Mental competence, or decision‐making capacity, is an important concept in law, psychiatry, and bioethics. A major problem faced in the development and implementation of standards for assessing mental competence is the issue of objectivity. The problem is that objective standards are hard to formulate and apply. The aim here is to review the limited philosophical literature on the place of value in competence in an attempt to introduce the issues to a wider audience. The thesis that (...) the assessment of competence must incorporate elements of value and rationality is defended, and some tentative suggestions offered about how this might be achieved in a clinical setting. (shrink)

This thesis engages with the following three questions. First, how should the presence of risk and ambiguity affect how we distribute a benefit to which individuals have competing claims? Second, what is it about the imposition of a risk of harm itself, such as the playing of Russian roulette on strangers, which calls for justification? Third, in the pursuit of the greater good, when is it permissible to foreseeably generate harms for others through enabling the agency of evildoers? Chapters (...) 1 through 3 of the thesis provide an answer the first question. Chapter 1 defends the importance of a unique complaint of unfairness that arises in risky distributive cases: that sometimes individuals are better off at the expense of others. Chapter 2 defends a view called Fairness as Proper Recognition of Claims which guides how a decision-maker ought to act in cases where individuals have unequal claims to a good. Chapter 3 considers how the presence of ambiguity affects distributive fairness, and defends an egalitarian account of the evaluation of ambiguous prospects. Chapter 4 provides an answer to the second question through a defence of the Insecurity Account, which is a unique way in which impositions of risks of harm can be said to harm individuals, namely by rendering the victim’s interests less secure. Chapter 5 provides an answer to the third question by defending what I call the Moral Purity Account, to explain when it is permissible to provide aid in cases where individuals are harmed as a foreseeable consequence of the provision of such aid. (shrink)

Informed consent is valid only if the person giving it is competent. Although allegedly informed consents are routinely tendered, there are nonetheless serious problems with the concept of competence as it stands. First, conceptual work upon competence is incomplete: the concept is unanalyzed and no logic of competence has been identified. It is thus virtually impossible to reliably discern who is competent. ;Traditional work on competence has explicated three dichotomies from which the necessary conditions for the (...) possibility of competence will be identified, viz., that competence is either a global or a specific notion; is present in varying degrees or in virtue of a threshold; and may or not include appeals to consequences. Past efforts have failed to notice a fourth dichotomy: competence as an affective or cognitive notion. Failure to designate the appropriate arms of these dichotomies is responsible for there being, at present, no reliable test for competence. The inadequacies of a highly regarded particular test for competence, the mental status examination, are examined in light of this failure. ;Competence is located within the rule-governed practice of informed consent. That practice and hence, competence, is justified through a Kantian analysis of respect for persons. This analysis reveals that the logic of competence requires assessment in terms of specific rather than global concerns; degrees of ability rather than a threshold; both cognitive and affective abilities; and no appeal to consequences. ;Based upon the analyses of consent as an example of decision making within the practice of informed consent and of respect for persons, the capacities which jointly comprise competence are identified. These are the capacities to receive, recognize, and retrieve information; to reason about, relate to oneself, and rank options; to choose among alternatives; and, under certain circumstances, to defend one's choice. ;Identification of the logic of competence and explication of and justification for the capacities that comprise competence to consent provide a conceptual foundation for the crucial concept of competence that the informed consent process currently lacks. It should facilitate construction of a test for competence. (shrink)

In this paper we examine the effects of different competitive conditions on the determination and evaluation of strategies of corporatesocial responsibility (CSR). Although the mainstream of current thinking in business ethics recognizes that a firm should invest in social responsibility, the normative theory on how specific competitive conditions affect a firm’s social responsibility remains underdeveloped. Intensity of competition, risks to reputation and the regulatory environment determine the competitive conditions of a firm. Our central thesis is that differential strength of (...) competition produces differential moral legitimacy of firm behavior. When competition is fierce or weak, different acts or strategies become morally acceptable, as well as economically rational. A firm has to develop its own strategy of social responsibility, in light of its competitive position, as well as ethical considerations. (shrink)

The topic of this dissertation is the nature of linguistic competence, the capacity to understand and produce sentences of natural language. I defend the empiricist account of linguistic competence embedded in the connectionist cognitive science. This strand of cognitive science has been opposed to the traditional symbolic cognitive science, coupled with transformational-generative grammar, which was committed to nativism due to the view that human cognition, including language capacity, should be construed in terms of symbolic representations and hardwired rules. (...) Similarly, linguistic competence in this framework was regarded as being innate, rule-governed, domain-specific, and fundamentally different from performance, i.e., idiosyncrasies and factors governing linguistic behavior. I analyze state-of-the-art connectionist, deep learning models of natural language processing, most notably large language models, to see what they can tell us about linguistic competence. Deep learning is a statistical technique for the classification of patterns through which artificial intelligence researchers train artificial neural networks containing multiple layers that crunch a gargantuan amount of textual and/or visual data. I argue that these models suggest that linguistic competence should be construed as stochastic, pattern-based, and stemming from domain-general mechanisms. Moreover, I distinguish syntactic from semantic competence, and I show for each the ramifications of the endorsement of a connectionist research program as opposed to the traditional symbolic cognitive science and transformational-generative grammar. I provide a unifying front, consisting of usage-based theories, a construction grammar approach, and an embodied approach to cognition to show that the more multimodal and diverse models are in terms of architectural features and training data, the stronger the case is for the connectionist linguistic competence. I also propose to discard the competence vs. performance distinction as theoretically inferior so that a novel and integrative account of linguistic competence originating in connectionism and empiricism that I propose and defend in the dissertation could be put forward in scientific and philosophical literature. (shrink)

The mainstream view in contemporary analytic philosophy is that perception is primarily in the business of representing the mind-independent world as it is. My dissertation explores an alternative conception: that the goal of perception is to guide successful action and that perceptions do not need to track mind-independent properties to play this action-guiding role. I focus on two types of perception: color perception and pain perception. I start with the former and advocate a pragmatist, empirically-guided approach which begins by inquiring (...) into the function of color vision. After arguing that none of the extant philosophical views of color are satisfactory, I answer the function question by focusing on systematic color perceptual phenomena investigated by psychophysicists. I argue that the human color visual system is an enhancement system: that is, its job is to help us better discriminate, track, and recognize meaningful objects, properties, and relations. I then build on this idea using the notion of ‘competence-embeddedness.’ I propose that color vision is embedded in a network of competences: the aim of color vision is to help organisms manifest these competences, and color experiences are correct when they result from competence-enhancing processing. The framework is explanatorily robust. For example, it allows me to conceptualize many textbook color illusions as special cases of successful color perception where the demands of the relevant competences clash. Finally, I use the notion of ‘competence-embeddedness’ to develop a new account of pain. I argue that the pain system is not a bodily disturbance detector, but a sophisticated, context-responsive security system whose primary goal is to help organisms manifest important behavioral and cognitive competences. (shrink)

In 1948, Bertrand Russell and Frederick Copleston entertained us with a radiophonic debate, on the BBC, concerning the rational proofs of God’s existence. This debate is primarily a product of Authors’ mindset. In this sense, every argument on each side presupposes a universal reason from which human intellect can grasp a certain degree of truth. Therefore, we would expect that the debate 75 years old to be outdated. Or maybe, Russell’s agnostic position could, at first sight, seem to be more (...) aligned with a contemporary post-modern mindset than Copleston’s theism. However, we disagree with the aforementioned thesis. We will not argue that Copleston won the debate by means of reason alone. We will rather show that both positions emerge from different ontologies. And these ones are intertwined with specific narratives and its respective ways of life. For that matter, the Russell-Copleston debate substantiates the thesis of Radical Orthodoxy. Deep down, John Milbank’s “ontology of peace,” as opposed to the Nietzschean nihilism, emerges from this debate. In this sense, while Copleston’s argumentation grounds this narrative on an ontology of peace, Russell tends to follow in a nihilism capable of destroying the communion between different persons. In this sense, the debate is still up to date. (shrink)

The problem of peer disagreement is to explain how you should respond when you and a peer have the same evidence bearing on some proposition and are equally competent epistemic agents, yet have reached opposite conclusions about. According to Christensen's Independence Thesis, in assessing the effect of your peer's disagreement, you must not rely on the reasoning behind your initial belief. I note that ‘the reasoning behind your initial belief’ can be given either a token or type reading. I (...) argue that the type reading is false, but the token reading is extremely weak. (shrink)

Shapiro has argued that the multiple realizability thesis for psychology, despite its broad acceptance, is far from being a well-established thesis. He suggests that not only do many of the standard examples of multiple realizability fail to be clearly examples but a competing thesis (“the mental constraint thesis”) that human-like minds are severely constrained in their physical realization is the more likely thesis. I will argue, however, that Shapiro’s mental constraint thesis is not a (...) competing thesis with the multiple realizability thesis. Once it is understood how these theses are compatible, the widespread acceptance of multiple realizability looks entirely reasonable. (shrink)

Two central tenets of externalist theories of word individuation are: the claim that some terms derive their meaning from causal connections to the world , and the claim that some terms derive them from intentional connections to the linguistic community . A normative conception of language underlies the latter claim . It is this conception which motivates the reliance on a principle of literal interpretation in interpreting ascriptions of intentional content. ;The new theory of grammar initiated by Chomsky yields radically (...) individualistic conceptions of language and of mind incompatible with those underlying communalist theories of conceptual content. ;The feasibility of the principle of literal interpretation postulated by normativist theories depends on the possibility of identifying the language of the subject. This condition grounds an important distinction between cases of deference to science and cases of deference to communal norms. For while our shared commitments to science are a function of our sharing the same world, and thus transcend language communities, commitments to linguistic norms differ essentially across language communities. ;The conception of language and concept acquisition underlying normativism leaves unexplained the facts of language change. Moreover, the problem of concept-individuation, which communalism seeks to solve by appeal to an individual's normative commitments, merely resurfaces as that of individuating linguistic communities. ;Subjectivism provides an explanation of language change, as well as an important insight into the historical chain picture of the reference of names. ;Moreover, the view that humans are innately endowed with concepts is problematic for an externalist theory of concept-individuation. I conclude that a relational theory of concept-individuation is inconsistent with Chomskian premises. (shrink)

What factors are involved in the resolution of scientific disputes? What factors make the resolution of such disputes rational? The traditional view confers an important role on observation statements that are shared by proponents of competing theories. Rival theories make incompatible (sometimes contradictory) observational predictions about a particular situation, and the prediction made by one theory is borne out while the prediction made by the other is not. Paul Feyerabend, Thomas Kuhn, and Paul Churchland have called into question this account (...) of theory-resolution. According to these philosophers, substantially different and competing scientific theories are semantically incommensurable: those theories do not share a common observation language. Two charges have been leveled against the semantic incommensurability theories. The first is that it ignores that some semantic features of observational terms (e.g., their reference) can be expressed by proponents of competing theories. The second is that the semantic incommensurability thesis is self-defeating. In this paper I will argue that both of these charges are true but not for the reasons usually given. (shrink)

In this article, using the recent work by Charles Taylor in A Secular Age as my point of departure, I will argue that Jean-Luc Nancy enables us to think past the competing binary of atheistic and religious experience and allows us to surpass the present narratives of secularism. In A Secular Age, Taylor himself seeks a middle ground between atheism and religion, arguing that it is possible to open ourselves to the cross-pressures of modern existence that find us caught between (...) scientific atheism and a need for spiritual and religious guidance. Here, Taylor finds a way of picturing ourselves within a secular age, remaining faithful to scientific rationalism, but still open to religion and a sense of a higher good. However, as I shall demonstrate, in his thesis Taylor misrepresents the Continental philosophical tradition (particularly Nietzsche and post-structuralism) that has itself sought to understand these cross-pressures of existence. Taking this misrepresentation, and specifically his reductive and colloquial analysis of Nietzsche, Camus, and Derrida, as my point of departure, I provide an alternative manner of thinking through the work of these writers, one that leads to a detailed analysis of Jean-Luc Nancy and his project the deconstruction of Christianity. In this analysis I argue that Nancy provides a manner of thinking that remains open and allows an experience of freedom, without seeking to close that sense of openness with explanation, nor maintaining that sense of openness with a conception of the divine. (shrink)

In the verse of Sūrah al-An'ām 6/38, "Nothing has we omitted from the Book" as it is stated in the 59th verse of the same sūrah, “Anything fresh or dry (green or withered) but is (inscribed) in a record clear (to those who can read)." has been commanded. In the verses of the an-Naḥl 16/44 and 89, it is stated that it was revealed to the Prophet to explain to people everything that was revealed to them. In this meaning, there (...) are other verses in the Qur'ān. Based on these and similar verses, according to some, the Qur'ān; it is a general source of information that anyone who has lost his camel's bridle as an allusion to all knowledge, all knowledge of those before him and those who will come until the Day of Judgment, can find it in the Qur'ān. On the contrary, according to some, it is useless to look for everything in the Qur'ān, which was sent for the guidance of man, happiness in this world and the hereafter, and it is necessary to look for things in line with his goals. From this point of view, the article focuses on the content of the thesis that there is knowledge of everything in the Qur'ān, in Turkish and Arabic websites, and it is tried to understand how the Qur'ān is portrayed as a source of information on these platforms. While doing this, a search was made on Google, one of today's popular and easy access to information platforms, by typing ‘Is there everything in the Qur'ān’. And the content in the first five rows, written and visual, was transferred to the study without falling into repetition. Among these, an evaluation was made based on the most read internet sites and it was seen that the general opinion was that there is everything in the Qur'ān. Content creators have often answered the question of how such a thing is possible, by analogy, in which all the information of a tree is stored in a kernel, a large bale of cotton takes up very little space when compressed, or -in an easy-to-understand analogy for today's people- huge amounts of memory cards are stored in tiny memory cards explained by compressing information. As proof of this, History in the Qur'ān, Technology in the Qur'ān, Astronomy in the Qur'ān and Mathematics in the Qur'ān, are just a few of the titles in this content. Again, according to those who think this way, it is another way of explaining the subject that the Qur'ān is secret and only those who have deepened in science and have certain competence can discover that secret when the time comes. On the other hand, there are also some who say that there is no knowledge of everything in the Qur'ān, even if it is a little. Despite the verses stating that nothing is missing in the book and that everything wet and dry is in the book, it is important how those who hold this view explain the subject. For example, the concept of kitāb is one of the words that have a wujūhāt (different meanings) when the whole of the Qur'ān is taken into account. Because, in various places in the Qur'ān, this word is used in the meaning of the Qur'ān, the lawh-i mahfūẓ, the written/obligatory and the book of deeds. In addition, even if the Qur'ān is meant, it has been stated that the wording here is common, not in the meaning that the knowledge of everything is in the Qur'ān, but in the sense that the things about guidance or in line with the goals of the Qur'ān can be found in it. As a matter of fact, there are other examples of this in the Qur'ān. Considering the context, there is no explicit or implicit presumption in the relevant verses that the Qur'ān is meant by the kitāb-ı mubīn (a revealed book). Therefore, the first period commentators and later commentators understood this expression not as the Qur'ān, but as the lawh-i mahfūẓ. Interestingly, some of the content producers of the website were able to claim that although the commentators expressed their views in writing or orally, the Qur'ān was meant by the kitāb-ı mubīn, and the preference for the lawh-i mahfūẓ needed explanation. As a result, it is understood that those who claim to have all the information in the Qur'ān actually understand the verses in question literally. If the Qur'ān has everything, it is the necessary consequence of this proposition that the Qur'ān will suffice for us without the need for anything else. In our opinion, it is an important contradiction that among those whose views are given, that they leave the method aside on this issue, even though they emphasize reason and method. This makes it very difficult to obtain healthy information about the epistemic value of the Qur'ān from the internet, which is a popular source of information, and to clarify the mind of ordinary people on this subject. (shrink)

Most readers of Habermas would not classify him as an existential thinker. The view of Habermas as a philosopher in German Idealist and Critical traditions from Kant to Hegel and Marx to the Frankfurt School prevails among Continental as much as among analytic philosophers. And the mainstream Anglo-American reception of his work and politics is shaped by the approaches of formal analysis rather than those of existential and social phenomenology or even current American pragmatism. One may argue that both these (...) readings eclipse richer existential dimensions of a thinker who challenges the notorious methodological and political splits among analytic, Continental and pragmatist orientations. I argue that Habermas’ critical relation to Heidegger’s a historical history of Being and his misguided political career cannot explain a competing narrative of his own affirmative appropriation of existential-ethical dimensions of thought and activism. Second, if one sets in the foreground this competing narrative, there emerges a weak thesis, whether or not a plausible complementarity between the communications critical social theory and concrete existential categories can be established. Third, one may inquire further into a stronger thesis whether or not this link must be developed in order to render Habermas’ own theory of a communicatively competent self sufficiently concrete and critical. (shrink)

Most readers of Habermas would not classify him as an existential thinker. The view of Habermas as a philosopher in German Idealist and Critical traditions from Kant to Hegel and Marx to the Frankfurt School prevails among Continental as much as among analytic philosophers. And the mainstream Anglo-American reception of his work and politics is shaped by the approaches of formal analysis rather than those of existential and social phenomenology or even current American pragmatism. One may argue that both these (...) readings eclipse richer existential dimensions of a thinker who challenges the notorious methodological and political splits among analytic, Continental and pragmatist orientations. I argue that Habermas' critical relation to Heidegger's ahistorical history of Being and his misguided political career cannot explain a competing narrative of his own affirmative appropriation of existential-ethical dimensions of thought and activism. Second, if one sets in the foreground this competing narrative, there emerges a weak thesis, whether or not a plausible complementarity between the communications critical social theory and concrete existential categories can be established. Third, one may inquire further into a stronger thesis whether or not this link must be developed in order to render Habermas' own theory of a communicatively competent self sufficiently concrete and critical. Key Words: communication • Critical Theory • existential philosophy • Fanon • Habermas • Heidegger • Kierkegaard • Marcuse • postcolonial and gender theory • Sartre. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Rhetoric 36.3 (2003) 248-263 [Access article in PDF] The Incommensurability Thesis and the Status of Knowledge Maurice Charland The view that inquiry can be understood in terms of rhetorical theory can be traced to Thomas Kuhn's influential work, The Structure of Scientific Revolutions (1962). Kuhn is often cited by scholars concerned with the discursive strategies by which the natural and social or human sciences justify themselves (...) and their specific claims. Kuhn's legacy is well captured by Nelson, Megill, and McCloskey in the opening essay of The Rhetoric of the Human Sciences (1987) where they link him to Stephen Toulmin and Chaïm Perelman as instigators of the study of the Rhetoric of Inquiry. In their words, Kuhn's landmark classic "challenges philosophy to account for the actual operation of scientific communities—their professional devices of communication and socialization, their political structures, their reliance on aesthetics, and their rhetorical dependence on persuasion" (Nelson, Megill, and McCloskey 1987, 12). Despite this reaction, however, Kuhn's project was in many ways modest. He was not seeking to develop a sociology of science or a rhetoric of inquiry. He sought only to account for the form of modern science's history, which is not marked by linear progress, but by a succession of dominant frameworks, or what he termed paradigms.As I will argue in this essay, Kuhn's conception of paradigms is incompatible with rhetoric, except during scientific revolutions or under conditions of incommensurability. Incommensurability is a problematic category, however, for the opening it affords rhetoric ultimately undermines the very idea of paradigms. Consequently, locating rhetoric within normal science either undermines the very category distinctions that provide science with its specificity, or reduces rhetoric from a particular genre of discourse directed toward human agency to "rhetoricality," an aspect of all discourse. As we shall see, such blurring of genre distinctions is itself fundamentally [End Page 248] problematic, for science and rhetoric as discursive genres and practices are themselves incommensurable, even if not in Kuhn's terms. Rhetoric and revolution Kuhn observed that modern science is characterized by the bracketing of major disagreements regarding basic assumptions except during periods of "crisis." While pre-modern inquiry saw the contemporaneous co-existence of fundamentally incompatible frameworks, each competing for adherents, modern science normally excludes such divisions. Instead, modern science is characterized by a succession of frameworks. Only at periods of transition that are temporally bounded, for which Kuhn coined the term "scientific revolutions," does more than one framework have currency within a given sub-specialty (1962, 10-22).Kuhn accounts for this curious historical phenomenon by arguing that modern science is precisely constituted through an enforced bracketing of debates over first principles. The first principles, or paradigm, of any field are more than a set of epistemological or ontological assumptions. They are the set of rules constitutive of science as an activity. They orient scientists in their work, providing background assumptions, methodological principles, criteria of validity, a research agenda, and so on. The hegemony of a paradigm frees scientists from having to justify their work philosophically, socially, or politically. As Kuhn observes, normally science has the form of puzzle solving (35-42). He even likens it to a game, and like any game the participants need not concern themselves with the extrinsic validity of its rules or of the game itself. As Kuhn notes: Though many scientists talk easily and well about particular individual hypotheses that underlie a concrete piece of current research, they are little better than laymen at characterizing the established bases of their field, its legitimate problems and methods. If they have learned such abstractions at all, they show it mainly through their ability to do research. That ability can, however, be understood without recourse to hypothetical rules of the game. (47) Paradigms render modern science possible by producing practitioners and practices rather than by providing explicit knowledge of the principles such practices instantiate. In Foucault's language, we could say that practices are discursive formations (see Foucault 1972, 31-39). They are productive: [End Page 249] they give to knowledge... (shrink)

An important consideration which runs through the adjudication process in each dimension is that of insight vs. blindness. Whether it is a question of deciding if one description is a persuasive critique of another, or which of two rivals is more adequate empirically, or which is a more plausible and convincing narrative, one is always involved in assessing how far and how much each of the accounts permits us to see. The centrality of this notion certifies the inescapably hermeneutical character (...) of social description adjudication. It precludes the possibility of a decision-procedure, but not of rationality. The alternative to a canonical method of description adjudication is not relativism but hermeneutics. ;My argument for a hermeneutical approach to social description adjudication is made largely via consideration of a series of examples. I look at a collection of rival accounts of the same portion of social reality and at the process of choosing between them. I consider the sorts of reasons and arguments that might be advanced for preferring one to another and I evaluate them. The descriptions I look at are accounts of the French Revolution of 1848 and they include Karl Marx's Eighteenth Brumaire of Louis-Bonaparte, Victor Hugo's Napoleon the Little, Gustave Flaubert's Sentimental Education and the works of two recent twentieth century social historians. ;I show that these descriptions are complexes of at least three analytically distinct components: critical, empirical and narrative. I show, therefore, that the choice between them can be made from at least three corresponding standpoints. But I also argue that these three dimensions are not independent of one another; each, rather, presupposes the others and none is foundational with respect to the others. Adjudicating between competing social descriptions, then, turns out to be a complex non-canonical process of weighing the relative merits within each dimension. ;I counterpose to the decision-procedure model of social description adjudication a hermeneutical model. I show that good and convincing reasons for preferring one social description or historical interpretation to another need not be strictly derivable from or translatable into a set of universal rules capable of being formulated independently of and in advance of the consideration of the particular case. I show, rather, that rational adjudication between competing social descriptions consists in creative rule-transcending judgment akin to Aristotelian phronesis or Kantian reflective judgment. ;It is often presupposed that choices between competing theories, interpretations, actions or whatever qualify as rational just in case they result from the application of some decision-procedure. I take issue with this assumption when what is at stake is choosing between competing descriptions of social reality. I argue that there is not and cannot be a decision-procedure governing such choices, but that such choices may nonetheless be rational and intersubjectively defensible. (shrink)

There are currently considerable confusion and disarray about just how we should view computationalism, connectionism and dynamicism as explanatory frameworks in cognitive science. A key source of this ongoing conflict among the central paradigms in cognitive science is an equivocation on the notion of computation simpliciter. ‘Computation’ is construed differently by computationalism, connectionism, dynamicism and computational neuroscience. I claim that these central paradigms, properly understood, can contribute to an integrated cognitive science. Yet, before this claim can be defended, a better (...) understanding of ‘computation’ is required. ‘Digital computation’ is an ambiguous concept. It is not just the classical dichotomy between analogue and digital computation that is the basis for the equivocation on ‘computation’ simpliciter in cognitive science, but also the diversity of extant accounts of digital computation. There are many answers on what it takes for a system to perform digital computation. Answers to this problem range from Turing machine computation, through the formal manipulation of symbols, the execution of algorithms and others, to the strong-pancomputational thesis, according to which every physical system computes every Turing-computable function. Despite some overlap among them, extant accounts of concrete digital computation are non-equivalent, thus, rendering ‘digital computation’ ambiguous. The objective of this dissertation is twofold. First, it is to promote a clearer understanding of concrete digital computation. Accordingly, my main thesis is that not only are extant accounts of concrete digital computation non-equivalent, but most of them are inadequate. I show that these accounts are not just intensionally different (this is quite trivially the case), but also extensionally distinct. In the course of examining several key accounts of concrete digital computation, I propose the instructional information processing account, according to which digital computation is the processing of discrete data in accordance with finite instructional information. The second objective is to establish the foundational role of computation in cognitive science whilst rejecting the purported representational nature of computation. (shrink)

In The Structure of Scientific Revolutions,Thomas Kuhn famously argued that scientific revolutions consist in paradigm shifts in which the superseded and the new paradigms are incommensurable. My aim in this paper is to show that neither Kuhn’s examples nor Yafeng Shan’s recently proposed example adequately support this incommensurability thesis. Starting from the distinction between global and local incommensurability, I argue that, on the one hand, local incommensurability does not imply that paradigms are globally incommensurable, and, on the other, that (...) it is likely that real support for Kuhn’s thesis that “the proponents of competing paradigms practice their trades in different worlds” requires global incommensurabilities. Thus, I argue that the Kuhnian view is not capable of providing satisfactory evidence that those incommensurabilities ever occurred in the history of science. (shrink)

Research ethics guidelines grew out of several infamous episodes where research subjects were exploited. There is significant international synchronization of guidelines. However, indigenous groups in New Zealand, Canada and Australia have criticized these guidelines as being inadequate for research involving indigenous people and have developed guidelines from their own cultural perspectives. Whilst traditional research ethics guidelines place a lot of emphasis on informed consent, these indigenous guidelines put much greater emphasis on interdependence and trust. This article argues that traditional guidelines (...) are premised on relationships of equal power, and that often the researcher has more power that is not fully equalized by providing information. Where there is a relationship of unequal power, then focusing on interdependence and trust is more likely to achieve ethical safety. We illustrate this thesis by describing the detail of a research project looking at the use of interpreters, where we video-recorded live consultations and then interviewed the patient, interpreter and doctor. We conclude by suggesting that mainstream research ethics guidelines should pay more attention to the development of a trustworthy relationship between subject and researcher, and that, following the lead from clinical medicine, we should develop a culturally competent ethical framework for research on human subjects. (shrink)

In this paper, I show that the conception of a virtue in positive psychology is a mishmash of two competing accounts of what virtues are: a Common Sense View and an Aristotelian View. Distinguishing the strengths and weaknesses of these two frameworks leads also to a reconsideration of an old debate, namely, that concerning the Unity of the Virtues thesis. Such thesis is rejected by positive psychologist, as well as by some philosophers among the virtue-ethical field, on the (...) basis, I argue, of a lack of accuracy in defining the very meaning of the concept of what virtues are, before examining the issues at stake. In the first part of the paper, I show to what extent the conceptions of virtue employed by the different voices diverge and the consequences of this divergence for the UV problem. Then, I go on by arguing for one of the two competing accounts, namely, the Aristotelian View, over the other, that is, the Common Sense View. Finally, I show to which of CSV theses positive psychologists are committed, so to explain their rejection of the UV thesis, and to highlight their need for a clearer account of what a virtue is. (shrink)

• Two competing explanations (independence of S i favors R over CB): (CB) there is a coherence bias in a’s S -formation process.

The goal of this paper is to encourage participants in the debate about the locus of cognition (e.g., extended mind vs embedded mind) to turn their attention to noteworthy anthropological and sociological considerations typically (but not uniquely) arising from transhumanist and posthumanist research. Such considerations, we claim, promise to potentially give us a way out of the stalemate in which such a debate has fallen. A secondary goal of this paper is to impress trans and post-humanistically inclined readers to embrace (...) (or at least seriously reflect on) the extended mind thesis as a potential gamechanger to the state of play in their own debates. We start off (Sect. 1) by reviewing two crucial ideas (homo faber and plasticity of the body schema) that are instrumental in setting up the dispute between extended and embedded. We then summarise (Sect. 2), the stalemate between these two competing accounts of cognition, and review some of the dialectics underlying it. In Sect. 3, to get out of the stalemate, we propose to focus on a series of important anthropological and sociological considerations derived from and related to trans and posthumanist research. In doing so, we claim (Sect. 4) that an extended approach to cognition becomes anthropologically preferable and morally as well as socially more desirable than an embedded one. (shrink)

. In this part of the research process shows progress of the author´s doctoral thesis which seeks to offer from the union between practice and academy to the diagnosis of labor markets, monitoring and trend analysis and it also addresses the issue of understanding the relationships that this problem occurs in a particular moment in time when comparing the self-evaluations among recent graduates with self-assessments of people who are at a high level position in the automotive sector Guanajuato and (...) therefore, to establish the gap with those administrative economic area students, and identify which competences should be developed to reach a position with a high level of responsibility to a greater degree of certainly to which an instrument used widely tested, the results and findings until now.Keywords. Automotive sector, graduates, laboral competences.Resumen. En esta parte del proceso investigativo se presentan los avances de la tesis doctoral de la autora que pretende aportar desde la unión entre la praxis y la academia en el campo de la administración, a los diagnósticos de los mercados de trabajo, su seguimiento y análisis de tendencias ya que, resultan fundamentales para el desarrollo de los sistemas de competencias laborales. Así mismo, se aborda la cuestión de entender las relaciones que éste problema presenta en un determinado momento en el tiempo al comparar las auto-evaluaciones entre recién egresados con las auto-evaluaciones de personas que se encuentran en una posición de alto nivel en el sector automotriz de Guanajuato y por consiguiente; establecer la brecha que tienen dichos egresados del área económico administrativa, e identificar que competencias deben desarrollar para llegar a una posición con un alto nivel de responsabilidad con un alto grado de certidumbre para lo cual, se utiliza un instrumento ampliamente probado y se presentan los resultados y hallazgos encontrados hasta el momento. (shrink)

One of standpoint theory’s main claims is the thesis of epistemic advantage, which holds that marginalized agents have epistemic advantages due to their social disadvantage as marginalized. The epistemic advantage thesis has been argued to be true with respect to knowledge about particular dominant ideologies like classism and sexism, as well as knowledge within fields as diverse as sociology and economics. However, it has yet to be analyzed with respect to ethics. This paper sets out to complete this (...) task. Here, I argue that we have good reason to believe that the marginalized are epistemically advantaged with respect to moral knowledge overall, including moral facts other than those about the morally problematic features of systems of domination. To do so, I first articulate the connection between marginalization and the moral domain, drawing on the rich history of feminist and non-ideal ethics. Then, I argue that marginalized agents are more likely to have several particular epistemic skills that are necessary to come to have moral knowledge. Utilizing real-world cases where moral knowledge is at stake, I show how marginalized agents have better access to evidence (broadly), as well as advantages distinguishing between considerations that are morally relevant and those that aren’t (sorting), determining the weight a certain piece of evidence has with respect to determining a moral matter (significance), and using concepts which bear on moral questions (conceptual competency). I close by considering the upshots my analysis here has for other areas of moral epistemology like moral testimony and moral expertise. (shrink)

Most theories of semantic competence in natural language implicitly assume the Language of Thought Hypothesis. According to this hypothesis, all human cognition consists in the deployment of a language of thought. This language of thought is supposed to be independent of natural language, yet at the same time, it is supposed to be semantically isomorphic with natural language. Given this assumption, it is easy to answer basic questions regarding semantic competence in natural language. What are semantic properties of (...) natural language, and how did they originate? Natural language inherits the semantic properties of the language of thought it is used to express. What does semantic competence consist in? It consists in knowing how to translate items in one's language of thought into a public medium. ;The starting point of this dissertation is the rejection, by some prominent paradigms in cognitive science, of the view that human cognition consists in the deployment of a language of thought that is, at the same time, independent of natural language, yet semantically isomorphic with it. The dissertation constitutes a fledgling attempt to explore an alternative approach to explaining semantic competence in natural language, an approach that is compatible with this rejection of the Language of Thought Hypothesis. ;Rather than conceive of natural language as a tool for expressing items in a pre-existing, semantically isomorphic, language of thought, I urge that language be conceived of as a norm-governed social practice. On this view, the semantic properties of natural language are determined by the inferential norms governing linguistic performances. In order to explain the origin of its semantic properties, one must explain the origin of the inferential norms that govern language. In order to explain what semantic competence consists in, one must explain how individuals learn to abide by these inferential norms. The bulk of the dissertation is devoted to showing that neither of these explanatory projects requires endorsing the Language of Thought Hypothesis. I do this by sketching the form that such explanations might take, and showing that they are consistent with much current research in ethology, comparative psychology, developmental psychology, and evolutionary biology. (shrink)

According to the Incommensurability Thesis (IT) superseding scientific theories (paradigms) are incommensurable. Unlike many authors we do not discuss whether there is a relationship of this kind. We take for granted that this may be the case, and see the problem in the endeavour to establish the domain of validity of the IT. The notion incommensurability (Ic) is derivative from the concepts of scientific paradigm (P) and scientific revolution (R). There are several concepts of P, as well as various (...) conceptions of R. The Ic concept also has more than one meaning. The validity of the IT is restricted to a subset of P, R, and Ic. From the viewpoint of P this may be the case with (a) substantially different competing general conceptions not reformulated with a view to make them comparable, as well as with (b) scientific communities dogmatically committed to such conceptions. From the viewpoint of R this takes place when we have to do with big revolutions, i.e. superseding conceptions with prevailing discontinuity. Lastly, from the point of view of Ic proper: when it is meant a weak Ic, i.e. a particular incomparability (incompatibility) between the conceptions in question. (shrink)

This article challenges the general thesis that an unconditional basic income, set at the highest sustainable level, is required for maximizing the income-leisure opportunities of the least advantaged, when income varies according to the responsible factor of labor input. In a linear optimal taxation model (of a type suggested by Vandenbroucke 2001) in which opportunities depend only on individual productivity, adding the instrument of a uniform wage subsidy generates an array of undominated policies besides the basic income maximizing policy, (...) including a “zero basic income” policy which equalizes the post-tax wage rate. The choice among such undominated policies may be guided by distinct normative criteria which supplement the maximin objective in various ways. It is shown that most of these criteria will be compatible with, or actually select, the zero basic income policy and reject the basic income maximizing one. In view of the model's limited realism, the force of this main conclusion is discussed both in relation to Van Parijs' argument for basic income in Real Freedom for All (1995) and to some key empirical conditions in the real world. Footnotes1 I am grateful for useful comments on various stages of this paper by Marc Fleurbaey, Susan Hurley, Mathias Hild, Dirk Van de gaer, Frank Vandenbroucke, Alex Voorhoeve, Roland van der Veen, Andrew Williams, Chris Woodard and an anonymous referee. Above all I thank Loek Groot for his contribution. The research has also been supported by the Netherlands Organization for Scientific Research (NWO), and the Social and Political Theory Program of the Research School of Social Sciences, Australian National University. (shrink)

A difficult question in the philosophy of sport concerns how winning athletes should perform in uneven contests in which victory has been secured well before the competition is over. Nicholas Dixon, the protagonist in the ongoing debate, argues against critics who urge following an 'anti-blowout' thesis that there is nothing intrinsically wrong with running up the score. We engage this debate, providing much needed distinctions, and draw on Aristotelian resources to explore a framework by which to understand competing claims (...) found within the literature. (shrink)

Logic, language and information integration is one of areas broadly explored nowadays and at the same time promising. Authors use that approach in their 8 years long research into Structured Semantic Knowledge Base System. The aim of this paper is to present authors idea of system capable of generating synergy effect while storing various type of information. The key assumption, which has been adopted, is the thesis that the attempt to find universal way of the reality description is very (...) inefficient solution. Combination of several solutions into one system must be based on the principle of supporting rather than on redundancy, ambiguity or mutual antagonism areas of logic, language and information. Natural language processing in the context of logics or information processing is ineffective, not to say pointless in the means of certainty. It is simply caused by the fact that natural languages have been formed long time ago as the main communication channel, rather than for automatic information processing. It was one of the reasons that logic has been founded as the universal language of mathematics and formalized communication in more extensive sense. Information processing however brought more sophisticated problems that mathematics could not smoothly solve, what made computer science appear. Studies over artificial intelligence revealed even more complex issues to solve. The unity of those three areas: logics, language and information is a necessity to acquire complementarity and synergy. (shrink)

Robert Fogelin claims that interlocutors must share a framework of background beliefs and commitments in order to fruitfully pursue argument. I refute Fogelin’s claim by investigating more thoroughly the shared background required for productive argument. I find that this background consists not in any common beliefs regarding the topic at hand, but rather in certain shared pro-cedural commitments and competencies. I suggest that Fogelin and his supporters mistakenly view shared beliefs as part of the required background for productive argument because (...) these procedural com-mitments become more difficult to uphold when people’s beliefs diverge widely regarding the topic at hand. (shrink)

Ethics consultation has become an integral part of the fabric of U.S. health care delivery. This article summarizes the second edition of the Core Competencies for Health Care Ethics Consultation report of the American Society for Bioethics and Humanities. The core knowledge and skills competencies identified in the first edition of Core Competencies have been adopted by various ethics consultation services and education programs, providing evidence of their endorsement as health care ethics consultation (HCEC) standards. This revised report was prompted (...) by thinking in the field that has evolved since the original report. Patients, family members, and health care providers who encounter ethical questions or concerns that ethics consultants could help address deserve access to efficient, effective, and accountable HCEC services. All individuals providing such services should be held to the standards of competence and quality described in the revised report. (shrink)

The Chomskian holds that the grammars that linguists produce are about human psycholinguistic structures, i.e. our mastery of a grammar, our linguistic competence. But if we encountered Martians whose psycholinguistic processes differed from ours, but who nevertheless produced sentences that are extensionally equivalent to the set of sentences in our English and shared our judgements on the grammaticality of various English sentences, then we would count them as being competent in English. A grammar of English is about what the (...) Martians and we share. In this note, I argue that a recent attack on the Martian Argument by Laurence fail to mitigate its force. (shrink)

Competence refers to the basic concepts of modern educational theory and practice of acquiring special importance in environmental education. Environmental education specificity is the accumulation of environmental science and pedagogy achievements that may become the basis of ecological competence formation as an integrated characteristics of an individual. Environmental competence refers to the general competence, but also includes a number of specific competencies aimed at solving specific and sometimes unusual tasks. Critical intellection is an essential characteristic of (...) environmental competence, and the formation of critical intellection combined with creativity is the basis of competence approach in education. Philosophy of Education by Paulo Freire is of a basis weight for understanding the essence of critical intellection in pedagogical theory and practice. "Banking "funded" model of education" concept by Paulo Freire demonstrates the disadvantages of prevailing oppressive, narrative, uncreative educational system and uncreative mechanical learning, which is opposed to the concept of modern education and critical understanding formation through the dialogue. The fundamental feature of the modern problematic oriented education has the following aspects: 1) it is based on the activities, but it is not based on the information transfer and assimilation; 2) the object of knowledge is a link between teacher and student. The teacher and student efforts are focused on the object of knowlege research that involves the dialogue in the educational process. There is an important thesis about better explaining and implement of ecological education and it points that problematic oriented method is charecterised by cognitive approach and critical intellection. It is also important for understanding and orientation in a particular situation, environmental protection and people's health and life saving. Information literacy as a complex of skills related to education and critical intellection is an important part of the ecological competence formation. From the time of national pedagogy, philosophical - educational ideas by the Brazilian educator P. Freire were widely developed and contributed the formation of new educational vision as a social partnership to overcome the disadvantages of the command, repressive, totalitarian, uncritical educational system. Instead of these there were critical educational concepts based on humanism, creation and various human experience. The concept of the modern problematic oriented education was aimed at the critical intellection formation and environmental competence. It covers not only the standard school educational system and it also involves educational sphere and public informing. (shrink)

This thesis is guided by the following question: what, if anything, makes a life meaningful? My answer to this question is asymmetric welfarism about meaning in life. According to asymmetric welfarism, the meaning of a life depends upon two factors. First, a life is conferred meaning insofar as it promotes or protects the well-being of other welfare subjects. Second, a life is made meaningless insofar as it decreases or minimises the well-being of other welfare subjects. The meaning of a (...) life is determined by the net balance between these two factors; the more the good outweighs the bad, the more meaningful a life that is. I argue that asymmetric welfarism is the most plausible theory about meaning in life. To do this, I show how such a view captures a variety of intuitions about meaning in life while defending it from objections. This is the business of chapters 1, 2, and 3. Specifically, chapter 1 lays the groundwork, chapter 2 advances the case in favour of asymmetric welfarism, while chapter 3 defends asymmetric welfarism from objections. But some objections cannot be so easily overturned by a mere argument. Such objections do not just count against asymmetric welfarism, but also support competing theories. In order to overcome both, I show how such objections, and the theories they motivate, are best understood as tracking a different, but related, evaluative dimension a life can have. This is the business of chapters 4, 5, and 6. Specifically, chapter 4 argues that subjective theories are best understood as being about fulfilment, chapter 5 argues that purpose theories are best understood as being about purpose, and chapter 6 argues that differing views about the role of morality confuse morality and significance with meaning. These other evaluative dimensions which stand alongside meaning in life are fulfilment, purpose, significance, morality, and prudential value. (shrink)

This thesis proposes that key, competing theories of dispositions mistake and conflate how we identify, designate and talk about dispositions and dispositional terms for the nature of dispositions and the meaning of dispositional terms when they argue that: a) dispositions are extrinsic properties of their bearers (Boyle 1666) b) all properties are purely dispositional (Bird 2007) c) all properties are purely categorical (there are no dispositional properties) (Armstrong in AMP 1996) d) dispositional and categorical properties are separate and distinct (...) properties (Prior, Pargetter and Jackson 1982). In so doing these theories make unwarranted and unsupported ontological conclusions about dispositions. The thesis traces the principal source of this confusion and conflation to a reliance on the counterfactual analysis of dispositions that wrongly encourages the conflation of a disposition (say fragility) with its manifestation (shattering). There is good reason to hold that the counterfactual analysis of dispositions is false — the truth of a counterfactual statement (such as “if x were dropped x would break”) is neither necessary nor sufficient for the truth of a dispositional ascription (such as “x is fragile”). (shrink)

In this thesis, I give a metascientific account of causality in medicine. I begin with two historical cases of causal discovery. These are the discovery of the causation of Burkitt’s lymphoma by the Epstein-Barr virus, and of the various viral causes suggested for cervical cancer. These historical cases then support a philosophical discussion of causality in medicine. This begins with an introduction to the Russo- Williamson thesis (RWT), and discussion of a range of counter-arguments against it. Despite these, (...) I argue that the RWT is historically workable, given a small number of modifications. I then expand Russo and Williamson’s account. I first develop their suggestion that causal relationships in medicine require some kind of evidence of mechanism. I begin with a number of accounts of mechanisms and produce a range of consensus features of them. I then develop this consensus position by reference to the two historical case studies with an eye to their operational competence. In particular, I suggest that it is mechanistic models and their representations which we are concerned with in medicine, rather than the mechanism as it exists in the world. -/- I then employ these mechanistic models to give an account of the sorts of evidence used in formulating and evaluating causal claims. Again, I use the two human viral oncogenesis cases to give this account. I characterise and distinguish evidence of mechanism from evidence of difference-making, and relate this to mechanistic models. I then suggest the relationship between types of evidence presents us with a means of tackling the reference-class problem. This sets the scene for the final chapter. Here, I suggest the manner in which these two different classes of evidence become integrated is also reflected in the way that developing research programmes change as their associated causal claims develop. (shrink)

This thesis examines the claim that the sciences are disunified. Chapter 1 outlines and introduces different accounts of the stratification of the sciences in the literature, in particular, Unificationism, Disunificationism, Eliminativism and Human Science Disunificationism. I argue that all of these competing views are informed by an ideal model for successful science. In particular, all of the views discussed are committed to the claim that a science requires laws to be considered scientifically legitimate. At the end of this chapter, (...) the narrower topic of the thesis is revealed: do the special sciences have real legitimate ceteris paribus laws? (shrink)

Abstract. Richard Feldman’s Uniqueness Thesis holds that “a body of evidence justifies at most one proposition out of a competing set of proposi- tions”. The opposing position, permissivism, allows distinct rational agents to adopt differing attitudes towards a proposition given the same body of evidence. We assess various motivations that have been offered for Uniqueness, including: concerns about achieving consensus, a strong form of evidentialism, worries about epistemically arbitrary influences on belief, a focus on truth-conduciveness, and consequences for peer (...) disagreement. We argue that each of these motivations either misunderstands the commitments of permissivism or is question-begging. Better understanding permissivism makes it a much more plausible position. (shrink)

The thesis that certain competing scientific theories are incommensurable was introduced by Kuhn and Feyerabend in 1962 and has been a subject of widespread critique. Critics have generally taken incommensurable theories to be theories which cannot be compared in a rational manner, but both Kuhn and Feyerabend have explicitly rejected this interpretation, and Feyerabend has discussed ways in which such comparisons can be made in a number of his writings. This paper attempts to clarify the incommensurability thesis through (...) the examination of a number of examples, both scientific and nonscientific, of cases in which incommensurable points of view compete. There follows a discussion of Kuhn's analogy between paradigm change and gestalt shifts, the ways in which incommensurable theories can be compared, and one key reason why the incommensurability thesis has been so often misinterpreted by its critics. (shrink)

Expertise is often ascribed to persons who are considered exceptionally competent in a particular subject matter. In contrast to this traditional approach, the present paper introduces a contextual understanding of expertise ascriptions. More precisely, this paper introduces two different kinds of contextuality by advancing and advocating the thesis that expertise ascriptions are true if and only if their content within their context of use is true against standards in the context of assessment. This means that expertise ascriptions have indexical (...) content and are also assessment-sensitive. On this basis, a definition of expertise will be developed which outlines a series of conditions for what it takes to be an expert. (shrink)

Predictive processing, an increasingly popular paradigm in cognitive sciences, has focused primarily on giving accounts of perception, motor control and a host of psychological phenomena, including consciousness. But higher cognitive processes, like conceptual thought, language, and logic, have received only limited attention to date and PP still stands disconnected from a huge body of research in those areas. In this thesis, I aim to address this gap and I attempt to go some way towards developing and defending a cognitive-computational (...) approach to higher cognition within the predictive processing paradigm. To test its explanatory potential, I apply it to a range of linguistic and conceptual phenomena. I proceed in three steps. First, I lay out an account of concepts and suggest how concepts are represented, how they can be context-sensitively processed, and how the apparent diversity of formats arise. Secondly, I propose how paradigmatic higher cognitive competencies, like language and logical reasoning, could fit into the PP picture. Thirdly, I apply the PP account of concepts and language to a range of linguistic-conceptual phenomena as test cases, namely: metaphor, the semantic paradox (specifically the Liar Paradox) and copredication. Finally, I discuss some challenges and objections to the PP framework as applied to higher cognition and in general. (shrink)

Decision theory and folk psychology both purport to represent the same phenomena: our belief-like and desire- and preference-like states. They also purport to do the same work with these representations: explain and predict our actions. But they do so with different sets of concepts. There's much at stake in whether one of these two sets of concepts can be accounted for with the other. Without such an account, we'd have two competing representations and systems of prediction and explanation, a dubious (...) dualism. Folk psychology structures our daily lives and has proven fruitful in the study of mind and ethics, while decision theory is pervasive in various disciplines, including the quantitative social sciences, especially economics, and philosophy. My interest is in accounting for folk psychology with decision theory -- in particular, for believe and wanting, which decision theory omits. Many have attempted this task for belief. (The Lockean Thesis says that there is such an account.) I take up the parallel task for wanting, which has received far less attention. I propose necessary and sufficient conditions, stated in terms of decision theory, for when you're truly said to want; I give an analogue of the Lockean Thesis for wanting. My account is an alternative to orthodox accounts that link wanting to preference (e.g. Stalnaker (1984), Lewis (1986)), which I argue are false. I argue further that want ascriptions are context-sensitive. My account explains this context-sensitivity, makes sense of conflicting desires, and accommodates phenomena that motivate traditional theses on which 'want' has multiple senses (e.g. all-things-considered vs. pro tanto). (shrink)