Mood profiling has a long history in the field of sport and exercise. Several novel mood profile clusters were identified and described in the literature recently (Parsons-Smith, Terry, & Machin, 2017). In the present study, we investigated whether the same clusters were evident in an Italian language, sport and exercise context. The Italian Mood Scale (ITAMS; Quartiroli, Terry, & Fogarty, 2017) was administered to 950 Italian-speaking sport participants (659 females, 284 males, 7 unspecified; age range = 16–63 yr., M (...) = 25.03, SD = 7.62) and seeded k-means clustering methodology applied to the responses. Six distinct mood profiles were identified, termed the iceberg, inverse iceberg, inverse Everest, shark fin, surface, and submerged profiles, which closely resembled those reported among English-speaking participants (Parsons-Smith et al., 2017). Significant differences were found in the distribution of specific mood profiles across gender and age groups. Findings supported the cross-cultural generalizability of the six mood profiles and offer new research avenues into their antecedents, correlates and behavioral consequences in Italian-language contexts. (shrink)

A letter to The Times of London, May 9, 1992 protesting the Cambridge University proposal to award an honorary degree to M. Jacques Derrida.

This paper describes an undergraduate course in metaphilosophy for philosophy majors and argues that there are four potential benefits to students; namely that doing metaphilosophy (1) allows students to draw their own conclusions about what philosophy is, (2) develops students’ metacognitive skills to promote learning, (3) establishes students as members of the philosophical community, and (4) disposes students to live lives that reflect their philosophical education. It describes issues of transparency of course design and the particulars of the course, including (...) course content, and provides excerpts of student work to demonstrate student learning outcomes. Finally, it will suggest that even if it is not possible to offer a stand-alone course in metaphilosophy, instructors should provide opportunities to reflect on metaphilosophical issues in their other philosophy courses. (shrink)

The most notable contributions to contemporary philosophy of mind have been written by philosophers of mind for philosophers of mind. Without a good understanding of the historical framework, the technical terminology, the philosophical methodology, and the nature of the philosophical problems themselves, not only do undergraduate students face a difficult challenge when taking a first course in philosophy of mind, but instructors lacking specialized knowledge in this field might be put off from teaching the course. This paper is intended to (...) provide a framework for instructors with little background in this area of philosophy to develop a course in philosophy of mind. This course, aimed at the advanced undergraduate student, provides students with the tools necessary for understanding some of the key readings in contemporary philosophy of mind and offers unique benefits to both majors and non-majors. The course described here focuses on just two of the main problems in philosophy of mind—the mind-body problem and the problem of phenomenal consciousness—and briefly touches on other issues one might address. Finally, several solutions to common challenges that arise in an advanced philosophy course are discussed. (shrink)

Distance Learning (DL) courses have become ubiquitous, especially since the pandemic. Having had some experience with DL in high school, first-year students might be inclined to enroll in DL courses. Other students take DL because of completing demands on their time, such as work, family, or athletics participation, and some students just like the flexibility afforded by DL courses. However, many college students are unprepared for the self-regulative practices, including time management and assistance-seeking behaviors, required for success in a DL (...) course. (shrink)

In his 2006 Lenssen Prize–winning paper, “Reading Philosophy with Background Knowledge and Metacognition,”1 David Concepción describes a method of reading instruction that is clearly student-centered in that quality of student learning, and not just discipline-specific knowledge, is a central course objective.2 Moreover, the explicit reading instruction he recommends stands to enrich our students’ understanding of the philosophical content of our courses thus making deep reading, or what has been called “reading to learn,”3 an integral part of the content of a (...) philosophy course. In these comments, I introduce a scaffolded approach to implementing Concepción’s explicit reading instruction, specifically, one in which instructors first model the stages of reading philosophy, then support students as they employ these techniques, and finally assess and provide feedback on students’ attempts. (shrink)

Given the right sorts of reading assignments, students can learn to read philosophy by reading philosophy. This paper identifies a number of obstacles to students’ reading philosophy and recommends re-envisioning student-learning outcomes in light of the revised Bloom’s taxonomy of learning objectives and using directed reading assignments that help students achieve them. It describes seven reading assignments in philosophy that emphasize active learning to facilitate students’ learning to read philosophy as they read philosophy.

The transparency of qualia to introspection has been given as reason for favoring a representationalist view of phenomenal character. Qualia realists, notably Block (1996, 2000), A.D. Smith (2008), and Kind (2003, 2008), have denied that qualia are transparent. What is clear is that the phenomenology of introspection alone cannot decide the case, but a theory of introspection could. If the qualia realist could show that our introspective access to mental properties is akin to the perceptual access we have to (...) perceived properties, then she has grounds for denying the transparency claim. On the other hand, if introspection does not provide access to intrinsic mental properties, then the representationalist has a basis for defending the transparency claim. Armstrong’s theory of introspection has been taken to be typical of perceptual theories; however, this paper will give reasons for thinking not only that his theory does not in fact constitute a perceptual theory but that such theories of introspection do not afford qualia realists with the means of denying the transparency of qualia to introspection. (shrink)

Qualia realists hold that experience’s phenomenal character is a non-representational property of experience, what they call qualia. Representationalists hold that phenomenal character is a representational property of experience—there are no qualia (in this particular sense of the word). The transparency of qualia to introspection would seem to count as reason for rejecting qualia realism and favoring representationalism. Sydney Shoemaker defends a middle ground, call it moderate qualia realism, which seems to provide a response to the problem of transparency that in (...) consistent with qualia realism. According to this view, while phenomenal character is a representational property of experience, it is determined by certain non-representational properties of experience, namely qualia. Shoemaker explains the apparent transparency of qualia by claiming that, while qualia are not directly introspectable, they are indirectly introspectable. I argue that neither Shoemaker’s moderate qualia realism nor his account of indirect introspection provide the qualia realist with a plausible solution to the problem of transparency. (shrink)

Sydney Shoemaker has gone to great lengths to defend a repre-sentationalist view of phenomenal character, and yet he describes this view as breaking with standard representationalism in two ways. First, he thinks his representationalist position is consis- tent with the possibility of spectrum inversion, and second, he thinks there are qualia. Thus, we can think of his position in the qualia debate as moderate representationalism (or, equally, moderate qualia realism) by taking up some middle ground be- tween these two major (...) camps. This \moderate" view faces several problems. Here I will very briey explain Shoemaker's represen- tationalist account of spectrum inversion in which he appeals to the existence of a certain sort of subjective property of objects, namely, what he calls appearance properties (formerly he called these phenomenal properties). I will argue that an alternative ver- sion of representationalism provides a more plausible explanation of both inversion-type scenarios and Shoemaker's color constancy case, which he uses to motivate the existence of these subjective properties, without positing appearance properties at all. (shrink)

Sydney Shoemaker has gone to great lengths to defend a repre-sentationalist view of phenomenal character, and yet he describes this view as breaking with standard representationalism in two ways. First, he thinks his representationalist position is consis- tent with the possibility of spectrum inversion, and second, he thinks there are qualia. Thus, we can think of his position in the qualia debate as moderate representationalism by taking up some middle ground be- tween these two major camps. This \moderate" view faces (...) several problems. Here I will very briey explain Shoemaker's represen- tationalist account of spectrum inversion in which he appeals to the existence of a certain sort of subjective property of objects, namely, what he calls appearance properties. I will argue that an alternative ver- sion of representationalism provides a more plausible explanation of both inversion-type scenarios and Shoemaker's color constancy case, which he uses to motivate the existence of these subjective properties, without positing appearance properties at all. (shrink)

Given the right sorts of reading assignments, students can learn to read philosophy by reading philosophy. This paper identifies a number ofobstacles to students’ reading philosophy and recommends re-envisioning student-learning outcomes in light of the revised Bloom’s taxonomy of learning objectives and using directed reading assignments that help students achieve them. It describes seven reading assignments in philosophy that emphasize active learning to facilitate students’ learning to read philosophy as they read philosophy.

An overview of how the Summer Ethics Academy, at the Jackson Family Center for Ethics and Values at Coastal Carolina University—part of its outreachProgram—encourages children to develop desirable characteristics for middle school children to emulate. The article includes applicable project goals and activities.

The idea that the phenomenal character of experience is determined by non-intentional properties of experience, what philosophers commonly call qualia, seems to conflict with the phenomenology of introspection. Qualia seem to be transparent, or unavailable, to introspection. This has led intentionalists to deny that the phenomenal character of experience is a non-intentional property of experience—to deny there are qualia. It has led qualia realists to deny the transparency of qualia or to question the reliability of introspection. In this paper, I (...) present what I call the problem of transparency and show that it is what lies at the core of this recent debate over the nature of phenomenal experience. The main positions in the qualia debate can be seen as providing solutions to this problem; however, none of these positions recognizes the central role introspection plays in uncovering the nature of experience. (shrink)

James Van Cleve provides an analysis of Kant’s view of secondary qualities in response to Hilary Putnam’s claim that Kant holds that “all qualities are secondary qualities.” Van Cleve proposes that we modify the thesis Putnam attributes to Kant in order to arrive at an explanation of both primary and secondary qualities that Kant would endorse. I argue that there is a serious flaw in Van Cleve’s characterization of Putnam’s thesis, namely that there is no significant difference between Putnam’s reading (...) of Kant and Van Cleve’s, and I attribute the problem to equivocal senses of ‘primary qualities’, ‘secondary qualities’ and ‘mind dependent’. (shrink)

: A perceptual theory of introspection is one that treats introspection as a species of perception or as a special case of perception. Additionally, a perceptual theory of introspection is one for which introspection shares at least some of the essential features of perception. However, I will show that there are certain essential features of perception that introspection lacks. Moreover, those features common to perception and introspection are insufficient to distinguish perception from belief. Thus, there is good reason to deny (...) that introspection fits a perceptual model of introspection. (shrink)

This study examined academic and psychological correlates of exam performance in an introductory logic course. The participants were 39 students who completed Logic and Critical Thinking at a southeastern liberal arts university. Students were assigned 20 online homework sets, met for two 75-minute class sessions each week for a 15-week term, and took three exams. A general self-efficacy scale and a frustration scale were administered during the last class meeting. A significant positive correlation was found between exam scores and each (...) of the following variables: homework scores, attendance, and self-efficacy scores. A significant negative correlation was found between students’ frustration scores and their exam scores. Hierarchical regression analysis indicated that homework, attendance, and frustration scores made significant contributions to the prediction of exam scores. The implications of these findings for improving course design and enhancing student learning were discussed. (139 words). (shrink)

Parents concerned with what goes on when they leave their children at home under the care of someone else might wonder whether or not they should invest in video surveillance equipment. Such technology has become readily available and is relatively inexpensive, but is it morally permissible to use this sort of technology to monitor the care of one's children?

It's nearly 10:00 AM on a Thursday morning and the courtroom is filled with more than 100 members of the jury pool. Court officials, state police officers, and defendants line the halls waiting to be called for pre-trial conferences and for jury selection to begin, then the fire alarm sounds. There is no obvious evidence of fire, no smoke, no shouts, and no other warnings. At the same time, no one announces that there is a fire drill in progress, that (...) the alarm is merely being tested, or that the alarm was pulled by accident. Sitting in the court room, what would you do? And, more importantly, why would you do it? What goes through your head when you hear the alarm? (shrink)

Given the inexperience, misconceptions and misgivings students often bring to a first course in philosophy, we present an activity that acquaints students with the main areas of philosophical inquiry and the tools philosophers use. Students engage in philosophical thinking by reflecting on and answering questions, defending and discussing their answers, and modifying or rejecting views in light of this discussion. The activity introduces students to conceptual analysis, argument, thought-experiment, and the use of counterexampleswhile simultaneously emphasizing and illuminating students’ natural tendency (...) to think philosophically. (shrink)

Philosophers typically distinguish between a priori and a posteriori beliefs, knowledge, justification, and propositions. A belief is a priori if it is derived from reason, and it is a posteriori if it is derived from sense experience. Similarly, we would say that we know a priori that ‘a closed, n-sided figure has n interior angles’ because our knowledge is derived from reason in that we understand the concept of a closed, n-sided figure and thus know the statement is true. On (...) the other hand, we know a posteriori that ‘Americans drive on the right’ because in justifying this belief, we appeal to sense experience; perhaps we have seen for ourselves that Americans drive on the right or we've read about it in a book or seen it in a movie. (shrink)

This book's importance is derived from three sources: careful conceptualization of teacher induction from historical, methodological, and international perspectives; systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction.

Volume 20, Issue 7, July 2020, Page 77-80.

The Descartes Dictionary is an accessible guide to the world of the seventeenth-century philosopher René Descartes. Meticulously researched and extensively cross-referenced, this unique book covers all his major works, ideas and influences, and provides a firm grounding in the central themes of Descartes' thought. The introduction provides a biographical sketch, a brief account of Descartes' philosophical works, and a summary of the current state of Cartesian studies, discussing trends in research over the past four decades. The A-Z entries include clear (...) definitions of the key terms used in Descartes' writings and detailed synopses of his works. Also included are entries noting philosophical influences, of both figures that influenced Descartes and those that he in turn influenced. For anyone reading or studying Descartes, rationalism, or modern philosophy more generally, this original resource provides a wealth of useful information, analysis, and criticism. Including clear explanations of often complex terminology, The Descartes Dictionary covers everything that is essential to a sound understanding of Descartes' philosophy. (shrink)

_Philosophy Through Science Fiction_ offers a fun, challenging, and accessible way in to the issues of philosophy through the genre of science fiction. Tackling problems such as the possibility of time travel, or what makes someone the same person over time, the authors take a four-pronged approach to each issue, providing · a clear and concise introduction to each subject · a science fiction story that exemplifies a feature of the philosophical discussion · historical and contemporary philosophical texts that investigate (...) the issue with rigor, and · glossary, plot profiles of pertinent science fiction stories and films, and questions for further reflection. _Philosophy Through Science Fiction_ includes stories from contemporary science fiction writers including Greg Egan and Mike Resnick, as well as from classic authors like Philip K. Dick and Robert Heinlein. Philosophy readings include historical pieces by René Descartes and David Hume, and contemporary pieces by John Searle and Mary Midgley. (shrink)

The contribution of this book to the field of reconciliation is both theoretical and practical, recognizing that good theory guides effective practice and practice is the ground for compelling theory. Using a Girardian hermeneutic as a starting point, a new conceptual Gestalt emerges in these essays, one not fully integrated in a formal way but showing a clear understanding of some of the challenges and possibilities for dealing with the deep divisions, enmity, hatred, and other effects of violence.

The problem of Descartes.--The method of Descartes.--The metaphysics of Descartes.--The Cartesian principles in Spinoza and Leibniz.--The Cartesian principles in Locke.--Hume's criticism of the Cartesian principles.--The transition to Kant.

French mathematician and natural philosopher René Descartes in the early seventeenth century developed his “thinking thing” definition of human being. This ontological construct that places the rational intellect of mankind as separate and superior to the natural world became the centerpiece of the Enlightenment and established the Modern Age. Descartes’s definition underlay the scientific and industrial revolution, colonialism, and the cultural imperialism of the West to become globalized along with modernity. With the marvelous technological advances of the worldwide spread of (...) modernity also came devastating climate change and massive biodiversity loss that threatens our species sustainability. The American philosopher John Deely in the early twenty-first century developed his “semiotic animal” definition of human being that places our species within the natural world while being endowed with a unique responsibility toward its preservation and restoration. Deely’s definition is viewed as in consonance with our sustainable Paleolithic animistic ontological orientation centered on accurately interpreting relational being while going beyond it through clarifying the semiotic processes involved in accurate discernment of sustainable activities. It is asserted that replacing Descartes’s thinking thing definition with Deely’s semiotic animal and globalizing it through contemporary communication technology such as the Internet will launch a Semiotic Age and resolve our sustainability crisis. (shrink)

Merleau-Ponty's essays on aesthetics are some of the major accomplishments of his philosophical career, and rank even today among the most sophisticated reflections on art in all of twentieth-century philosophy. His essays on painting, "Cezanne's Doubt", "Indirect Language and the Voices of Silence", and "Eye and Mind", have inspired new approaches to epistemology, ontology, and the philosophy of history. Galen A. Johnson has gathered these essays for the first time into a single volume and augmented them with essays by distinguished (...) scholars and artists, including M.C. Dillon, Mikel Dufrenne, and René Magritte. Together the essays demonstrate the continuing significance of Merleau-Ponty's ideas about art for contemporary philosophy on both sides of the Atlantic. (shrink)

In this short essay I will aim to show that literary fiction is consistently at the vanguard of the exploration of philosophical problems relating to the concept of world, while what we think of as philosophy, in the narrower sense, typically arrives late on the scene, picking up themes that have already been explored in literary texts that are explicitly intended as exercises of the imagination. I will pursue this argument with a sustained investigation of the shared aims and methods (...) of Miguel de Cervantes and René Descartes. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:BLACK-ON-BLACK VIOLENCE: THE INTRAMEDIATION OF DESIRE AND THE SEARCH FOR A SCAPEGOAT Fred Smith Emory University René Girard's mimetic hypothesis provides a means of interpreting texts in terms of a systematic understanding ofcultural formations such as ritual, prohibition, and myth. It is based on an anthropology which accepts that most cultural texts are generated by an agency that does not appear explicitly or thematically within the texts themselves. (...) That generative agency is the scapegoat mechanism which I will discuss extensively in this essay as it concerns black-on-black violence in American society. With some modification, Girard's ideas account for the effects of the pathogenic educational environment to which black boys are exposed and which results in such violence. What we are witnessing in black-on-black violence may be understood in part as the consequence ofscapegoating which is driven by interdividual dynamics of desire analyzed in Girard's observations of mimetic behavior among humans. Mimetic desire is the starting point ofGirard's theory. Desire is mimetic in the sense that it imitates the desire of another. One's desire copies the other's desire for an object. Such desire is potentially violent because it can and often does lead to the rivalry of desires for the very same object. When mimetic desire is acquisitive, it produces violence at its most fundamental level. It is not that all mimetic desires "produce" violence, only acquisitive desire that becomes rivalrous or conflictual. I. The Triangle of Desire "Mimetic" comes from the same root as "mime" and "imitate." An acquisitive mimetic desire in Girard's theory involves the "desire to have" which imitates another person's desire for the possession or enjoyment ofan Fred Smith33 object. The object of desire may be a person or a thing; it can be a nonmaterial or metaphysical object like prestige, honor or "face" (pride). It is another who serves as the model for desiring a particular object. The greater the model's desire for the object, the greater the mimetic desire it inspires. The results are jealousy and covetousness over the possessions, positions or prestige, desired or enjoyed by the model of our desires. Desire is imitative because it is attracted to the object(s) belonging to another; furthermore, it is activated by the desire ofthe other, who may be a single person or an entire group. This imitative process requires that the subject have access to, or be able to appropriate and dispose of, the model's objects or possessions. Thus desire is triangular in its structure, being comprised ofthe subject, the other as model of desire, and the model's objects. Distance between the subject and model is an important factor in this structure. It does not necessarily denote physical space, for it can also function in terms ofpsychosocial space (i.e., race, socioeconomic position, cultural standing, etc.) (Redekop 7). Not only individuals, but society as a whole can serve as the model of desire. One also learns what is desirable from the aggregate of others that is society (Hamerton-Kelly 3). Acquisitive mimetic desire necessitates the ability of individuals to see themselves in the position ofthe model of desire. Ifthey are not able to see themselves in the place ofthe model, then the potential for the development of mimetic desire is minimal. This is why there is greater rivalry and jealously among slaves than between slave and master; among workers, rivalry is greater than between bosses and workers among siblings it is greater than between parents and children. This is the primary reason why violence is intraracial rather than interracial. II. Internal Mediation of Desire Mimetic desire is often reciprocal. Two people can be models ofdesire for each other, each one imitating the desire of the other for a common object. Acquisitive mimetic desire not only involves a desire to have, but includes the desire to be like, or even to be the other. This is why mimetic desire often evolves into love/hate relationships. An individual wants to be like the other, and simultaneously hates the other because he or she cannot be that other. The frustration of not being able to be another person or to have... (shrink)

IT IS A TRUTH UNIVERSALLY ACKNOWLEDGED THAT René Descartes is the founder of modern philosophy. There is far less consensus on the question of what his modernity means. The majority of Descartes’s readers have focused on the cogito, the “I think” that is the fons et origo of all knowledge. The method of doubt and the famous rules of evidence have played a crucial role in the formation of a distinctively modern search for foundations of truth. Political theorists have frequently (...) treated Descartes as the harbinger of a new age, but there is widespread disagreement over precisely what this means. Tocqueville regarded the Cartesian method as ideally suited to the new democratic age. “The philosophical method established by Descartes,” he wrote, “is not only French but democratic, which explains why it was so easily accepted in all of Europe, whose face it has contributed so much to changing.” For Michael Oakeshott, Descartes, along with. (shrink)

I tend to think of myself as bodily. Probably, so do you. Philosophically this takes some explaining. A candidate explanation is this: The bodily self is a physical agent. Knowledge of oneself as bodily is fundamentally knowledge of oneself as agentive; such knowledge is grounded in both experience of oneself as instantiating a bodily structure that affords a limited range of actions; and experience of oneself as a physical agent that tries to perform a limited range of actions over time. (...) By contrast René Descartes famously argued that all self-knowledge is grounded in, and cannot extend beyond, knowledge of oneself as a mental entity. If correct this would preclude the possibility of any knowledge of a bodily self, for such a thing would ex hypothesi not exist. Accordingly, this dissertation serves a dual purpose: to demonstrate why a Cartesian theory of self-knowledge is no threat to an account of bodily self knowledge; and to provide such an account. This dual purpose is achieved over the course of three chapters. The first chapter will set up the remaining two, by introducing the notion of self-identifying judgements, providing an argument in favour of bodily self knowledge on its basis, and noting two failures of this argument in light of a Cartesian response. The second and third chapter are respective attempts to address these two failures. The second chapter is explicitly concerned with the Cartesian, but is overall devoted to giving an account of the relationship between bodily experience and action. The third chapter is more programmatic, comprising a consistent set of suggestions concerning the sense of agency and its role in an account of bodily self knowledge. (shrink)

This book is a collection of eight substantial essays, the overall aim of which is to shed new light on the works of René Descartes, Gottfried Leibniz, and Pierre Bayle. The essays are original, and not reprints of earlier publications, having come to the collection by way of two separate commissions, and represent some of the best early Modern scholarship done within the past decade. The contributors are Stephen Menn, Tad Schmaltz, Steven Nadler, Stuart Brown, Christia Mercer, Catherine Wilson, Thomas (...) Lennon, and David Wooton. (shrink)

This book is a collection of eleven terrific essays that represent a span of nearly thirty years of Descartes scholarship. As the title indicates, the book aims at providing a critical look at the philosophical classic, René Descartes’s Meditations on First Philosophy.