In lieu of an abstract, here is a brief excerpt of the content:On the Authorship oftheAbstract: AReply to John O. Nelson JeffBroome In "The Authorship of the Abstract Revisited," John O. Nelson argues for the once widely held view that Adam Smith was the author of the Abstract.1 Generally speaking, however, this view has not been seriously maintained since the 1938 reprinting of the Abstract by Keynes and Sraffa. There, in their introduction, Keynes and Sraffa argue that Adam Smith was (...) not the author ofthe Abstract, but rather Hume was.2 The central document from which the traditional view derived its authority comes in an early letter of Hume to Hutcheson (hereafter noted as Hl). It is worth quoting the passage in full. Writes Hume to Hutcheson, My Bookseller has sent to Mr. Smith a copy ofmy book, which I hope he has receiv'd, as well as your letter. I have not yet heard what he has done with the Abstract. Perhaps you have. I have got it printed in London; but not in the Works of the Learned; there having been an Article with regard to my Book, somewhat abusive, printed in that Work, before I sent up the Abstract.3 The once widely held view argues that Adam Smith is the Mr. Smith referred toin this passage, and therefore thatAdam Smith is the author of the Abstract. The argument proceeds: Smith at the time of Hl was a pupil of Hutcheson, and it was a habit of Hutcheson to have his promising students write abstracts of standard and contemporary works. It is then assumed that Adam Smith had written the Abstract, that Hutcheson was so impressed with it that he sent a copy to Hume, and that Hume in turn was so impressed that he arranged for its immediate publication, and, as seemingly mentioned in Hl, rewarded Smith with a presentation copy ofthe first two volumes ofhis Treatise. The Keynes and Sraffa thesis argues that the Mr. Smith in Hl cannot be Adam Smith, but rather must be John Smith of Dublin, "at the Philosopher's Head on the Blind Quay" (Abstract, xxiii). Their argument hinges on the conjecture that Hume was interested in an Irish editionofthe Treatise, andtherefore, Hume isaskingHutcheson's assistance in securing John Smith's help in this endeavour (Abstract, Volume XVII Number 2 95 JEFFBROOME xxii). The removal of Adam Smith as the Mr. Smith referred to in Hl consequently seems to explode theAdam Smith authorshiphypothesis. John Nelson first argued fifteen years ago against the Keynes/Sraffa thesis,4 challenging as unlikely the claim that the Mr. Smith in Hl must be John Smith ofDublin, and in the April 1991 issue of Hume Studies he reasserts his position more forcefully, arguing instead that it is impossible that "Mr. Smith" could be John Smith. Since the Mr. Smith of Hl is not John Smith, Nelson goes on to ask "who could he be except the Adam Smith ofthe traditional theory?"5 A closer examination ofeach view, Nelson's and Keynes/Sraffa's, reveals an assumption concerning an Irish publication of the Treatise that precludes any fully coherent resolution of the issue. I shall argue that the proper conclusion tobe drawn from Hl should be that the Mr. Smith is the Dublin publisher John Smith. On this point Keynes and Sraffa are correct; but against their thesis, I shall argue that Hume's purpose in referring toJohn Smith is not to see to his publishing an Irish edition of the Treatise (volumes 1 and 2, and the soon to be published volume 3), but rather to see to his publishing an Irish edition of the Abstract, in the hope that this would help to promote sales of the already publishedvolumes 1 and 2 ofthe Treatise. Thus, Hl should not be taken to decide the authorship ofthe Abstract, as Keynes and Sraffa, as well as John Nelson, argue. If anything, deciding the authorship of the Abstract should be made from Hume's personal copy of the Abstract, annotated in Hume's own hand, which is preserved in the British Museum. We notice in Hl that Hume asks two favours. The first is meant to draw upon Hutcheson's experience in publishing. Hume merely wants to know what... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:On the Authorship oftheAbstract: AReply to John O. Nelson JeffBroome In "The Authorship of the Abstract Revisited," John O. Nelson argues for the once widely held view that Adam Smith was the author of the Abstract.1 Generally speaking, however, this view has not been seriously maintained since the 1938 reprinting of the Abstract by Keynes and Sraffa. There, in their introduction, Keynes and Sraffa argue that Adam Smith was (...) not the author ofthe Abstract, but rather Hume was.2 The central document from which the traditional view derived its authority comes in an early letter of Hume to Hutcheson (hereafter noted as Hl). It is worth quoting the passage in full. Writes Hume to Hutcheson, My Bookseller has sent to Mr. Smith a copy ofmy book, which I hope he has receiv'd, as well as your letter. I have not yet heard what he has done with the Abstract. Perhaps you have. I have got it printed in London; but not in the Works of the Learned; there having been an Article with regard to my Book, somewhat abusive, printed in that Work, before I sent up the Abstract.3 The once widely held view argues that Adam Smith is the Mr. Smith referred toin this passage, and therefore thatAdam Smith is the author of the Abstract. The argument proceeds: Smith at the time of Hl was a pupil of Hutcheson, and it was a habit of Hutcheson to have his promising students write abstracts of standard and contemporary works. It is then assumed that Adam Smith had written the Abstract, that Hutcheson was so impressed with it that he sent a copy to Hume, and that Hume in turn was so impressed that he arranged for its immediate publication, and, as seemingly mentioned in Hl, rewarded Smith with a presentation copy ofthe first two volumes ofhis Treatise. The Keynes and Sraffa thesis argues that the Mr. Smith in Hl cannot be Adam Smith, but rather must be John Smith of Dublin, "at the Philosopher's Head on the Blind Quay" (Abstract, xxiii). Their argument hinges on the conjecture that Hume was interested in an Irish editionofthe Treatise, andtherefore, Hume isaskingHutcheson's assistance in securing John Smith's help in this endeavour (Abstract, Volume XVII Number 2 95 JEFFBROOME xxii). The removal of Adam Smith as the Mr. Smith referred to in Hl consequently seems to explode theAdam Smith authorshiphypothesis. John Nelson first argued fifteen years ago against the Keynes/Sraffa thesis,4 challenging as unlikely the claim that the Mr. Smith in Hl must be John Smith ofDublin, and in the April 1991 issue of Hume Studies he reasserts his position more forcefully, arguing instead that it is impossible that "Mr. Smith" could be John Smith. Since the Mr. Smith of Hl is not John Smith, Nelson goes on to ask "who could he be except the Adam Smith ofthe traditional theory?"5 A closer examination ofeach view, Nelson's and Keynes/Sraffa's, reveals an assumption concerning an Irish publication of the Treatise that precludes any fully coherent resolution of the issue. I shall argue that the proper conclusion tobe drawn from Hl should be that the Mr. Smith is the Dublin publisher John Smith. On this point Keynes and Sraffa are correct; but against their thesis, I shall argue that Hume's purpose in referring toJohn Smith is not to see to his publishing an Irish edition of the Treatise (volumes 1 and 2, and the soon to be published volume 3), but rather to see to his publishing an Irish edition of the Abstract, in the hope that this would help to promote sales of the already publishedvolumes 1 and 2 ofthe Treatise. Thus, Hl should not be taken to decide the authorship ofthe Abstract, as Keynes and Sraffa, as well as John Nelson, argue. If anything, deciding the authorship of the Abstract should be made from Hume's personal copy of the Abstract, annotated in Hume's own hand, which is preserved in the British Museum. We notice in Hl that Hume asks two favours. The first is meant to draw upon Hutcheson's experience in publishing. Hume merely wants to know what... (shrink)

The Repugnant Conclusion served an important purpose in catalyzing and inspiring the pioneering stage of population ethics research. We believe, however, that the Repugnant Conclusion now receives too much focus. Avoiding the Repugnant Conclusion should no longer be the central goal driving population ethics research, despite its importance to the fundamental accomplishments of the existing literature.

This book is a defense of Hume's philosophical principles in the Treatise of Human Nature. Nelson shows that Hume's new philosophy was a uniquely original and profound masterpiece in philosophical literature, worthy of serious study and acceptance. It is argued that Dialoguesis a reflective philosophical autobiography of Hume himself.

Normative requirements are often overlooked, but they are central features of the normative world. Rationality is often thought to consist in acting for reasons, but following normative requirements is also a major part of rationality. In particular, correct reasoning – both theoretical and practical – is governed by normative requirements rather than by reasons. This article explains the nature of normative requirements, and gives examples of their importance. It also describes mistakes that philosophers have made as a result of confusing (...) normative requirements with reasons. (shrink)

John Broome; V*—Fairness, Proceedings of the Aristotelian Society, Volume 91, Issue 1, 1 June 1991, Pages 87–102, https://doi.org/10.1093/aristotelian/91.1.87.

Brings together and interprets previously hard-to-find texts, new translations and passages detailing the interplay between philosophy and psychopathology.

This book chapter is not available in ORA, but you may download, display, print and reproduce this chapter in unaltered form only for your personal, non-commercial use or use within your organization from the ANU E Press website.

Jeff McMahan urges us to reject the view, dominant throughout history, that mere participation in an unjust war is not wrong.

In 2020, COVID-19, the Australia bushfires, and other global threats served as vivid reminders that human and nonhuman fates are increasingly linked. Human use of nonhuman animals contributes to pandemics, climate change, and other global threats which, in turn, contribute to biodiversity loss, ecosystem collapse, and nonhuman suffering. Jeff Sebo argues that humans have a moral responsibility to include animals in global health and environmental policy. In particular, we should reduce our use of animals as part of our pandemic (...) and climate change mitigation efforts and increase our support for animals as part of our adaptation efforts. Applying and extending frameworks such as One Health and the Green New Deal, Sebo calls for reducing support for factory farming, deforestation, and the wildlife trade; increasing support for humane, healthful, and sustainable alternatives; and considering human and nonhuman needs holistically. Sebo also considers connections with practical issues such as education, employment, social services, and infrastructure, as well as with theoretical issues such as well-being, moral status, political status, and population ethics. In all cases, he shows that these issues are both important and complex, and that we should neither underestimate our responsibilities because of our limitations, nor underestimate our limitations because of our responsibilities. Both an urgent call to action and a survey of what ethical and effective action requires, Saving Animals, Saving Ourselves is an invaluable resource for scholars, advocates, policy-makers, and anyone interested in what kind of world we should attempt to build and how. (shrink)

Economists can value things for cost-benefit analysis using either a structured or an unstructured approach. The first imposes some theoretical structure on the valuation; the second does not. This paper explains the difference between the approaches and examines the relative merits of each. Cost-benefit analysis may be aimed at finding what would be the best action, or alternatively at finding which action should be done in a democracy. The paper explains the difference, and argues that the appropriate aim is the (...) first. Given that, it comes down in favour of the structured approach to valuation. As an example, it discusses different approaches to valuing life in economics. (shrink)

Human attitudes to animals have changed as non-humans have become more widely incorporated in the category of moral agents who deserve some respect. Parallels between the functioning of humans and non-humans have been made for thousands of years but the idea that the animals that we keep can suffer has spread recently. An improved understanding of motivation, cognition and the complexity of social behaviour in animals has led in the last 30 years to the rapid development of animal welfare science. (...) Early attempts to define welfare referred to individuals being in harmony with nature but the first usable definition incorporated feelings and health as part of attempts to cope with the environment. Others considered that welfare is only about feelings but it is argued that as feelings are mechanisms that have evolved they are a part of welfare rather than all of it. Most reviews of welfare now start with listing the needs of the animal, including needs to show certain behaviours. This approach has used sophisticated studies of what is important to animals and has replaced the earlier general guidelines described as freedoms. Many measures of welfare are now used and indicate how good or how poor the welfare is. Naturalness is not a part of the definition of welfare but explains why some needs exist. In recent years, welfare has become established as one of various criteria used to decide on whether a system is sustainable because members of the public will not accept systems that cause poor welfare. The study of welfare has become part of the scientific basis upon which important political decisions are made. (shrink)

Neuroscience has long had an impact on the field of psychiatry, and over the last two decades, with the advent of cognitive neuroscience and functional neuroimaging, that influence has been most pronounced. However, many question whether psychopathology can be understood by relying on neuroscience alone, and highlight some of the perceived limits to the way in which neuroscience informs psychiatry. -/- Psychiatry as Cognitive Neuroscience is a philosophical analysis of the role of neuroscience in the study of psychopathology. The book (...) examines numerous cognitive neuroscientific methods, such as neuroimaging and the use of neuropsychological models, in the context of a variety of psychiatric disorders, including depression, schizophrenia, dependence syndrome, and personality disorders. -/- Psychiatry as Cognitive Neuroscience includes chapters on the nature of psychiatry as a science; the compatibility of the accounts of mental illness derived from neuroscience, information-processing, and folk psychology; the nature of mental illness; the impact of methods such as fMRI, neuropsychology, and neurochemistry, on psychiatry; the relationship between phenomenological accounts of mental illness and those provided by naturalistic explanations; the status of delusions and the continuity between delusions and ordinary beliefs; the interplay between clinical and empirical findings in psychopathology and issues in moral psychology and ethics. -/- With contributions from world class experts in philosophy and cognitive science, this book will be essential reading for those who have an interest in the importance and the limitations of cognitive neuroscience as an aid to understanding mental illness. (shrink)

This chapter is devoted to criticisms of the views of propositions defended by my co-authors, Jeff King and Scott Soames. The focus is on criticism of their attempts to explain the representational properties of propositions. The criticisms are varied, but one theme is a tension between their view that our actions can explain the representational properties of propositions and their commitment to the idea that propositions have their representational properties essentially.

This paper considers questions that small animals and AI systems raise for utilitarianism. Specifically, if these beings have more welfare than humans and other large animals, then utilitarianism implies that we should prioritize them, all else equal. This could lead to a ‘rebugnant conclusion’, according to which we should, say, create large populations of small animals rather than small populations of large animals. It could also lead to a ‘Pascal’s bugging’, according to which we should, say, prioritize large populations of (...) small animals even if they have a low chance of being sentient. I suggest that utilitarians should accept these implications in theory but might be able to avoid some of them in practice. (shrink)

“Utility,” in plain English, means usefulness. In Australia, a ute is a useful vehicle. Jeremy Bentham specialized the meaning to a particular sort of usefulness. “By utility,” he said, “is meant that property in any object, whereby it tends to produce benefit, advantage, pleasure, good, or happiness or to prevent the happening of mischief, pain, evil, or unhappiness to the party whose interest is considered”. The “principle of utility” is the principle that actions are to be judged by their usefulness (...) in this sense: their tendency to produce benefit, advantage, pleasure, good, or happiness. When John Stuart Mill spoke of the “perfectly just conception of Utility or Happiness, considered as the directive rule of human conduct,” he was using “Utility” as a short name for this principle. “The greatest happiness principle” was another name for it. People who subscribed to this principle came to be known as utilitarians. (shrink)

Within the overarching framework of considering the purpose of education, this book addresses issues such as the standards movement, high-stakes testing and accountability, and corporate education reform. It raises ethical questions related to school practices and considers the question of who should decide the purpose of education.

In this insightful set of essays, the concept of the psychological humanities is defined and explored. A clear rationale is provided for its necessity in the study and understanding of the individual and identity in a discipline that is largely occupied by empirical studies that report aggregated data and its analysis. Contributors to this volume are leading scholars in theoretical psychology who believe that psychology must be about persons and their lives. In these essays, they draw from a variety of (...) disciplines that include art, literature, life writing, and history to make a case for the psychological humanities. A final chapter provides a critical commentary on the value of the psychological humanities. It is argued that psychology must draw on the knowledge and practices of the humanities, as well as the sciences and social sciences, in order to attain a greater understanding of personhood. This book is aimed at upper level undergraduate and postgraduate students and scholars of psychology, particularly theoretical psychology, philosophy of the mind, and those from a humanities background interested in exploring the concept of the psychological humanities. (shrink)

A Russian in Paris -- Russian contexts -- Madmen -- The possessed -- Godmen -- The Hegel lectures -- The last revolution -- Time no more -- The book of the dead -- The later writings -- Nobodies -- Roads or ruins? -- Why finality? -- The grand inquisitor.

John Dewey's Experience and Education is an important book, but first-time readers of Dewey's philosophy can find it challenging and not meaningfully related to the contemporary landscape of education. Jeff Frank's Teaching in the Now aims to reanimate Dewey's text--for first-time readers and anyone who teaches the text or is interested in appreciating Dewey's continuing significance--by focusing on Dewey's thinking on preparation. Frank, through close readings of Dewey, asks readers to wonder: How much of what we justify as preparation (...) in education is actually necessary? That is, every time we catch ourselves telling a student--you need to learn this in order to do something else--we need to stop and reflect. We need to reflect, because when we always justify the present moment of a student's education in terms of what will happen in the future, we may lose out on the ability to engage students' attention and interest now, when it matters. Dewey asks his readers to trust that the best way to prepare students for an engaging and productive future is to create the most engaging and productive present experience for students. We learn to live fully in the future, only by practicing living fully in the present. Although it can feel scary to stop thinking of the work of education in terms of preparation, when educators reclaim the present for students, new opportunities--for teachers, students, schools, democracy, and education--emerge. Teaching in the Now explores these opportunities in impassioned and engaging prose that makes Experience and Education come alive for readers new to Dewey or who have taught and read him for many years. (shrink)

However much one may wish for nonviolent solutions to the problems of unjust and unrestrained human violence that Glover explores in Humanity, some of those problems at present require violent responses. One cannot read his account of the Clinton administration’s campaign to sabotage efforts to stop the massacre in Rwanda in 1994 – a campaign motivated by fear that American involvement would cost American lives and therefore votes – without concluding that Glover himself believes that military intervention was morally required (...) in that case. Military intervention in another state that is intended to stop one group within that state from brutally persecuting or violating the human rights of members of another group is now known as “humanitarian intervention.” Those against whom the intervention is directed are almost always the government and its supporters, though this is not a necessary feature of humanitarian intervention. It is, however, a conceptual condition of humanitarian intervention that it does not occur at the request or with the consent of the government. The use of force within another state with the consent of the government counts as assistance rather than intervention. The principal reason that humanitarian intervention is contentious is that it seems to violate the target state’s sovereign right to control its own domestic affairs. Because humanitarian intervention is a response to human rights violations within the target state, it is regarded as altogether different from wars of defense against aggression. Indeed, since aggression is normally understood to be war against a state that.. (shrink)

Davidson aimed to explain predication in terms of truth. I explain what is distinctive about his approach by contrasting it with the widely held view that predication and truth must both be explained in terms of the properties of propositions. I consider Davidson's arguments against this propositionalist alternative, and conclude by exploring some commonalities between Davidson's approach and the more recent propositionalist views of King and Soames.

Drawing on a range of sources in philosophy and literature, but with particular reference to the work of Heidegger, makes a compelling case for the importance of place in philosophical discourse.

Self-creation and autonomy -- Creation, society and the imaginary -- Self and world -- The living body -- The human psyche -- The whole world and more : the meaning of the monadic psyche and its fate -- Magmas -- Determination and the logic of indeterminate being -- Indeterminacy and interpretation -- Autonomy and meaning.

Ender's Game, at face value, is a story about a young yet mature and extraordinarily gifted boy manipulated into saving the world. At another level, though, Ender's story raises ethical questions about war, leadership, and character. Perhaps the most important thing about the story is what it says about the virtues that make for good leadership. This chapter looks at Ender's story through the eyes of Plato and Aristotle, two philosophers deeply concerned with the virtues of leadership. Plato's concept of (...) virtue rests on two ideas: his analogy between the three‐part human soul and the state, and his four cardinal virtues: wisdom, courage, temperance, and justice. Aristotle's virtues fall into two broad categories: intellectual and moral. Intellectual virtues sharpen our capacity to reason, whereas moral virtues order the “passive” part of the soul that only acts rationally by following the lead of others. (shrink)

The Federation's abandonment of a profit‐and‐growth‐based economic system and money in favor of an economic system designed to facilitate personal development is a product of future successes in overcoming scarcity. Federation trekonomics can be well described in terms of Karl Marx's own vision of the first stage of a postscarcity, money‐free, classless society. The difficulties of interpretation that have provoked debate, the existence of Federation credits, the visible hierarchy in Starfleet, and the family ownership of some specialized means of production, (...) such as restaurants and vineyards, can be resolved if one acknowledges that Marx consistently described a first, complex transitional stage to full communism. For Marx, one of the primary social causes of stifled self‐creation is the rigid division of labor, both detailed and social. The social division of labor, involving a clear demarcation of different positions within a total economy, occurs in economic systems before capitalism (like feudalism). (shrink)

When assessing North American students' oral participation in classes, should all students be subject to the same evaluation criteria or should teachers make reasonable allowances for Asian students practicing humility? How do we weigh the promotion of 'courage' through character education initiatives with traditional Asian dispositions? Viewing Asian humility in Western classrooms and as it rubs up against liberal principles of equality or justice, and a virtue ethic raises a number of philosophical questions around authenticity, polyvalence, and relativity. I approach (...) first through the lens of liberal philosophy as the 'dilemma of diversity' meets a boundary with communitarianism, and then through the contextualist lenses of Wittgenstein, Heidegger, and Foucault. Drawing on Tully's political philosophy, I inspect humility as embedded in language-games and then open it to revision through comparative history, inviting participants in the teacher's game of assessment to renegotiate the rules: a process complicated by their reticence to speak up. I also use Medina and Scheman's political reading of Wittgenstein to discuss how teachers can discern humility as performative silence within the classroom, distinguishing between genealogical accounts that show how comportments could be otherwise from perspicuous inspection of interconnected language-games in current educational settings. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy, Psychiatry, & Psychology 11.1 (2004) 35-41 [Access article in PDF] The Rationality of Psychosis and Understanding the Deluded Matthew R. Broome Campbell's important and influential paper (Campbell 2001) has framed the debate that Bayne and Pacherie (2004) most explicitly, and Klee (2004) and Georgaca (2004) more implicitly, engage in. Campbell has offered two broad ways of thinking about explanations of delusions—the empirical and the rational. He offers (...) some criticism of the former and an endorsement of the latter. Campbell uses examples from clinical psychopathology to illustrate his argument and Bayne and Pacherie in turn employ these. Campbell discusses the eponymously named delusions of Capgras and Cotard—the former a subtype of delusional misidentification and the latter a delusion whose content is colored predominantly with nihilistic and possibly hypochondriacal themes. Campbell, Bayne and Pacherie, and Klee discuss the empirical data in relation to such delusions and as an aid to discussing the empirical model more generally. It does seem a little unfortunate that these delusions, which are less than typical, become the focus of Campbell's paper, and Bayne and Pacherie's criticism of his work. Delusions are remarkably heterogeneous; this indeed may be part of the reason why there is so much difficulty in reaching a definition as Klee discusses, and occur in a wide variety of mental and neurological illnesses. The most common delusions are those of persecution and reference (World Health Organization [WHO] 1973) and typically occur in schizophrenia. By contrast, delusional misidentification occurs most commonly in patients with dementia, delirium, and focal cognitive impairment, but can occur in other functional psychoses such as an affective or schizophrenic psychosis. The most common form of delusional misidentification is not that of either the exotic Capgras or Fregoli syndromes but delusional misidentification for place; thus, although Bayne and Pacherie's arguments against Campbell may still hold, delusional misidentification tends to occur in the context of a patient believing that they are at home or on holiday rather than in hospital and may not necessarily involve close family members or other intimate relationships. Similarly, Cotard's syndrome tends to occur in the context of a severe depressive illness with mood-congruent psychotic symptoms, typically in an elderly individual. It does not have to have the content that the deluded is dead, but can include beliefs, for example, that the world no longer exists or that their internal organs are not present. Thus, a patient with either Capgras' or Cotard's syndrome is likely to differ from patients with delusions of persecution. They would [End Page 35] have different diagnoses, probably be older, and have a greater likelihood of structural abnormalities of the brain on imaging and consequent neuropsychological dysfunction. That is not to say that patients with schizophrenia have normal cerebral anatomy and neuropsychology, but rather that the Capgras' and Cotard's patients are likely to have neurological quality to their presentation that is clinically relevant, rather than what commonly the case in schizophrenia and the other functional psychoses, where the neurological abnormalities are only currently important at the level of academic research. Empirical Models of Delusion Formation Different delusions may not have that much in common, nor may the patients who believe in them. This in turn relates to the empirical paradigm that both Campbell and Bayne and Pacherie discuss. It is true that current research, and indeed the clinical practice of cognitive behavioral therapy for psychosis, is indebted to the work of Maher and it is within his legacy which we work. This, however, is not to say that we think his initial formulation was correct. Maher's (1988, 1992) work focused attempts in explaining delusions—both to support and refute his thesis that delusions are the consequence of normal cognitive mechanisms seeking to explain an anomalous sensory experience. Such a view initially led to work demonstrating delusions in the absence of anomalous perceptions, the presence of reasoning biases in the deluded population, and the possibility that abnormal sensory experience may be consequent upon biased cognitive processes (Garety and Freeman 1999). More recent work has demonstrated the prevalence of... (shrink)

In The Moral Dimension, Amitai Etzioni claims, as did Albert Hirschman in Morality and the Social Sciences, that people often act from moral motives, that economics needs to recognize this, and that it will be significantly changed by doing so. I agree, though I think the changes may be smaller than Etzioni believes – I shall be explaining why. But Etzioni goes further. He makes a specific claim about the sort of morality that motivates people: it is deontological. In this (...) paper, I shall examine what this means, how far it is true, and what difference it makes. (shrink)

This book engages the perspective of public reason and the position of religious believers through a mutual confrontation of Rawlsian political liberalism and Gandhian ideas. By teasing out concords and discords between Rawls and Gandhi, Jeff Shawn Jose innovatively advances the debate about the role of religion in the public sphere.

I argue that Husserlian phenomenology is metaphysically neutral, in the sense of being compatible with multiple metaphysical frameworks. For example, though Husserl dismisses the concept of an unknowable thing in itself as “material nonsense”, I argue that the concept is coherent and that the existence of such things is compatible with Husserl’s phenomenology. I defend this metaphysical neutrality approach against a number of objections and consider some of its implications for Husserl interpretation.

According to our traditional conception of agency, most human beings are agents and most, if not all, nonhuman animals are not. However, recent developments in philosophy and psychology have made it clear that we need more than one conception of agency, since human and nonhuman animals are capable of thinking and acting in more than one kind of way. In this paper, I make a distinction between perceptual and propositional agency, and I argue that many nonhuman animals are perceptual agents (...) and that many human beings are both kinds of agent. I then argue that, insofar as human and nonhuman animals exercise the same kind of agency, they have the same kind of moral status, and I explore some of the moral implications of this idea. (shrink)