People disagree. Along with doubt, modesty and curiosity, disagreement is one of the most valuable assets reasoning beings can have. Disagreements give us alternatives. Sometimes we need to decide among alternatives. This paper is for such times; it addresses the development of a rational model for the resolution of disagreement. The goal is to reach rational agreement, or to reach the stage at which disagreement can be clearly described and turned over to rational consensus theories. A rarely noticed problem with (...) all such rational consensus models is that they do not provide for generating either rational agreement or clearly described disagreement before turning to procedures designed to produce consensus. One purpose of this paper is to close that gap. (shrink)

Richard Swinburne has given a defense of arguments for the existence of God (and in particular of teleological arguments) in his book "The Existence of God" (1979/1991). This paper argues that such theistic arguments fail, and poses some general problems for theistic arguments. Swinburne's use of a principle of simplicity is not given adequate justification and, if justified, works against theism. There are adequate rebuttals to Swinburne's arguments that depend upon there being few particles of basic physics, universal laws of (...) nature, cogent cosmological argument, and temporal order in the universe. Theistic arguments falter on malleability, on going well beyond evidence, on anthropomorphism, on treating consistency as if it were evidence or explanation, on selective and inconsistent use of principles, and on a lack of any serious attempt to disprove hypotheses. All of this serves to support the conclusion suggested by Hume's posthumous theological writings that theistic arguments are so malleable, profligate, overreaching, equivocal, anthropomorphic, selective, inconsistent, and uncritical as to be inept. (shrink)

This paper examines the content of the Watson-Glaser Critical Thinking Appraisal exam (1980). Our report is not a statistical review. We find the content of this exam defective in a number of areas. The exam consists of five “tests” of 16 questions for a total of 80 questions. Of these, we cannot recommend test 1, test 2, test 4, and test 5; and, we cannot recommend questions 4, 5, 14, 16, 37, 45, 60, 63, 64, 65, 66, and 67. As (...) shown in this report, the exam creates confusion and makes basic errors in critical thinking in a number of areas, and therefore, lacks content quality in these areas. Hence, no statistical results pertaining to the administration of these areas to students can be informative. We find the remaining areas acceptable as to content. But until the problems are corrected, we can only recommend that those who may use the exam remove the defective parts from test administration or from data collection and reporting. We recommend the former, because of the wasted time involved in the latter. This would amount to administering only 14 questions, i.e. test 3 with questions 37 and 45 eliminated.We also find the scope of the exam to be quite limited, but allow that this may be unavoidable for any instrument designed to be completed in about an hour. We further recommend the use of several tests, rather than one; and, that any such results be understood only as a measure of minimal competency (below which remediation likely is needed) for the skills tested, but not as an adequate measure of critical thinking. (shrink)

This paper examines the content of the Watson-Glaser Critical Thinking Appraisal exam (1980). Our report is not a statistical review. We find the content of this exam defective in a number of areas. The exam consists of five “tests” of 16 questions for a total of 80 questions. Of these, we cannot recommend test 1, test 2, test 4, and test 5; and, we cannot recommend questions 4, 5, 14, 16, 37, 45, 60, 63, 64, 65, 66, and 67. As (...) shown in this report, the exam creates confusion and makes basic errors in critical thinking in a number of areas, and therefore, lacks content quality in these areas. Hence, no statistical results pertaining to the administration of these areas to students can be informative. We find the remaining areas acceptable as to content. But until the problems are corrected, we can only recommend that those who may use the exam remove the defective parts from test administration or from data collection and reporting. We recommend the former, because of the wasted time involved in the latter. This would amount to administering only 14 questions, i.e. test 3 with questions 37 and 45 eliminated.We also find the scope of the exam to be quite limited, but allow that this may be unavoidable for any instrument designed to be completed in about an hour. We further recommend the use of several tests, rather than one; and, that any such results be understood only as a measure of minimal competency (below which remediation likely is needed) for the skills tested, but not as an adequate measure of critical thinking. (shrink)

This paper applies the Sonoma Model of Critical Thinking to visual arts in an educational setting. The analysis produces insights into the functioning of the model, insights into visual arts, and pragmaticconclusions regarding relationships among art historians, visual artists, and others. We summarize the Sonoma Model of critical thinking and apply it to thinking about art history and visual arts. We use these insights to apply the Sonoma Model to thinking critically about visual arts in an educational environment. One application (...) of the model for visual artists and art historians is in appreciating these disciplines, something that is often lacking among and between them. We find further insight in the application of the elements of the model to themselves, and close with practical affective conclusions for applications of the model by faculty and administrators. (shrink)

This paper examines the content of the Watson-Glaser Critical Thinking Appraisal exam. (1980) Our report is not a statistical review. We find the content of this exam defective in a number of areas. The exam consists of five “tests” of 16 questions for a total of 80 questions. Of these, we cannot recommend test 1, test 2, test 4, and test 5; and, we cannot recommend questions 4, 5, 14, 16,37, 45, 60, 63, 64, 65, 66, and 67. As shown (...) in this report, the exam creates confusion and makes basic errors in critical thinking in a number of areas, and therefore, lacks content quality in these areas, Hence, no statistical results pertaining to the administration of these areas to students can be informative. We find the remaining areas acceptable as to content. But until the problems are corrected, we can only recommend that those who may use the exam remove the defective parts from test administration or from data collection and reporting. We recommend the former, because of the wasted time involved in the latter. This would amount to administering only 14 questions, i.e. test 3 with questions 37 and 45 eliminated.We also find the scope of the exam to be quite limited, but allow that this may be unavoidable for any instrument designed to be completed in about an hour. We further recommend the use of several tests, rather than one; and, that any such results be understood only as a measure of minimal competency (below which remediation likely is needed) for the skills tested, but not as an adequate measure of critical thinking. (shrink)

This paper examines the content of the Watson-Glaser Critical Thinking Appraisal exam. (1980) Our report is not a statistical review. We find the content of this exam defective in a number of areas. The exam consists of five “tests” of 16 questions for a total of 80 questions. Of these, we cannot recommend test 1, test 2, test 4, and test 5; and, we cannot recommend questions 4, 5, 14, 16,37, 45, 60, 63, 64, 65, 66, and 67. As shown (...) in this report, the exam creates confusion and makes basic errors in critical thinking in a number of areas, and therefore, lacks content quality in these areas, Hence, no statistical results pertaining to the administration of these areas to students can be informative. We find the remaining areas acceptable as to content. But until the problems are corrected, we can only recommend that those who may use the exam remove the defective parts from test administration or from data collection and reporting. We recommend the former, because of the wasted time involved in the latter. This would amount to administering only 14 questions, i.e. test 3 with questions 37 and 45 eliminated.We also find the scope of the exam to be quite limited, but allow that this may be unavoidable for any instrument designed to be completed in about an hour. We further recommend the use of several tests, rather than one; and, that any such results be understood only as a measure of minimal competency (below which remediation likely is needed) for the skills tested, but not as an adequate measure of critical thinking. (shrink)

In many ways, Benedict (Baruch) de Spinoza appears to be a contradictory figure in the history of philosophy. From the beginning, he has been notorious as an "atheist" who seeks to substitute Nature for a personal deity; yet he was also, in Novalis's famous description, "the God-intoxicated man." He was an uncompromising necessitarian and causal determinist; yet his ethical ideal was to become a "free man." He maintained that the human mind and the human body are identical; yet he also (...) insisted that the human mind can achieve a kind of eternality that transcends the death of the body. He has been adopted by Marxists as a precursor of historical materialism, and by Hegelians as a precursor of absolute idealism. He was a psychological egoist, proclaiming that all individuals necessarily seek their own advantage and implying that other individuals were of value to him only insofar as they were useful to him; yet his writings aimed to promote human community based on love and friendship, he had many devoted friends, and even his critics were obliged to acknowledge that his personal conduct was above reproach. He held that the state has the right to do whatever it has the power to do, while at the same time he defended democracy and freedom of speech. He denied supernatural revelation and criticized popular religion as a grave danger to the peace and stability of the state; yet he devoted himself to the careful interpretation of scripture and argued for toleration and freedom of religion. Rarely employing figures of speech or rhetorical flourishes of any kind, his works are nevertheless among the most magisterial and uplifting of all philosophical writings, and they have inspired more poets and novelists than those of any other philosopher of the early modern period. (shrink)

Introduction: situating Heidegger and the philosophy of technology -- Heidegger's philosophy of technology -- The historical-ontological priority of technology over science -- Deromanticizing Heidegger -- Interlude: the earth inherited -- Was Heidegger prescient concerning technoscience? -- Heidegger's technologies: one size fits all -- Concluding postphenomenological postscript: writing technologies.

Original essays by leading philosophers of science explore the question of whether metaphysics can and should be naturalized--conducted as part of natural science.

The study of social norms sprawls across all of the social sciences but the the concept lacks a unified conception and formal theory. We synthesize an account that can be applied generally, at the social scale of analysis, and can be applied to empirical evidence generated in field and lab experiments. More specifically, we provide new analysis on representing norms for application in empirical political science, and in parts of economics that do not follow the recent trend among some behavioral (...) economists to build models of the cognitive and motivational states of individuals taken “one at a time”. Foundational sources for our project are Bicchieri (2006, 2017), Kuran (1995), and Stirling (2012, 2016). From Bicchieri take that a norm exists in a social structure when a significant networked subset of individuals share descriptive and injunctive expectations that it regulates their interactions. From Kuran we take the insight that prevailing norms may come to be widely disliked by participants in networks but survive because norm suppress public displays of disenchantment. From Stirling we apply conditional game theory (CGT) to provide the technical resources for building our model of a norm-regulated social interaction. The example we use is a multi-player Investment/Trust Game. (shrink)

The purpose of this article is to advance a new understanding of gender as a routine accomplishment embedded in everyday interaction. To do so entails a critical assessment of existing perspectives on sex and gender and the introduction of important distinctions among sex, sex category, and gender. We argue that recognition of the analytical independence of these concepts is essential for understanding the interactional work involved in being a gendered person in society. The thrust of our remarks is toward theoretical (...) reconceptualization, but we consider fruitful directions for empirical research that are indicated by our formulation. (shrink)

Paul Churchland does not open his latest book,The Engine of Reason, the Seat of the Soul, modestly. He begins by announcing, “This book is about you. And me … More broadly still, it is about every creature that ever swam, or walked, or flew over the face of the Earth” (p. 3). A few sentences later, he says, “Fortunately, recent research into neural networks … has produced the beginnings of a real understanding of how the biological brain works—a real understanding, (...) that is, of howyouwork, and everyone else like you” (p. 3). The implicit identification here of “me and you and everyone” with “the biological brain” might lead an uncharitable reader to view Churchland's book as “Eliminativism for the non-specialist,” that is, as an attempt to popularize the view of the mindbody problem with which, among his professional peers, Churchland has long been identified. However, I think that such a readingwouldbe uncharitable. He is, of course, frequently sceptical about the utility of folk psychology, but in this book he is much less concerned to disparage folk psychology as a failedtheory(by contrast with, for example, the arguments in Churchland 1979) than to urge the more modest view that the more we understand the brain, the better we shall be at helping those whose brains are damaged in ways that interfere seriously with the fulfilment of their lives. Hence, I am inclined to take him at his word when he says in the Preface that “The book is motivated first of all by sheer excitement over the new picture that is now emerging … [and] … also by the idea that this is information that the public needs to know” (p. xi). What excites Churchland so, at least overtly, is not the negative thesis he has defended elsewhere that folk-psychological terms fail to refer; his enthusiasm is mainly reserved for the positive thesis that minds are, essentially, interacting assemblies of recurrent neural networks. It is therefore this positive thesis, and Churchland's defence of it, that I will assess in the following discussion. (shrink)

Expanded new edition of the landmark book demonstrating the practice of phenomenology through visual illusions and ambiguous drawings.

Intuitively, rape is seriously morally wrong in a way simple assault is not. Yet philosophical disputes about the features of rape that make it the heinous act it is invite a general account of the difference between (mere) wrong-making characteristics and heinous-making characteristics. In this paper I propose just such an account and use it to refute some accounts of the wrongness of rape and refine others. Given these analyses, I close by developing and defending an account of a particularly (...) important heinous-making characteristic of rape. (shrink)

Hume describes “mental geography” as the endeavor to know “the different operations of the mind, to separate them from each other, to class them under their proper heads, and to correct all that seeming disorder, in which they lie involved, when made the object of reflection and enquiry.” While much has been written about his geography of thought in Treatise Book 1, relatively little has been written about his geography of feeling in Books 2 and 3, with the result that (...) there has been considerable puzzlement and disagreement about the meaning and grounds of many of his central theses about the passions, action, and morals. My endeavor in this chapter is to remove some common sources of perplexity about his classification of the operations of feeling “under their proper heads” in that work. I begin by explaining his three highest-level distinctions bearing on this terrain: that between impressions and ideas; that between original impressions and secondary impressions; and that between the passions and the other emotions. In order to understand this third distinction, I explain his three different senses of the term ‘emotion’ and the relations among them. I ill then examine five different kinds of secondary impressions that he recognizes. These are: (1) sensible agitations; (2) feelings of or from mental operations; (3) volitions; (4) the passions (including motives); and (5) sentiments of taste. The broad outlines of the resulting geography are mapped out in a chart at the end. (shrink)

Guala notes that low-cost punishment is the main mechanism that deters free-riding in small human communities. This mechanism is complemented by unusual human vulnerability to gossip. Defenders of an evolutionary discontinuity supporting human sociality might seize on this as an alternative to enjoyment of moralistic aggression as a special adaptation. However, the more basic adaptation of language likely suffices.

Ethics in the Last Days of Humanity is not about the science of global warming so much as the absence of a serious ethical and religious response to it. When all existing 'reality' breaks down, ethics can no longer be based on nature or religious law. Cupitt advocates for an alternative inspired by the historical Jesus.

This collection explores the subject of conflicts of interest. It investigates how to manage conflicts of interest, how they can affect well-meaning professionals, and how they can limit the effectiveness of corporate boards, undermine professional ethics, and corrupt expert opinion. Legal and policy responses are considered, some of which (e.g., disclosure) are shown to backfire and even fail. The results offer a sobering prognosis for professional ethics and for anyone who relies on professionals who have conflicts of interest. The contributors (...) are leading authorities on the subject in the fields of law, medicine, management, public policy, and psychology. The nuances of the problems posedby conflicts of interest will be highlighted for readers in an effort to demonstrate the manyways that structuring incentives can affect decision making and organizations' financial well-being. (shrink)

Don Handelman's groundbreaking work in anthropology is showcased in this collection of his most powerful essays, edited by Matan Shapiro and Jackie Feldman. The book looks at the intellectual and spiritual roots of Handelman's initiation into anthropology; his work on ritual and on "bureaucratic logic"; analyses of cosmology; and innovative essays on Anthropology and Deleuzian thinking. Handelman reconsiders his theory of the forming of form and how this relates to a new theory of the dynamics of time. This will be (...) the definitive collection of articles by one of the most important anthropologists of the late 20th Century. (shrink)

"... Dr. Ihde brings an enlightening and deeply humanistic perspective to major technological developments, both past and present." —Science Books & Films "Don Ihde is a pleasure to read.... The material is full of nice suggestions and details, empirical materials, fun variations which engage the reader in the work... the overall points almost sneak up on you, they are so gently and gradually offered." —John Compton "A sophisticated celebration of cultural diversity and of its enabling technologies.... perhaps the best single (...) volume relating the philosophical tradition to the broad issues raised by contemporary technologies." —Choice "... important and challenging... " —Review of Metaphysics "... a range of rich historical, cultural, philosophical, and psychological insights, woven together in an intriguing and clear exposition... The book is really a pleasure to read, for its style, immense learning and sanity." —Teaching Philosophy The role of tools and instruments in our relation to the earth and the ways in which technologies are culturally embedded provide the foci of this thought-provoking book. (shrink)

Abstract In this paper, I argue that the traditional philosophical approach of taking cognitively and emotionally competent adult people to be the prototypical instances of agency should be revised in light of current work in the behavioral sciences. Logical consistency in application is better served by taking simple goal-directed and feedback-governed systems such as insects as the prototypes of the concept of agency, with people being agents ?by extension? in the same sense as countries or corporations.

It is widely believed that Hume often wrote carelessly and contradicted himself, and that no unified, sound philosophy emerges from his writings. Don Garrett demonstrates that such criticisms of Hume are without basis. Offering fresh and trenchant solutions to longstanding problems in Hume studies, Garrett's penetrating analysis also makes clear the continuing relevance of Hume's philosophy.