This paper provides a provisional examination of Rod Watson ''s work and contributions to EM/CA/MCA, in part through a critique of misrepresentations of his arguments in secondary accounts of his work. The form of these misrepresentations includes adumbration and traducement of his arguments. Focusing on the reflexivity of category and sequence and turn-generated categories, we suggest that his analytic position within ethnomethodological fields is unique and remarkable, yet largely unacknowledged. We argue that a re-examination of the body of Watson ''s (...) work makes relevant explicit and appropriate acknowledgement of his contributions through his unconventional approach and his extension of prior works in novel and stimulating directions. (shrink)

Robert Bass argues that the evidential problem of evil can be strengthened by the application of a Bayesian conditionalization argument. I argue that, whatever the merits of Bayesian conditionalization arguments, they are unsuccessful in substantiating the evidential problem of evil because the problem of evil doesn’t meet the necessary conditions for applying the formula informatively. I offer two examples to show that a successful application of the Bayesian formula must pass two tests, the competency test and the connection test. I (...) then show that the problem of evil passes neither, and is therefore not strengthened by the Bayesian analysis. I conclude that Bass’s reformulated argument poses no substantive threat to theism. (shrink)

'You shouldn't drink too much. The Earth is round. Milk is good for your bones.' Are any of these claims true? How can you tell? Can you ever be certain you are right? For anyone tackling philosophical logic and critical thinking for the first time, Critical Thinking: An Introduction to Reasoning Well provides a practical guide to the skills required to think critically. From the basics of good reasoning to the difference between claims, evidence and arguments, Robert Arp and Jamie (...) Carlin Watson cover the topics found in an introductory course. Now revised and fully updated, this Second Edition features a glossary, chapter summaries, more student-friendly exercises, study questions, diagrams, and suggestions for further reading. Topics include: the structure, formation, analysis and recognition of arguments deductive validity and soundness inductive strength and cogency inference to the best explanation truth tables tools for argument assessment informal and formal fallacies With real life examples, advice on graduate school entrance exams and an expanded companion website packed with additional exercises, an answer key and help with real life examples, this easy-to-follow introduction is a complete beginner's tool set to good reasoning, analyzing and arguing. Ideal for students in basic reasoning courses and students preparing for graduate school. (shrink)

A ética do discurso justifica o conteúdo de uma moralidade que salienta a simetria entre os sujeitos e a solidariedade entre todos. Para Habermas “a solidariedade é a outra face da justiça” (1999, p. 42), ou seja, são duas faces da mesma moeda. Esta é uma afirmação chave em relação ao conteúdo cognitivo do âmbito moral. A validade das normas pressupõe uma fundamentação normativa estruturada linguisticamente, de forma a vincular a justiça com a solidariedade. A ênfase está em uma razão (...) prática capaz de fundamentar princípios igualitários e universalistas da moral e do direito (2009, p. 63). A legitimação do estado de direito deve preservar sua neutralidade ideológica, alicerçada em uma moral racional, isto é, laica (ou secular). Com isso, as exigências normativas devem ser aceitas por todos em uma sociedade pluralista, formada por cidadãos de diferentes credos e, inclusive, por não crentes (HABERMAS, 2009, p. 69). (shrink)

The title of any book can bear only so much weight. At its best, a title projects the scope of a book’s ambition, its viewpoint, the territory it covers, and perhaps even serves up some quick entertainment—the joy of wordplay, the pleasurable indictment of a settled belief, even the physical pleasure of a rhyme. I wanted America the Philosophical to strike both professional philosophers and lay readers as a playful, putative oxymoron, challenging the encrusted belief suggested by such famous book (...) titles as Richard Hofstadter’s classic Anti-Intellectualism in American Life, and the more recent, ephemeral Idiot America: How Stupidity Became a Virtue in the Land of the Free by Charles Pierce, a... (shrink)

C. Thi Nguyen's (2020) recent account of echo chambers as social epistemic structures that actively exclude outsiders’ voices has sparked debate on the connection between echo chambers and epistemic injustice (Santos 2021; Catala 2021; Elzinga 2021).In this paper I am mainly concerned with the connection between echo chambers and testimonial injustice, understood as an instance whereby a speaker receives less epistemic credibility than they deserve, due to a prejudice in the hearer (Fricker 2007). In her reconstruction of the types of (...) testimonial injustice, Catala implicitly equates incidental testimonial injustice as resulting from epistemic prejudice and systematic testimonial injustice as resulting from identity prejudice. As I will argue, there as certain cases that fall in between these interpretations, namely instances of incidental testimonial injustice, whereby the impact on the speaker is localized, but where the credibility deficit nevertheless results from identity prejudice. One example of how this can manifest is the structural distrust against health-care experts in anti-vaccination echo-chambers, wherein said experts’ testimony is dismissed due to unwarranted assumptions regarding their motives qua their social type. To understand the importance and severity of the testimonial injustices in echo chambers, we need to look beyond the specific harms that are done to the targeted speakers and the immediate loss of knowledge, but also take into account the consequences for fairness in public deliberation—the latter being a fundamental condition for procedural democratic legitimacy. (shrink)

In response to widespread voter ignorance, Jason Brennan argues for a voting ethics that can be summarized as one negative duty: do not vote badly. The implication that abstaining is always permissible entails no incentive for citizens to become competent voters or to vote once competent. Following the Condorcet Jury Theorem, this can lead to suboptimal outcomes, suggesting that voter turnout should concern instrumentalist epistemic accounts of democratic legitimacy. This could be addressed by adding two positive voting duties: to make (...) an effort to become a competent voter; and, once competent, to vote. (shrink)

A bold, insightful book that rejects the myth of America the Unphilosophical, arguing that America today towers as the most philosophical culture in the history of the world, an unprecedented marketplace of truth and argument that far surpasses ancient Greece or any other place one can name.Publisher's description.

This textbook brings the humanities to students in order to evoke the humanity of students. It helps to form individuals who take charge of their own minds, who are free from narrow and unreflective forms of thought, and who act compassionately in their public and professional worlds. Using concepts and methods of the humanities, the book addresses undergraduate and premed students, medical students, and students in other health professions, as well as physicians and other healthcare practitioners. It encourages them to (...) consider the ethical and existential issues related to the experience of disease, care of the dying, health policy, religion and health, and medical technology. Case studies, images, questions for discussion, and role-playing exercises help readers to engage in the practical, interpretive, and analytical aspects of the material, developing skills for critical thinking as well as compassionate care. (shrink)

In this essay, I approach issues of post-truth and fake news from the perspective of “ignorance studies,” a fairly recent multidisciplinary area of scholarship. It looks at epistemology from the opposite direction adopted by traditional theorists of knowledge, seeing if analyzing ignorance can shed light on knowledge and truth in new ways. After looking at examples of ignorance from a common-sense standpoint informed by my dual careers as a philosopher and a journalist, I argue in the first half that journalists, (...) like philosophical pragmatists and scientists, make the best knowledge judgments they can at a particular time, conscious that future context and circumstances may alter their judgments. Journalists, I note, also often choose to be ignorant of less important facts, part of the inevitable selectivity required when covering news. In the second half of the essay, I seek to address a fresh, traditionally philosophical issue in journalism—the widespread use by reporters of casual generalizations not backed up by rigorous empirical investigation. I suggest that readers may tolerate such generalizations because they recognize them to function rhetorically as something other than strict truth claims. At the same time, many thinkers, from Machiavelli to William Blake, have heavily criticized generalization, and most people repudiate insulting generalizations, such as racial slurs. I end by strongly advising greater scrutiny of journalistic generalizations by both philosophers and media professionals. (shrink)

In this paper, we examine how polycystic ovary syndrome is racialized in biomedical research. Drawing from Star’s seminal concept of triangulation, we analyze how the diagnostic criteria for PCOS combine two different biomarkers: body hair and testosterone. Hair and hormones are both haunted by their use in eugenic research, and as clinical measures, they can carry forward powerful narratives of biological difference. PCOS researchers circulate strong claims about racial difference in hirsutism as if they were established knowledge, sometimes calling for (...) race-specific diagnostic thresholds. Tracing the links between race and hirsutism, hirsutism and testosterone, and testosterone and race, we find that these connections are all conceptualized in ambiguous and inconsistent ways. Through triangulation, the uncertainty clouding each link is mitigated by the apparent strength of the chain as a whole. The logic linking race to disease is attenuated, allowing race to persist as a ghost variable. As PCOS is increasingly reframed as a risk factor for other conditions, racial stratification is submerged, implicit but actionable, at every stage of the life course cascade of risk. (shrink)

Nathan Carlin revisits the role of religion in bioethics, an increasingly secular enterprise, and argues that pastoral theologians can enrich moral imagination in bioethics by cultivating an aesthetic sensibility that is theologically-informed, psychologically-sophisticated, therapeutically-oriented, and experientially-grounded. To achieve these ends, Carlin employs Paul Tillich's method of correlation by positioning four principles of bioethics with four images of pastoral care.

: In this paper, I investigate Leibniz's conception of final causation. I focus especially on the role that Leibnizian final causes play in intentional action, and I argue that for Leibniz, final causes are a species of efficient causation. It is the intentional nature of final causation that distinguishes it from mechanical efficient causation. I conclude by highlighting some of the implications of Leibniz's conception of final causation for his views on human freedom, and on the unconscious activity of substances.

The provider–patient relationship is typically regarded as an expert-to-novice relationship, and with good reason. Providers have extensive education and experience that have developed in them the competence to treat conditions better and with fewer harms than anyone else. However, some researchers argue that many patients with long-term conditions (LTCs), such as arthritis and chronic pain, have become “experts” at managing their LTC. Unfortunately, there is no generally agreed-upon conception of “patient expertise” or what it implies for the provider–patient relationship. I (...) review three prominent accounts of patient expertise and argue that all face serious objections. I contend, however, that a plausible account of patient expertise is available and that it provides a framework both for further empirical studies and for enhancing the provider–patient relationship. (shrink)

Boyle prefaced his Disquisition about the Final Causes of Natural Things with the claim that there are three dangerous consequences for failing to engage in the pursuit of final causes. Boyle was sincere in this claim, for there is a systematic line of reasoning in his texts that incorporates all three consequences and establishes conceptual connections between his science, his theology, and his value theory. I argue in this paper that Boyle's teleological outlook led him to believe that the natural (...) philosopher is morally obligated to continue his investigations of nature on the grounds that a deeper understanding of the teleological order necessarily motivates divine worship. Moreover, Boyle saw a conceptual connection between a teleological study of nature and revealed theology, a connection that reveals that a study of teleological nature can lead to the highest form of happiness. I conclude with a summary, and some remarks about the sincerity and weaknesses of Boyle's reasoning. (shrink)

Throughout his early writings, Leibniz was concerned with developing an acceptable account of God's relationship to the created world. In some of these early writings, he endorsed the idea that this relationship was similar to the human soul's relationship to the body. Though he eventually came to reject this idea, theanima mundi thesis remained the topic of several essays and correspondences during his career, culminating in the correspondence with Clarke. At first glance,Leibniz's discussions of this thesis may seem less important (...) in comparison to others, since it might seem like a topic which is far removed from what are regarded as his most important philosophical doctrines. I hope to show in what follows that such a view is mistaken. The large amount of attention Leibniz paid to this thesis is a sure indication of its importance to him. Further, as we shall see, his discussions of this thesis tum on some of his most interesting metaphysical topics, including the development of his thinking about the actual infinite, the structure of organic wholes, and the relationship between God and the created universe. In what follows, I examine these discussions chronologically, from the De Summa Rerum (1675-6), to the correspondence with Clarke (1715-6). (shrink)

In “There’s No Harm in Talking,” McCarthy, Homan, and Rozier note that in recent years theological bioethicists have not felt the need to translate their insights for a broader pluralistic a...

IT IS WELL KNOWN THAT LEIBNIZ’S NOTION OF HARMONY plays a crucial role in his philosophical system. Leibniz drew on this concept of harmony in motivating, and explaining, numerous areas of his thought: everything from Leibnizian mathematics and metaphysics to ethics and social philosophy, incorporates the notion of harmony as a central descriptive and explanatory concept. While there has been much discussion of some the applications of harmony in Leibniz’s system– especially the mind-body harmony, and the so-called universal harmony of (...) simple perceiving substances–little attention has been paid to Leibniz’s very concept of harmony. Yet it seems important for understanding Leibniz’s holistic philosophy that we grasp this concept, for he employed the term “harmony” when describing so many features of the created world: there is a harmony between geometry and physics, between efficient and final causation, between nature and grace, to mention just a few. (shrink)

My aim in this paper is to underscore the novelty of Leibniz’s teleology from a historical perspective. I believe this perspective helps deliver a better understanding of the finer details of Leibniz’s employment of final causes. I argue in this paper that Leibniz was taking a stance on three central teleological issues that derive from Aristotle, issues that seem to have occupied nearly every advocate of final causes from Aristotle to Leibniz. I discuss the three Aristotelian issues, and how major (...) thinkers treated them in the medieval period. I argue that Leibniz rejected all of the mainstream Aristotelian teleological views on these issues. I conclude that Leibniz broke with longstanding threads of teleological thinking in ways that were often extreme. (shrink)

In this paper, I address the topic of free will in Leibniz with particular attention to Leibniz's concept of volition, and its analogue in his physics – his concept of force. I argue against recent commentators that Leibniz was a causal determinist, and thus a compatibilist, and I suggest that logical consistency required him to adopt compatibilism given some of the concepts at work in his physics. I conclude by pointing out that the pressures to adopt causal determinism in Leibniz's (...) system are perhaps more severe than those facing the contemporary libertarian, pressures that stem from empirical considerations about the behavior of bodies in the physical world, and the “well‐founding” of those bodies in simple substances. (shrink)

Deleuze & Guattari, Politics and Education mobilizes Deleuzian-Guattarian philosophy as a revolutionary alternative to the lingering forms of transcendence, identity politics, and nihilism endemic to Western thought. Operationalizing Deleuze and Guattari's challenge to contemporary philosophy, this book presents their view as a revolutionary alternative to the lingering forms of transcendence, identity politics, and nihilism endemic to the current state of Western formal education. This book offers an experimental approach to theorizing, creating an entirely new way for educational theorists to approach (...) their work as the task of revolutionizing life itself. Examining new conceptual resources for grappling with and mapping a sustainable political alternative to the cliche's that saturate contemporary educational theory, this collection of essays works toward extracting a genuine image of education and learning that exists in sharp contrast to both the neo-liberal educational project and the critical pedagogical tradition. (shrink)

A traditional and widespread belief among theists is that God administers punishment for sins and/or immoral actions. In this paper, Iargue that there is good reason to believe that the infliction of any suffering on humans by God (i.e., a perfectly just being) is morally unjustified. This is important not only because it conflicts with a deeply entrenched religious belief, but also because, as I show, a number of recent argumentative strategies employed by theistic philosophers require that divine punishment be (...) morally justifiable. I conclude, then, that the arguments put forth by these theistic philosophers do not succeed. (shrink)

Currently much debate surrounds the significance of cross-cultural variation in mother-infant attachment. Is only one form of attachment “healthy,” or are different types of attachment adaptations to local socioecological conditions? Juvenile mortality rates have been promoted as important features of local environments that shape attachment, which in turn affects later reproductive strategies. To this we add fertility. Fertility changes the environment of a child by influencing the number of potential caregivers and competitors for care, and the cultural ethos regarding the (...) rights of children. Different combinations of fertility and mortality will likely give rise to different attachment forms, and only under one regime (low fertility and mortality) do we expect exclusivity in attachment. (shrink)

Background: One of the barriers to interprofessional ethics education is a lack of resources that actively engage students in reflection on living an ethical professional life. This project implemented and evaluated an innovative resource for interprofessional ethics education. Objectives: The objective of this project was to create and evaluate an interprofessional learning activity on professionalism, clinical ethics, and research ethics. Design: The Brewsters is a choose-your-own-adventure novel that addresses professionalism, clinical ethics, and research ethics. For the pilot of the book, (...) a pre-test/post-test design was used. Once implemented across campus, a post-test was used to evaluate student learning in addition to a student satisfaction survey. Participants and research context: A total of 755 students in six academic schools in a health science center completed the activity as part of orientation or in coursework. Ethical considerations: The project was approved as exempt by the university’s Committee for the Protection of Human Subjects. Findings: The pilot study with 112 students demonstrated a significant increase in student knowledge. The 755 students who participated in the project had relatively high knowledge scores on the post-test and evaluated the activity positively. Discussion: Students who read The Brewsters scored well on the post-test and had the highest scores on clinical ethics. Clinical ethics scores may indicate issues encountered in mass media. Conclusion: The Brewsters is an innovative resource for teaching interprofessional ethics and professionalism. Further work is needed to determine whether actual and long-term behavior is affected by the activity. (shrink)

This article seeks to provide a new reading of the work of Celestin Freinet and his use of the printing press. Specifically, this article aligns Freinet’s approach to teaching and learning with a counter-reformation in pedagogical thought-an approach that places him both within and outside of the ‘progressive’ turn in education that began to emerge at the end of the nineteenth and beginning of the twentieth centuries. Freinet’s pedagogical experiment in rural France during mid-twentieth century demonstrated the way that student (...) freedom, uninhibited by overarching ideological pre-emption, and unbound from the progressive imperatives typical of reform education in either its Marxist or liberal variants, can be utilized as a way to inspire pedagogical techniques founded on alternative social, political, and anthropological postulates. Specifically, the authors demonstrate how Freinet’s use of the press helps us to think about the following: 1) a different relationship to technology and the role it could play in the conception of the common within the classroom; 2) the creation of an existential good as opposed to the private good discovered through the amassing of property and the advancement of the related notion of progress; 3) and a reaffirmation of the possibility of a genuine workers education. (shrink)

The Policing and Crime Act 2009 introduced radical reforms relating to the regulation of sex work. In particular, section 14 criminalised paying for sexual services of a prostitute subjected to force. This article will provide a close and critical reading of the official texts relating to this new offence through a discourse theory developed from the work of Judith Butler. Drawing upon Butler’s insights, it will be argued that the official texts relating to section 14 problematically construct the subject of (...) prostitution in a way which maintains and perpetuates certain partial and idealised identities. However, it will be argued that the law will inevitably fail and that more inclusive and productive measures need to be adopted in order to deal effectively with prostitution. (shrink)

There is a growing concern today with the state of ethics in higher education as it relates to everything from increasing corporate influence and widespread use of questionable research met...

While it is well known that Leibniz and Berkeley adopted versions of phenomenalism, it is less well known that both thinkers also believed that knowledge of phenomenal nature, via the mechanical philosophy, is a necessary condition for human happiness. Yet an examination of their respective accounts of happiness reveals weighty differences, and these differences are rooted in their respective phenomenalisms. The upshot is the somewhat surprising conclusion that adhering to a certain type of phenomenalism can place restrictions on one’s account (...) of human happiness, for Berkeley could not, by the very logic of his phenomenalism, embrace Leibniz’s views on human happiness, nor could Leibniz embrace Berkeley’s. This is significant not only for understanding the systems of Leibniz and Berkeley, but it also illuminates any view that grounds the science of happiness in knowledge of a “material” world that is in some sense mind-dependent. (shrink)

This article takes a conceptual approach to an issue of pedagogical relevance—the presence of teaching and learning moments within educational environments. We suggest sources of philosophical confusions that design patterns for the classification and creation of typologies of classroom events. We identify three foundational assumptions with the way in which classroom events are analyzed: Describing a classroom event ; Devising a procedure for co-classifying events ; Repurposing decontextualized events to fit a preferred analytic model. Hitherto these assumptions have obscured the (...) phenomenal integrity of the learning environment; since the topic sought is based on critical incidents according to analysts’ interests, but not on the actual identifying details of the setting as made available by the participants. While teaching and learning moments are generic issues, in methodological terms these matters have to be explored in their details. In our article, we align ourselves with particular research approaches, namely ethnomethodology and conversation analysis, that facilitate close analysis of ‘perspicuous settings’, such as classroom interactions, through which phenomena such as teaching and learning moments are made visible as collaborative accomplishments. (shrink)

What does it mean to be an expert? What sort of authority do experts really have? And what role should they play in today's society? Addressing why ever larger segments of society are skeptical of what experts say, Expertise: A Philosophical Introduction reviews contemporary philosophical debates and introduces what an account of expertise needs to accomplish in order to be believed. Drawing on research from philosophers and sociologists, chapters explore widely held accounts of expertise and uncover their limitations, outlining a (...) set of conceptual criteria a successful account of expertise should meet. By providing suggestions for how a philosophy of expertise can inform practical disciplines such as politics, religion, and applied ethics, this timely introduction to a topic of pressing importance reveals what philosophical thinking about expertise can contribute to growing concerns about experts in the 21st century. (shrink)

L'une des applications de la de Leibniz aboutit à la thèse que toutes les substances créées forment une hiérarchie continue selon leur degré de perfection. Des critiques ont soutenu que cette thèse est contradictoire à l'affirmation de Leibniz que les êtres rationnels, étant des images de la divinité et constituant ainsi une classe distincte d'êtres créés, sont plus près de la perfection que tous les autres. L'objection est que cette affirmation crée une lacune entre les êtres rationnels et les êtres (...) nonrationnels qu'aucune ordonnance continue en fonction de degré de perfection ne saurait combler. Dans la présente étude, je pose que la métaphysique de Leibniz satisfait les deux exigences: d'une part, l'exigence que tous les êtres peuvent être rangés en ligne continue selon leur degré de perfection, et d'autre part, l'exigence que les êtres rationnels constituent une classe à part parmi les êtres créés. (shrink)