This is a brief historical note on game theory. We cover its historical roots (prior to its formal definition in 1944), and look at its development until the late 1960's.

A symmetric network consists of a set of positions and a set of bilateral links between these positions. For every symmetric network we define a cooperative transferable utility game that measures the “power” of each coalition of positions in the network. Applying the Shapley value to this game yields a network power measure, the β-measure, which reflects the power of the individual positions in the network. Applying this power distribution method iteratively yields a limit distribution, which turns out to be (...) proportional to the well-known degree measure. We compare the β-measure and degree measure by providing characterizations, which differ only in the normalization that is used. (shrink)

A symmetric network consists of a set of positions and a set of bilateral links between these positions. For every symmetric network we define a cooperative transferable utility game that measures the “power” of each coalition of positions in the network. Applying the Shapley value to this game yields a network power measure, the β-measure, which reflects the power of the individual positions in the network. Applying this power distribution method iteratively yields a limit distribution, which turns out to be (...) proportional to the well-known degree measure. We compare the β-measure and degree measure by providing characterizations, which differ only in the normalization that is used. (shrink)

We reconsider the Myerson value and the position value for communication situations. In case the underlying game is a unanimity game, we show that each of these values can be computed using the inclusion--exclusion principle. Linearity of both values permits us to calculate them without needing the dividends of the induced games (graph-restricted game and link game). The expression of these dividends is only derived in the existing literature for special communication situations. Moreover, the associated inclusion--exclusion decomposability property depends on (...) what we have called the graph allocation rule. This rule is the relative degree (relative indicator) for the position value (Myerson value). (shrink)

In this article we offer a detailed assessment of current approaches to the origins of language, with a special foots on their historical and theoretical underpinnings. It is a widely accepted view within evolutionary linguistics that an account of the emergence of human language necessarily involves paying special attention to its communicative function and its relation to other animal communication systems. Ever since Darwin, some variant of this view has constituted the mainstream version in evolutionary linguistics; however, it is our (...) contention in this article that this approach is seriously flawed, and that “animal communication” does not constitute a natural kind on which a sound theoretical model can be built. As a consequence, we argue that this communicative perspective is better abandoned in favor of a structural/formal approach based on the notion of homology, and that some interesting and unexpected similarities may be found by applying this venerable comparative method founded in the 19th century by Richard Owen. (shrink)

The Mind-Brain Identity Theory lived a short life as a respectable philosophical position in the late 1950s, until Hilary Putnam developed his famous argument on the multiple realizability of mental states. The argument was, and still is, taken as the definitive demonstration of the falsity of Identity Theory and the foundation on which contemporary functionalist computational cognitive science was to be grounded. In this paper, in the wake of some contemporary philosophers, we reopen the case for Identity Theory and offer (...) a solution to the problem of multiple realizabilty. The solution is based on the necessity, at the time of establishing identity relations, of appealing to the notions of “homology” and “analogy” developed in the nineteenth century by Richard Owen. We also suggest that these notions are useful in order to correct certain shortcomings of some recent attempts at rebutting the Multiple Realizability argument. (shrink)

This book is a systematic and constructive treatment of a number of traditional issues at the foundation of ethics, the possibility and nature of moral knowledge, the relationship between the moral point of view and a scientific or naturalistic world view, the nature of moral value and obligation, and the role of morality in a person's rational life plan. In striking contrast to many traditional authors and to other recent writers in the field, David Brink offers an integrated defense of (...) the objectivity of ethics. (shrink)

The purpose of this paper is to introduce everyday aesthetics in education. First, it presents everyday aesthetics as a subdiscipline within philosophical aesthetics, that revisits sensory perception as the backdrop of all experience, claims ordinary life is a proper venue for aesthetic inquiry, and problematizes the impact aesthetic preferences have on habitual decisions. Second, the paper argues that among the diverse matters students learn in school, they learn—explicitly or implicitly—what and how to perceive, as well as the pedagogical purposes of (...) daily perception. School models the relationships that students will develop between what they perceive, what they think about it, and how they act accordingly. Next, the paper elaborates on the notions of “school aesthetic matrixes” and “space and place in school”. School aesthetic matrixes refer to perceptual patterns that allow characterizing relationships between daily perception and the pedagogical project of a school. They manifest through expressions such as prison school, home school, mall school, etc. Space and place in school allude to concomitant experiences, of corporeal basis, that allow describing how we inhabit the world. What distinguishes them is the approach each one gives to the senses and the body. The paper concludes by calling attention to the comprehension and role of perception in education, urging to mind the aesthetic-pedagogical character that students develop throughout 12 years of schooling. Ultimately, the key relationships we develop with ourselves, others, and the world, entail a basic perceptual dimension that can be educated to become more purposefully and integrally present in life. (shrink)

In this essay we provide (1) an argument for why ethics should be naturalized, (2) an analysis of why it is not yet naturalized, (3) a defense of ethical naturalism against two fallacies—Hume’s and Moore’s—that ethical naturalism allegedly commits, and (4) a proposal that normative ethics is best conceived as part of human ecology committed to pluralistic relativism. We explain why naturalizing ethics both entails relativism and also constrains it, and why nihilism about value is not an especially worrisome for (...) ethical naturalists. The substantive view we put forth constitutes the essence of Duke Naturalism. (NOTE: This is a slightly modified reprint of Flangan et al 2007 of the same title.). (shrink)

The field of Philosophy and Education seems to be experiencing a renewed interest in the work of Aristotle. As recently reviewed by Curren (Oxf Rev Educ 36(5):543–559, 2010), most of this attention aligns with the virtue ethics movement where themes like moral development in education, and the inquiry on human flourishing as the aim of education are prevalent. For sources, this scholarship relies heavily and extensively on the Nicomachean Ethics and Politics’ Book VIII where Aristotle develops his single, clearly defined (...) account of education. Among the short list of scholars who include Poetics in their research, their work seems to return to issues of morality and education (Carr in J Aesthet Educ 44(3):1–15, 2010; Gupta in J Aesthet Educ 44(4):60–80, 2010). This paper is an attempt to rediscover Aristotle’s insights on the peculiar type of learning that the arts seem to favor. In order to carry on this investigation, I will first guide my argument towards Aristotle’s remarks on poiesis. Then, I will focus on what constitutes the heart of poiesis, that is, mimesis. I will pay special attention to Aristotle’s consideration of both poiesis and mimesis as ultimately dealing with what he calls “possibility.” I will argue that learning in the arts entails the coming together of these three qualities. This would be a way of learning characterized by seeing human likenesses emerge as such in our interactions with artworks. (shrink)

Let us imagine that a man loses his keys one night and starts looking for them under the light of a street lamp. When people join him to help him search, they ask where it was that he thinks he might have let them fall; with a frustrated look on his face, he then points into the dark distance and says, by way of explanation, “I am looking under the lamppost because this is where the light is!” This story, introduced (...) by Janice Ross, provides us with a metaphorical description of an ongoing situation in arts education advocacy1: Certainly, I can only look for the arts in education where there is something about them that can be seen. Yet there may be aspects of them concealed beyond the reach of the vision.. (shrink)

G. E. L. Owen; VIII*—Aristotelian Pleasures, Proceedings of the Aristotelian Society, Volume 72, Issue 1, 1 June 1972, Pages 135–152, https://doi.org/10.1093/ar.

Schulman (Entropy 7(4):221–233, 2005) has argued that Boltzmann’s intuition, that the psychological arrow of time is necessarily aligned with the thermodynamic arrow, is correct. Schulman gives an explicit physical mechanism for this connection, based on the brain being representable as a computer, together with certain thermodynamic properties of computational processes. Hawking (Physical Origins of Time Asymmetry, Cambridge University Press, Cambridge, 1994) presents similar, if briefer, arguments. The purpose of this paper is to critically examine the support for the link between (...) thermodynamics and an arrow of time for computers. The principal arguments put forward by Schulman and Hawking will be shown to fail. It will be shown that any computational process that can take place in an entropy increasing universe, can equally take place in an entropy decreasing universe. This conclusion does not automatically imply a psychological arrow can run counter to the thermodynamic arrow. Some alternative possible explanations for the alignment of the two arrows will be briefly discussed. (shrink)

Many philosophers believe that normative ethics is in principle independent of psychology. By contrast, the authors of these essays explore the interconnections between psychology and moral theory. They investigate the psychological constraints on realizable ethical ideals and articulate the psychological assumptions behind traditional ethics. They also examine the ways in which the basic architecture of the mind, core emotions, patterns of individual development, social psychology, and the limits on human capacities for rational deliberation affect morality.

Listening comprehension input is necessary for language learning and acculturation. One approach to developing listening comprehension skills is through exposure to massive amounts of naturally occurring spoken language input. But exposure to this input is not enough; learners also need to make the comprehension corpus meaningful to their learning experience.

There is a debate about the nature of addiction, whether it is a result of brain damage, brain dysfunction, or normal brain changes that result from habit acquisition, and about whether it is a disease. I argue that the debate about whether addiction is a disease is much ado about nothing, since all parties agree it is “unquestionably destructive.” Furthermore, the term ‘addiction’ has disappeared from recent DSM’s in favor of a spectrum of ‘abuse’ disorders. This may be a good (...) thing indicating more nuance in typing the heterogeneous phenomena we used to call ‘addiction’. (shrink)

This chapter presents a reflective, critical position toward the author’s own addiction and toward himself as an addict. It presents the question of whether addressing addiction as a disease is useful; the idea of addiction as a disease seems less useful in describing “what it is like” for the author than to say that his being was physically, psychologically, and relationally disordered. Despite his desires, he could not find a way to regain order and harmony within himself. It was only (...) the phenomenological possibility of feeling and being better that kept hope alive. The solution to addiction is social; other people who cared for the author personally, together with those with professional knowledge, assisted him in regaining some control that he alone had either lost or could not find. (shrink)

Accession Number: ATLA0001712242; Hosting Book Page Citation: p 430-452.; Language(s): English; General Note: Bibliography: p 451-452.; Issued by ATLA: 20130825; Publication Type: Essay.

Foucault contra Habermas is an incisive examination of, and a comprehensive introduction to, the debate between Foucault and Habermas over the meaning of enlightenment and modernity. It reprises the key issues in the argument between critical theory and genealogy and is organised around three complementary themes: defining the context of the debate; examining the theoretical and conceptual tools used; and discussing the implications for politics and criticism. In a detailed reply to Habermas' Philosophical Discourse of Modernity, this volume explains the (...) difference between Habermas' philosophical practice and Foucault's between the analytics of truth and the politics of truth. Many of the most difficult arguments in the exchange are subject to a detailed critical analysis. This examination also includes discussion of the ethics of dialogue; the practice of criticism; the politics of recognition, and the function of civil society and democracy. (shrink)

Three key elements of Aristotle’s theory of demonstration have Pythagorean antecedents. Demonstration is a revelatory discourse that is 1) inferential, 2) explicitly based on premises that are not themselves demonstrated on the basis of more basic premises, and 3) explanatory, insofar as the premises express those basic facts that are explanatory of the conclusion. The Pythagorean Table of Opposites constitutes a kind of protologic making possible a kind of deduction, which Aristotle would have regarded as a “demonstration,” that reveals the (...) reasons behind Pythagorean commands and prohibitions. Philolaus recognizes ultimate explanatory principles. Both he and Archytas recognize the asymmetry of principles and what is explained on their basis. (shrink)

G. E. L. Owen; I*—The Presidential Address: Particular and General, Proceedings of the Aristotelian Society, Volume 79, Issue 1, 1 June 1979, Pages 1–22, https.

The Really Hard Problem: Meaning in a Material World is my attempt to explain whether and how existential meaning is possible in a material world, and how such meaning is best conceived naturalistically. Neuroexistentialism conceives of our predicament in accordance with Darwin plus neuroscience. The prospects for our kind of being-in-the-world are limited by our natures as smart but fully embodied short-lived animals. Many find this picture disenchanting, even depressing. I respond to four criticisms of my relentless upbeat naturalism: that (...) naturalism can make no room for norms, for values; that I overvalue truth at the expense of happiness; that I underestimate the extent to which supernaturalism has made peace with naturalism; and that I can give no account for why humans as finite animals should want to overcome our given natures and seek impersonal, self-transcendent value. (shrink)

The relation between morality and religion has often been discussed. However, it is not always recognized that the relation varies greatly according to the variety of religions. I shall here be concerned solely with Christian theism in its traditional form. I take the latter to signify, essentially, belief in a morally perfect Creator who exists in the threefold form of Father, Son and Holy Spirit and who, in the person of the Son, became man in Christ for our salvation. I (...) thus exclude from consideration all non-theistic accounts of God or the Absolute. Also I shall consider, not simply bare theism of the kind that Christians share with Jews and Muslims, but also the distinctively Christian form of theism that is generated by distinctively Christian revelation. Many otherwise sound descriptions of the relation between morality and theism are defective because they fail to consider the distinctively Christian contribution to the theistic concept of God and of his relation to the world. (shrink)

Many writers often generalise about mysticism without a sufficiently close analysis of texts. Consequently the generalisations are often invalid. My present aim is to analyse one text and, in the light of this analysis, to offer some observations concerning mysticism in general and Christian mysticism in particular.

The five papers in this issue all deal with the proper evolutionary function of sleep and dreams, these being different. To establish that some trait of character is an adaptation in the strict biological sense requires a story about the fitness enhancing function it served when it evolved and possibly a story of how the maintenance of this function is fitness enhancing now. My aim is to evaluate the proposals put forward in these papers. My conclusion is that although sleep (...) is almost certainly an adaptation, dreaming is not. [Hobson et al.; Nielsen; revonsuo; Solms; Vertes & Eastman]. (shrink)

H. P. Owen; VII—The Evidence for Christian Theism, Proceedings of the Aristotelian Society, Volume 64, Issue 1, 1 June 1964, Pages 123–138, https://doi.org/10.1.

G. E. L. Owen; XVI—Gilbert Ryle, Proceedings of the Aristotelian Society, Volume 77, Issue 1, 1 June 1977, Pages 265–270, https://doi.org/10.1093/aristotelian/7.

In this chapter, I argue that the experience of the emotion of disorientation should be a background affect in intellectual enquiry, both motivating the enquiry and being necessary to instill certain epistemic virtues in the inquirer and can also play the role of an indicator of when the project threatens to traverse the boundary of sense. I firstly elaborate how disorientation can be understood as an emotion and the type of emotion it is, namely what aspect of the world it (...) makes salient. I argue that it is an emotion that is evoked through the encounter with what we might want to call ‘mystery’. I then expand on my claim that disorientation has a role in cognitive enquiry as an indicator of where the boundary of sense has been overstepped by looking at disorientation, mystery and nonsense. It then be necessary to look at how an enquiry can maintain a relation to the possible interruption of disorientation and what epistemic virtues it is necessary to be open to and responsive to from the experience of disorientation when following through a line of enquiry. Lastly I discuss the practical consequences of this study outlining what this perspective on disorientation means for carrying out philosophical studies, how it should inflect our educational practices and what lessons can be learnt in terms of psychopathology and recovery from trauma. (shrink)

I provide a précis of The Bodhisattva's Brain: Buddhism Naturalized (), and then respond to three critics, Christian Coseru, Charles Goodman, and Bronwyn Finnigan.

McKay & Dennett (M&D) argue that positive illusions are a plausible candidate for a class of evolutionarily misbeliefs. I argue (Flanagan 1991; 2007) that the class of alleged positive illusions is a hodge-podge, and that some of its members are best understood as positive attitudes, hopes, and the like, not as beliefs at all.

This volume offers a rich and accessible introduction to contemporary research on Buddhist ethical thought for interested students and scholars, yet also offers chapters taking up more technical philosophical and textual topics. A Mirror is For Reflection offers a snapshot of the present state of academic investigation into the nature of Buddhist Ethics, including contributions from many of the leading figures in the academic study of Buddhist philosophy. Over the past decade many scholars have come to think that the project (...) of fitting Buddhist ethical thought into Western philosophical categories may be of limited utility, and the focus of investigation has shifted in a number of new directions. This volume includes contemporary perspectives on topics including the nature of Buddhist ethics as a whole, karma and rebirth, mindfulness, narrative, intention, free will, politics, anger, and equanimity. (shrink)

_Grounding_ is meant to be a metaphysically explanatory relation of non-causal constitutive determination. Recently there has been significant interest in the idea that there might be ‘laws of metaphysics’ for grounding, analogous to the laws of nature for causation. In this paper I argue that current accounts of the structure of law-based grounding (focusing on Jonathan Schaffer’s structural equation modeling account) do not capture grounding’s directionality—a central feature. The formal account must be supplemented to satisfy this demand and give a (...) successful general account of directed grounding relations. I thus propose two alternative supplements: Priority-Inextricable Grounding and Priority-Extricable Grounding (itself divided into two alternatives—Priority by Absolute Fundamentality and Priority by Relative Fundamentality). Each supplement offers a distinct image of grounding—most illustratively, modally: for each, the structure of grounding contrastingly constrains the metaphysical compossibility of worlds that share facts or grounding relations. As such, I conclude that the supplements offer incompatible strategies for sourcing grounding directionality and grounding theorists ought to decide between them. (shrink)

Within the third book of Porphyry's On Abstinence from Animal Food, an ethic of community is developed in order to provide the basis of an account of our ethical obligations to animals. I argue that in spite of Porphyry's rejection of this account, it constitutes a coherent and comprehensive nonanthropocentric ethical theory. It conforms with ethical intuitions insofar as it grants that animals are moral subjects, but does not demand impartiality. By appealing to Theophrastus's notion of to oikeion and to (...) the Stoic notion of oikeic6is it provides the theoretical resources for showing why it is often appropriate to favor human beings over other animals. (shrink)

First, I offer an analytic summary of the 10 main theses in Stephen Asma and Rami Gabriel’s The Emotional Mind. Second, I raise an objection about Asma and Gabriel’s assumption that the emotions have phenomenal sameness in individual psychology, across species and cultures. Third, I focus and develop a critique of Asma and Gabriel’s objections to evaluating emotions in terms of “correctness,” “aptness,” or “fittingness.” I argue that analyzing correctness is an essential task of normative inquiry in psychology, psychiatry, and (...) moral philosophy, and it is perfectly intellectually respectable and compatible with most genealogies of the emotions. (shrink)

Starting from a comparison of the similarities between a poem by Sylvia Plath called Tulips and the words of someone in the thrall of a delusion I develop a phenomenology of how mood is basic to our articulation of the world. To develop this argument I draw on Heidegger’s concept of attunement [befindlichkeit] and his contention that basic emotions open up aspects of the world for closer inspection and articulation. My thesis in this paper is that there is an underlying (...) structural similarity between the forms of words used in poems and those found in medically diagnosed delusions and this similarity is based on the role of mood in both arenas. The difference, I argue, is that although both forms of articulation are negotiated ‘as if’ the subject matter was literal, the person writing the poem is self-aware that their uses of language are figurative and metaphorical. This is because the emotional lens they use to describe a situation poetically can always be removed by a return to a ground-mood of acceptance, that prevents them from becoming lost in the poetical mood. The person experiencing psychosis, on the other hand, is unable to extricate herself from the mood that underlies their delusional utterances as they have lost access to the ground-mood that the poet takes for granted. I illustrate the point using Hume’s famous statement about the mood he philosophises in and look at ways sufferers from delusions could regain a sense of the non-literal projections of their words. (shrink)