This study, the third in a series of three, draws on a broader Norwegian research project exploring the phenomenon of support for young persons with mental health issues. The aim was to explore and explicate the sense of “nourishing communion”, as a somewhat neglected aspect of support. Fourteen Norwegian young adults, aged 18-25, were interviewed about their experiences of support. Data was analyzed using van Manen’s hermeneutic-phenomenological approach to open up possible meanings of how nourishing communion is concretely lived. Analysis (...) was supplemented by in-depth reflexive dialogues between the first and second author, which fostered a nourishing communion akin to the processes and dimensions of our phenomenon of interest. Findings highlight five intertwined existential themes: a) trusting the other to hold vulnerability safely; b) flourishing in mutual participation; c) acceptance in a felt togetherness; d) feeling found and received; and e) feeling an attuned resonance. The notion of “nourishing communion” as a significant but neglected element of support challenges current practice, suggesting the need for a different approach to collaboration with young persons and their networks. From the perspectives both of individual professional engagement and of policy making, there is a need for further exploration of how young persons might be supported to create and maintain a broader range of nourishing relationships. (shrink)

Though much of what we learn about the world comes from trusting testimony, the status of aesthetic testimony – testimony about aesthetic value – is equivocal. We do listen to art critics but our trust in them is typically only provisional, until we are in a position to make up our own mind. I argue that provisional trust (but not full trust) in testimony typically allows us to develop and use aesthetic understanding (understanding why a work of art is valuable, (...) or similar); and aesthetic understanding is an essential component of aesthetic virtue. Aesthetic virtue is the orientation of a whole person towards aesthetic value and aesthetic reasons, through action, non‐cognitive and cognitive attitudes. The ideal (aesthetically virtuous) way to make aesthetic judgements is through your own aesthetic understanding. (shrink)

We propose that children employ specialized cognitive systems that allow them to recover an accurate “causal map” of the world: an abstract, coherent, learned representation of the causal relations among events. This kind of knowledge can be perspicuously understood in terms of the formalism of directed graphical causal models, or “Bayes nets”. Children’s causal learning and inference may involve computations similar to those for learning causal Bayes nets and for predicting with them. Experimental results suggest that 2- to 4-year-old children (...) construct new causal maps and that their learning is consistent with the Bayes net formalism. (shrink)

A virtuous person has a distinctive grasp of what is important in the light of which she chooses what to do. In what does this grasp consist? According to the intellectual tradition, moral virtue requires you always to be able to have an explicit, conscious grasp of the reasons why your action is right. Recently, this view has been defended by Julia Annas. I do not think that her argument establishes her conclusion, and I provide further defense of intellectualism, finishing (...) with some conclusions about the importance of moral philosophy. (shrink)

I argue that explanation should be thought of as the phenomenological mark of the operation of a particular kind of cognitive system, the theory-formation system. The theory-formation system operates most clearly in children and scientists but is also part of our everyday cognition. The system is devoted to uncovering the underlying causal structure of the world. Since this process often involves active intervention in the world, in the case of systematic experiment in scientists, and play in children, the cognitive system (...) is accompanied by a theory drive, a motivational system that impels us to interpret new evidence in terms of existing theories and change our theories in the light of new evidence. What we usually think of as explanation is the phenomenological state that accompanies the satisfaction of this drive. However, the relation between the phenomenology and the cognitive system is contingent, as in similar cases of sexual and visual phenomenology. Distinctive explanatory phenomenology may also help us to identify when the theory-formation system is operating. (shrink)

I argue that Irigaray's recent work develops a theoretically cogent and politically radical form of realist essentialism. I suggest that she identifies sexual difference with a fundamental difference between the rhythms of percipient fluids constituting women's and men's bodies, supporting this with a philosophy of nature that she justifies phenomenologically and ethically. I explore the politics Irigaray derives from this philosophy, which affirms the sexes' rights to realize the possibilities of their rhythmically diverse bodies.

According to the doctrine of double effect(DDE), there is a morally significantdifference between harm that is intended andharm that is merely foreseen and not intended.It is not difficult to explain why it is bad tointend harm as an end (you have a ``badattitude'' toward that harm) but it is hard toexplain why it is bad to intend harm as a meansto some good end. If you intend harm as a meansto some good end, you need not have a ``badattitude'' toward (...) it. I distinguish two ways inwhich you can treat something that is yourchosen means to your ends. You can pursue yourends directly, and treat X as a mere means thatyou pursue for the sake of your end. Or you canpursue your ends indirectly, and treat X as a``plan-relative end'' that you pursue for its ownsake. I argue that much of the time we pursueour ends indirectly, and treat our means asplan-relative ends. There are significantanalogies between intending harm as an end, andintending harm as a plan-relative end. So,under certain circumstances, it is morallyworse to intend harm as a means or an end thanto foresee bringing about the same amount of harm. (shrink)

This paper argues that there are powerful similarities between cognitive development in children and scientific theory change. These similarities are best explained by postulating an underlying abstract set of rules and representations that underwrite both types of cognitive abilities. In fact, science may be successful largely because it exploits powerful and flexible cognitive devices that were designed by evolution to facilitate learning in young children. Both science and cognitive development involve abstract, coherent systems of entities and rules, theories. In both (...) cases, theories provide predictions, explanations, and interpretations. In both, theories change in characteristic ways in response to counterevidence. These ideas are illustrated by an account of children's developing understanding of the mind. (shrink)

At least since Augustine, philosophers have constructed developmental just-so stories about the origins of certain concepts. In these just-so stories, philosophers tell us how children must develop these concepts. However, philosophers have by and large neglected the empirical data about how children actually do develop their ideas about the world. At best they have used information about children in an anecdotal and unsystematic, though often illuminating, way.

Religious fictionalism is the theory that it is morally and intellectually legitimate to affirm religious sentences and to engage in public and private religious practices, without believing the content of religious claims. This article discusses the main features of fictionalism, contrasts hermeneutic, and revolutionary kinds of fictionalism and explores possible historical and recent examples of religious fictionalism. Such examples are found in recent theories of faith, pragmatic approaches to religion, and mystical traditions in religious theology.

At least since Augustine, philosophers have constructed developmental just-so stories about the origins of certain concepts. In these just-so stories, philosophers tell us how childrenmustdevelop these concepts. However, philosophers have by and large neglected the empirical data about how children actuallydodevelop their ideas about the world. At best they have used information about children in an anecdotal and unsystematic, though often illuminating, way (see, for example, Matthews, 1980).

The relationship between first and second language literacy was examined by identifying the skills and processes developed in the first language that were transferred to the second language. The performance of 40 university students from The People's Republic of China, Hong Kong, Vietnam and Australia were compared on a series of tasks that assessed phonological awareness and reading and spelling skills in English. The results indicated that the Hong Kong students (with non-alphabetic first language literacy) had limited phonological awareness compared (...) to those students with alphabetic first language literacy. The reading and spelling tasks showed no differences between the groups on real word processing. However, the students from Hong Kong had difficulty processing nonwords because of their poor phonological awareness. The results supported the hypothesis that people learning English as a second language (ESL) transfer their literacy processing skills from their first language to English. When the phonological awareness required in English had not been developed in the first language, ESL students were limited to a whole-word, visual strategy. The findings indicate that students from non-alphabetic written language backgrounds might have difficulties with new, or unfamiliar words when attending universities where English is the medium of instruction. (shrink)

A critical survey of various positions on the nature, use, possession, and analysis of normative concepts. We frame our treatment around G.E. Moore’s Open Question Argument, and the ways metaethicists have responded by departing from a Classical Theory of concepts. In addition to the Classical Theory, we discuss synthetic naturalism, noncognitivism (expressivist and inferentialist), prototype theory, network theory, and empirical linguistic approaches. Although written for a general philosophical audience, we attempt to provide a new perspective and highlight some underappreciated problems (...) about normative concepts. (shrink)

The vagaries of evidential reasoning in archaeology are notorious: the material traces that comprise the archaeological record are fragmentary and profoundly enigmatic, and the inferential gap that archaeologists must cross to constitute them as evidence of the cultural past is a peren­nial source of epistemic anxiety. And yet we know a great deal about the cultural past, including vast reaches of the past for which this material record is our only source of evidence. The contents of this record stand as (...) evidence only under interpretation, but however much a construct it is, archaeological evidence has a striking capacity to disrupt settled assump­tions, redirecting inquiry and expanding interpretive horizons in direc­tions no one could have anticipated. It is this capacity for constraining inference and interpretation that I am concerned to understand. I outline a model of evidential reasoning based on archaeological practice that integrates insights drawn from philosophical theories of confirmation, model building and hypothesis testing. Given growing interest in the uses of material evidence in fields that had been resolutely text-based, the archaeological principles of evidential reasoning may have much wider reach than this particular social/historical discipline. (shrink)

COVID-19 has resulted in extraordinary disruptions to the higher education landscape. Here, we provide a brief report on 295 students’ academic perceptions and emotional well-being in late May 2020. Students reported the high levels of uncertainty regarding their academic futures as well as significant levels of stress and difficulty coping with COVID-19 disruptions. These outcomes were related to the higher levels of neuroticism and an external locus of control. Female students reported worse emotional well-being compared to males, and the students (...) of color reported the significantly higher levels of stress and uncertainty regarding their academic futures compared to White students. These results suggest that some students may be at particular risk for academic stress and poor emotional well-being due to the pandemic and highlight the urgent need for intervention and prevention strategies. (shrink)

Previous research suggests that children can infer causal relations from patterns of events. However, what appear to be cases of causal inference may simply reduce to children recognizing relevant associations among events, and responding based on those associations. To examine this claim, in Experiments 1 and 2, children were introduced to a “blicket detector”, a machine that lit up and played music when certain objects were placed upon it. Children observed patterns of contingency between objects and the machine’s activation that (...) required them to use indirect evidence to make causal inferences. Critically, associative models either made no predictions, or made incorrect predictions about these inferences. In general, children were able to make these inferences, but some developmental differences between 3- and 4- year-olds were found. We suggest that children’s causal inferences are not based on recognizing associations, but rather that children develop a mechanism for Bayesian structure learning. Experiment 3 explicitly tests a prediction of this account. Children were asked to make an inference about ambiguous data based on the base-rate of certain events occurring. Fouryear-olds, but not 3-year-olds were able to make this inference. (shrink)

This chapter contains section titled: The Theory Theory The Theory Theory vs. Other Empiricist Alternatives Innate Theories and Starting‐state Nativism Phenomenological and Social Objections Universality, Uniformity, and Learning Theory Formation and Language.

How should we decide which theory of practical reason is correct? One possibility is to link each conception of practical reason with a theory of value, and to assess the first in combination with the second. Recently some philosophers have taken a different approach. They have tried to link theories of practical reason with theories of action instead. I try to show that it can be illuminating to think of practical reason in terms of the success conditions of action, but (...) ultimately this is in addition to, rather than a substitute for, relating practical reason to value as well. I set out three different conceptions of action and corresponding success conditions, and explain how each is linked to a particular conception of practical reason and, in two cases, to a theory of value too. My goal is to describe these different accounts, rather than to defend any in particular, though I will suggest that some are more satisfactory than others. Key Words: action • commitment • intention • practical reason • value. (shrink)

The most prominent recent interpretations of Kantian ethics place rational nature at the centre of the theory: I must respect rational nature, whether in myself or in others, because rational nature has a special status as the source of all other values. It is not obvious what it is for something to be the source of value, nor whether rational nature could play this role, but until these issues are settled the coherence of Kantian ethics is in question. In this (...) article I offer an explanation of what it is for rational nature to be the source of value, I show that this claim is an important element of Kant's moral theory, and I defend this conception of value. (shrink)

This paper argues that there are powerful similarities between cognitive development in children and scientific theory change. These similarities are best explained by postulating an underlying abstract set of rules and representations that underwrite both types of cognitive abilities. In fact, science may be successful largely because it exploits powerful and flexible cognitive devices that were designed by evolution to facilitate learning in young children. Both science and cognitive development involve abstract, coherent systems of entities and rules, theories. In both (...) cases, theories provide predictions, explanations, and interpretations. In both, theories change in characteristic ways in response to counterevidence. These ideas are illustrated by an account of children's developing understanding of the mind. (shrink)

Five studies investigated (a) children’s ability to use the dependent and independent probabilities of events to make causal inferences and (b) the interaction between such inferences and domain-specific knowledge. In Experiment 1, preschoolers used patterns of dependence and independence to make accurate causal inferences in the domains of biology and psychology. Experiment 2 replicated the results in the domain of biology with a more complex pattern of conditional dependencies. In Experiment 3, children used evidence about patterns of dependence and independence (...) to craft novel interventions across domains. In Experiments 4 and 5, children’s sensitivity to patterns of dependence was pitted against their domain-specific knowledge. Children used conditional probabilities to make accurate causal inferences even when asked to violate domain boundaries. (shrink)

This article is about the recognition of personhood when death occurs in early life. Drawing from anthropological perspectives on personhood at the beginnings and ends of life, it examines the implications of competing religious and customary definitions of personhood for a small sample of young British Pakistani Muslim women who experienced miscarriage and stillbirth. It suggests that these women's concerns about the lack of recognition given to the personhood of their fetus or baby constitute a challenge to customary practices surrounding (...) burial as a Muslim. The article suggests that these women's concerns cannot be adequately glossed as a clash of Islamic belief versus Western medicine. Rather, they represent a renegotiation of Islamic opinion and customary practices within the broader context of changes in the medical and social norms surrounding pregnancy loss and infant death in multi-ethnic British society. (shrink)

In recent years several proposals to view reasoning with legal cases as theory construction have been advanced. The most detailed of these is that of Bench-Capon and Sartor, which uses facts, rules, values and preferences to build a theory designed to explain the decisions in a set of cases. In this paper we describe CATE (CAse Theory Editor), a tool intended to support the construction of theories as described by Bench-Capon and Sartor, and which produces executable code corresponding to a (...) theory. CATE has been used in a series of experiments intended to explore a number of issues relating to such theories, including how the theories should be constructed, how sets of values should be compared, and the representation of cases using structured values as opposed to factors. (shrink)

Philosophers and Buddhist scholars have noted the affinities between David Hume's empiricism and the Buddhist philosophical tradition. I show that it was possible for Hume to have had contact with Buddhist philosophical views. The link to Buddhism comes through the Jesuit scholars at the Royal College of La Fleche. Charles Francois Dolu was a Jesuit missionary who lived at the Royal College from 1723-1740, overlapping with Hume's stay. He had extensive knowledge both of other religions and cultures and of scientific (...) ideas. Dolu had had first-hand experience with Theravada Buddhism as part of the second French embassy to Siam in 1687-1688. In 1727, Dolu also had talked with Ippolito Desideri, a Jesuit missionary who visited Tibet and made an extensive study of Tibetan Buddhism from 1716-1721. It is at least possible that Hume heard about Buddhist ideas through Dolu. (shrink)

In the last few years, conference programs and publications have begun to appear that reflect a growing interest, among North American archaeologists, in research initiatives that focus on women and gender as subjects of investigation. One of the central questions raised by these developments has to do with their "objectivity" and that of archaeology as a whole. To the extent that they are inspired by or aligned with explicitly political (feminist) commitments, the question arises of whether they do not themselves (...) represent an inherently partial and interest-specific standpoint, and whether their acceptance does not undermine the commitment to value neutrality and empirical rigor associated with scientific approaches to archaeology. I will argue that, in fact, a feminist perspective, among other critical, explicitly political perspectives, may well enhance the conceptual integrity and empirical adequacy of archaeological knowledge claims, where this is centrally a matter of deploying evidential constraints. (shrink)

This article evaluates the oversight of drugs and medical devices by the U.S. Food and Drug Administration using an integration of public policy, law, and bioethics approaches and employing multiple assessment criteria, including economic, social, safety, and technological. Throughout, assessments employing both the multiple criteria and a method of expert elicitation are combined with the existing literature, case law, and regulations providing an integrative historical case study approach. The goal is to provide useful information from multiple disciplines and perspectives to (...) guide discussions regarding appropriate oversight frameworks for nanobiotechnology applications under the FDA’s purview. (shrink)

There is deep ambivalence about analogy, both as an object of philosophical fascination and in contexts of practice, like archaeology, where it plays a seemingly central role. In archaeology there has been continuous vacillation between outright rejection of analogical inference as overtly speculative, even systematically misleading, and, when this proves un-tenable, various stock strategies for putting it 'on a firmer foundation'. Frequently these last are accomplished by assimilating analogy to more tractible (better warranted, more readily controllable) forms of inference, salvaging (...) respectability but at the expense, ironically, of reverting to a strategy of elimination. I have been struck by the parallels between this pattern of response and that typical of philosophy; the central question raised in both contexts is that of whether, or in what sense, there is any distinctively analogical form of inference and what sort of warrant (formal, methodological) accrues to it. In what follows I will assess two recent philosophical positions on this question, first in their own terms and then in consideration of archaeological uses of analogy. In this I hope to put the projects of justification themselves on a firmer footing. (shrink)

In this comment I defend my account of moral understanding and its role in morally worthy action and claim that a fully virtuous person would have moral understanding. This means that deference to moral experts is not always appropriate. But there is still room for a social moral epistemology, whereby moral experts pass on moral understanding.

The principle of right is Kant's main formulation of the rules of politics, and it has obvious affinities with the moral law. Do we have moral reasons to obey the principle? I argue that we may have moral reasons to obey the principle ourselves, but not coercively to enforce it. Do we have prudential reasons to obey the principle? I argue that we do not have reasons based on happiness, but that we may have prudential reasons of a wholly different, (...) but distinctively Kantian kind. These may be reasons both to obey the principle ourselves and to enforce it. (shrink)