This article aims to argue that the Sayings Gospel Q has a unique message for the peasantry and poor of ancient society. The intention of this article is to uncover the intended message of three particular Q texts for the peasantry and poor, namely Q 7:24–28, Q 10:5–9 and Q 11:9–13.

Mental health legislation that requires patients to accept ‘care’ has come under increasing scrutiny, prompted primarily by a human rights ethic. Epistemic issues in mental health have received some attention, however, less attention has been paid to the possible epistemic problems of mental health legislation existing. In this manuscript, we examine the epistemic problems that arise from the presence of such legislation, both for patients without a prior experience of being detained under such legislation and for those with this experience. (...) We also examine how the doctor is legally obligated to compound the epistemic problems by the knowledge they prioritise and the failure to generate new knowledge. Specifically, we describe the problems of testimonial epistemic injustice, epistemic silencing, and epistemic smothering, and address the possible justification provided by epistemic paternalism. We suggest that there is no reasonable epistemic justification for mental health legislation that creates an environment that fundamentally unbalances the doctor–patient relationship. Significant positive reasons to counterbalance this are needed to justify the continuation of such legislation. (shrink)

Appropriate for a conference relating philosophy and education, we seek ways more faithful than the truth-functional hook to understand and represent that ordinary-language conditional which we use in, e.g., modus ponens, and that conditional’s remote and counterfactual counterparts, and also the proper negations of all three. Such a logic might obviate the paradoxes caused by T-F representation, and be educationally fruitful. William and Martha Kneale and Gilbert Ryle assist us: "In the hypothetical case in which p, it is inferable, on (...) the basis that p and at least in the given context, that q." "Inferable" is explained. This paraphrase is the foundation of the logic of hypothetical inferability. It generates the negative but non-TF device "hib", followed by a bracketed conjunction. This is an enriched negative: "hib " is stronger than "-," and "-hib" offers us "-hib," weaker than "p. -q." Thus equipped, we can test deductive arguments by the CI method explained, and explode paradoxes. The paraphrase, "hib," and the CI method are fruitful in training students to understand this conditional, and to demonstrate genuine validity or invalidity. (shrink)

If a person is competent to consent to a treatment, is that person necessarily competent to refuse the very same treatment? Risk relativists answer no to this question. If the refusal of a treatment is risky, we may demand a higher level of decision-making capacity to choose this option. The position is known as asymmetry. Risk relativity rests on the possibility of setting variable levels of competence by reference to variable levels of risk. In an excellent 2016 article inJournal of (...) Medical Ethics(JME), Rob Lawlor defends asymmetry of this kind by defending risk relativity, using and developing arguments and approaches found in earlier work such as that of Wilks. He offers what we call the two-scale approach: a scale of risk is to be used to set a standard of competence on a scale of decision-making difficulty. However, can this be done in any rational way? We argue it cannot, and in this sense, and to this extent, risk relativity is a nonsense. (shrink)

An infinite lottery machine is used as a foil for testing the reach of inductive inference, since inferences concerning it require novel extensions of probability. Its use is defensible if there is some sense in which the lottery is physically possible, even if exotic physics is needed. I argue that exotic physics is needed and describe several proposals that fail and at least one that succeeds well enough.

Knowing how to be good, or knowing how to go about trying to be good, is of immense theoretical and practical importance. And what goes for trying to be good oneself, goes also for trying to provide others with ways of being good, and for trying to make them good whether they like it or not. This is what is meant by 'moral enhancement'. John Harris explores the many proposed methodologies or technologies for moral enhancement: traditional ones like good (...) parenting and education; newer ones like chemical or biological intervention; modifying the environment to make bad outcomes of all sorts less likely; experimentation with political and social systems. The issue of whether and to what extent moral enhancement is possible is the subject of this book. (shrink)

Consider the proposition, "Informal logic is a subdiscipline of philosophy". The best chance of showing this to be true is showing that informal logic is part of logic, which in turn is a part of philosophy. Part 1 is given over to the task of sorting out these connections. If successful, informal logic can indeed be seen as part of philosophy; but there is no question of an exclusive relationship. Part 2 is a critical appraisal of the suggestion that informal (...) logic is applied epistemology. Part 3 examines the claim that informal logic has failed to penetrate into mainstream philosophy, and suggestions for amelioration are considered. (shrink)

_A new theory of how and why we cooperate, drawing from economics, political theory, and philosophy to challenge the conventional wisdom of game theory_ Game theory explains competitive behavior by working from the premise that people are self-interested. People don’t just compete, however; they also cooperate. John Roemer argues that attempts by orthodox game theorists to account for cooperation leave much to be desired. Unlike competing players, cooperating players take those actions that they would like others to take—which Roemer (...) calls “Kantian optimization.” Through rigorous reasoning and modeling, Roemer demonstrates a simpler theory of cooperative behavior than the standard model provides. (shrink)

Fresnel's theory of light was (a) impressively predictively successful yet (b) was based on an "entity" (the elastic-solid ether) that we now "know" does not exist. Does this case "confute" scientific realism as Laudan suggested? Previous attempts (by Hardin and Rosenberg and by Kitcher) to defuse the episode's anti-realist impact. The strongest form of realism compatible with this case of theory-rejection is in fact structural realism. This view was developed by Poincare who also provided reasons to think that it is (...) the only realist view of theories that really makes sense. (shrink)

John Dewey’s pragmatism and naturalism are grounded on metaphysical tenets describing how mind’s intelligence is thoroughly natural in its activity and productivity. His worldview is best classified as Organic Realism, since it descended from the German organicism and Naturphilosophie of Herder, Schelling, and Hegel which shaped the major influences on his early thought. Never departing from its tenets, his later philosophy starting with Experience and Nature elaborated a philosophical organon about science, culture, and ethics to fulfill his particular version (...) of Organic Realism. (shrink)

Knowledge how to do things is a pervasive and central element of everyday life. Yet it raises many difficult questions that must be answered by philosophers and cognitive scientists aspiring to understand human cognition and agency. What is the connection between knowing how and knowing that? Is knowledge how simply a type of ability or disposition to act? Is there an irreducibly practical form of knowledge? What is the role of the intellect in intelligent action? This volume contains fifteen state (...) of the art essays by leading figures in philosophy and linguistics that amplify and sharpen the debate between "intellectualists" and "anti-intellectualists" about mind and action, highlighting the conceptual, empirical, and linguistic issues that motivate and sustain the conflict. The essays also explore various ways in which this debate informs central areas of ethics, philosophy of action, epistemology, philosophy of language, and philosophy of mind and cognitive science. Knowing How covers a broad range of topics dealing with tacit and procedural knowledge, the psychology of skill, expertise, intelligence and intelligent action, the nature of ability, the syntax and semantics of embedded questions, the mind-body problem, phenomenal character, epistemic injustice, moral knowledge, the epistemology of logic, linguistic competence, the connection between knowledge and understanding, and the relation between theory and practice. This is the book on knowing how--an invaluable resource for philosophers, linguists, psychologists, and others concerned with knowledge, mind, and action. (shrink)

For this second edition, the editors have returned to Austin's original lecture notes, amending the printed text where it seemed necessary.

In his seminal article “How to Derive ‘Ought’ from ‘Is’,” which was published in 1964, John R. Searle offered a counterexample to Hume’s law. Here, Searle reconstructs the historical context in which that article appeared, when the task of moral philosophers—especially in the Anglophone world—was supposed to be metaethics, which aims to describe the use of ethical terms and their logical behavior. Searle stands by the validity of his derivation, and in light of his subsequent philosophical developments—notably his social (...) ontology and philosophy of action—he explains why his derivation is valid and why it is relevant, not only for metaethics but also for moral philosophy strictly understood. (shrink)

Appeals to ordinary thought and talk are frequent in philosophy, perhaps nowhere more than in contemporary epistemology. When an epistemological theory implies serious error in “commonsense” or “folk” epistemology, it is counted as a cost of the view. Similarly, when an epistemological theory respects or vindicates deep patterns in commonsense epistemology, it is viewed as a benefit of the view. Philosophers typically rely on introspection and anecdotal social observation to support their characterizations of commonsense epistemology. But recent experimental research shows (...) that philosophers employing these methods often seriously mischaracterize commonsense. Based on these findings, I propose a fundamental change to standard practice in the field. Whether the fundamental goal of epistemology is descriptive or prescriptive, experimentation is an integral part of the project. (shrink)

One widely used method for allocating health care resources involves the use of cost-effectiveness analysis (CEA) to rank treatments in terms of quality-adjusted life-years (QALYs) gained. CEA has been criticized for discriminating against people with disabilities by valuing their lives less than those of non-disabled people. Avoiding discrimination seems to lead to the ’QALY trap’: we cannot value saving lives equally and still value raising quality of life. This paper reviews existing responses to the QALY trap and argues that all (...) are problematic. Instead, we argue that adopting a moderate form of prioritarianism avoids the QALY trap and disability discrimination. (shrink)

In this short response to Gray’s article Capacity and Decision Making we double down on our argument that risk-relativity is a nonsense. Risk relativity is the claim that we should set a higher standard of competence for a person to make a risky choice than to make a safe choice. Gray’s response largely involves calling attention to the complexities, ramifications and multiple value implications of decision-making, but we do not deny any of this. Using the notion of quality of care (...) mentioned by Gray, we construct an argument that might be used to support risk relativity. But it is no more persuasive than the arguments put forward by risk-relativists. (shrink)

John Grote struggled to construct an intelligible account of philosophy at a time when radical change and sectarian conflict made understanding and clarity a rarity. This book answers three questions: * How did John Grote develop and contribute to modern Cambridge and British philosophy? * What is the significance of these contributions to modern philosophy in general and British Idealism and language philosophy in particular? * How were his ideas and his idealism incorporated into the modern philosophical tradition? (...) Grote influenced his contemporaries, such as his students Henry Sidgwick and John Venn, in both style and content; he forged a brilliantly original philosophy of knowledge, ethics, politics and language, from a synthesis of the major British and European philosophies of his day; his social and political theory provide the origins of the 'new liberal' ideas later to reach their zenith in the writings of Green, Sidgwick, and Collingwood; he founded the ‘Cambridge style’ associated with Moore, Russell, Broad, McTaggart and Wittgenstein; and he was also a major influence on Oakeshott. (shrink)

This paper tests a theory about the relationship between two important topics in moral philosophy and psychology. One topic is the function of normative language, specifically claims that one “ought” to do something. Do these claims function to describe moral responsibilities, encourage specific behavior, or both? The other topic is the relationship between saying that one “ought” to do something and one’s ability to do it. In what respect, if any, does what one “ought” to do exceed what one “can” (...) do? The theory tested here has two parts: (1) “ought” claims function to both describe responsibilities and encourage people to fulfill them (the dual-function hypothesis); (2) the two functions relate differently to ability, because the encouragement function is limited by the person’s ability, but the descriptive function is not (the interaction hypothesis). If this theory is correct, then in one respect “ought implies can” is false because people have responsibilities that exceed their abilities. But in another respect “ought implies can” is legitimate because it is not worthwhile to encourage people to do things that exceed their ability. Results from two behavioral experiments support the theory that “ought” exceeds but implies “can.” Results from a third experiment provide further evidence regarding an “ought” claim’s primary function and how contextual features can affect the interpretation of its functions. (shrink)

The renowned philosopher John Searle reveals the fundamental nature of social reality. What kinds of things are money, property, governments, nations, marriages, cocktail parties, and football games? Searle explains the key role played by language in the creation, constitution, and maintenance of social reality. We make statements about social facts that are completely objective, for example: Barack Obama is President of the United States, the piece of paper in my hand is a twenty-dollar bill, I got married in London, (...) etc. And yet these facts only exist because we think they exist. How is it possible that we can have factual objective knowledge of a reality that is created by subjective opinions? This is part of a much larger question: How can we give an account of ourselves, with our peculiar human traits DS mind, reason, freedom, society - in a world that we know independently consists of mindless, meaningless particles? How can we account for our social and mental existence in a realm of brute physical facts? In answering this question, Searle avoids postulating different realms of being, a mental and a physical, or worse yet, a mental, a physical, and a social. There is just one reality: Searle shows how the human reality fits into that one reality. Mind, language, and civilization are natural products of the basic facts of the physical world described by physics, chemistry and biology. Searle explains how language creates and maintains the elaborate structures of human social institutions. These institutions serve to create and distribute power relations that are pervasive and often invisible. These power relations motivate human actions in a way that provides the glue that holds human civilization together. Searle shows how this account illuminates human rationality, free will, political power, and human rights. Our social world is a world created and maintained by language. (shrink)

What is possible, according to the empiricist conception, is what our evidence positively allows; and what is necessary is what it compels. These notions, along with logical possibility, are the only defensible notions of possibility and necessity. In so far as nomic and metaphysical possibilities are defensible, they fall within empirical possibility. These empirical conceptions are incompatible with traditional possible world semantics. Empirically necessary propositions cannot be defined as those true in all possible worlds. There can be empirical possibilities without (...) empirical necessities. The duality of possibility and necessity can be degenerate and can even be falsified. (shrink)

This book argues that John Dewey should be read not as a 'local' American thinker but rather as a philosopher of globalisation. Although his work is rooted in late-nineteenth and early twentieth century America, its principal concern is with the role of the United States in a globalised world. Tracing Dewey's emergence as a global democrat through an examination of his work from The Public and Its Problems (1927) onward, the book shows how he sets out an evolutionary form (...) of global and national democracy, one that has not been fully appreciated even by contemporary scholars of pragmatism. In returning to and recovering this neglected dimension of Dewey's political philosophy, the book highlights how his insights about globalisation and democracy can inform present theoretical debates. (shrink)

RECENT STUDIES OF CHRISTIANITY'S RELATION TO LIBERAL POLITICS HAVE recognized the importance of specifying clearly what type of liberalism is being considered. Jeffrey Stout's critique is one such example. Unfortunately, Stout fails to engage the one thinker who arguably is the most influential in how Americans relate Christianity and politics: John Locke. Political arguments of today's Christians are premised, often unconsciously, on rival interpretations of Locke's political theology.

We review the literature on how perceiving an AI making mistakes violates trust and how such violations might be repaired. In doing so, we discuss the role played by various forms of algorithmic transparency in the process of trust repair, including explanations of algorithms, uncertainty estimates, and performance metrics.

The human cognitive architecture consists of a set of largely independent modules associated with different brain regions. This book discusses in detail how these various modules can combine to produce behaviours as varied as driving a car and solving an algebraic equation.

In general we think of reasoning as a way of moving from some body of evidence to a belief that is drawn as a conclusion from it. But is it possible for reasoning to conclude in action, i.e., in a person’s intentionally doing one thing or another? In PRACTICAL SHAPE Jonathan Dancy answers 'Yes', on the grounds that "when an agent deliberates well and then acts accordingly, the action done is of the sort most favoured by the considerations rehearsed, taken (...) as a whole—just as when an agent reasons well and then believes accordingly, the belief formed ... is of the sort most favoured by the considerations rehearsed, again taken as a whole" (Dancy 2018, p. 29). I critique this supposed parallelism between reasoning to action and reasoning to belief, arguing in two ways that in practical reasoning the action that is one’s conclusion need not be meant to be, or to be of a sort, that is most favored by the considerations that one reasons from. I then go on to explain why this should be: that in practical reasoning the correct conclusion to draw is not supposed to have been determined in advance, because this is a form of reasoning by which we create truth through acting rather than reflecting a truth that is independently so. (shrink)

This paper is roughly in two parts. The first deals with whether know-how is constituted by propositional knowledge, as discussed primarily by Gilbert Ryle (1949) The concept of mind. London: Hutchinson, Jason Stanley and Timothy Williamson (2001). Knowing how. Journal of Philosophy, 98, pp. 411–444 as well as Stephen Hetherington (2006). How to know that knowledge-that is knowledge-how. In S. Hetherington (Ed.) Epistemology futures. Oxford: Oxford University Press. The conclusion of this first part is that know-how sometimes does and sometimes (...) does not consist in propositional knowledge. The second part defends an analysis of know-how inspired by Katherine Hawley’ (2003). Success and knowledge-how. American Philosophical Quarterly, 40, pp. 19–31, insightful proposal that know-how requires counterfactual success. I conclude by showing how this analysis helps to explain why know-how sometimes does and sometimes does not consist of propositional knowledge. (shrink)

HOW WE THINK PART ONE: THE PROBLEM OF TRAINING THOUGHT CHAPTER ONE WHAT IS THOUGHT? § i. Varied Senses of the Term No words are oftener on our lips than ...

From the celebrated author of American Philosophy: A Love Story and Hiking with Nietzsche, a compelling introduction to the life-affirming philosophy of William James In 1895, William James, the father of American philosophy, delivered a lecture entitled "Is Life Worth Living?" It was no theoretical question for James, who had contemplated suicide during an existential crisis as a young man a quarter century earlier. Indeed, as John Kaag writes, "James's entire philosophy, from beginning to end, was geared to save (...) a life, his life"—and that's why it just might be able to save yours, too. Sick Souls, Healthy Minds is a compelling introduction to James's life and thought that shows why the founder of pragmatism and empirical psychology—and an inspiration for Alcoholics Anonymous—can still speak so directly and profoundly to anyone struggling to make a life worth living. Kaag tells how James's experiences as one of what he called the "sick-souled," those who think that life might be meaningless, drove him to articulate an ideal of "healthy-mindedness"—an attitude toward life that is open, active, and hopeful, but also realistic about its risks. In fact, all of James's pragmatism, resting on the idea that truth should be judged by its practical consequences for our lives, is a response to, and possible antidote for, crises of meaning that threaten to undo many of us at one time or another. Along the way, Kaag also movingly describes how his own life has been endlessly enriched by James. Eloquent, inspiring, and filled with insight, Sick Souls, Healthy Minds may be the smartest and most important self-help book you'll ever read. (shrink)

Alasdair MacIntyre asks, if all individuals are in fact potential authorities of natural law and agree on its fundamentals, how can we explain manifest moral disagreement? Contemporary Thomistic natural law theorists have not attempted to address this particular issue to a significant degree. MacIntyre, taking this large-scale rejection seriously, focuses on the communal factors that allow individuals to recognize their need for and commitment to Thomistic natural law. By doing so, he attempts to give reasons for why we should expect (...) natural law to be widely denied in contemporary society. In this paper, I argue that MacIntyre’s approach to natural law is capable of accounting for the seemingly paradoxical claim that these per se nota first principles of natural law might suffer apparent widespread rejection. Moreover, I will argue that MacIntyre’s account is also capable of explaining why we should actually expect such rejection to occur. (shrink)

How do we transmit or distribute knowledge, as distinct from generating or producing it? In this book John Greco examines the interpersonal relations and social structures which enable and inhibit the sharing of knowledge within and across epistemic communities. Drawing on resources from moral theory, the philosophy of language, action theory and the cognitive sciences, he considers the role of interpersonal trust in transmitting knowledge, and argues that sharing knowledge involves a kind of shared agency similar to giving a (...) gift or passing a ball. He also explains why transmitting knowledge is easy in some social contexts, such as those involving friendship or caregiving, but impossible in contexts characterized by suspicion and competition rather than by trust and cooperation. His book explores phenomena that have been undertheorized by traditional epistemology, and throws new light on existing problems in social epistemology and the epistemology of testimony. (shrink)

This chapter interprets G. E. M. Anscombe’s discussion in §31 of Intention of the relationship between expressions of intention and descriptions of matters of fact. For Anscombe, a statement like “I’m raising my arm” or “I’m going to get up at 7:00”, which expresses an intention by saying what is happening or is going to happen, is contradicted only by an opposing command or the expression of an opposing intention. I first challenge an interpretation of this passage as claiming that (...) the truth of statements like these is somehow independent of whether the action they describe is actually performed. Against this reading, my preferred interpretation highlights the fact that Anscombe is speaking here only of what contradicts expressions of intention, while her position is that statements like these describe the world in ways that will be contrary to, and so truth-functionally incompatible with, any opposing statements of fact. (shrink)

Sir John Hicks is one of the highest-regarded contemporary economists, and it is fitting that the new series of _Critical Assessments of Contemporary Economists_ should commence with his work. Awarded the Nobel Prize for Economics in 1972, Sir John Hicks’ work is extremely wide-ranging, with the list of topics reading almost like an agenda for the whole of modern economics: general equilibrium theory, welfare economics, problems of index numbers, trade cycles, wages and many others. He may, however, be (...) best known to present day economists for having introduced IS-LM curves, now a standard means of Keynesian analysis. A comprehensive, scholarly work, this four-volume set gives students of economics and economic thought immediate access to Sir John Hicks' contributions and shows how his work has been received and modified by others. (shrink)

We begin with a puzzle: why do some know-how attributions entail ability attributions while others do not? After rejecting the tempting response that know-how attributions are ambiguous, we argue that a satisfactory answer to the puzzle must acknowledge the connection between know-how and concept possession (specifically, reasonable conceptual mastery, or understanding). This connection appears at first to be grounded solely in the cognitive nature of certain activities. However, we show that, contra anti-intellectualists, the connection between know-how and concept possession can (...) be generalized via reflection on the cognitive nature of intentional action and the potential of certain misunderstandings to undermine know-how even when the corresponding abilities and associated propositional knowledge are in place. Such considerations make explicit the intimate relation between know-how and understanding, motivating a general intellectualist analysis of the former in terms of the latter. (shrink)

Jacques Maritain tells us that, apart from St. Thomas himself, his “principal teacher” in Thomism was John Poinsot. Poinsot, like Maritain and Thomas, expressly teaches that the basis of “Thomist realism” lies in the distinction between sentire, which makes no use of concepts, and phantasiari and intelligere, which together depend essentially on concepts. O’Callaghan makes no discussion of this point, resting his notion of realism rather on the widespread quo/quod fallacy, that is, the misinterpretation of concepts as the id (...) quo of knowing. Poinsot demonstrates that this view conflates the distinct notions of species expressae and species impressae, demonstrating further that concepts as such cannot provide the cognitive basis of realism. O’Callaghan in effect suppresses the distinction betweenobjects and things in his effort to achieve the impossible. In this review, I show that it is a question of semantics vs. semiotics over which O’Callaghan stumblesin misrepresenting “Thomist realism.”. (shrink)

This paper explores some of the ethical issues around offering COVID-19 vaccines to children. My main conclusion is rather paradoxical: the younger we go, the stronger the grounds for justified parental hesitancy and, as such, the stronger the arguments for enforcing vaccination. I suggest that this is not thereductio ad absurdumit appears, but does point to difficult questions about the nature of parental authority in vaccination cases. The first section sketches the disagreement over vaccinating teenagers, arguing that the UK policy (...) was permissible. The second section outlines a problem for this policy, that it faces justified vaccine hesitancy. The third section discusses three strategies for responding to this problem, arguing that there may be no simple way of overcoming parents’ reasons to resist vaccinations. (shrink)

"A sequel to Pollock's How to Build a Person, this volume builds upon that theoretical groundwork for the implementation of rationality through artificial ...