J.C. Beall and Greg Restall's Generalised Tarski Thesis is a generalisation of the seemingly diverse conceptions of logical consequence. However, even their apparently general account of consequence makes necessary truth-preservation a necessary condition. Sentences in the imperative mood pose a problem for any truth-preservationist account of consequence, because imperatives are not truth-apt but seem to be capable of standing in the relation of logical consequence. In this paper, I show that an imperative logic can be formulated that solves the problem (...) of imperative consequence by leading naturally to a further generalisation of the GTT. (shrink)

The interrelated logical concepts of validity, entailment, and consequence are all standardly defined in terms of truth preservation. However, imperative sentences can stand in these relations, but they are not truth-apt. This puzzle can be understood as an inconsistent triad: T1 Imperatives can be the relata of the consequence relation. T2 Imperatives are not truth-apt. T3 The relata of the consequence relation must be truth-apt. These three claims cannot all be true. So, to solve the problem of imperative consequence we (...) must reject one of the three claims. Solutions can be categorised into three types: those that reject T1, those that reject T2, and those that reject T3. In this thesis, I first outline and motivate each of these three claims. I then consider, in turn, theories of imperative logic and semantics, all of which fall into one of the three types of solution. I consider and reject two versions of solution type 1, the type that rejects T1. These versions argue that it is impossible for imperatives to stand in logical relations, and attempt to provide alternative explanations for what's happening when it seems like they are doing so. I then consider and reject several versions of solution type 2, the type that rejects T2. These theories claim that, despite appearances based on surface grammar, imperatives are disguised declaratives and thus truth-apt. Each theory proposes a translation schema-- it outlines the truth-conditions for imperatives. Next, I outline several versions of solution type 3, the type that rejects T3. These theories aim to develop a formal account of imperative logic. I reject each of these theories in turn, and finally propose a solution that avoids the problems I raise with the other theories. (shrink)

Standard definitions of validity are designed to preserve truth from the premises to the conclusion. However, it seems possible to construct arguments that contain sentences in the imperative mood. Such sentences are incapable of being true or false, so the standard definitions cannot capture the validity of these imperative arguments. Bernard Williams offers an argument that imperative inference is impossible: two imperatives will always have different permissive presuppositions, so a speaker will have to change his mind before uttering a second (...) imperative, and so imperatives cannot ever be accumulated into a set of premises. I offer four objections to Williams’ argument: (1) Permissive presuppositions are analogous to conversational implicature, and so should be ignored when formulating imperative arguments. (2) There are other valid argument forms, which Williams does not consider, that do not suffer from different permissive presuppositions. (3) There are explanations for the change in permissive presuppositions in Williams’ example other than a change of mind, so the different permissive presuppositions do not have to prevent accumulation. Finally, (4) Williams accepts enough logical relations between imperatives (contradiction and a form of negation) for a definition of a valid imperative inference to follow naturally. (shrink)

Hilary Putnam's Model-Theoretic argument attempts to dispose of the view that science provides us with a literally true description of the world. It uses the Löwenheim-Skolem Theorem to show that all consistent scientific theories are true of the real world, even if they contradict each other. This is incompatible with the realist conception of truth, which allows only for one version of reality. So, Putnam rejected this conception of truth in favour of his own 'internal realism,' which claims that theories (...) can only be true or false within themselves; within their own framework. However, I demonstrate that the Model-Theoretic argument is unsound. It relies on a false premise – that every consistent theory is true of the real world. Putnam uses a clever manipulation of model theory to attempt to convince us of the truth of this premise, but I show that he commits a fundamental error in his method. (shrink)

We read with interest the extended essay published from Riisfeldt and are encouraged by an empirical ethics article which attempts to ground theory and its claims in the real world. However, such attempts also have real-world consequences. We are concerned to read the paper’s conclusion that clinical evidence weakens the distinction between euthanasia and normal palliative care prescribing. This is important. Globally, the most significant barrier to adequate symptom control in people with life-limiting illness is poor access to opioid analgesia. (...) Opiophobia makes clinicians reluctant to prescribe and their patients reluctant to take opioids that might provide significant improvements in quality of life. We argue that the evidence base for the safety of opioid prescribing is broader than that presented, restricting the search to palliative care literature produces significant bias as safety experience and literature for opioids and sedatives exists in many fields. This is not acknowledged in the synthesis presented. By considering additional evidence, we reject the need for agnosticism and reaffirm that palliative opioid prescribing is safe. Second, palliative sedation in a clinical context is a poorly defined concept covering multiple interventions and treatment intentions. We detail these and show that continuous deep palliative sedation is a specific practice that remains controversial globally and is not considered routine practice. Rejecting agnosticism towards opioids and excluding CDPS from the definition of routine care allows the rejection of Riisfeldt’s headline conclusion. On these grounds, we reaffirm the important distinction between palliative care prescribing and euthanasia in practice. (shrink)

Edited book containing the following essays: 1 Getting over Gettier, Alan Musgrave.- 2 Justified Believing: Avoiding the Paradox Gregory W. Dawes.- 3 Literature and Truthfulness,Gregory Currie.- 4 Where the Buck-passing Stops, Andrew Moore.- 5 Universal Darwinism: Its Scope and Limits, James Maclaurin, - 6 The Future of Utilitarianism,Tim Mulgan. 7 Kant on Experiment, Alberto Vanzo.- 8 Did Newton ʻFeignʼ the Corpuscular Hypothesis? Kirsten Walsh.- 9 The Progress of Scotland: The Edinburgh Philosophical Societies and the Experimental Method, Juan Gomez.- 10 Propositions: (...) Truth vs. Existence, Heather Dyke.- 11 Against Advanced Modalizing, Josh Parsons.- 12 Spread Worlds, Plenitude and Modal Realism: A Problem for DavidLewis, Charles R. Pigden and Rebecca E. B. Entwisle.- 13 Defending Quine on Ontological Commitment. 14. The Scandal of Platonism, Vladimír Svoboda.- 15 A Neglected Reply to Prior's Dilemma J. C. Beall. 16 Mathematical and Empirical Concepts, Pavel Materna.- 17 Post-Fregean Thoughts on Propositional Unity, Bjørn Jespersen.- 18 Best-path Theorem Proving: Compiling Derivations, Martin Frické.- 19 Is Imperative Inference Impossible?, Hannah Clark-Younger. ​. (shrink)

We agree with Grossmann that fear often builds cooperative relationships. Yet he neglects much extant literature. Prior researchers have discussed how fear (and other emotions) build cooperative relationships, have questioned whether fear per se evolved to serve this purpose, and have emphasized that human cooperation takes many forms. Grossmann's theory would benefit from a wider consideration of this work.

Speakers’ perception of a visual scene influences the language they use to describe it—which objects they choose to mention and how they characterize the relationships between them. We show that visual complexity can either delay or facilitate description generation, depending on how much disambiguating information is required and how useful the scene's complexity can be in providing, for example, helpful landmarks. To do so, we measure speech onset times, eye gaze, and utterance content in a reference production experiment in which (...) the target object is either unique or non-unique in a visual scene of varying size and complexity. Speakers delay speech onset if the target object is non-unique and requires disambiguation, and we argue that this reflects the cost of deciding on a high-level strategy for describing it. The eye-tracking data demonstrate that these delays increase when speakers are able to conduct an extensive early visual search, implying that when speakers scan too little of the scene early on, they may decide to begin speaking before becoming aware that their description is underspecified. Speakers’ content choices reflect the visual makeup of the scene—the number of distractors present and the availability of useful landmarks. Our results highlight the complex role of visual perception in reference production, showing that speakers can make good use of complexity in ways that reflect their visual processing of the scene. (shrink)

This article provides an account of a collaborative teaching and learning project conducted in the English programme at the University of Tasmania in 2015. The project, Blended English, involved the development, implementation, and evaluation of learning and teaching activities using online and mobile technologies for undergraduate English units. The authors draw on the project’s findings from survey and focus group data, and staff reflective practice and peer review, to make the case for increasing technology-enhanced teaching and learning in English literary (...) studies. The blended approach described in this article has the capacity to enhance disciplinary learning; increase accessibility for students in remote and regional areas; facilitate deeper scholarly enquiry; and encourage staff to develop innovative, collaborative, and flexible teaching and learning practices. Appendix 1 presents examples of the project’s practical outcomes, as well as outlines of and reflections on three of the activities develop... (shrink)

India is home to 243 million adolescents. Two million of them belong to Scheduled Tribes living in underserved, rural areas. Few studies have examined the health of tribal adolescents. We conducted a cross-sectional survey to assess the health, nutrition and wellbeing of adolescent girls in rural Jharkhand, eastern India, a state where 26% of the population is from Scheduled Tribes. We aimed to identify priorities for community interventions to serve adolescents and their families. Between June 2016 and January 2017, interviewers (...) visited all households in 50 purposively sampled villages of West Singhbhum district, Jharkhand. They aimed to interview all girls aged 10–19. Interviewers conducted face-to-face interviews with girls to administer a survey about physical and mental health, disability, nutrition, sexual and reproductive health, gender norms, decision-making, education and violence. Interviewers also measured girls’ height, weight, and Mid-Upper Arm Circumference. Interviewers collected data from 3324 of an estimated 4068 girls residing in the study area. Their mean age was 14.3. 82% were from Scheduled Tribes. 89% of younger girls aged 10–14 and 46% of older girls aged 15–19 were in school or college. Girls dropped out of school because they were required for household work or work on the family farm or business. Over a third reported symptoms of anaemia in the past month, but less than a fifth had a blood test. The prevalence of thinness was 14% for younger girls and 6% for older girls. 45% of girls were stunted. 40% reported emotional violence in the past year, 14% physical violence, and 0.7% sexual violence. 12% had problems associated with depression or anxiety. 30% aged 15–19 had heard of contraception. Among married girls and their husbands, only 10% had ever used methods to prevent or delay pregnancy. Our study identified several priorities to improve adolescent girls’ health, nutrition and wellbeing in largely tribal areas of Jharkhand: reducing violence, early marriage and undernutrition, as well as improving mental health, knowledge about contraception and school retention. (shrink)

This dissertation seeks to contribute to research in the philosophy of social science. The study focuses upon select epistemological and ontological aspects of Hannah Arendt’s work from which methodological implications are drawn pertaining to sociology. Arendt, although critical of the sociology of her time, has become increasingly cited and influential for emerging sociological research and this study seeks to contribute to this by focusing upon the problem of novelty. The aim is to explore the philosophical and methodological implications of (...) novelty for social science by working through three case studies that are theoretically pivotal for social science—action, the ‘social’, and the self—in terms of novelty as expressed in Arendt’s writing. Arendt is critical of methodology and epistemology, aiming to draw her readers to ontological concerns outlined from her preoccupation with the 'world' and social reality. In this aim, Arendt seeks to distance herself from social sciences that she claims ignore human novelty in favour of reading social regularities, tendencies and similarities. Despite her disdain for method, Arendt suggests a anti-methodological 'method' (outlined in an overlooked footnote) for keeping trained upon and for dealing with novel, anomalous events. In the seed of this method lies a unique opportunity for social science to reassess and extend its methods, addressing this oversight and in so doing bring to light the novel social object as a legitimate subject of social research. (shrink)

When managing their emotions, individuals often recruit the help of others; however, most emotion regulation research has focused on self-regulation. Theories of emotion and aging suggest younger and older adults differ in the emotion regulation strategies they use when regulating their own emotions. If how individuals regulate their own emotions and the emotions of others are related, these theorised age differences may also emerge for interpersonal emotion regulation. In two studies, younger and older adults’ intrapersonal and interpersonal emotion (...) regulation strategy choices were examined via self-report and behavioural assessments of regulating the emotions of another participant (Study 1; N = 80) and of a virtual human (Study 2; N = 100). Across both studies, younger adults reported greater intrapersonal suppression but not greater reappraisal. Younger and older adults were generally similar (supported by Bayesian analyses) for both self-reported and behavioural interpersonal emotion regulation strategies. Behavioural interpersonal emotion regulation was not related to self-reported intra- and interpersonal preferences. These results suggest interpersonal emotion regulation in ageing may show distinct patterns from theorised age differences in intrapersonal emotion regulation. (shrink)

This essay discusses the brief but extensive correspondence Soviet neuro-psychologist Alexander Luria exchanged with his younger American colleague Oliver Sacks between 1973 and 1977, the year Luria died. Sacks, whose case histories went on to become mainstream bestsellers, always expressed his indebtedness to Luria, whose warm and detailed approach to writing about his patients’ peculiar and sometimes distressing neurological conditions inspired Sacks. This essay explores this influence but also probes distinctions between the two scientists’ understandings of human consciousness tied (...) to the very different social and political contexts in which they conducted their clinical research. (shrink)

Child sexual exploitation and abuse has grave implications for the mental health and wellbeing of children and young people. It has been linked to a wide range of difficulties which may extend into adulthood. School-based prevention programs that aim to raise awareness are popular, however, have historically lacked robust and consistent evaluation. The purpose of the present study was therefore to explore young people’s experiences of attending a school-based theater-in-education program, and the impact this had on their awareness and understanding (...) of CSEA. Four focus groups of between four to six participants each were conducted with young people from two co-educational State schools in the United Kingdom. The approach of Template Analysis was used to analyze the data, and revealed a number of themes related to the superordinate themes of “Information and Detail Delivered” and “Format and Timing.” The results suggest that participants gained new awareness and understanding of aspects related to CSEA, including other forms of exploitation, as well as how to avoid harm and what to do “if bad things happen.” Participants further reported that the theater performance/live element of the program was particularly impactful, feeling that this was delivered to them at the right time, but suggesting that younger people would also benefit from the important messages. In addition, areas for improvement were identified in terms of the delivery of the program, and the issue of victim blaming. Findings are discussed with a view to practical implications and directions for future research. (shrink)

The ability to make inductive inferences is important because without it, generalization of knowledge to new circumstances would be impossible. One context in which such inductive skills are likely to have been important over evolutionary time is encounters with animals. Previous research suggests that children take into account at least two kinds of relationships between animals when making inductive inferences about them: descent relationships, and design relationships. Because descent and design relationships are sometimes orthogonal, making correct inferences about particular traits (...) sometimes requires overlooking one kind of relationship in favor of the other. In this study, I used a base-to-target induction task to examine the use of two inference rules in 5 to 12 year old Shuar children from the Amazon region of Ecuador. The descent rule uses taxonomic relationships when the function of the trait being judged is ambiguous or unknown, and the design rule privileges ecological relationships over taxonomic relationships when the function of the trait is relevant to the ecological category in question. The results show that Shuar children do employ both of these rules, and are able to switch between them for different kinds of traits, as the descent/design mode hypothesis predicts. Children in both the younger age group and the older age group were able to use these rules, but the older children showed a slightly different pattern due to the use of specific acquired knowledge about some of the taxa. (shrink)

What is it to be morally responsible for something? Recent philosophical work reveals considerable disagreement on the question. Indeed, some theorists claim to distinguish several varieties of moral responsibility, with different conditions that must be satisfied if one is to bear responsibility of one or another of these kinds. -/- Debate on this point turns partly on disagreement about the kinds of responses made appropriate when one is blameworthy or praiseworthy. It is generally agreed that these include "reactive attitudes" such (...) as resentment and gratitude, but theorists disagree about the nature of these attitudes. They dispute the connections between moral responsibility, desert, and the justification of punishment as well. -/- Many theorists take it that, whatever the appropriate responses are, they are responses to an agent's "quality of will," but there is no consensus on what this comes to. Are the agent's beliefs about the moral status of her behavior what matter, or is it what she cares about, or what she judges important? -/- This volume presents twelve original essays from participants in these debates. The contributors include prominent established figures as well as influential younger philosophers. A substantive introduction by the editors surveys recent debates and situates the contributions within it. (shrink)

The use of head-mounted displays (HMD) for virtual reality (VR) application-based purposes including therapy, rehabilitation, and training is increasing. Despite advancements in VR technologies, many users still experience sickness symptoms. VR sickness may be influenced by technological differences within HMDs such as resolution and refresh rate, however, VR content also plays a significant role. The primary objective of this systematic review and meta-analysis was to examine the literature on HMDs that report Simulator Sickness Questionnaire (SSQ) scores to determine the impact (...) of content. User factors associated with VR sickness were also examined. A systematic search was conducted according to PRISMA guidelines. Fifty-five articles met inclusion criteria, representing 3,016 participants (mean age range 19.5-80; 41% female). Findings show gaming content recorded the highest total SSQ mean 34.26 (95%CI 29.57-38.95). VR sickness profiles were also influenced by visual stimulation, locomotion and exposure times. Older samples (mean age ≥35 years) scored significantly lower total SSQ means than younger samples, however, these findings are based on a small evidence base as a limited number of studies included older users. No sex differences were found. Across all types of content, the pooled total SSQ mean was relatively high 28.00 (95%CI 24.66-31.35) compared with recommended SSQ cut-off scores. These findings are of relevance for informing future research and the application of VR in different contexts. (shrink)

The second volume of this comprehensive anthology covers the twentieth and early twenty-first centuries. The anthology is broad ranging both in its selection of material by figures traditionally acknowledged as being of central importance, and in the material it presents by a range of other figures. The material in this volume is presented in three sections. The first, “Power and the State,” includes selections by such figures as Goldman, Lenin, Weber, Schmitt, and Hayek. Among those included in the “Race, Gender, (...) and Colonialism” section are de Beauvoir, Gandhi, Fanon, and Young. The third and by far the longest section, “Rights-Based Liberalism and its Critics,” focuses on the many interrelated directions that social and political philosophy has taken since the publication of John Rawls’s ground-breaking _A Theory of Justice_ in 1971. In order to better meet the needs of today’s students, the editors have made every effort to include accurate and accessible translations of the readings. Additionally, every selection has been painstakingly annotated, and each figure is given a substantial introduction highlighting her or his major contributions within the tradition. For figures of central importance, the editors have included extended introductions that place the figure in the context of intellectual history as well as of political thought. In order to ensure the highest standards of accuracy and accessibility, the editors have consulted dozens of leading academics during the course of the volume’s development. The result is an anthology with unparalleled pedagogical benefits; _The Broadview Anthology of Social and Political Thought_ sets the new standard for social and political philosophy instruction. (shrink)

The second volume of this comprehensive anthology covers the twentieth and early twenty-first centuries. The anthology is broad ranging both in its selection of material by figures traditionally acknowledged as being of central importance, and in the material it presents by a range of other figures. The material in this volume is presented in three sections. The first, “Power and the State,” includes selections by such figures as Goldman, Lenin, Weber, Schmitt, and Hayek. Among those included in the “Race, Gender, (...) and Colonialism” section are de Beauvoir, Gandhi, Fanon, and Young. The third and by far the longest section, “Rights-Based Liberalism and its Critics,” focuses on the many interrelated directions that social and political philosophy has taken since the publication of John Rawls’s ground-breaking _A Theory of Justice_ in 1971. In order to better meet the needs of today’s students, the editors have made every effort to include accurate and accessible translations of the readings. Additionally, every selection has been painstakingly annotated, and each figure is given a substantial introduction highlighting her or his major contributions within the tradition. For figures of central importance, the editors have included extended introductions that place the figure in the context of intellectual history as well as of political thought. In order to ensure the highest standards of accuracy and accessibility, the editors have consulted dozens of leading academics during the course of the volume’s development (many of whom have contributed introductory material as well as advice). The result is an anthology with unparalleled pedagogical benefits; _The Broadview Anthology of Social and Political Thought_ sets the new standard for social and political philosophy instruction. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Hannah Arendt and Theology by John KiessGregory WilliamsHannah Arendt and Theology John Kiess NEW YORK: BLOOMSBURY T&T CLARK, 2016. XI 1 249 PP. $21.99Of the great secular Jewish thinkers of the mid-twentieth century, none has occasioned quite so much recent attention among Christian theologians as Hannah Arendt. Arendt's popularity is due to a number of factors, not least of which is the ongoing revival of (...) Augustine's thought in political theology, and it is unlikely to subside any time soon. This is why John Kiess's most recent volume, Hannah Arendt and Theology, is of importance to the field of Christian ethics.After providing an intellectual biography of Arendt, the bulk of Kiess's text is devoted to the key loci that theological authors have highlighted in her work, [End Page 210] specifically her concepts of evil, citizenship, action, and thinking. In writing about each of these, Kiess articulates the ways in which theologians have underestimated Arendt. For example, in defending Arendt vis-à-vis Eric Gregory, Kiess argues that "Arendt points to a kind of love that Augustine appears to have overlooked, one which, if falling short of the love of God and neighbor, reaches higher than the love of self to the good of what is common to all" (121).At the same time, Kiess also points out the places where Arendt underestimates Christian theology. Possibly his biggest critique is that, in arguing that the evils of totalitarianism not only transcend but completely "break" traditional definitions of evil, Arendt assumes tradition to be a static article passed on intact from one generation to the next. Against this view, Kiess holds up Alasdair MacIntyre's definition of a tradition as an ongoing argument and shows how Arendt's efforts actually demonstrate the way traditions operate dynamically in contexts of ongoing crisis.Both of these examples also point to broader metaethical questions. In particular, Kiess's statement that Augustine "overlooked" the existence of a nonsalvific love that still rises above the level of the lust for domination that constitutes the telos of the earthly city, or even the love of human glory that gives rise to its greatest virtues, seems to elide the fact that neither Augustine nor his contemporary interpreters have simply forgotten about such a possibility; rather, a chief insight of Augustinian political thought is to deny it. This is precisely why Augustine, as Kiess notes, "longed for a more transformative founding" than Arendt does in her stress on human natality (178). Kiess, it seems, wants to have it both ways on this point. Either the loves of the earthly city can amount to something more than an ethics domination or glory, in which case Augustine's doubts about the founding of political entities based on those loves is overly pessimistic, or the loves and the goods of the earthly and heavenly cities are incommensurable, in which case Arendt's amor mundi, however noble its outcomes, is not immune to the degradations of the earthly city as a whole and must be regarded as one more penultimate earthly virtue.This brings us back to the question of tradition. For all his emphasis on how Arendt exemplifies the dynamism and responsiveness of traditions, Kiess never actually specifies to which tradition Arendt belonged. To put it bluntly, he does not treat it as relevant that Arendt was not a Christian. While she is an extensive and extremely helpful commentator on the Christian theological tradition, she wrote as a critic and an outsider. We can expect certain basic differences between Arendt and her Christian interlocutors to remain irresolvable because that is the nature of interreligious difference. That does not mean, however, that dialogue is not fruitful, and it is because of this that Kiess's text is, and is likely to remain, extremely generative. [End Page 211]Gregory WilliamsDuke UniversityCopyright © 2017 Society of Christian Ethics... (shrink)

Hannah Arendt’s 1959 essay critiquing forced integration, “Reflections on Little Rock,” is widely debated, but less has been said about the positions she takes on education and childhood in this essay. Drawing on archival and historical materials, this article posits an answer to why notoriously obstinate Arendt accepted Ralph Ellison’s critique of her stance on parents of integrators: Ellison’s portayal of these parents aligned with Arendt’s requirement in “The Crisis in Education” that parents introduce children to the old world. (...) It then explicates the problem this acceptance poses for Arendt’s insistence on an apolitical childhood arbitrarily demarcated at age eighteen. It also finds that this position is further undermined by the biographies of the teenage integrators themselves. Finally, it proposes viewing politics as a process of “becoming”—an idea found in Arendt’s work. This would permit political participation for maturing teenagers, while protecting younger children from the harshness of politics. (shrink)

In the Transcendental Aesthetic (TA), Kant is typically held to make negative assertations about “things in themselves,” namely that they are not spatial or temporal. These negative assertions stand behind the “neglected alternative” problem for Kant’s transcendental idealism. According to this problem, Kant may be entitled to assert that spatio-temporality is a subjective element of our cognition, but he cannot rule out that it may also be a feature of the objective world. In this paper, I show in a new (...) way how Kant’s view (focusing on his conclusions about space) is not subject to this objection, by showing that he does not make the denial about mind-independent reality that he is typically held to make. The argument develops consequences of a new reading of Kant’s expression “an sich selbst” (‘in itself’; ‘in themselves’). I argue that “an sich selbst” or “per se” has a special, judgment-level role, so that this expression does not form new noun-terms adjectivally. It follows that the conceptual unit of Kant’s “Conclusions” in the TA is simply “things” (Dinge), since “things in themselves” is not a nominal expression; Kant adopts the Wolffian ontological use of “thing” as the basic kind-term for any existent. The arguments that things per se are not in space are arguments that space cannot be a necessary property or relations of things as a kind. I show that this does not involve the positive claim about mind-independent reality that inspires the neglected alternative objection. (shrink)

The Ethics of Need: Agency, Dignity, and Obligation argues for the philosophical importance of the notion of need and for an ethical framework through which we can determine which needs have moral significance. In the volume, Sarah Clark Miller synthesizes insights from Kantian and feminist care ethics to establish that our mutual and inevitable interdependence gives rise to a duty to care for the needs of others. Further, she argues that we are obligated not merely to meet others’ needs (...) but to do so in a manner that expresses "dignifying care," a concept that captures how human interactions can grant or deny equal moral standing and inclusion in a moral community. She illuminates these theoretical developments by examining two cases where urgent needs require a caring and dignifying response: the needs of the elderly and the needs of global strangers. Those working in the areas of feminist theory, women’s studies, aging studies, bioethics, and global studies should find this volume of interest. (shrink)

[opening paragraph] -- Clark: The `astonishing hypothesis' which you put forward in your book, and which you obviously feel is very controversial, is that `You, your joys and sorrows, your memories and ambitions, your sense of personal identity and free will are, in fact, no more than the behaviour of a vast assembly of nerve cells. As Lewis Carroll's Alice might have phrased it: `You're nothing but a pack of neurons'.' But it seems to me that this is not (...) so astonishing a statement for a scientist to make. Isn't this what reductionist science has always believed? (shrink)

While the idea of philosophy as conceptual analysis has attracted many adherents and undergone a number of variations, in general it suffers from an authority problem with two dimensions. First, it is unclear why the analysis of a concept should have objective authority: why explicating what we mean should express how things are. Second, conceptual analysis seems to lack intersubjective authority: why philosophical analysis should apply to more than a parochial group of individuals. I argue that Hegel’s conception of social (...) ontology, focused on his concept of “ethical life” (Sittlichkeit), helps to explain how concepts (and their explication) have both objective and intersubjective authority in the social domain. Hegel claims that modern institutions are the product of self-conscious purposes, so that they are conceptually constituted. Concepts do not just represent these objects and so depend on a contingent relation to them. As many contemporary social ontologists agree, this means that our concepts of these institutions are uniquely epistemically “transparent.” They have objective authority. Concepts have intersubjective authority in the modern world as well, according to Hegel. However, I show that this feature of Hegel’s account does not rely on the solution to a philosophical problem. Rather, since the concepts of modern ethical life are “essentially contested,” their content depends on the practical and political agreement of modern subjects. This means that concepts can only have objective authority if some prior intersubjective agreement has been reached. The role of philosophy as conceptual analysis is thus importantly dependent on political developments. (shrink)

The view that exertion of effort determines praiseworthiness for an achievement is implicit in ‘no pain, no praise’-style objections to biomedical enhancement. On such views, if enhancements were t...

There is preliminary evidence, from case reports and investigational studies, to suggest that Deep Brain Stimulation could be used to treat some patients with Anorexia Nervosa. Although this research is at an early stage, the invasive nature of the intervention and the vulnerability of the potential patients are such that anticipatory ethical analysis is warranted. In this paper, we first show how different treatment mechanisms raise different philosophical and ethical questions. We distinguish three potential mechanisms alluded to in the neuroscientific (...) literature, relating to desire, control, and emotion, respectively. We explain why the precise nature of the mechanism has important implications for the patient’s autonomy and personal identity. In the second part of the paper, we consider practical dimensions of offering DBS to patients with AN in certain cases. We first discuss some limited circumstances where the mere offering of the intervention might be perceived as exerting a degree of coercive pressure that could serve to undermine the validity of the patient’s consent. Finally, we consider the implications of potential effects of DBS for the authenticity of the patient’s choice to continue using stimulation to ameliorate their condition. (shrink)

Each of the books that Hannah Arendt published in her lifetime was unique, and to this day each continues to provoke fresh thought and interpretations. This was never more true than for Eichmann in Jerusalem, her account of the trial of Adolf Eichmann, where she first used the phrase “the banality of evil.” Her consternation over how a man who was neither a monster nor a demon could nevertheless be an agent of the most extreme evil evoked derision, outrage, (...) and misunderstanding. The firestorm of controversy prompted Arendt to readdress fundamental questions and concerns about the nature of evil and the making of moral choices. Responsibility and Judgment gathers together unpublished writings from the last decade of Arendt’s life, as she struggled to explicate the meaning of Eichmann in Jerusalem. At the heart of this book is a profound ethical investigation, “Some Questions of Moral Philosophy”; in it Arendt confronts the inadequacy of traditional moral “truths” as standards to judge what we are capable of doing, and she examines anew our ability to distinguish good from evil and right from wrong. We see how Arendt comes to understand that alongside the radical evil she had addressed in earlier analyses of totalitarianism, there exists a more pernicious evil, independent of political ideology, whose execution is limitless when the perpetrator feels no remorse and can forget his acts as soon as they are committed. Responsibility and Judgment is an essential work for understanding Arendt’s conception of morality; it is also an indispensable investigation into some of the most troubling and important issues of our time. (shrink)

Davis called for “extreme caution” in the use of non-invasive brain stimulation to treat neurological disorders in children, due to gaps in scientific knowledge. We are sympathetic to his position. However, we must also address the ethical implications of applying this technology to minors. Compensatory trade-offs associated with NIBS present a challenge to its use in children, insofar as these trade-offs have the effect of limiting the child’s future options. The distinction between treatment and enhancement has some normative force here. (...) As the intervention moves away from being a treatment toward being an enhancement—and thus toward a more uncertain weighing of the benefits, risks, and costs—considerations of the child’s best interests diminish, and the need to protect the child’s autonomy looms larger. NIBS for enhancement involving trade-offs should therefore be delayed, if possible, until the child reaches a state of maturity and can make an informed, personal decision. NIBS for treatment, by contrast, is permissible insofar as it can be shown to be at least as safe and effective as currently approved treatments, which are themselves justified on a best interests standard. (shrink)

There are numerous ways people can improve their cognitive capacities: good nutrition and regular exercise can produce long-term improvements across many cognitive domains, whilst commonplace stimulants such as coffee temporarily boost levels of alertness and concentration. Effects like these have been well-documented in the medical literature and they raise few ethical issues. More recently, however, clinical research has shown that the off-label use of some pharmaceuticals can, under certain conditions, have modest cognition-improving effects. Substances such as methylphenidate and modafinil can (...) improve capacities such as working memory and concentration in some healthy individuals. Unlike their more mundane predecessors, these methods of “cognitive enhancement” are thought to raise a multitude of ethical issues. This paper presents the six principal ethical issues raised in relation to pharmacological cognitive enhancers —issues such as whether: the medical safety-profile of PCEs justifies restricting or permitting their elective or required use; the enhanced mind can be an “authentic” mind; individuals might be coerced into using PCEs;, there is a meaningful distinction to be made between the treatment vs. enhancement effect of the same PCE; unequal access to PCEs would have implications for distributive justice; and PCE use constitutes cheating in competitive contexts. In reviewing the six principal issues, the paper discusses how neuroscientific research might help advance the ethical debate. In particular, the paper presents new arguments about the contribution neuroscience could make to debates about justice, fairness, and cheating, ultimately concluding that neuroscientific research into “personalized enhancement” will be essential if policy is to be truly informed and ethical. We propose an “ethical agenda” for neuroscientific research into PCEs. (shrink)

The Shape of Thought: How Mental Adaptations Evolve presents a road map for an evolutionary psychology of the twenty-first century. It brings together theory from biology and cognitive science to show how the brain can be composed of specialized adaptations, and yet also an organ of plasticity. Although mental adaptations have typically been seen as monolithic, hard-wired components frozen in the evolutionary past, The Shape of Thought presents a new view of mental adaptations as diverse and variable, with distinct functions (...) and evolutionary histories that shape how they develop, what information they use, and what they do with that information. The book describes how advances in evolutionary developmental biology can be applied to the brain by focusing on the design of the developmental systems that build it. Crucially, developmental systems can be plastic, designed by the process of natural selection to build adaptive phenotypes using the rich information available in our social and physical environments. This approach bridges the long-standing divide between "nativist" approaches to development, based on innateness, and "empiricist" approaches, based on learning. It shows how a view of humans as a flexible, culturally-dependent species is compatible with a complexly specialized brain, and how the nature of our flexibility can be better understood by confronting the evolved design of the organ on which that flexibility depends. (shrink)

1. The Situation in Cognition 2. Situated Cognition: A Potted Recent History 3. Extensions in Biology, Computation, and Cognition 4. Articulating the Idea of Cognitive Extension 5. Are Some Resources Intrinsically Non-Cognitive? 6. Is Cognition Extended or Only Embedded? 7. Letting Nature Take Its Course.

Arendt's penetrating observations of the modern world, based on a profound knowledge of the past, constitute a major contribution to political philosophy. In this book she describes the perplexing crises which modern society faces as a result of the loss of meaning of the traditional key words of politics: justice, reason, responsibility, virtue, and glory. Copyright © Libri GmbH. All rights reserved.

Intent and mitigating circumstances play a central role in moral and legal assessments in large-scale industrialized societies. Al- though these features of moral assessment are widely assumed to be universal, to date, they have only been studied in a narrow range of societies. We show that there is substantial cross-cultural variation among eight traditional small-scale societies (ranging from hunter-gatherer to pastoralist to horticulturalist) and two Western societies (one urban, one rural) in the extent to which intent and mitigating circumstances influence (...) moral judgments. Although participants in all societies took such factors into account to some degree, they did so to very different extents, varying in both the types of considerations taken into account and the types of violations to which such considerations were applied. The particular patterns of assessment characteristic of large-scale industrialized societies may thus reflect relatively recently culturally evolved norms rather than inherent features of human moral judgment. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:RUSSELL AND G. H. HARDY: A STUDY OF THEIR RELATIONSHIP I. GRATTAN-GUINNESS Faculty of Science, Engineering and Mathematics Middlesex Polytechnic Enfield, Middlesex EN3 45F, England I. INTRODUCTION Prom time to time the name of Hardy turns up in Russell's career: a common interest in set theory and the philosophy of mathematics, similar political and religious sentiments, and certain matters of mutual concern arising at Trinity College Cambridge and in (...) the university in general. However, there is no connected account of their contacts. The purpose of this article is to fill a gap in the literature on both men. After enduring private instruction at home, Bertrand Russell gained a minor scholarship in mathematics at Trinity College in 1890; he took Part I of the Mathematical Tripos until 1893 and then Part II of the Moral Sciences Tripos in the following year. In 1895 he gained a Prize Fellowship, which he held until 1901; in 19IO.he was awarded a college lectureship which he lost six years later under circumstances noted in section IV below. Much of the intervening time was spent in Oxford or London; however, he spent part of each year in Cambridge.1 The later years are brieHy recorded in section IV. Born into an intellectual family ofmodest means in 1877 (five years younger than Russell, therefore), Godfrey Harold Hardy won a scholarship to Winchester College and then went to Trinity College in I Standard biographical information on Russell is easily available; see, for example, R. W. Clark, The Life ofBertrand Russel~ specific phases and events are dealt with in succeeding footnotes. The Autobiography ofBertrand Russell is of lower quality than one might imagine; for example, Hardy is not mentioned at all! rus.ell: the Journal of the Bertrand Russell Archives McMasrer Unive~ity Library Press noS. 11 (wimer 1991-92): 165-79 ISSN 0036-01631 166 I. GRATTAN-GUINNESS 1896, just after Russell had gained his fellowship. He was elected to the Apostles (the "Society") in 1898, the year after Russell "took wings" after five years' active membership; he seems to have been less active than Russell as a speaker during his own three years there.2 At some stage he also joined the Cambridge University Moral Sciences Club, which Russell had joined in. 1891; a surprising contribution will be described in section IV.3 Graduating as fourth wrangler in Part I of the Mathematical Tripos in 1898 and gaining a high place in Part II in 1900, Hardy received at once a Prize Fellowship (like Russell). Upon its termination six years later, he obtained a colleg~ lectureship, which he held until 1919. He was elected a Fellow of the Royal Society of London in 1910 (two years after Russell),4 and in the following year he began his life-long collaboration with his younger colleague ]. E. Littlewood (1885-1977), also a Trinity College graduate and then Fellow, and also a friend of Russell.5 The next stages of Hardy's career will be described in section IV: his personality is assessed in a concluding section v. 1 On Russell'~ and Hardy's roles in the Apostles, see passim in P. Levy, Moore: G. E Moore and the Cambridge Apostles (London: Weidenfeld and Nicolson, 1979). 3 The chief obituary of Hardy is by E. C. Titchmarsh, published in slightly different forms in Obituary Notices ofthe Royal Society ofLondon, 6 (1949); 447-61, and Journal ofthe London Mathematical Society, 25 (1950): 81-101 (followed by more technical surveys of his mathematics by Titchmarsh and eight other authors on pp. 102-38). The first version is reprinted with a few changes in Hardy's Collected Papers, 7 vols. (Oxford: Clarendon P., 1966-79), I: 1-12. No major study has been written on him since. 4 Hardy was n~minated for a Royal Sociery fellowship in 1907 by A. R. Forsyth, seconded by J. W L. Glaisher, and supported "on personal knowledge" by W Burnside, E. W Hobson, P. A. MacMahon, A. N. Whitehead, A. E. H. Love, E. B. Elliott and T.]. d'A. Bromwich; the proposal was "suspended" (put up for voring) in 1908, 1909 and 1910 (Royal Sociery Cettificates, 12: foJ. 311). Although Russell was... (shrink)

Here is a completely corrected and revised English translation that incorporates Arendt's own substantial revisions and provides additional notes based on letters, contracts, and other documents.

The history of Australian art has been punctuated with survey exhibitions in London from the late 19th century to the present, just as our artists were drawn to Europe both to study and for the possibilities of wider recognition. This review article focuses on the post-war years from 1950 to 1965, a high point of Australian cultural expatriatism focused on London – now viewed as a significant episode in the history of Australian art. The two most influential figures supporting key (...) Australian artists were Kenneth Clark and Bryan Robertson, director of the avant-gardist Whitechapel Gallery. Robertson was responsible for organizing the most significant of these exhibitions of Australian art: Australian Painting Today in 1961, focusing on the work of a younger generation of artists that included Charles Blackman, John Olsen, Fred Williams and Brett Whiteley. Australian’s most significant art historian, Bernard Smith, who had also sought to bring about comparable exhibitions, but without success, challenged the orientation and the cultural framing by Robertson and the young Australian art critic Robert Hughes in the catalogue of this key exhibition. (shrink)

Many models of cognitive ability and disability rely on the idea of cognition as abstract reasoning processes implemented in the brain. Research in cognitive science, however, emphasizes the way that our cognitive skills are embodied in our more basic capacities for sensing and moving, and the way that tools in the external environment can extend the cognitive abilities of our brains. This chapter addresses the implications of research in embodied cognition and extended cognition for how we think about cognitive impairment (...) and rehabilitation, how cognitive reserve mitigates neural impairment, and the distinction between medical and social models of disability. (shrink)

The Italian-born Lanfranc of Pavia and his more illustrious pupil and compatriot Anselm of Bec have long been considered pivotal figures in the theological and especially philosophical developments of the late eleventh century. Long ago dubbed the “father of Scholasticism” on account of his attempts to harmonize reason and faith, Anselm has occasioned increasing scrutiny in recent years as scholars have begun to target the cultural and pedagogical role of Anselm and his milieu in the early stages of the twelfth-century (...) renaissance. In a particularly stimulating interdisciplinary exploration of the cognitive relation between builders and their craft and masters and theirs, Charles M. Radding and William W. Clark have advanced an intriguing model suggesting that theologians and Romanesque builders of the eleventh and twelfth centuries were part of a larger transformative development in which thinkers and artisans developed new methods for solving new problems; these new methods, in turn, transformed practitioners of a craft into members of new and distinct disciplines. The verdict is still out on the precise nature of those important developments, but especially vexing is the question of the abbey of Bec's importance and influence under Lanfranc and Anselm during these changing times. As a leading scholar of Anselm has recently put it, “The character of the school of Bec emerges as a riddle to be solved. What was its focus, what did its teachers teach, and how long did it last?” Recent studies have modified Richard Southern's portrayal of the curriculum of Anselm's school at Bec as largely devoted to monastic ideals and demonstrated that history and law were also studied, that a good number of students went on to become able administrators, and that Anselm may have unwittingly contributed to the rise of courtly love. Much of the fog surrounding the authorial publication and dissemination of Anselm's writings has recently been cleared by Richard Sharpe's meticulous analysis in “Anselm as Author,” revealing a careful and more deliberate editorial planning on Anselm's part than previously recognized. However, even amidst the gathering attention directed toward these figures and their cultural context, it is the most basic and obvious feature of Lanfranc's and Anselm's written record that has been the most undeservedly neglected: their use of dialogue and its correlation to the early development of Scholastic disputation. To be sure, the revival of dialectic in the eleventh century and especially in the twelfth has long been known and rather well charted, particularly with regard to the growth of theology as an academic discipline. What follows is a somewhat more focused line of inquiry. Looking beyond the well-trodden ground of Anselm's philosophy and theology and instead examining his pedagogical innovations, this essay explores Anselm's contribution to the development of literary dialogue and to the origins of the Scholastic disputatio, both valuable tools indeed in his philosophical and theological endeavors. Anselm's influence as a prolific author of dialogues can especially be observed in a younger generation of writers and thinkers who studied with him or directly sought to imitate his style and whose oeuvres need also to be considered. By examining the circle of Lanfranc and Anselm, the methods embodied by their teachings, and the writings they produced, this essay aims to show that the Scholastic dialectical methods, later so prominent in medieval universities, have their origins within the general milieu of monastic learning. More specifically, these methods will be shown to have their origins in Lanfranc's and Anselm's engagement with dialogue and disputation at the school of Bec. (shrink)

The study examines the employment experience of workers with intellectual disability in the hotel sector in Australia. Through a qualitative case study, we interviewed managers and WWID, and held focus groups with supervisors and colleagues at three hotels. We have used the theoretical framework of corporate social responsibility to investigate HR practices that create an ethical climate which promote authentic work experiences for WWID. The study found that participative work practices provide evidence of how WWID fit in at the workplace. (...) When workers are confronted with work-related anxieties, the pragmatic nature of existential authenticity becomes a reality. Our findings reveal that managing workers ethically can lead to more authentic work experiences. In turn, this may promote social inclusion of WWID and improve their reported well-being. (shrink)