variation in verbal negation. We reject stochastic drift in favour of selection in some cases but not in others. In particular, we infer selection towards the irregular forms of some past-tense verbs, which is likely driven by changing frequencies of rhyming patterns over time. We show that stochastic drift is stronger for rare words, which may explain why rare forms are more prone to replacement than common ones. This work provides a method for testing selective theories of language change against a null model and reveals an underappreciated role for stochasticity in language evolution. (shrink)

This is done by exploring some of his other ideas concerning how critical comparisons inform our cultivation of taste, and art's relation to genius.

Free Will & The Tragic Predicament : Making Sense of Williams -/- The discussion in this paper aims to make better sense of free will and moral responsibility by way of making sense of Bernard Williams’ significant and substantial contribution to this subject. Williams’ fundamental objective is to vindicate moral responsibility by way of freeing it from the distortions and misrepresentations imposed on it by “the morality system”. What Williams rejects, in particular, are the efforts of “morality” to further “deepen” (...) or “refine” the notion of the voluntary, with a view to securing “ultimate justice”. It is these aims and aspirations, he argues, that take us to the precipice of scepticism. In Shame and Necessity (1993) Williams advances a vindicatory genealogy that unmasks the “illusions” and “fantasies” of our current ethical ideas as they relate to agency and responsibility. What we are then left with is the task of “recasting our ethical conceptions” . It is here that Williams is especially insistent on the importance and value of historical consciousness and reflection. The role of our reflections about the Greeks and tragedy is precisely to show that in order to move forward, into the future, we need to first look back at where we have come from. The value of these “untimely” observations is that they provide us with alternatives and options that we might otherwise lack. What we discover, when we consider the Greeks, is their commitment to a “pessimism of strength” that rests on rejecting scepticism. It is this two-sided perspective on our ethical predicament that delivers a more truthful account of our human situation, one that will help us discard those illusions and fantasies of "morality" that we are “better off” without. An account of this kind refuses to accept an optimism that insists that any form of responsible ethical life must be one that is immune to the influence of luck and fate. This is the fundamental lesson that we can learn from the ancient Greeks and that Williams seeks to “recover” for us. (shrink)

This Special Issue addresses a range of educational issues linked to main themes from our 2019 book The Emergence of Complexity: Rethinking Education as a Social Science. This book elaborated two major theses that raise fundamental questions for philosophy of education. First, that learning by groups is typically a distinctive kind of learning that is not reducible to learning by individuals. Second, that a degree of holism, as against a focus on individuals, is essential for achieving a convincing understanding of (...) this distinctive type of group learning. These two theses are of direct interest to philosophy of education since they challenges the resources of received theories of learning. Yet this kind of group learning characterises the vast bulk of human learning situations that occur outside of formal education systems. In this Special Issue introductory article we, firstly, introduce some basic principles of complexity theory, and demonstrate that, together with the concept of a ‘co-present group’ (between 2 and about 12 individuals), these ideas offer develop novel understandings of the distinctive learning that occurs within such groups. Secondly, we outline and illustrate with further examples the main features of co-present groups. Thirdly, we consolidate our conceptual work by showing five ways in which our account of group learning serves to refurbish the concept of ‘learning’. (shrink)

The development of early childhood care, education, and development programs in Indonesia suggests unexpected linkages between democratization, empowerment, and neoliberal policy regimes. Despite the shift to grassroots organizing and to empowerment as a goal of development, in Indonesia there is tremendous continuity in the use of women's work to provide social welfare at the community level. Ethnographic research illuminates the impact on women's work and their own interpretation of programs to empower children.