This study examines the influence of socialization on work-related norms (WORKNORM).We tested the hypothesis that organizational (ORGSOC) and professional socialization (PROFSOC) are antecedent influences on WORKNORM, employing a sample of 339 marketing practitioners. The results of covariance structural analysis indicate that ORGSOC and PROFSOC and WORKNORM are discriminant constructs within the tested model. The study also reveals that the influence of ORGSOC on WORKNORM is stronger than the influence of PROFSOC on these same norms.Because this social learning occurs in work-related (...) activities, in organizations, and in professional life, it is important that managers appreciate that these three separate domains influence decision making under ethical conditions. The limitations of the study and future research directions are discussed. (shrink)

The study examines the research methodology of more than 200 empirical investigations of ethics in personal selling and sales management between 1980 and 2010. The review discusses the sources and authorship of the sales ethics research. To better understand the drivers of empirical sales ethics research, the foundations used in business, marketing, and sales ethics are compared. The use of hypotheses, operationalization, measurement, population and sampling decisions, research design, and statistical analysis techniques were examined as part of theory development and (...) testing. The review establishes a benchmark, assesses the status and direction of the sales ethics research methodology, and helps inform researchers who need to deal with increasing amounts of empirical research. The investigation identified changing sources of publication with the Journal of Business Ethics and the Journal of Personal Selling & Sales Management maintaining their position as the main conduit of high quality empirical sales ethics research. The results suggest that despite the use of theoretical models for empirical testing, a greater variety of moral frameworks and wider use of marketing exchange theory is needed. The review highlights many sound aspects about the empirical sales ethics research statistical methodology but also raises concerns about several areas. Ways in which these concerns might be addressed and recommendations for researchers are provided. (shrink)

Research into the ethics of personal selling and sales management has continued to increase in volume and importance. Because there is now a diversity of opinions and findings in this literature, an assessment of the status of existing knowledge is needed to provide focus and clarity. There have been no comprehensive reviews of the studies of ethics and salespeople, sales managers or sales management, despite recent attention from researchers, practitioners and the general public. The purpose of this review is to (...) comment upon the more significant research in the sales ethics field with the objective of providing insight into the extent and direction of this knowledge, to evaluate the basis upon which it is founded, and to suggest areas of exploration that may be useful for increasing our understanding of it. (shrink)

Research into ethics in personal selling and sales management has increased substantially over the preceding decade by investigating complex dimensions of ethical decision-making in greater depth and with more analytical sophistication. This review of the recent conceptual and empirical literature provides insight into the extent and the direction of this knowledge, recommends managerial action, and discusses areas for future exploration. Future direction is also provided through research propositions. The type of sales practitioner investigated, the main variables examined, and the key (...) findings are summarized in an Appendix. (shrink)

This Element is a concise, high-level introduction to the philosophy of physical symmetry. It begins with the notion of `physical representation' (the kind of empirical representation of nature that we effect in doing physics), and then lays out the historically and conceptually central case of physical symmetry that frequently falls under the rubric of 'the Relativity Principle', or 'Galileo's Ship. This material is then used as a point of departure to explore the key hermeneutic challenge concerning physical symmetry in the (...) last century, namely understanding the physical significance of the notion of 'local' gauge symmetry. The approach taken stresses both the continuity with historically important themes such as the Relativity Principle, as well as novel insights earned by working with contemporary media such as the covariant phase space and derived critical locus formalisms. (shrink)

An important theme in recent experimental philosophy is that certain judgements (e.g. our judgements involving intentional action and causation) exhibit a kind of normative penetration whereby, in spite of a not-obviously-normative subject matter, they turn out to be sensitive to, and co-vary with, our normative attitudes in interesting and surprising ways. We present the results of several new experimental studies that suggest that our judgements about feasibility also appear to exhibit this kind of normative penetration in at least some cases; (...) that the best explanation of it involves attributing to subjects a certain kind of extensional error that results from conflating the question at hand with another question that is more salient given their normative attitudes; and that these conclusions have significant, though not straightforward, implications for our understanding of both normative penetration and feasibility, respectively. (shrink)

The rapid development of artificial womb technologies means that we must consider if and when it is permissible to kill the human subject of ectogestation—recently termed a ‘gestateling’ by Elizabeth Chloe Romanis—prior to ‘birth’. We describe the act of deliberately killing the gestateling as gestaticide, and argue that there are good reasons to maintain that gestaticide is morally equivalent to infanticide, which we consider to be morally impermissible. First, we argue that gestaticide is harder to justify than abortion, primarily because (...) the gestateling is completely independent of its biological parents. Second, we argue that gestaticide is morally equivalent to infanticide. To demonstrate this, we explain that gestatelings are born in a straightforward sense, which entails that killing them is infanticide. However, to strengthen our overall claim, we also show that if gestatelings are not considered to have been born, killing them is still equivalent to killing neonates with congenital anomalies and disabilities, which again is infanticide. We conclude by considering how our discussion of gestaticide has implications for the permissibility of withdrawing life-sustaining treatment from gestatelings. (shrink)

The central thesis of this book is that we need to reform philosophy and join it to science to recreate a modern version of natural philosophy; we need to do this in the interests of rigour, intellectual honesty, and so that science may serve the best interests of humanity. Modern science began as natural philosophy. In the time of Newton, what we call science and philosophy today – the disparate endeavours – formed one mutually interacting, integrated endeavour of natural philosophy: (...) to improve our knowledge and understanding of the universe, and to improve our understanding of ourselves as a part of it. Profound discoveries were made, indeed one should say unprecedented discoveries. It was a time of quite astonishing intellectual excitement and achievement. And then natural philosophy died. It split into science on the one hand, and philosophy on the other. This happened during the 18th and 19th centuries, and the split is now built into our intellectual landscape. But the two fragments, science and philosophy, are defective shadows of the glorious unified endeavour of natural philosophy. Rigour, sheer intellectual good sense and decisive argument demand that we put the two together again, and rediscover the immense merits of the integrated enterprise of natural philosophy. This requires an intellectual revolution, with dramatic implications for how we understand our world, how we understand and do science, and how we understand and do philosophy. There are dramatic implications, too, for education. And it does not stop there. For, as I show in the final chapter, resurrected natural philosophy has dramatic, indeed revolutionary methodological implications for social science and the humanities, indeed for the whole academic enterprise. It means academic inquiry needs to be reorganized so that it comes to take, as its basic task, to seek and promote wisdom by rational means, wisdom being the capacity to realize what is of value in life, for oneself and others, thus including knowledge, technological know-how and understanding, but much else besides. The outcome is institutions of learning rationally designed and devoted to helping us tackle our immense global problems in increasingly cooperatively rational ways, thus helping us make progress towards a good world – or at least as good a world as possible. (shrink)

Two great problems of learning confront humanity: learning about the nature of the universe and about ourselves and other living things as a part of the universe, and learning how to become civilized or enlightened. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current (...) global problems have arisen as a result. What we need to do, in response to this unprecedented crisis, is learn from our solution to the first problem how to solve the second one. This was the basic idea of the 18th century Enlightenment. Unfortunately, in carrying out this programme, the Enlightenment made three blunders, and it is this defective version of the Enlightenment programme, inherited from the past, that is still built into the institutional/intellectual structure of academic inquiry in the 21st century. In order to solve the second great problem of learning we need to correct the three blunders of the traditional Enlightenment. This involves changing the nature of social inquiry, so that social science becomes social methodology or social philosophy, concerned to help us build into social life the progress-achieving methods of aim-oriented rationality, arrived at by generalizing the progress-achieving methods of science. It also involves, more generally, bringing about a revolution in the nature of academic inquiry as a whole, so that it takes up its proper task of helping humanity learn how to become wiser by increasingly cooperatively rational means. The scientific task of improving knowledge and understanding of nature becomes a part of the broader task of improving global wisdom. The outcome would be what we so urgently need: a kind of inquiry rationally designed and devoted to helping us make progress towards a genuinely civilized world. We would succeed in doing what the Enlightenment tried but failed to do: learn from scientific progress how to go about making social progress towards as good a world as possible. (shrink)

In “Artistic Worth and Personal Taste,” Jerrold Levinson develops a problem for those who think we should strive to be “ideal critics” in our aesthetic lives. He then offers several solutions to this problem. I argue that his solutions miss the mark and that the problem he characterizes may not be genuine after all.

This book gives an account of work that I have done over a period of decades that sets out to solve two fundamental problems of philosophy: the mind-body problem and the problem of induction. Remarkably, these revolutionary contributions to philosophy turn out to have dramatic implications for a wide range of issues outside philosophy itself, most notably for the capacity of humanity to resolve current grave global problems and make progress towards a better, wiser world. A key element of the (...) proposed solution to the first problem is that physics is about only a highly specialized aspect of all that there is – the causally efficacious aspect. Once this is understood, it ceases to be a mystery that natural science says nothing about the experiential aspect of reality, the colours we perceive, the inner experiences we are aware of. That natural science is silent about the experiential aspect of reality is no reason whatsoever to hold that the experiential does not objectively exist. A key element of the proposed solution to the second problem is that physics, in persistently accepting unified theories only, thereby makes a substantial metaphysical assumption about the universe: it is such that a unified pattern of physical law runs through all phenomena. We need a new conception, and kind, of physics that acknowledges, and actively seeks to improve, metaphysical presuppositions inherent in the methods of physics. The problematic aims and methods of physics need to be improved as physics proceeds. These are the ideas that have fruitful implications, I set out to show, for a wide range of issues: for philosophy itself, for physics, for natural science more generally, for the social sciences, for education, for the academic enterprise as a whole and, most important of all, for the capacity of humanity to learn how to solve the grave global problems that menace our future, and thus make progress to a better, wiser world. It is not just science that has problematic aims; in life too our aims, whether personal, social or institutional, are all too often profoundly problematic, and in urgent need of improvement. We need a new kind of academic enterprise which helps humanity put aims-and-methods improving meta-methods into practice in personal and social life, so that we may come to do better at achieving what is of value in life, and make progress towards a saner, wiser world. This body of work of mine has met with critical acclaim. Despite that, astonishingly, it has been ignored by mainstream philosophy. In the book I discuss the recent work of over 100 philosophers on the mind-body problem and the metaphysics of science, and show that my earlier, highly relevant work on these issues is universally ignored, the quality of subsequent work suffering as a result. My hope, in publishing this book, is that my fellow philosophers will come to appreciate the intellectual value of my proposed solutions to the mind-body problem and the problem of induction, and will, as a result, join with me in attempting to convince our fellow academics that we need to bring about an intellectual/institutional revolution in academic inquiry so that it takes up its proper task of helping humanity learn how to solve problems of living, including global problems, and make progress towards as good, as wise and enlightened a world as possible. (shrink)

Nicholas Agar offers a more nuanced view of the transformative potential of genetic and cybernetic technologies, making a case for moderate human enhancement—improvements to attributes and abilities that do not significantly exceed what ...

Opponents of abortion are commonly said to be inconsistent in their beliefs or actions, and to fail in their obligations to prevent the deaths of embryos and fetuses from causes other than induced...

Reflectance physicalists define reflectance as the intrinsic disposition of a surface to reflect finite-duration light pulses at a given efficiency per wavelength. I criticize the received view of dispositional reflectance (David R. Hilbert’s) for failing to account for what I call “harmonic dispersion,” the inverse relationship of a light pulse's duration to its bandwidth. I argue that harmonic dispersion renders reflectance defined in terms of light pulses an extrinsic disposition. Reflectance defined as the per-wavelength efficiency to reflect the superimposed, infinite-duration, (...) Fourier harmonics of pulses can be an intrinsic disposition of surfaces. This conclusion raises questions about mathematical realism, about which I nevertheless remain neutral. (shrink)

There is a need to bring about a revolution in the philosophy of science, interpreted to be both the academic discipline, and the official view of the aims and methods of science upheld by the scientific community. At present both are dominated by the view that in science theories are chosen on the basis of empirical considerations alone, nothing being permanently accepted as a part of scientific knowledge independently of evidence. Biasing choice of theory in the direction of simplicity, unity (...) or explanatory power does not permanently commit science to the thesis that nature is simple or unified. This current ‘paradigm’ is, I argue, untenable. We need a new paradigm, which acknowledges that science makes a hierarchy of metaphysical assumptions concerning the comprehensibility and knowability of the universe, theories being chosen partly on the basis of compatibility with these assumptions. Eleven arguments are given for favouring this new ‘paradigm’ over the current one. (shrink)

Neurosis can be interpreted as a methodological condition which any aim-pursuing entity can suffer from. If such an entity pursues a problematic aim B, represents to itself that it is pursuing a different aim C, and as a result fails to solve the problems associated with B which, if solved, would lead to the pursuit of aim A, then the entity may be said to be "rationalistically neurotic". Natural science is neurotic in this sense in so far as a basic (...) aim of science is represented to be to improve knowledge of factual truth as such, when actually the aim of science is to improve knowledge of explanatory truth. Science does not suffer too much from this neurosis, but philosophy of science does. Much more serious is the rationalistic neurosis of the social sciences, and of academic inquiry more generally. Freeing social science and academic inquiry from neurosis would have far reaching, beneficial, intellectual, institutional and cultural consequences. (shrink)

Two great problems of learning confront humanity: learning about the nature of the universe and our place in it, and learning how to become civilized. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current global problems have arisen as a result. What we need (...) to do, in response to this unprecedented crisis, is learn from our solution to the first problem how to solve the second. This was the basic idea of the 18th century Enlightenment. Unfortunately, in carrying out this programme, the Enlightenment made three blunders, and it is this defective version of the Enlightenment programme that we have institutionalized in 20th century academic inquiry. In order to solve the second great problem of learning we need to correct the three blunders of the traditional Enlightenment. This involves changing the nature of social inquiry, so that social science becomes social methodology or social philosophy, concerned to help us build into social life the progress-achieving methods of aim-oriented rationality, arrived at by generalizing the progress-achieving methods of science. It also involves, more generally, bringing about a revolution in the nature of academic inquiry as a whole, so that it takes up its proper task of helping humanity learn how to become wiser by increasingly cooperatively rational means. The scientific task of improving knowledge and understanding of nature becomes a part of the broader task of improving global wisdom. (shrink)

In 1984 the author published From Knowledge to Wisdom, a book that argued that a revolution in academia is urgently needed, so that problems of living, including global problems, are put at the heart of the enterprise, and the basic aim becomes to seek and promote wisdom, and not just acquire knowledge. Every discipline and aspect of academia needs to change, and the whole way in which academia is related to the rest of the social world. Universities devoted to the (...) pursuit of knowledge and technological know-how betray reason and, as a result, betray humanity. As a result of becoming more intellectually rigorous, academic inquiry becomes of far greater benefit to humanity. If the revolution argued for all those years ago had been taken up and put into academic practice, we might now live in a much more hopeful world than the one that confronts us. Humanity might have begun to learn how to solve global problems; the Amazon rain forests might not face destruction; we might not be faced with mass extinction of species; Brexit might not have been voted for in the UK in 2016, and Trump might not have been elected President in the USA. An account is given of work published by the author during the years 1972 to 2021 that expounds and develops the argument. The conclusion is that we urgently need to create a high-profile campaign devoted to transforming universities in the way required so that humanity may learn how to make social progress towards a better, wiser, more civilized, enlightened world. (shrink)

Humanity faces two fundamental problems of learning: learning about the universe, and learning to become civilized. We have solved the first problem, but not the second one, and that puts us in a situation of great danger. Almost all of our global problems have arisen as a result. It has become a matter of extreme urgency to solve the second problem. The key to this is to learn from our solution to the first problem how to solve the second one. (...) This was the basic idea of the 18th century Enlightenment, but in implementing this idea, the Enlightenment blundered. Their mistakes are still built into academia today. In order to le arn how to create a civilized, enlightened world, the key thing we need to do is to cure academia of the structural blunders we have inherited from the Enlightenment. We need to bring about a revolution in science, and in academia more broadly so that the basic aim becomes wisdom, and not just knowledge. (shrink)

The Light of the Soul examines the debate between Leibniz, Malebranche, and Descartes on the nature of ideas, which was crucial to the development of early modern thinking about the mind and knowledge. Nicholas Jolley guides the reader through the debate and considers its implications for a broad range of issues, such as innate ideas, self-knowledge, scepticism, the mind-body problem, and the creation of the eternal truths, which are as important to philosophy today as they were in the seventeenth (...) century. (shrink)

A RELEVÂNCIA DO PRÉVIO ESGOTAMENTO DAS INSTÂNCIAS DESPORTIVAS E AS SANÇÕES AO SEU DESCUMPRIMENTO.

This timely and provocative book challenges the conventional wisdom that neoliberal capitalism is incompatible with social justice. Employing public choice and market process theory, Nick Cowen systematically compares and contrasts capitalism with socialist alternatives, illustrating how proponents of social justice have decisive reasons to opt for a capitalism guided by neoliberal ideas. Cowen shows how general rules of property and voluntary exchange facilitate widespread cooperation. Revisiting the works of John Rawls, he offers an interdisciplinary reconciliation of Rawlsian principles with liberal (...) democracy by introducing Robust Property-Owning Democracy, a new form of governance that aims to achieve social justice via practical, liberal means. Chapters address the knowledge problem and the incentive problem that emerge when aiming for a fair distribution of social resources and demonstrate how everyday political bargaining can help achieve just outcomes for all. Utilising insights from philosophy, politics and economics to show the role of market institutions and constitutional government in producing social justice, this book is crucial reading for academics, researchers and students of PPE and the political sciences. Its practical policy proposals will further benefit policymakers interested in mechanisms that spread the benefits of economic growth equitably. (shrink)

I put forward a micro realistic, probabilistic version of quantum theory, which specifies the precise nature of quantum entities thus solving the quantum wave/particle dilemma, and which both reproduces the empirical success of orthodox quantum theory, and yields predictions that differ from orthodox quantum theory for as yet unperformed experiments.

Two great problems of learning confront humanity: learning about the nature of the universe and about ourselves and other living things as a part of the universe, and learning how to become civilized. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current global problems (...) have arisen as a result. What we need to do, in response to this unprecedented crisis, is learn from our solution to the first problem how to solve the second. This was the basic idea of the 18th century Enlightenment. Unfortunately, in carrying out this programme, the Enlightenment made three blunders, and it is this defective version of the Enlightenment programme, inherited from the past, that is still built into the institutional/intellectual structure of academic inquiry in the 21st century. In order to solve the second great problem of learning we need to correct the three blunders of the traditional Enlightenment. This involves changing the nature of social inquiry, so that social science becomes social methodology or social philosophy, concerned to help us build into social life the progress-achieving methods of aim-oriented rationality, arrived at by generalizing the progress-achieving methods of science. It also involves, more generally, bringing about a revolution in the nature of academic inquiry as a whole, so that it takes up its proper task of helping humanity learn how to become wiser by increasingly cooperatively rational means. The scientific task of improving knowledge and understanding of nature becomes a part of the broader task of improving global wisdom. The outcome would be what we so urgently need: a kind of inquiry rationally designed and devoted to helping us make progress towards a genuinely civilized world. We would succeed in doing what the Enlightenment tried but failed to do: learn from scientific progress how to go about making social progress towards as good a world as possible. (shrink)

Arguments that claim opponents of abortion are inconsistent in some manner are becoming increasingly prevalent both in academic and public discourse. For example, it is common to claim that they spend considerable time and resources to oppose induced abortion, but show little concern regarding the far greater numbers of naturally occurring intrauterine deaths (miscarriages). Critics argue that if abortion opponents took their beliefs about the value of embryos and fetuses seriously, they would invest more time and resources combating these naturally (...) occurring deaths than those caused by induced abortion. The implication is that abortion opponents do not take their beliefs about embryos and fetuses seriously—and so why should anyone else? These “inconsistency arguments”, as we have called them, have considerable intuitive appeal: showing that someone is living inconsistently or holding beliefs that seem prima facie inconsistent seems to many to undermine those beliefs. However, upon closer examination, these arguments become less convincing. In short, we show that the inconsistency arguments we are aware of are severely flawed, and so, if critics wish to continue their criticism, they should abandon inconsistency arguments in favor of other styles of argument. We will proceed in four stages. First, we describe the basic form of inconsistency arguments against abortion opponents. Second, we outline specific instances of the inconsistency argument that have been advanced. Third, we outline specific responses to these arguments, noting ways in which responses also conform to set patterns. Finally, we assess the debate and suggest how it might progress in productive ways. (shrink)

According to Karl Popper, science cannot verify its theories empirically, but it can falsify them, and that suffices to account for scientific progress. For Popper, a law or theory remains a pure conjecture, probability equal to zero, however massively corroborated empirically it may be. But it does just seem to be the case that science does verify empirically laws and theories. We trust our lives to such verifications when we fly in aeroplanes, cross bridges and take modern medicines. We can (...) do some justice to this apparent capacity of science to verify if we make a number of improvements to Popper’s philosophy of science. The key step is to recognize that physics, in accepting unified theories only, thereby makes a big metaphysical assumption about the nature of the universe. The outcome is a conception of scientific method which facilitates the criticism and improvement of metaphysical assumptions of physics. This view provides, not verification, but a perfect simulacrum of verification indistinguishable from the real thing. (shrink)

Academic inquiry, in devoting itself primarily to the pursuit of knowledge, is profoundly and damagingly irrational, in a wholesale, structural fashion, when judged from the standpoint of helping to promote human welfare. Judged from this standpoint, academic inquiry devoted to the pursuit of knowledge violates three of the four most elementary rules of rational problem-solving conceivable. Above all, it fails to give intellectual priority to the tasks of (1) articulating problems of living, including global problems, and (2) proposing and critically (...) assessing possible solutions – possible social actions. This gross, structural irrationality of academic inquiry stems from blunders of the 18th century French Enlightenment. The philosophes had the brilliant idea of learning from scientific progress how to achieve social progress towards an enlightened world, but in implementing this idea they made three disastrous blunders. They got the nature of the progress-achieving methods of science wrong; they failed to generalize these methods properly; and most disastrously, they applied these methods to acquiring knowledge about society, and not directly to solving social problems. These blunders are still inherent in academia today, with dire consequences for the state of the world. All this has been pointed out prominently many times since 1976, but has been ignored. (shrink)

Pragmatic processes crucially rely on background or contextual information supplied by the hearer, which may significantly affect the outcome of the comprehension process. Construed as a branch of cognitive psychology, pragmatics is the study of the cognitive systems apart from the I‐language and the parser which enable speaker and hearer (or communicator and audience) to co‐ordinate on the intended interpretation, and this is how we propose to treat it here. This chapter considers some of Noam Chomsky's suggestions about how the (...) cognitive systems underlying human abilities might be investigated. It discusses his reasons and consider how far this skepticism may be due to his particular conception of pragmatics. The chapter outlines an approach to pragmatics that seems to be compatible with his general methodology and is based on an alternative conception of pragmatics that we sketch out. (shrink)

Hartry Field argues that conservative rather than true mathematical sentences facilitate deductions in nominalist (i.e., abstracta-free) science without prejudging its empirical outcomes. In this paper, I identify one branch of mathematics as nonconservative, for its indispensable role in enabling nominalist language about a fundamental scientific property, in a fictional scientific community. The fundamental property is electromagnetic reflectance, and the mathematics is Fourier analysis, which renders reflectance ascribable, and nominalist reflectance claims utterable, by this community. Using a recent characterization of conservativeness (...) by Kenneth Boyce, I argue that infinitudes can be rendered inherently mathematical and non-nominalizable in the fictional community, and that rendering infinitudes inherently mathematical for all real communities would yield a convincing counterexample to Fieldian conservativeness. (shrink)

1. People standardly communicate by uttering phrases or sentences with certain intonation patterns, accompanied by facial expressions, eye contact and often a variety of gestures. If all goes well...

Steven Pinker's book Enlightenment NOW is in many ways a terrific book, from which I have learnt much. But it is also deeply flawed. Science and reason are at the heart of the book, but the conceptions that Steven Pinker defends are damagingly irrational. And these defective conceptions of science and reason, as a result of being associated with the Enlightenment Programme for the past two or three centuries, have been responsible, in part, for the genesis of the global problems (...) we now suffer from, and our current inability to deal with them properly. There is not a glimmering of an awareness of any of this in Pinker’s book. This flaw in Enlightenment NOW is serious indeed. (shrink)

How can our human world – the world we experience and live in – exist and best flourish embedded as it is in the physical universe? That is Our Fundamental Problem. It encompasses all others of science, thought and life. It is the proper task of philosophy to try to improve our conjectures as to how aspects of Our Fundamental Problem are to be solved, and to encourage everyone to think, imaginatively and critically, now and again, about the problem. We (...) need to put the problem centre stage in our thinking, so that our best ideas about it interact fruitfully, in both directions, with our attempts to solve even more important more specialized and particular problems of thought and life. Philosophy pursued in such a fashion has fruitful implications for science, for scholarship, for education, for life, for the fate of the world. (shrink)

To justify inductive inference and vanquish classical skepticisms about human memory, external world realism, etc., Richard Fumerton proposes his “inferential internalism,” an epistemology whereby humans ‘see’ by Russellian acquaintance Keynesian probable relations (PRs) between propositions. PRs are a priori necessary relations of logical probability, akin to but not reducible to logical entailments, such that perceiving a PR between one’s evidence E and proposition P of unknown truth value justifies rational belief in P to an objective degree. A recent critic of (...) inferential internalism is Alan Rhoda, who questions its psychological plausibility. Rhoda argues that in order to see necessary relations between propositions E and P, one would need acquaintance with too many propositions at once, since our evidence E is often complex. In this paper, I criticize Rhoda’s implausibility objection as too quick. Referencing the causal status effect (CSE) from psychology, I argue that some of the complex features of evidence E contribute to our type-categorizing it as E-type, and thus we do not need to ‘see’ all of the complex features when we see the PR between E and P. My argument leaves unchanged Fumerton’s justificatory role for the PR, but enhances its psychological plausibility. (shrink)

The distinction between literal and figurative use is well-known and embedded in ‘folk linguistics’. According to folk linguistics, figurative uses deviate from literal ones. But recent work on lexical modulation and polysemy shows that meaning deviation is ubiquitous, even in cases of literal use. Hence, it has been argued, the literal/figurative distinction has no value for theorising about communication. In this paper, we focus on metaphor and argue that here the literal–figurative distinction has theoretical importance. The distinction between literal and (...) metaphorical needs to be captured by our account of communication because literal uses transmit information in a way that metaphorical ones do not. We argue that there is a way to explain the literal/metaphorical distinction that preserves the core of the folk-linguistic idea and gives the distinction theoretical relevance. We propose that literal uses of a word are made with the intention to conform to an established practice of use, while metaphorical uses do not so conform, but depend on this pre-existing practice. Our account can deal with data that are problematic for other theories. A further advantage is that it extends naturally to other non-literal uses of words, including metonymy. (shrink)

This paper examines Plato’s conception of shame and the role intoxication plays in cultivating it in the Laws. Ultimately, this paper argues that there are two accounts of shame in the Laws. There is a public sense of shame that is more closely tied to the rational faculties and a private sense of shame that is more closely tied to the non-rational faculties. Understanding this division between public and private shame not only informs our understanding of Plato’s moral psychology, but (...) his political and ethical theory as well. (shrink)

Lakatos held that science proceeds by means of competing research programme, each with its own “hard core” or paradigm. He intended this view to reconcile the competing views of Kuhn and Popper. But what Lakatos overlooked is that science needs to be construed to be one gigantic research programme with, as its “hard core”, a metaphysical thesis that asserts that the universe is such that there is an inherent unity in the laws that govern the way physical phenomena occur. The (...) conception of science that emerges from this insight succeeds in doing what Lakatos’s own view fails to do; it has fruitful implications for science itself, and solves the problem of induction. (shrink)

Most scientists would hold that science has not established that the cosmos is physically comprehensible – i.e. such that there is some as-yet undiscovered true physical theory of everything that is unified. This is an empirically untestable, or metaphysical thesis. It thus lies beyond the scope of science. Only when physics has formulated a testable unified theory of everything which has been amply corroborated empirically will science be in a position to declare that it has established that the cosmos is (...) physically comprehensible. But this argument presupposes a widely accepted but untenable conception of science which I shall call standard empiricism. According to standard empiricism, in science theories are accepted solely on the basis of evidence. Choice of theory may be influenced for a time by considerations of simplicity, unity, or explanatory capacity, but not in such a way that the universe itself is permanently assumed to be simple, unified or physically comprehensible. In science, no thesis about the universe can be accepted permanently as a part of scientific knowledge independently of evidence. Granted this view, it is clear that science cannot have established that the universe is physically comprehensible. Standard empiricism is, however, as I have indicated, untenable. Any fundamental physical theory, in order to be accepted as a part of theoretical scientific knowledge, must satisfy two criteria. It must be (1) sufficiently empirically successful, and (2) sufficiently unified. Given any accepted theory of physics, endlessly many empirically more successful disunified rivals can always be concocted – disunified because they assert that different dynamical laws govern the diverse phenomena to which the theory applies. These disunified rivals are not considered for a moment in physics, despite their greater empirical success. This persistent rejection of empirically more successful but disunified rival theories means, I argue, that a big, highly problematic, implicit assumption is made by science about the cosmos, to the effect, at least, that the cosmos is such that all seriously disunified theories are false. Once this point is recognized, it becomes clear, I argue, that we need a new conception of science which makes explicit, and so criticizable and improvable the big, influential, and problematic assumption that is at present implicit in physics in the persistent preference for unified theories. This conception of science, which I call aim-oriented empiricism, represents the assumption of physics in the form of a hierarchy of assumptions. As one goes up the hierarchy, the assumptions become less and less substantial, and more and more nearly such that their truth is required for science, or the pursuit of knowledge, to be possible at all. At each level, that assumption is accepted which (a) best accords with the next one up, and (b) has, associated with it the most empirically progressive research programme in physics, or holds out the greatest hope of leading to such an empirically progressive research programme. In this way a framework of relatively insubstantial, unproblematic, fixed assumptions and associated methods is created, high up in the hierarchy, within which much more substantial and problematic assumptions and associated methods, low down in the hierarchy, can be changed, and indeed improved, as scientific knowledge improves. One assumption in this hierarchy of assumptions, I argue, is that the cosmos is physically comprehensible – that is, such that some yet-to-be-discovered unified theory of everything is true. Hence the conclusion: improve our ideas about the nature of science and it becomes apparent that science has already established that the cosmos is physically comprehensible – in so far as science can ever establish anything theoretical. (shrink)

Plato’s attitude towards drunkenness (μέθη) is surprisingly positive in the Laws, especially as compared to his negative treatment of intoxication in the Republic. In the Republic, Plato maintains that intoxication causes cowardice and intemperance (3.398e-399e, 3.403e, and 9.571c-573b), while in the Laws, Plato holds that it can produce courage and temperance (1.635b, 1.645d-650a, and 2.665c-672d). This raises the question: Did Plato change his mind, and if he did, why? Ultimately, this paper answers affirmatively and argues that this marks a substantive (...) shift in Plato’s attitude towards anti-rational desires. More precisely, this paper argues that in the Republic, Plato holds that anti-rational desires are always detrimental to health and virtue, while in the Laws, Plato maintains that anti-rational desires can be instrumental to health and virtue. (shrink)

Nicholas Rescher unites two facets of metaphilosophy to show that the historical perspective and forward-thinking normative, or systematic, approach are, together, an integral component of philosophy itself.

1. The Urgent Need for an Intellectual Revolution 2. Two Fundamental Problems 3. Autobiographical Remarks 4. What Kind of Inquiry Can Best Help Life of Value to Flourish? 5. How is Life of Value Possible in the Physical Universe? 6. Connections between the Two Problems .

We face grave global problems. One might think universities are doing all they can to help solve these problems. But universities, in successfully pursuing scientific knowledge and technological know-how in a way that is dissociated from a more fundamental concern with problems of living, have actually made possible the genesis of all our current global problems. Modern science and technology have led to modern industry and agriculture, modern medicine and hygiene, modern armaments, which in turn have led to much that (...) is good, but also to habitat destruction, extinction of species, population growth, the lethal character of modern war, and the impending disasters of climate change. We urgently need to bring about a revolution in universities so that they put problems of living at the heart of the academic enterprise and take, as their basic task, to help humanity learn how to make progress towards as good a world as possible. (shrink)

We argue against the dominant view in the literature that concepts are modulated in lexical modulation. We also argue against the alternative view that ‘grab bags’ of information that don’t determine extensions are the starting point for lexical modulation. In response to the problems with these views we outline a new model for lexical modulation that dispenses with the assumption that there is a standing meaning of a general term that is modified in the cases under consideration. In applying general (...) terms we intend to conform with our linguistic ancestors and in doing so we take facts about the referents of these terms for granted. In cases of lexical modulation we become aware of facts we took for granted and we need to change the facts we take for granted in order to see ourselves as continuing in a practice. These changes result in utterances of the general term referring to different properties. In general, concepts are neither the starting point for lexical modulation nor the standing meanings of words. (shrink)