Recent research questions the validity of student evaluation of teaching (SET) data to measure teaching and learning. Yet, there is extensive use of this instrument around the world, which arguably contributes to a decline in the rigor of college classes. This performance measurement has lead to both unethical gradeinflation and coursework deflation as faculty try to entertain students rather than educating them. These unethical teaching techniques used by many faculties are on the same plane as the unethical (...) practices of executives cooking their books. Ethical and unethical SET management techniques of professors are discussed herein, along with incentive and structural pander pollution of administrators and universities. (shrink)
Recent research questions the validity of student evaluation of teaching (SET) data to measure teaching and learning. Yet, there is extensive use of this instrument around the world, which arguably contributes to a decline in the rigor of college classes. This performance measurement has lead to both unethical gradeinflation and coursework deflation as faculty try to entertain students rather than educating them. These unethical teaching techniques used by many faculties are on the same plane as the unethical (...) practices of executives “cooking their books.” Ethical and unethical SET management techniques of professors are discussed herein, along with incentive and structural pander pollution of administrators and universities. (shrink)
This paper begins with a description of common grading practices at universities in the U.S., and analyzes the unfairness, injustice, and harm they produce. It then proposes a solution to these problems in the form of an alternative grading system: institutions should adopt a grading system that assesses students’ performance relative to the performance of their peers. That is, institutions should abolish the practice of attempting to assign grades that correspond to an absolute standard of intrinsic merit. Instead, our evaluation (...) should simply communicate how the quality of a student’s work compares to the work submitted by other students in the class. (shrink)
WHO II low grade glioma evolves inevitably to anaplastic transformation. Magnetic resonance imaging is a good non-invasive way to watch it, by hemodynamic and metabolic modifications, thanks to multinuclear spectroscopy 1 H/ 31 P. In this work we study a multi-scale minimal model of hemodynamics and metabolism applied to the study of gliomas. This mathematical analysis leads us to a fast-slow system. The control of the position of the stationary point brings to the concept of domain of viability. Starting (...) from this system, the equations bring to light the parameters that push glioma cells out of their domain of viability. Four fundamental factors are highlighted. The first two are cerebral blood flow and the rate of lactate transport through monocarboxylate transporters, which must be reduced in order to push glioma out of its domain of viability. Another factor is the intra arterial lactate, which must be increased. The last factor is pH, indeed a decrease of intra cellular pH could interfere with glioma growth. These reflections suggest that these four parameters could lead to new therapeutic strategies for the management of low grade gliomas. (shrink)
The decline of the Liberal Arts in the 21st century is rooted in late 20th century trends, including gradeinflation, the decline of rational authority, the rise of anonymous authority, and consumerism, which abets the tendency to elevate the pursuit of students' "self-esteem" above scholarly rigor. While the Left and the Right are apt to blame their ideological opponents, both share some responsibility for this state of affairs, which can only be remedied if they own up to their (...) own erroneous oversights, and agree to work together. (shrink)
Ideal for students with little or no background in philosophy, Ethical Choices: An Introduction to Moral Philosophy with Cases provides a concise, balanced, and highly accessible introduction to ethics. Featuring an especially lucid and engaging writing style, the text surveys a wide range of ethical theories and perspectives including consequentialist ethics, deontological ethics, natural and virtue ethics, the ethics of care, and ethics and religion. Each chapter of Ethical Choices also includes compelling case studies that are carefully matched with the (...) theoretical material. Many of these cases address issues that students can relate directly to their own lives: the drinking age, student credit card debt, zero tolerance policies, gradeinflation, and video games. Other cases discuss current topics like living wills, obesity, human trafficking, torture "lite," universal health care, and just-war theory. The cases provide students with practice in addressing real-life moral choices, as well as opportunities to evaluate the usefulness and applicability of each ethical theory. Every case study concludes with a set of Thought Questions to guide students as they reflect upon the issues raised by that case. Ethical Choices is enhanced by several pedagogical features. These include summaries at the end of each section, lists of key terms, questions For Reflection and Discussion at the end of each chapter, Guidelines for a Case Study Analysis, and suggestions For Further Reading that include Internet sources. Starred sections indicate more advanced material that may be included at the instructor's discretion. A companion website at www.oup.com/us/burnor contains additional resources for both students and instructors: chapter outlines, flashcards of key terms, sets of Helpful Hints to further aid students in mastering the material, and an additional chapter on our Moral Obligations Towards the Future. (shrink)
This article provides an Austrian overview of the inflation versus deflation debate which has captured the attention of the economics profession in the years following the US housing bust. Much of the Austrian analysis of this debate has focused on the massive expansion of the Federal Reserve’s balance sheet and attendant [...].
Gödel’s incompleteness applies to any system with recursively enumerable axioms and rules of inference. Chaitin’s approach to Gödel’s incompleteness relates the incompleteness to the amount of information contained in the axioms. Zurek’s quantum Darwinism attempts the physical description of the universe using information as one of its major components. The capacity of quantum Darwinism to describe quantum measurement in great detail without requiring ad-hoc non-unitary evolution makes it a good candidate for describing the transition from quantum to classical. A baby-universe (...) diffusion model of cosmic inflation is analyzed using quantum Darwinism. In this model cosmic inflation can be approximated as Brownian motion of a quantum field, and quantum Darwinism implies that molecular interaction during Brownian motion will make the quantum field decohere. The quantum Darwinism approach to decoherence in the baby-universe cosmic-inflation model yields the decoherence times of the baby-universes. The result is the equation relating the baby-universe’s decoherence time with the Hubble parameter, and that the decoherence time is considerably shorter than the cosmic inflation period. (shrink)
The past hypothesis is that the entropy of the universe was very low in the distant past. It is put forward to explain the entropic arrow of time but it has been suggested (e.g. [Penrose, R. (1989a). The emperor’s new mind. London:Vintage Books; Penrose, R. (1989b). Annals of the New York Academy of Sciences, 571, 249–264; Price, H. (1995). In S. F. Savitt (Ed.), Times’s arrows today. Cambridge: Cambridge University Press; Price, H. (1996). Time’s arrow and Archimedes’ point. Oxford: Oxford (...) University Press; Price, H. (2004). In C. Hitchcock (Ed.), Contemporary debates in philosophy of science. Oxford: Blackwell]) that it is itself in need of explanation. It has also been suggested that cosmic inflation could provide the explanation, but Price (2004) raises a serious objection to this suggestion, which has otherwise received very little attention in the philosophical literature. Price points out that the standard inflationary explanation involves a double standard: although the evolution of the universe described by the inflationary model seems natural from the standard temporal perspective it looks highly unnatural from the reversed temporal perspective. The main purpose of this paper is to propose a novel form of the inflationary explanation that avoids this objection. It is argued that the inflationary model would not involve a double standard (but would still explain the past hypothesis) if we construct the model with a global “boundary” condition instead of a conventional boundary condition: if we assume that the universe is as generic as possible overall, rather than as generic as possible at some given point (e.g. the Big Bang) as is assumed in the standard inflationary model. This novel form of the inflationary explanation is then compared with Price’s 1996 preferred explanation, a version of the so-called “Weyl hypothesis”. (shrink)
The similarity of documents in a large database of published Fractals articles was examined for redundancy. Three different text matching techniques were used on published Abstracts to identify redundancy candidates, and predictions were verified by reading full text versions of the redundancy candidate articles. A small fraction of the total articles in the database was judged to be redundant. This was viewed as a lower limit, because it excluded cases where the concepts remained the same, but the text was altered (...) substantially. Far more pervasive than redundant publications were publications that did not violate the letter of redundancy but rather violated the spirit of redundancy. There appeared to be widespread publication maximization strategies. Studies that resulted in one comprehensive paper decades ago now result in multiple papers that focus on one major problem, but are differentiated by parameter ranges, or other stratifying variables. This ‘paper inflation’ is due in large part to the increasing use of metrics (publications, patents, citations, etc) to evaluate research performance, and the researchers’ motivation to maximize the metrics. (shrink)
A study was conducted to investigate the perceptions of academic dishonesty in fifth-grade students. Two methods were used to gather data: a sorting task, which was used to indirectly assess the students' perceptions, and a rating scale task, which was used to externally validate the results of the sorting task. Results of the multidimensional scaling analysis yielded two dimensions, the first being tests/homework and papers, and the second, more ambiguous appearing to differentiate based on seriousness.
Counterfactual imaginings are known to have far reaching implications. In the present experiment, we ask if imagining events from one's past can affect memory for childhood events. We draw on the social psychology literature showing that imagining a future event increases the subjective likelihood that the event will occur. The concepts of cognitive availability and the source monitoring framework provide reasons to expect that imagination may inflate confidence that a childhood event occurred. However, people routinely produce myriad counterfactual imaginings (i.e., (...) daydreams and fantasies) but usually do not confuse them with past experiences. To determine the effects of imagining a childhood event, we pretested subjects on how confident they were that a number of childhood events had happened, asked them to imagine some of those events, and then gathered new confidence measures. For each of the target items, imagination inflated confidence that the event had occurred in childhood. We discuss implications for situations in which imagination is used as an aid in searching for presumably lost memories. (shrink)
Counterfactual imaginings are known to have far reaching implications. In the present experiment, we ask if imagining events from one's past can affect memory for childhood events. We draw on the social psychology literature showing that imagining a future event increases the subjective likelihood that the event will occur. The concepts of cognitive availability and the source monitoring framework provide reasons to expect that imagination may inflate confidence that a childhood event occurred. However, people routinely produce myriad counterfactual imaginings (i.e., (...) daydreams and fantasies) but usually do not confuse them with past experiences. To determine the effects of imagining a childhood event, we pretested subjects on how confident they were that a number of childhood events had happened, asked them to imagine some of those events, and then gathered new confidence measures. For each of the target items, imagination inflated confidence that the event had occurred in childhood. We discuss implications for situations in which imagination is used as an aid in searching for presumably lost memories. (shrink)
As tends to be the way with philosophical positions, there are at least as many two-dimensionalisms as there are two-dimensionalists. But painting with a broad brush, there are core epistemological and metaphysical commitments which underlie the two-dimensionalist project, commitments for which I have no sympathies. A sketch of three signi?cant points of disagreement.
Part of a special Issue on Robert Trivers’ The Folly of Fools: The Logic of Deceit and Self‐Deception in Human Life, with some focus on the implication of self-deception and related mental states for meaning in life.
Research on academic cheating by high school students and undergraduates suggests that many students will do whatever it takes, including violating ethical classroom standards, to not be left behind or to race to the top. This behavior may be exacerbated among pre-med and pre-health professional school students enrolled in laboratory classes because of the typical disconnect between these students, their instructors and the perceived legitimacy of the laboratory work. There is little research, however, that has investigated the relationship between high (...) aspirations and academic conduct. This study fills this research gap by investigating the beliefs, perceptions and self-reported academic conduct of highly aspirational students and their peers in mandatory physics labs. The findings suggest that physics laboratory classes may face particular challenges with highly aspirational students and cheating, but the paper offers practical solutions for addressing them. (shrink)
From the side of modelers and early-adopter industry, interest in reasoning over conceptual models and other online usage of conceptual models is growing. To obtain a more precise insight in the characteristics of the main conceptual modeling languages, we define the (semi-)standardized ORM, ORM2, UML, ER, and EER diagram languages in terms of the new generic conceptual data modeling language CMcom that is based on the DL language DLRifd. CMcom has the most expressive common denominator with these languages. CMcom advances (...) prospects for automated, online, interoperability among diverse conceptual data models and ensures compatibility with and between industrygrade conceptual data modeling languages. (shrink)
Meaning is a central concept of (bio)semiotics. At the same time, it is also a word of everyday language. Here, on the example of the world information, we discuss the “reduction-inflation model” of evolution of a common word into a scientific concept, to return subsequently into everyday circulation with new connotations. Such may be, in the near future, also the fate of the word meaning if, flexed through objectified semantics, will become considered an objective concept usable in semiotics. We (...) argue that reducing meaning to a technical term essentially synonymous to code and stripped of most of the original semantic field is not a necessary prerequisite for a meaningful application of the concept in semiotics and in biology. (shrink)
Fair grading is modeled on two fundamental principles. The first principle is that grading should be impartial and consistent. The second principle is that a fair grade should be based on the student’s competence in the academic content of the course. I derive corollary principles of fair grading from these two basic principles and use them to evaluate common grading practices. I argue that exempting students from completing certain grade components is unfair, as is grading on attendance, class (...) rank, deportment,tardiness, effort, institutional values, moral virtues such as cheerfulness and helpfulness, and other non-course-content criteria. (shrink)
This essay develops standards for grading religions including various forms of spiritualism. First, I examine the standards proposed by William James, John Hick, Paul Knitter, Dan Cohn-Sherbok, and Harold Netland. Most of them are useful in grading religions with or without conditions. However, those standards are not enough for refined and piercing evaluation. Thus, I introduce standards used in spiritualism. Although those standards are for grading spirits and their teachings, they are useful in refined and piercing evaluation of religious phenomena. (...) The spiritual standards complement James's, Hick's, Knitter's, and Netland's standards. Although most of the spiritual standards are rationally unjustifiable, they have practical value. (shrink)
At some point the mechanics of schooling begin running of their own accord. Such has become the case with grades (A's, B's, C's, etc.). This article reconsiders the history of grades through the concepts of immanence and abstract machines from the oeuvre of Deleuze and Guattari. In the first section, the history of grades as presently written until now is laid out. In the second, the concepts of immanence and abstract machines are described, and in the third section, problems are (...) raised by reconsidering grades as machines (grade-machines). (shrink)
It is argued herein that there are two distinct ways in which all observation vocabularies are prejudiced with respect to theory. An argument based on the demands of adequate translation is invoked to show that even the simplest of our observation predicates must display the first and more obvious grade of bias--intensional bias. It is also argued that any observation vocabulary whose predicates are corrigibly applicable must manifest a second and equally serious grade of bias--extensional bias--independently of whatever (...) intensional bias its predicates may or may not have. (shrink)
Collectively these essays inform educators and researchers at different grade levels about the teaching and learning of proof at each level and, thus, help ...
Though it has become a commonplace that probabilistic contexts are intentional, the precise sense in which this is true has never, to my knowledge, been stated. By making use of a relatively non-controversial set of distinctions regarding the grades of modal involvement, I am able to state more exactly than has been done previously the grade of intensionality which probability statements have prima facie. The distinctions I employ are, with certain qualifications, those introduced by Quine in his wellknown paper, (...) Three Grades of Modal Involvement. By means of paraphrases, I am able to show that probability statements exemplify what Quine calls the third grade of modal involvement. Consequently, they are intensional in a way not acceptable to the majority of extensionalists. (shrink)
In recent years, our understanding of how tense systems vary across languages has been greatly advanced by formal semantic study of languages exhibiting fewer tense categories than the three commonly found in European languages. However, it has also often been reported that languages can sometimes distinguish more than three tenses. Such languages appear to have ‘graded tense’ systems, where the tense morphology serves to track how far into the past or future a reported event occurs. This paper presents a formal (...) semantic analysis of the tense-aspect system of Gĩkũyũ (Kikuyu), a Northeastern Bantu language of Kenya. Like many languages of the Bantu family, Gĩkũyũ appears to exhibit a graded tense system, wherein four grades of past tense and three grades of future tense are distinguished. I argue that the prefixes traditionally labeled as ‘tenses’ in Gĩkũyũ exhibit important differences from (and similarities to) tenses in languages like English. Although, like tenses in English, these ‘temporal remoteness prefixes’ in Gĩkũyũ introduce presuppositions regarding a temporal parameter of the clause, in Gĩkũyũ these presuppositions concern the ‘event time’ of the clause directly, rather than the ‘topic time’. Consequently, the key difference between Gĩkũyũ and languages like English lies not in how many tenses are distinguished, but in whether tense-like features are able to modify other, lower verbal functional projections in the clause. (shrink)
This paper offers a critical assessment of the current state of the debate about the identity and individuality of material objects. Its main aim, in particular, is to show that, in a sense to be carefully specified, the opposition between the Leibnizian ‘reductionist’ tradition, based on discernibility, and the sort of ‘primitivism’ that denies that facts of identity and individuality must be analysable has become outdated. In particular, it is argued that—contrary to a widespread consensus—‘naturalised’ metaphysics supports both the acceptability (...) of non-qualitatively grounded (both ‘contextual’ and intrinsic) identity and a pluralistic approach to individuality and individuation. A case study is offered that focuses on non-relativistic quantum mechanics, in the context of which primitivism about identity and individuality, rather than being regarded as unscientific, is on the contrary suggested to be preferable to the complicated forms of reductionism that have recently been proposed. More generally, by assuming a plausible form of anti-reductionism about scientific theories and domains, it is claimed that science can be regarded as compatible with, or even as suggesting, the existence of a series of equally plausible grades of individuality. The kind of individuality that prevails in a certain context and at a given level can be ascertained only on the basis of the specific scientific theory at hand. (shrink)
This essay presents and defends a triage theory of grading: An item to be graded should get full credit if and only if it is clearly or substantially correct, minimal credit if and only if it is clearly or substantially incorrect, and partial credit if and only if it is neither of the above; no other (intermediate) grades should be given. Details on how to implement this are provided, and further issues in the philosophy of grading (reasons for and against (...) grading, grading on a curve, and the subjectivity of grading) are discussed. (shrink)
The paper presents an infinite hierarchy PR m [ m = 1, 2, . . . ] of sound and complete axiomatic systems for modal logic with graded probabilistic modalities , which are to reflect what I have elsewhere called the Bolding-Ekelöf degrees of evidential strength as applied to the establishment of matters of fact in law-courts. Our present approach is seen to differ from earlier work by the author in that it treats the logic of these graded modalities not (...) only from a semantical or model-theoretic viewpoint but from a prooftheoretical and axiomatic stance as well. A paramount feature of the approach is its use of so-called systematic frame constants as labels of diverse grades of probability. Apart from this novel feature our approach can be seen to go back to pioneering work by Lou Goble in 1970. (shrink)
This paper extends the account of actual causation offered by Halpern and Pearl [2005]. We show that this account yields the wrong judgment in certain classes of cases. We offer a revised definition that incorporates consideration of defaults, typicality, and normality. The revised definition takes actual causation to be both graded and comparative. We then apply our definition to a number of cases.
A possible world structure consist of a set W of possible worlds and an accessibility relation R. We take a partial function r(·,·) to the unit interval [0, 1] instead of R and obtain a Kripke frame with graded accessibility r Intuitively, r(x, y) can be regarded as the reliability factor of y from x We deal with multimodal logics corresponding to Kripke frames with graded accessibility in a fairly general setting. This setting provides us with a framework for fuzzy (...) possible world semantics. The basic propositional multimodal logic gK (grated K) is defined syntactically. We prove that gK is sound and complete with respect to this semantics. We discuss some extensions of gK including logics of similarity relations and of fuzzy orderings. We present a modified filtration method and prove that gK and its extensions introduced here are decidable. (shrink)
I sometimes entertain my non-academic friends by telling them that, at the end of each course I teach, before I compute my students’ grades, I pause nervously while I wait to be graded by my students. This process can be described less paradoxically, but surely no more truthfully, as follows. In my department, and as far as I know all the departments at my university, each course ends with students anonymously filling out forms in which they evaluate the teacher and (...) the course. The form includes several questions in which the student is asked to rate the teacher in various respects (such as clarity and organization, availability outside the classroom, and so forth) along a numbered scale (in our case, from one to five); they are also asked one very general question in which they are told to rate the instructor’s overall effectiveness. They are also invited to write comments on these matters. Mean scores (in effect, grades) are calculated for each question and published by the university. In addition, these student evaluations of teaching (often called SETs for short) are used each year by the committee that decides merit pay increases for faculty. When the faculty member is being considered for advancement to tenure or promotion to the rank of Full Professor, these evaluation forms are supplemented by faculty evaluation of teaching, in which faculty members visit the candidate’s classes and report on her or his effectiveness as a teacher. Except for these two once-in-a-lifetime events, the student evaluation forms are the only way in which we judge the quality of teaching. In other words, teaching is for the most part evaluated by students and not by faculty. (shrink)
This work intends to be a generalization and a simplification of the techniques employed in [2], by the proposal of a general strategy to prove satisfiability theorems for NLGM-s (= normal logics with graded modalities), analogously to the well known technique of the canonical models by Lemmon and Scott for classical modal logics.
In this work we extend results from [4], [3] and [2] about propositional calculi with graded modalities to the predicative level. Our semantic is based on Kripke models with a single domain of interpretation for all the worlds. Therefore the axiomatic system will need a suitable generalization of the Barcan formula. We haven't considered semantics with world-relative domains because they don't present any new difficulties with respect to classical case. Our language will have, as in [1], constant and function symbols, (...) but they will have a rigid interpretation. In this instance the terms will be considered rigid designators, that is, their interpretations will be the same in all possible worlds (cfr. [5]). Nevertheless we will not consider languages with identity: in this way we avoid the problems of identity in modal contexts. On the other hand, we think that in that context would arise essentially the same problems which occur in classical predicative modal logic. Finally we will consider only denumerable languages because the extension to non denumerable ones isn't conceptually problematic. (shrink)
It has seemed natural to model phenomena related to vagueness in terms of graded membership. However, so far no satisfactory answer has been given to the question of what graded membership is nor has any attempt been made to describe in detail a procedure for determining degrees of membership. We seek to remedy these lacunae by building on recent work on typicality and graded membership in cognitive science and combining some of the results obtained there with a version of the (...) conceptual spaces framework. (shrink)
We introduce a notion of bisimulation for graded modal logic. Using this notion, the model theory of graded modal logic can be developed in a uniform manner. We illustrate this by establishing the finite model property and proving invariance and definability results.
A concept language with role intersection and number restriction is defined and its modal equivalent is provided. The main reasoning tasks of satisfiability and subsumption checking are formulated in terms of modal logic and an algorithm for their solution is provided. An axiomatization for a restricted graded modal language with intersection of modalities (the modal counterpart of the concept language we examine)is given and used in the proposed algorithm.
We prove the canonical models introduced in [D] do not exist for some graded normal logics with symmetric models, namelyKB°, KBD°, KBT°, so that we define a new kind of canonical models, the general ones, and show they exist and work well in every case.
Knowledge-based programs (KBPs) are a powerful notion for expressing action policies in which branching conditions refer to implicit knowledge and call for a deliberation task at execution time. However, branching conditions in KBPs cannot refer to possibly erroneous beliefs or to graded belief, such as “if my belief that φ holds is high then do some action α else perform some sensing action β”.
Is it legitimate to use grades for the purpose of motivating students to do things that will improve their learning (such as attending class) or is the only valid purpose of grades to evaluate student mastery of course skills and content? Daryl Close and others contend that using grades as motivators is either unfair or counterproductive. This article argues that there is a legitimate use for “motivational grading,” which is the practice of using some grades solely or primarily for the (...) purpose of encouraging student behaviors that are likely to improve learning. (shrink)
Much recent work in sociobiology can be understood as designed to demonstrate the sufficiency of selection operating at lower levels of organization by the development of models at the level of the gene or the individual. Higher level units are accordingly viewed as artifacts of selection operating at lower levels. The adequacy of this latter form of argument is dependent upon issues of the complexity of the systems under consideration. A taxonomy is proposed elaborating a series of types, or grades, (...) of hierarchically organized systems. These range from aggregative systems, in which there is no organization relevant to systemic properties, through several graded variations reflecting various degrees of functional interdependence of components, to integrated systems, which manifest component specialization and diversification as well as a subordination of component function to systemic function. It is suggested that the most complex form of organization is plausibly treated as indicative of higher level units of selection. (shrink)
We introduce a notion of bisimulation for graded modal logic. Using this notion, the model theory of graded modal logic can be developed in a uniform manner. We illustrate this by establishing the finite model property and proving invariance and definability results.
Professor Thomas Mulligan undertakes to discredit Milton Friedman's thesis that The Social Responsibility of Business Is to Increase Its Profits. He attempts to do this by moving from Friedman's paradigm characterizing a socially responsible executive as willful and disloyal to a different paradigm, i.e., one emphasizing the consultative and consensus-building role of a socially responsible executive. Mulligan's critique misses the point, first, because even consensus-building executives act contrary to the will of minority shareholders, but even more importantly, because he assumes (...) that the mandate of a shareholder majority brings legitimacy to efforts of corporate managers to utilize corporate wealth in solving social problems. It is the role of our democratic institutions to deal with national agenda issues such as inflation, unemployment, and pollution, not that of the private sector. Corporations and private individuals do have a role to play in enhancing the quality of the human environment, however, and the author suggests a coherent means of developing that role in an effort rescue corporate social responsibility from Mulligan no less than from Friedman. (shrink)
What are the qualities of an excellent thinker? A growing new field, virtue epistemology, answers this question. Section I distinguishes virtue epistemology from belief-based epistemology. Section II explains the two primary accounts of intellectual virtue: virtue-reliabilism and virtue-responsibilism. Virtue-reliabilists claim that the virtues are stable reliable faculties, like vision. Virtue-responsibilists claim that they are acquired character traits, like open-mindedness. Section III evaluates progress and problems with respect to three key projects: explaining low-grade knowledge, high-grade knowledge, and the individual (...) intellectual virtues. (shrink)
I argue here that self-deception is not conducive to happiness. There is a long train of thought in social psychology that seems to say that it is, but proper understanding of the data does not yield this conclusion. Illusion must be distinguished from mere imagining. Self-deception must be distinguished from self-inflation bias and from self-fulfilling belief. Once these distinctions are in place, the case for self-deception falls apart. Furthermore, by yielding false beliefs, self-deception undermines desire satisfaction. Finally, I argue (...) for the positive view that *honest imagining* can yield the psychological benefits that others have claimed for self-deception. (shrink)
Functionalism cannot accommodate the possibility of mad pain—pain whose causes and effects diverge from those of the pain causal role. This is because what it is to be in pain according to functionalism is simply to be in a state that occupies the pain role. And the identity theory cannot accommodate the possibility of Martian pain—pain whose physical realization is foot-cavity inflation rather than C-fibre activation (or whatever physiological state occupies the pain-role in normal humans). After all, what it (...) is to be in pain according to the identity theory is to be in whatever state that occupies the pain role for us. (shrink)
Inflationary cosmology won a large following on the basis of the claim that it solves various problems that beset the standard big bang model. We argue that these problems concern not the empirical adequacy of the standard model but rather the nature of the explanations it offers. Furthermore, inflationary cosmology has not been able to deliver on its proposed solutions without offering models which are increasingly complicated and contrived, which depart more and more from the standard model it was supposed (...) to improve upon, and which sever the connection between cosmology and particle physics that initially made the inflationary paradigm so attractive. Nevertheless, inflationary cosmology remains a promising research program, not least because it offers an explanation of the origin of the density perturbations that seeded the formation of galaxies and other cosmic structures. Tests of this explanation are underway and may settle the issue of whether inflation played an important role in the early universe. (shrink)
The words `racist' and `racism' have become so overused that they nowconstitute obstacles to understanding and interracial dialogue aboutracial matters. Instead of the current practice of referring tovirtually anything that goes wrong or amiss with respect to race as`racism,' we should recognize a much broader moral vocabulary forcharacterizing racial ills â racial insensitivity, racial ignorance,racial injustice, racial discomfort, racial exclusion. At the sametime, we should fix on a definition of `racism' that is continuouswith its historical usage, and avoids conceptual (...) class='Hi'>inflation. Isuggest two basic, and distinct, forms of racism that meet thiscondition â antipathy racism and inferiorizing racism. We should alsorecognize that not all racially objectionable actions are done froma racist motive, and that not all racial stereotypes are racist. (shrink)
1. Introduction. Like other direct realists, Thomas Reid offered an alternative to indirect realist and idealist accounts of perception. Reids alternative aimed to preserve the indirect realists commitment to realism about the objects of perception, and the idealists commitment to the immediacy of the minds relation to the objects of perception. Reid holds that what you perceive is mind independent or external; and your relation to such objects in perception is direct or immediate. In his own words, something which is (...) extended and solid, which may be measured and weighed, is the immediate object of my touch and sight. And this object I take to be matter, and not an idea (IP II xi, 154). (shrink)
In Section IV above we start with texts whose prima facie import speaks so strongly for the Identity Thesis that any interpretation which stops short of it looks like a shabby, timorous, thesis-saving move. What else could Socrates mean when he declares with such conviction that ‘no evil’ can come to a good man (T19), that his prosecutors ‘could not harm’ him (T16(a)), that if a man has not been made more unjust he has not been harmed (T20), that ‘all (...) of happiness is in culture and justice’ (T16(a)), that living well is ‘the same’ as living justly (T15)? But then doubts begin to creep in. Recalling that inflation of the quantifier is normal and innocuous in common speech (“that job means everything to him, he'll do anything to get it, will stick at nothing ”) we ask if there is really no chance at all that ‘no evil’ in T19, ‘not harmed’ in T20 might be meant in the same way? The shift from ‘no harm’ at T16(a) to ‘no great harm’ at T16(b), once noticed, strengthens the doubt. It gets further impetus in T21(b) when to explain how ‘all of happiness is in culture and justice’ he depicts a relation (that recurs more elaborately in T22) which, though still enormously strong, is not quite as strong as would be required by identity. The doubt seeps into T15 when we note that current usage did allow just that relation as a respectable use of ‘the same’. At that point we begin to wonder if resort to the Identity Thesis might not be just a first approximation to a subtler, more finely nuanced, doctrine which would give Socrates as sound a foundation for what we know he wants to maintain at all costs - the Sovereignty of Virtue - without obliterating the eudaemonic value of everything else in his world. We cast about for a credible model of such a relation of virtue to happiness and hit on that multicomponent pattern sketched on p. 9 above. We ascertain that this will afford a comprehensively coherent eudaemonist theory of rational action, while its rival would not, and will fit perfectly a flock of texts in Section V which the latter will not fit at all. Are we not entitled to conclude that this is our best guide to the true relation of virtue to happiness in Socrates' thought - the one for which he would have declared if he had formulated explicitly those two alternative theses and made a reasoned choice between them? (shrink)
In this paper I examine and question Marc Lange’s account of laws, and his claim that the law delineating the range of natural kinds of fundamental particle has a lesser grade of necessity that the laws connecting the fundamental properties of those kinds with their derived properties.
From one of America’s most celebrated educators, an inspiring guide to transforming every child’s education In a Los Angeles neighborhood plagued by guns, gangs, and drugs, there is an exceptional classroom known as Room 56. The fifth graders inside are first-generation immigrants who live in poverty and speak English as a second language. They also play Vivaldi, perform Shakespeare, score in the top 1 percent on standardized tests, and go on to attend Ivy League universities. Rafe Esquith is the teacher (...) responsible for these accomplishments. From the man whom The New York Times calls “a genius and a saint” comes a revelatory program for educating today’s youth. In Teach Like Your Hair’s on Fire! , Rafe Esquith reveals the techniques that have made him one of the most acclaimed educators of our time. The two mottoes in Esquith’s classroom are “Be Nice, Work Hard,” and “There Are No Shortcuts.” His students voluntarily come to school at 6:30 in the morning and work until 5:00 in the afternoon. They learn to handle money responsibly, tackle algebra, and travel the country to study history. They pair Hamlet with rock and roll, and read the American classics. Teach Like Your Hair’s on Fire! is a brilliant and inspiring road map for parents, teachers, and anyone who cares about the future success of our nation’s children. BACKCOVER: Praise for Rafe Esquith: “Rafe Esquith is my only hero.” —Sir Ian McKellan “Politicians, burbling over how to educate the underclass, would do well to stop by Rafe Esquith’s fifth grade class as it mounts its annual Shakespeare play. Sound like a grind? Listen to the peals of laughter bouncing off the classroom walls.” —Time “Esquith is a modern-day Thoreau, preaching the value of good work, honest self-reflection, and the courage to go one’s own way.” —Newsday. (shrink)
In recent decades, there has been astonishing growth in scientific theorizing about multiverses. Once considered outré or absurd, multiple universe theories appear to be gaining considerable scientific respectability. There are, of course, many such theories, including (i) Everett’s (1957) many worlds interpretation of quantum mechanics, defended by Deutsch (1997) and others; (ii) Linde’s (1986) eternal inflation view, which suggests that universes form like bubbles in a chaotically inflating sea; (iii) Smolin’s (1997) fecund universe theory, which proposes that universes are (...) generated through black holes; (iv) the cyclic model, recently defended using string/M theory by Steinhardt and Turok (2007), which holds that distinct universes are formed in a never-ending sequence of Big Bangs and Big Crunches; and (v) Tegmark’s (2007) “Level IV” multiverse, which contains many universes governed by distinct mathematical and scientific laws. While not all of these preclude each other, the details and implications of each one are hotly contested.1 In one area within the philosophy of religion (the debate concerning the “fine-tuning” argument), scientific multiverse theories are widely held to be hostile to theism. This is because such theories appear to account for the relevant data – the biophilic parameters of the universe we inhabit – without appeal to an intelligent designer. Yet, in recent years, several philosophers2 and one physicist3 have offered reasons for thinking that if theism is true, the actual world comprises (or probably comprises) many universes. I first set out some requirements – both scientific and otherwise – for such a theory. I then survey some problems such theories are held to face, and some prospects they are thought to have. Finally, I examine arguments both for and against the claim that multiverse theories can help theists respond to the problem of evil.. (shrink)
[Michael Williams] A response to Sosa's criticisms of Sellars's account of the relation between knowledge and experience, noting that Sellars excludes merely animal knowledge, and hopes to bypass epistemology by an adequate philosophy of mind and language. /// [Ernest Sosa] I give an exposition and critical discussion of Sellars's Myth of the Given, and especially of its epistemic side. In later writings Sellars takes a pragmatist turn in his epistemology. This is explored and compared with his earlier critique of givenist (...) mythology. In response to Michael Williams, it is argued that these issues are importantly independent of philosophy of language or mind, and that my own take on them does not commit me to any absurd radical foundationalism on language or mind. My own take is in line with Descartes' two-level epistemology of cognitio and scientia, a bifurcation that protects him from vicious circularity, and is adaptable for an epistemology naturalized (not supernaturalized), whether in the way of Quine, or Moore, or Davidson. (shrink)
Descartes held the doctrine that the eternal truths are freely created by God. He seems to have thought that a proper understanding of God's freedom entails such a doctrine concerning the eternal truths. In this paper, I examine Descartes' account of divine freedom. I argue that Descartes' statements about indifference, namely that indifference is the lowest grade of freedom and that indifference is the essence of God's freedom are not incompatible. I also show how Descartes arrived at his doctrine (...) of the creation of the eternal truths by consideration of the nature of God's freedom. Footnotes1 In this paper, I employ the following abbreviations:AT: Descartes, René Oeuvres de Descartes, C. Adam and P. Tannery (eds) (Paris: J. Vrin, 1996) (cited by volume and page number).CSM: Descartes, René The Philosophical Writings of Descartes, vols 1 and 2, J. Cottingham, R. Stoothoff, D. Murdoch (transl.) (Cambridge: Cambridge University Press, 1985) (cited by volume and page number).CSMK: Descartes, René The Philosophical Writings of Descartes, vol. 3, J. Cottingham, R. Stoothoff, D. Murdoch, A. Kenny (transl.) (Cambridge: Cambridge University Press, 1991) (cited by page number). (shrink)
[Michael Williams] A response to Sosa's criticisms of Sellars's account of the relation between knowledge and experience, noting that Sellars excludes merely animal knowledge, and hopes to bypass epistemology by an adequate philosophy of mind and language. /// [Ernest Sosa] I give an exposition and critical discussion of Sellars's Myth of the Given, and especially of its epistemic side. In later writings Sellars takes a pragmatist turn in his epistemology. This is explored and compared with his earlier critique of givenist (...) mythology. In response to Michael Williams, it is argued that these issues are importantly independent of philosophy of language or mind, and that my own take on them does not commit me to any absurd radical foundationalism on language or mind. My own take is in line with Descartes' two-level epistemology of cognitio and scientia, a bifurcation that protects him from vicious circularity, and is adaptable for an epistemology naturalized (not supernaturalized), whether in the way of Quine, or Moore, or Davidson. (shrink)
The present paper aims to contribute to the substantivalism versus relationalism debate and to defend general relativity (GR) against pseudoscientific attacks in a novel, especially inclusive way. This work was initially motivated by the desire to establish the incompatibility of any ether theories with accelerated cosmic expansion and inflation (motto: where would a hypothetical medium supposedly come from so fast?). The failure of this program is of interest for emergent GR concepts in high energy particle physics. However, it becomes (...) increasingly important to guard scientific results against their misrepresentation by fundamentally anti-scientific agendas. We therefore argue that although it is not known whether the perceived space-time is fundamental (rather than a condensed state or a particular membrane), in a fundamental theory, space-time must be abstract relational: fundamental space-time is the consistent spatial-temporal arrangement of events. To pursue its own goals, this work should be accessible to a wide audience: physicists, philosophers of science, those being tempted by anti-relativity theories, but also those who vigorously defend some orthodox relativity that is not actually supported by GR. It must thus be extensive in order to satisfy the different parties’ desire to have included and understood their respective positions. (shrink)
While the study of implicit learning is nothing new, the field as a whole has come to embody — over the last decade or so — ongoing questioning about three of the most fundamental debates in the cognitive sciences: The nature of consciousness, the nature of mental representation (in particular the difficult issue of abstraction), and the role of experience in shaping the cognitive system. Our main goal in this chapter is to offer a framework that attempts to integrate current (...) thinking about these three issues in a way that specifically links consciousness with adaptation and learning. Our assumptions about this relationship are rooted in further assumptions about the nature of processing and of representation in cognitive systems. When considered together, we believe that these assumptions offer a new perspective on the relationships between conscious and unconscious processing and on the function of consciousness in cognitive systems. (shrink)
The ‘adjustment strategy’ currently seems to be the most common approach to incorporating objective elements into one's theory of well-being. These theories face a certain problem, however, which can be avoided by a different approach – namely, that employed by ‘partially objective multi-component theories.’ Several such theories have recently been proposed, but the question of how to understand their mathematical structure has not been adequately addressed. I argue that the most mathematically simple of these multi-component theories fails, so I proceed (...) to investigate more sophisticated ways to formulate such a theory. I conclude that one of these – the Discount/Inflation Theory – is particularly promising. (shrink)
Complicity with wrongdoing comes in many forms and many degrees. We distinguish subcategories cooperation, collaboration and collusion from connivance and condoning, identifying their defining features and assessing their characteristic moral valences. We illustrate the use of these distinctions by reference to events in refugee camps in and around Rwanda after the 1994 genocide, and the extent to which international organizations and nongovernment organizations were wrongfully complicit with the misuse of refugees as human shields by the perpetrators of the genocide who (...) were allowed to run those camps. (shrink)
Consider the following three situations: learning to perform a complex skill such as gymastics (a stunning demonstration of which participants to ICP 2004 experienced during the opening ceremony), learning a complex game such as the ancient Chinese game of Weichi (more widely known as Go), or learning natural language. What these situations have in common, beyond the sheer complexity of the required skills, is the fact that most of what we learn about each appears to proceed in a manner that (...) does not depend so much on the acquisition of explicit, declarative information or on the deployment of intentional strategies, but instead critically depends on repeated practice: Developing the skills needed to execute complex movements in gymnastics, to. (shrink)
John Stuart Mill had few illusions about public opinion — it was the opinion of a mass, “that is to say, collective mediocrity” (1977a [1859]: 268). Understandably, for Mill the great danger inherent in representative government is that it may be controlled by a “low grade of intelligence” (1977b [1861]: 448). A century and a half of inquiry has apparently confirmed Mill’s worry. Philip E. Converse’s landmark study of mass publics (2007a [1964]) found that much of the public did (...) not have meaningful political beliefs, and the beliefs they did hold tend to change capriciously. Converse’s research contrasted the coherent, unified, ideological, beliefs systems of the political elite with amorphous and changing views of the mass public. Subsequent work has confirmed what we might call the mass ignorance hypothesis. According to public choice theory such ignorance is rational. Roughly when a politically rational agent calculates the expected instrumental gains from casting her ballot for her favored party she must compare the expected value of her vote (the extra utility she will receive if her favored party wins times the probability that she will cast a decisive vote) to the cost of voting. It is only rational to vote if the expected gains exceed the costs. But because the probability of casting the decisive vote is so low (often approaching zero), the expected instrumental gains are miniscule, and are usually outweighed by the small costs involved in voting (Gaus, 2008: 184-91). Maybe it can make sense to cast a ballot, but given the very low expected utility of voting, it will hardly ever make sense to incur significant information costs involved in finding out about politics in general, or the specific candidates in particular (see e.g., Somin, 2007; Pincione and Tesón, 2006). So a rational voter should be content to rely on whatever background knowledge she can pick up for free: it is.... (shrink)
I sketch an explanatory framework that fits a variety of contemporary research programs in cognitive science. I then investigate the scope and the implications of this framework. The framework emphasizes (a) the explanatory role played by the semantic content of cognitive representations, and (b) the important mechanistic, non-intentional dimension of cognitive explanations. I show how both of these features are present simultaneously in certain varieties of cognitive explanation. I also consider the explanatory role played by grounded representational content, that is, (...) content evaluated by appeal to its truth, falsity, accuracy, inaccuracy and other relational properties. (shrink)
Both local and global issues are typically dealt with in the Social Studies curriculum, or in curriculum areas with other names but similar intents. In the literature about Social Studies the imagination has played little role, and consequently it hardly appears in texts designed to help teachers plan and implement Social Studies lessons. What is true of Social Studies is also largely reflected in general texts concerning planning teaching. Clearly many theorists and practitioners are concerned to engage students' imaginations in (...) learning, even though they use terms other than 'imagination' in doing so. This article suggests that a more explicit attention to imagination can make our efforts to engage students in learning more effective. We provide, first, a working definition of imagination, then show how students' imaginations can be characterized in terms of the 'cognitive toolkits' they bring to learning. We look at such 'cognitive tools' as stories, images, humor, binary oppositions, a sense of mystery and how these can be used to engage students' imaginations in learning Social Studies and other content from kindergarten to about grade four. We then consider 'cognitive tools' commonly deployed by students from about grade four to grade nine, including a sense of reality, the extremes of experience and limits of reality, and associating with the heroic. We also provide examples of how using such tools could influence planning and teaching Social Studies topics. (shrink)
In 1956, when I was a callow sixteen-year-old sophomore early entrant to the University of Chicago, I read my first twentieth century philosophical book, A. J. Ayer’s Language, Truth, and Logic. While I had already gorged on the Russian novelists, read through the then obligatory Hemingway and Faulkner, consumed Freud and a raft of popular sociologists, and managed to get myself expelled from my tenth grade social science class for issuing disparaging quotes from Marx and Schopenhauer, I was only (...) then being introduced to classical philosophical and scientific texts through the marvelous and soon-to-be-by-stages-dismantled Robert Hutchins’ three year great books curriculum, in which the Natural Sciences sequence began with Aristotle’s Physics, Bk. II, continued with Galileo’s Dialogue, selections from Newton’s Principia, and on to papers by Laplace, Mach, Jeans and Einstein. Mathematics ABC was a simplified version of whole stretches of Principia Mathematica, the content of Russell’s great work having become common collegial culture for logicians and mathematicians.            I soon read some of the less technical works of Russell, whom Ayer cast as Hamlet to his own humble Horatio, and of David Hume, whose skeptical contentions Ayer claimed merely to update and cast into a linguistic vein. With the further help of Hume and Russell, I emended Rene Descartes’s insufficiently skeptical “I think, therefore I am†to the minimalist “There are experiencesâ€. I wryly chuckled in agreement with Russell’s saucy contention that the only materialists in the world were Russian commissars and American behavioral scientists. Common sense realism about physical objects leads to science, which inevitably refutes naïve realism.            Disaster and apostasy loomed in my first concerted encounter, at the graduate course level, with 20th century Anglo-American philosophy.. (shrink)
