In this paper, I offer a novel view of the coherence (or structural) requirements on belief and intention, according to which they are not norms, but rather principles describing how your belief and intention operate. I first argue, on the basis of the unintelligibility of some relevant attitudes-reports, that there are conditions under which you simply do not count as believing or intending unless your beliefs and intentions satisfy the requirements: the conditions under which all of your relevant attitudes are (...) occurrent or activated. I then argue that you are subject to a coherence requirement only if your relevant attitudes are all activated, for you are not necessarily subject to the charge of irrationality in violating a coherence requirement when your attitudes are not all activated. If so, however, you satisfy the coherence requirements whenever you are subject to them, which makes it plausible that the “requirements” should be seen as descriptive principles about belief and intention. [*published with open access]. (shrink)

This paper elucidates the sense in which belief is a question-settling attitude. In her recent work, Jane Friedman suggests that we understand the settledness of belief in terms of a normative principle about belief and inquiry: one ought not inquire into a question and believe the answer to the question at the same time. On the basis of the distinction between dispositional and occurrent belief, I argue against Friedman that there is no principle linking belief and inquiry that is both (...) plausible and normative: on the dispositional reading of ‘belief’, such a principle is implausible; on the occurrent reading of ‘belief’, such a principle is not normative. I argue instead that the settledness should be understood as a descriptive relation between occurrent belief and inquiry: one cannot inquire into whether p while at the same time occurrently believing that p. (shrink)

On an increasingly popular view of rationality, rationality is fundamentally about responding correctly to reasons and there is no independent rational requirement to avoid incoherence: having an incoherent combination of attitudes is irrational not because there is a fundamental requirement of rationality that prohibits it, but rather because you are guaranteed to fail to respond correctly to reasons in having it. This paper argues that any such attempt to explain the irrationality of incoherence in terms of responsiveness to reasons fails. (...) For there is something distinctively irrational about incoherence that is not explained in terms of the guaranteed failure to respond to reasons. Any adequate account of the nature of coherence requirements on belief and intention should take into account the distinctive kind of commitments involved in each type of attitude. (*published with open access). (shrink)

The normativity of so-called “coherence” or “structural” requirements of rationality has been hotly debated in recent years. However, relatively little has been said about the nature of structural rationality, or what makes a set of attitudes structurally irrational, if structural rationality is not ultimately a matter of responding correctly to reasons. This paper develops a novel account of incoherence (or structural irrationality), critically examining Alex Worsnip’s recent account. It first argues that Worsnip’s account both over-generates and under-generates incoherent patterns of (...) attitudes, and then proposes an alternative that both avoids these problems and captures a crucial insight behind Worsnip’s account. According to this account, a set of attitudes is incoherent just in case having all of the attitudes in that set is incompatible with reacting to a question in a way that one is, in virtue of having the attitudes, committed to. (shrink)

Recent years have seen the rise of fittingness-first views, which take fittingness to be the most basic normative feature, in terms of which other normative features can be explained. This paper poses a serious difficulty for the fittingness-first approach by showing that existing fittingness-first accounts cannot plausibly accommodate an important class of reasons: reasons not to believe a proposition. There are two kinds of reasons not to believe a proposition: considerations that are counterevidence; and considerations that count against believing the (...) proposition without indicating that it is false. I will argue that the fittingness- first accounts have trouble accommodating reasons of the latter kind. (*published with open access). (shrink)

This paper explores the sense in which rational requirements govern our attitudes like belief and intention. I argue that there is a tension between the idea that rational requirements govern attitudes understood as standing states and the attractive idea that we can directly satisfy the requirements by performing reasoning. I identify the tension by (a) illustrating how a dispositional conception of belief can cause trouble for the idea that we can directly revise our attitudes through reasoning by considering John Broome's (...) view, and (b) advancing a general argument that a standing state cannot be directly affected by reasoning. I then propose a solution: by recognizing the proper targets of rational requirements as occurrent, rather than dispositional attitudes, we can preserve the idea that we can directly satisfy rational requirements through reasoning. (shrink)

In his Groundwork for the Metaphysics of Morals, Kant famously claims that it is analytic that whoever wills the end also wills the indispensably necessary means to it that is within his control. The orthodox consensus has it that the analytic proposition expresses a normative principle of practical reason. In this paper, I argue that this consensus is mistaken. On my resolute reading of Kant, he is making a descriptive point about what it is to will an end, and not (...) making a normative claim of any sort. Kant’s argument is that when you know that some object is a necessary means to an end, you do not count as willing the end unless you also will the means, because of the distinctive content of willing: when you will an end, what you will is that you do whatever is necessary to bring about the end. I show how the resolute reading of Kant’s analytic proposition explains the possibility of hypothetical imperatives and defend the resolute reading from the charge that it makes instrumental irrationality impossible. (shrink)

An increasingly popular view in the literature on rationality attempts to vindicate the strong normativity of rationality by giving a unifying account of rational requirements and what one ought to do in terms of reasons that fall within one’s perspective. In this paper, I pose a dilemma for such a view: one’s rationality is determined by a narrower set of reasons, such as the set of reasons that one is attending to, whereas what one ought to do is determined by (...) a broader set of reasons that comprises reasons one is not attending to. Thus, no single set of reasons can play the dual role of determining what one is rationally required to do and determining what one ought to do: either it is too broad to determine what one is rationally required to do or it is too narrow to determine what one ought to do. [*published with open access]. (shrink)

It is widely agreed that there is a rational requirement, “Enkrasia”, which requires that you intend what you believe you ought to do. This paper argues that Enkrasia is not an independent requirement of practical rationality: it is a special case of the requirement to be instrumentally rational. I argue for this view of Enkrasia through an analysis of an all‐things‐considered belief about what you ought to do. Believing, all‐thing‐considered, that you ought to φ implies being settled on a set (...) of options from which to take an option. I argue that this state of being settled on a set of options cannot be a matter of believing. Rather, it should be understood as intending that you do what you ought to do out of that set. If an all‐things‐considered belief implies such an intention, however, satisfying Enkrasia is a matter of satisfying the requirement to intend a necessary means to an end that you intend [*published with open access]. (shrink)

Nanotechnologies are enabling technologies which rely on the manipulation of matter on the scale of billionths of a metre. It has been argued that scientific uncertainties surrounding nanotechnologies and the inability of regulatory agencies to keep up with industry developments mean that voluntary regulation will play a part in the development of nanotechnologies. The development of technological applications based on nanoscale science is now increasingly seen as a potential test case for new models of regulation based on future-oriented responsibility, lifecycle (...) risk management, and upstream public engagement. This article outlines findings from a project undertaken in 2008–2009 for the UK Government’s Department of Environment, Food and Rural Affairs (DEFRA) by BRASS at Cardiff University, involving an in-depth survey both of current corporate social responsibility (CSR) reporting in the UK nanotechnologies industry, and of attitudes to particular stakeholder issues within the industry. The article analyses the results to give an account of the nature of corporate social performance (CSP) within the industry, together with the particular model of CSR operating therein (‘do no harm’ versus ‘positive social force’). It is argued that the nature of emerging technologies requires businesses to adopt particular visions of CSR in order to address stakeholder issues, and that the nanotechnologies industry presents specific obstacles and opportunities in this regard. (shrink)

For twenty years, _Teaching for Diversity and Social Justice_ has been the definitive sourcebook of theoretical foundations, pedagogical and design frameworks, and curricular models for social justice teaching practice. Thoroughly revised and updated, this third edition continues in the tradition of its predecessors to cover the most relevant issues and controversies in social justice education in a practical, hands-on format. Filled with ready-to-apply activities and discussion questions, this book provides teachers and facilitators with an accessible pedagogical approach to issues of (...) oppression in classrooms. The revised edition also focuses on providing students the tools needed to apply their learning about these issues. Features new to this edition include: A new bridging chapter focusing on the core concepts that need to be included in _all_ SJE practice and illustrating ways of "getting started" teaching foundational core concepts and processes. A new chapter addressing the possibilities for adapting social justice education to online and blended courses. Expanded overview sections that highlight the historical contexts and legacies of oppression, opportunities for action and change, and the intersections among forms of oppression. Added coverage of key topics for teaching social justice issues, such as establishing a positive classroom climate, institutional and social manifestations of oppression, the global implications of contemporary SJE work, and action steps for addressing injustice. New and revised material for each of the core chapters in the book complemented by fully-developed online teaching designs, including over 150 downloadables, activities, and handouts on the book’s Companion Website. A classic for teachers across disciplines, _Teaching for Diversity and Social Justice_ presents a thoughtful, well-constructed, and inclusive foundation for engaging students in the complex and often daunting problems of discrimination and inequality in American society. (shrink)

I discuss the historical roots of the landscape problem and propose criteria for its successful resolution. This provides a perspective to evaluate the possibility to solve it in several of the speculative cosmological scenarios under study including eternal inflation, cosmological natural selection and cyclic cosmologies.Invited contribution for a special issue of Foundations of Physics titled Forty Years Of String Theory: Reflecting On the Foundations.

Under the traditional system of peer-reviewed publication, the degree of prestige conferred to authors by successful publication is tied to the degree of the intellectual rigor of its peer review process: ambitious scientists do well professionally by doing well epistemically. As a result, we should expect journal editors, in their dual role as epistemic evaluators and prestige-allocators, to have the power to motivate improved author behavior through the tightening of publication requirements. Contrary to this expectation, I will argue that the (...) publication bias literature in academic medicine demonstrates that editor interventions have had limited effectiveness in improving the health of the publication and trial registration record, suggesting that much stronger interventions are needed. (shrink)

The articles in this issue span across multiple media sectors, yet all focus on questions of credibility and engagement.Even some of the best public relations veterans will acknowledge that they ca...

Volume 29, Issue 4, October-December, Page 209-209.

Volume 29, Issue 4, October-December, Page 209-209.

The Presidential Commission for the Study of Bioethical Issues was created by President Obama in 2009 to identify and promote policies and practices that ensure scientific research, health care delivery, and technological innovation are conducted in socially and ethically responsible manners. The bioethics commission is an independent and thoughtful group of experts who advises the President and, in so doing, strives to educate the nation on bioethical issues. As part of the effort to promote policies and practices ensuring the ethical (...) conduct of research, innovation, and health care delivery, the bioethics commission staff, in consultation with commission members, has used the bioethics commission reports to develop pedagogical materials for traditional and nontraditional educational settings. The goal is to use contemporary issues addressed by the bioethics commission to support teaching of bioethics ideas, principles, and theories across the major areas of study and practice. (shrink)

Recent decades have seen a rapid increase in the rate of conversion from conventional to organic farming, as organic farming shifted from an alternative production approach practiced by a small number of idealists, to the de facto alternative to mainstream conventional production. Although there has been considerable academic debate as to the role of agri-business penetration into the production and marketing chains of organic farming (‘conventionalization’), less is known about how the economic drivers of conventionalization are negotiated into practices at (...) the farm level. Drawing on Bourdieu’s conceptualization of economic and cultural capitals, the direct connection between symbols of ‘good farming’ and the economic requirements of maintaining a viable farming business (i.e., the ‘taste of necessity’) is demonstrated. Findings indicate that conventional and organic farmers in the study sites identified a similar range of cultural symbols, but organic farmers emphasized different symbols within this range. This diversity and selectivity demonstrates the fragmentation and contestation of ideals resulting from economic challenges at the time of the study. Economic capital is important to the decision to consider conversion to organic farming, but formal conversion reflects re-weighting of forms of cultural capital. The author argues that recognition of the impact of economic pressures on conventional farming, which in the study sites often led to reduced input use rather than intensification, is missing from the conventionalization debate. The mainstreaming of organic farming production has presented conventional farmers with a set of alternative or re-weighted symbols and a crucible for reflexive consideration of their own standards and practices of farming. (shrink)

In the literature of environmental philosophy, the single most potent argument that has been made against the claim that nature may possess intrinsic value in any objective sense is the Humean thesis of projectivism and its associated view that human consciousness is the source of all values. Theorists, in one way or another, have to face up to this challenge. For instance, J. Baird Callicott upholds this Humean foundation to modern Western philosophy. However, by distinguishing between the source and locus (...) of value, he makes it possible to argue that nature is the locus of intrinsic value without at the same time compromising the thesis that human consciousness is the source of all values. On the other hand, Holmses Rolston, III, another eminent environmental philosopher, criticizes the distinction as well as challenges the Humean foundation itself. In this article, I attempt to resolve the disagreement between Callicott and Rolston over this particular distinction, thereby doing justice to the insights which each theorist, undoubtedly, has brought to bear on the issue of intrinsic value, at least as far as individual organisms is concerned. However, I am also critical of both for having failed to draw out the full implications behind certain crucial distinctions that should be made about the notion of intrinsic value itself. (shrink)

We consider human performance on an optimal stopping problem where people are presented with a list of numbers independently chosen from a uniform distribution. People are told how many numbers are in the list, and how they were chosen. People are then shown the numbers one at a time, and are instructed to choose the maximum, subject to the constraint that they must choose a number at the time it is presented, and any choice below the maximum is incorrect. We (...) present empirical evidence that suggests people use threshold-based models to make decisions, choosing the first currently maximal number that exceeds a fixed threshold for that position in the list. We then develop a hierarchical generative account of this model family, and use Bayesian methods to learn about the parameters of the generative process, making inferences about the threshold decision models people use. We discuss the interesting aspects of human performance on the task, including the lack of learning, and the presence of large individual differences, and consider the possibility of extending the modeling framework to account for individual differences. We also use the modeling results to discuss the merits of hierarchical, generative and Bayesian models of cognitive processes more generally. (shrink)

It is suggested that quantum mechanics is not fundamental but emerges from classical information theory applied to causal horizons. The path integral quantization and quantum randomness can be derived by considering information loss of fields or particles crossing Rindler horizons for accelerating observers. This implies that information is one of the fundamental roots of all physical phenomena. The connection between this theory and Verlinde’s entropic gravity theory is also investigated.

In this project, we explore perceptions of the social and ethical implications of nanotechnology among US scientists who work at the nanoscale, and develop and pilot test an online training module to foster consideration of social and ethical implications in the lab. To meet our first goal, we drew qualitative insights from open-ended survey data collected from scientists affiliated with the National Nanotechnology Infrastructure Network. Our data suggest that while the survey participants responded positively to the idea that consideration of (...) SEI should be a part of the work they do, there was confusion about whether SEI refers to lab safety, research integrity, or something more. This is something we sought to address in the online training module that we developed based on that qualitative data and on feedback collected from experts in nanoethics and lab management. We then pilot tested the module with undergraduate students studying nanotechnology in the National Science Foundation’s Research Experiences for Undergraduates program and with scientists registered to use a National Nanotechnology Coordinated Infrastructure-funded microelectronics research lab. The undergraduate data suggested that students appreciated the SEI training but wished professors and scientists would begin integrating the ideas therein into coursework and mentoring. The scientist data suggested that the module increased understanding of “social and ethical implications,” increased the perceived need to implement SEI into workplace routines, and, interestingly, heightened perceptions of risk associated with the scientists’ own work. The practical and theoretical implications of this work are discussed. (shrink)

Within a context of rapid growth and diversification in higher degree research programs, there is increasing pressure for the results of doctoral research to be made public. Doctoral students are now being encouraged to publish not only after completion of the doctorate, but also during, and even as part of their research program. For many this is a new and challenging feature of their experience of doctoral education. _Publishing Pedagogies for the Doctorate and Beyond_ is a timely and informative collection (...) of practical and theorised examples of innovative pedagogies that encourage doctoral student publishing. The authors give detailed accounts of their own pedagogical practices so that others may build on their experiences, including: a program of doctoral degree by publication; mentoring strategies to support student publishing; innovations within existing programs, including embedded publication pedagogies; co-editing a special issue of a scholarly journal with students; ‘publication brokering’, and writing groups and writing retreats. With contributions from global leading experts, this vital new book: explores broader issues pertaining to journal publication and the impacts on scholarly research and writing practices for students, supervisors and the academic publishing community takes up particular pedagogical problems and strategies, including curriculum and supervisory responses arising from the ‘push to publish’ documents explicit experiences and practical strategies that foster writing-for-publication during doctoral candidature. _Publishing Pedagogies for the Doctorate and Beyond_ explores the challenges and rewards of supporting doctoral publishing and provides new ways to increase research publication outputs in a pedagogically sound way. It will be a valued resource for supervisors and their doctoral students, as well as for program coordinators and managers, academic developers, learning advisors, and others involved in doctoral education. (shrink)

This paper complicates, extends, and modifies Pinch and Bijker's original social construction of technology, specifically their concepts of relevant social groups, closure, and stabilization, in order to gain insight into long-term processes of how we use and understand technology. First, this paper identifies four broad categories of relevant social groups in the social construction of technology based on stake holdings and compares them according to their activities, resources, and directionality. Second, the paper discusses the distinctions between closure and stabilization of (...) technological artifacts, introducing temporary closure and structural flexibility as a means of understanding how different technologies can relate to each other. Third, using Rosch's cognitive approach to categorization, the paper suggests structural flexibility as a means of operationalizing stabilization. These reconceptualizations offer researchers a broader scale with which to understand the social construction of technology. (shrink)

We prove here:Theorem. LetT be a countable complete superstable non ω-stable theory with fewer than continuum many countable models. Then there is a definable groupG with locally modular regular generics, such thatG is not connected-by-finite and any type inG eq orthogonal to the generics has Morley rank.Corollary. LetT be a countable complete superstable theory in which no infinite group is definable. ThenT has either at most countably many, or exactly continuum many countable models, up to isomorphism.

In this summary of my recent book , I outline a general theoretical approach for the psychology of religion and develop one component of it in detail. First I review arguments and research demonstrating the utility of attachment theory for understanding many aspects of religious belief and behavior, particularly within modern Christianity. I then introduce evolutionary psychology as a general paradigm for psychology and the social sciences, arguing that religion is not an adaptation in the evolutionary sense but rather a (...) byproduct of numerous psychological systems that evolved for other adaptive purposes, of which the attachment system is just one example. I conclude by summarizing numerous advantages of this framework over other extant approaches to the psychology of religion. (shrink)

The notion of Ivan Illich as a social critic, philosopher, or historian is seen as secondary to the principal thrust and purpose of his life and work. To understand Illich, it is more important to see his journey into apophatic expression. After his period as a churchman in the Catholic Church, he developed a unique series of books and articles characterized above all as apophatic theology. The author explains the meaning of the term and examines the different ways in which (...) Illich used this approach. Illich studied technological artifacts, whether individual devices or institutional structures, in terms of their relationship to Christian belief in the Incarnation. His work is interpreted in terms of its consonance with the thought of Jacques Ellul. Having known Illich for more than 40 years, and having lived with him for extended periods, the author also draws on comments Illich made to the author. (shrink)