Reliabilism has come under recent attack for its alleged inability to account for the value we typically ascribe to knowledge. It is charged that a reliably-produced true belief has no more value than does the true belief alone. I reply to these charges on behalf of reliabilism; not because I think reliabilism is the correct theory of knowledge, but rather because being reliably-produced does add value of a sort to true beliefs. The added value stems from the fact that a (...) reliably-held belief is non-accidental in a particular way. While it is widely acknowledged that accidentally true beliefs cannot count as knowledge, it is rarely questioned why this should be so. An answer to this question emerges from the discussion of the value of reliability; an answer that holds interesting implications for the value and nature of knowledge. (shrink)

Reliabilism has come under recent attack for its alleged inability to account for the value we typically ascribe to knowledge. It is charged that a reliably‐produced true belief has no more value than does the true belief alone. I reply to these charges on behalf of reliabilism; not because I think reliabilism is the correct theory of knowledge, but rather because being reliably‐produced does add value of a sort to true beliefs. The added value stems from the fact that a (...) reliably‐held belief is non‐accidental in a particular way. While it is widely acknowledged that accidentally true beliefs cannot count as knowledge, it is rarely questioned why this should be so. An answer to this question emerges from the discussion of the value of reliability; an answer that holds interesting implications for the value and nature of knowledge. (shrink)

Potential ethical issues can arise during the process of epidemiological classification. For example, unnatural infant deaths are classified as accidental deaths or homicides. Societal sensitivity to the physical abuse and neglect of children has increased over recent decades. This enhanced sensitivity could impact reported infant homicide rates. Infant homicide and accident mortality rates in boys and girls in the USA from 1940 to 2005 were analysed. In 1940, infant accident mortality rates were over 20 times greater than infant homicide rates (...) in both boys and girls. After about 1980, when the ratio of infant accident mortality rates to infant homicide rates decreased to less than five, and the sum of infant accident and homicide rates became relatively constant, further decreases in infant accident mortality rates were associated with increases in reported infant homicide rates. These findings suggest that the dramatic decline of accidental infant mortality and recent increased societal sensitivity to child abuse may be related to the increased infant homicide rates observed in the USA since 1980 rather than an actual increase in societal violence directed against infants. Ethical consequences of epidemiological classification, involving the principles of beneficence, non-maleficence and justice, are suggested by observed patterns in infant accidental deaths and homicides in the USA from 1940 to 2005. (shrink)

Lucid, non-intimidating presentation of propositional logic, propositional calculus and predicate logic by Russian scholar. Topics of concern in a variety of fields, including computer science, systems analysis, linguistics, etc. Accessible to high school students; valuable review of fundamentals for professionals. Exercises (no solutions). Preface. Three appendices. Indices. Bibliogaphy. 14 figures.

I take issue with several themes in Ted Toadvine’s lively paper, “Limits of the Flesh,” suggesting that he has significantly misread many of the arguments in The Spell of the Sensuous. I first engage his contention that I disparage reflection and denigrate the written word. Then I take up the assertion that I exclude the symbolic dimension of experience from my account, and indeed that I seek to eliminate the symbolic from our interactions with others. Finally, I refute his claim (...) that my ecophenomenological stance leaves no room for resistance, contradiction, and alterity—elements that are, in fact, central to my understanding of ethics. My reply leads directly into a discussion of one of the crucial concerns of my work: the manner in which the very style of our discourse—our way of wielding words—tacitly works to either enhance, or to stifle, the solidarity between the human community and the more-than-human earth. (shrink)

In the debate over clinicians’ conscience, there is a greater ethical, legal, and scholarly focus on negative, rather than positive, claims of conscience. This asymmetry produces a seemingly unjustified double standard with respect to clinicians’ conscience under the law. For example, a Roman Catholic physician working at a secular institution may refuse to provide physician-aid-in-dying on the basis of conscience, but a secular physician working at a Roman Catholic institution may not insist on providing physician-aid-in-dying on the basis of conscience. (...) This article outlines arguments against this asymmetry and critiques them for failing to distinguish between positive claims of conscience as positive or negative rights. I suggest the asymmetry debate should be focused on whether positive claims of conscience as positive rights ought to enjoy the same protections as negative claims of conscience. Clarifying the debate in this way helps elucidate some of the best reasons for the asymmetry, which these arguments have not addressed. This article does not take a definitive position on whether the asymmetry is justified, but attempts to bring some focus to the debate by directing arguments against the asymmetry to address the significant differences between positive claims of conscience as positive rights and negative claims of conscience. (shrink)

Our aim in this article is to bring some clarity to the clinical ethics expertise debate by critiquing and replacing the taxonomy offered by the Core Competencies report. The orienting question for our taxonomy is: Can clinical ethicists offer justified, normative recommendations for active patient cases? Views that answer “no” are characterized as a “negative” view of clinical ethics expertise and are further differentiated based on (a) why they think ethicists cannot give justified normative recommendations and (b) what they think (...) ethicists can offer, if they cannot offer recommendations. Views that answer “yes” to the orienting question are characterized as a “positive” view of clinical ethics expertise. Positive views are distinguished according to four additional questions. First (P1), how are those recommendations generated? Second (P2), what is the nature of the recommendations? Third (P3), we ask, how are the recommendations justified? And finally (P4), how are the recommendations communicated? (shrink)

In this paper I defend the theory that knowledge is credit-worthy true belief against a family of objections, one of which was leveled against it in a recent paper by Jennifer Lackey. In that paper, Lackey argues that testimonial knowledge is problematic for the credit-worthiness theory because when person A comes to know that p by way of the testimony of person B, it would appear that any credit due to A for coming to believe truly that p belongs to (...) the testifier, B, rather than the hearer, A. If so, then knowledge would appear not to be a matter of credit for true belief. I think that the problem this raises actually has little to do with the fact that the knowledge comes by way of testimony, and that similar objections can be formulated in terms of perceptual and memorial knowledge. I will attempt to neutralize these objections by drawing a distinction between credit as praiseworthiness and credit as attributability. (shrink)

Decision making and choices are frequent themes in medical ethics. Game theory is based upon modelled decision making. Game theory, and associated logic traps, may have relevance to the clinical practice of medicine and medical ethics. The “prisoner’s dilemma” is one logic trap from game theory in which “rational” decision making on the part of participating individuals can lead to “suboptimal” situations. An example of such a situation involving brain death is presented and discussed from the perspective of the prisoner’s (...) dilemma. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Foundations For Flow:A Philosophical Model For Studio InstructionKrista RiggsThe need for a new approach to studio instruction becomes evident when the current state of the profession and the effects of typical teaching methods are considered. In a profession with relatively little demand for a large supply of candidates for professional employment, realistically very few undergraduate music performance majors will achieve success as either orchestral players or as soloists. Extreme (...) competitiveness and the political hierarchy common in a typical music studio setting can squelch creativity and hinder a student's possibility to attain optimal experience in performance. Such an environment can pose a threat to a student's self-image and motivation, possibly becoming detrimental to the success of the student in any chosen occupation, whether ultimately within music or outside the profession.1As Roland Persson notes, studio teachers are generally hired primarily for their performance accomplishments and place in the historic lineage of their instrument's pedagogy without much regard for previous training in educational theories.2 With a lack of training in instructional methods or developmental theories, college music teachers tend to conduct lessons in the manner in which they were taught. Thus, little attention may be paid to individual differences or developmental issues.3 Studio instruction has also traditionally been approached [End Page 175] in a maestro-like, authoritarian manner with one-directional commands given as law from master teacher to seemingly subordinate students. Such a manner of teaching may contradict the tendency of creative individuals to show more deviant traits of critical and independent thought, possibly hindering the student's potential for artistic growth.4Many music students tend to gain much of their concept of self-worth based on how they perceive their musical ability to be assessed by their studio instructor.5 A dependency for approval can lead to the pursuit of unachievable perfection that can be detrimental to the emotional development and self-confidence of the student.6 A common focus on a final product in instruction rather than on the creative process of personal and artistic growth can also contribute to the detrimental setting of unrealistic goals and resulting lack of self-esteem in the student. Evaluation of artistically, intellectually, and emotionally developing students against an unattainable perceived aesthetic ideal or in comparison to other students of differing strengths and levels of development can hinder motivation while increasing anxiety, extreme competition, and negative emotional response in the learning experience.7 In a more personalized curriculum that centers on individual strengths and weaknesses through a mentoring approach, each student may be guided to develop the intellectual, emotional, physical, and spiritual faculties leading to optimal experience. From creative flow and the peak experiences of self-actualization comes intrinsic motivation for students to pursue creativity as a way of life, with further motivation to find moments for artistic expression and personal satisfaction in all aspects of their being.8A new model concerned with the development of the "whole" student as an individual can serve as a philosophical supplement to studio instructors who may not have received much training in developmental issues, educational theories, or related facets of the psychology of learning and performance. Although each aspect of the model can be considered separately, the potential of guiding a student toward the attainment of optimal experience is increased when all aspects are considered according to strengths and weaknesses present in the individual student. Incorporating the theories and ideas in studio instruction may help enhance a student's artistic and personal development while also strengthening a healthy mentoring relationship between teacher and student. While the model presents aspects of psychology alongside developmental and educational theories, the focus remains as a philosophical synthesis of diverse ideas into a unified system with flow at the center. Rather than aiming to deconstruct or refute opposing theories, the model synthesizes supporting ideas. As Estelle Jorgensen notes, the purpose of a synthesis-oriented or "synoptic" model is not so much to argue or refute contrasting views as it is to build upon the supporting theories and ideas of other writers. The "body of thought" serves an explanatory purpose [End Page 176] of the "clarification of terms and exposition... (shrink)

It is nearly universally acknowledged among epistemologists that a belief, even if true, cannot count as knowledge if it is somehow largely a matter of luck that the person so arrived at the truth. A striking feature of this literature, however, is that while many epistemologists are busy arguing about which particular technical condition most effectively rules out the offensive presence of luck in true believing, almost no one is asking why it matters so much that knowledge be immune from (...) luck in the first place. I argue that the best explanation for the consensus that luck undermines knowledge is that knowledge is, complications aside, credit-worthy true believing. To make this case, I develop both the notions of luck and credit, and sketch a theory of knowledge in those terms. Furthermore, this account also holds promise for being able to solve the “value problem” for knowledge, and it explains why both internal and external conditions are necessary to turn true belief into knowledge. (shrink)

: In this essay, Riggs demonstrates how heterosexism shapes foster-care assessment practices in Australia. Through an examination of lesbian and gay foster-care applicants' assessment reports and with a focus on the heteronormative assumptions contained within them, Riggs demonstrates that foster-care public policy and research on lesbian and gay parenting both promote the idea that lesbian and gay parents are always already "just like" heterosexual parents. To counter this idea of "sameness," Riggs proposes an approach to both assessing and researching lesbian (...) and gay parents that privileges the specific experiences of lesbians and gay men and resists the heterosexualization of lesbian and gay families by focusing on some potentially radical differences shaping lesbian and gay lives. (shrink)

In this essay, Riggs demonstrates how heterosexism shapes foster-care assessment practices in Australia. Through an examination of lesbian and gay foster-care applicants’ assessment reports and with a focus on the heteronormative assumptions contained within them, Riggs demonstrates that foster-care public policy and research on lesbian and gay parenting both promote the idea that lesbian and gay parents are always already “just like” heterosexual parents. To counter this idea of “sameness,” Riggs proposes an approach to both assessing and researching lesbian and (...) gay parents that privileges the specific experiences of lesbians and gay men and resists the heterosexualization of lesbian and gay families by focusing on some potentially radical differences shaping lesbian and gay lives. (shrink)

The Evolving Block Universe is a model where spacetime continuously emerges leading to a ‘growth’ of spacetime by which there is a passage of time. Its most recent version extends ideas on the passage of time and the various arrows of time (determined by the cosmological evolution of the whole universe). Attention is drawn to some principal problems with this model, especially how the present moment and the passage of time are defined.

In a recent paper in Psychological Science, Kouider and Dupoux reported obtaining unconscious Stroop priming only when subjects had partial awareness of the masked distractor words . Kouider and Dupoux conjectured that semantic priming occurs only when such partial awareness is present. The present experiments tested this conjecture in an affective categorization priming task that differed from Kouider and Dupoux’s in using masked distractors that subjects had practiced earlier as visible words. Experiment 1 showed priming from practiced words when subjects (...) had no partial awareness of those words. Experiment 2 showed that, in the absence of partial awareness, practiced words yielded priming but not-practiced words did not. Experiment 3 corroborated Experiment 1 and 2s results using a different test of partial awareness. These results suggest that unconscious processing of subword elements drives masked semantic priming by practiced words. (shrink)

I define a concept of causal probability and apply it to questions about the role of probability in evolutionary processes. Causal probability is defined in terms of manipulation of patterns in empirical outcomes by manipulating properties that realize objective probabilities. The concept of causal probability allows us see how probabilities characterized by different interpretations of probability can share a similar causal character, and does so in such way as to allow new inferences about relationships between probabilities realized in different chance (...) setups. I clarify relations between probabilities and properties defined in terms of them, and argue that certain widespread uses of computer simulations in evolutionary biology show that many probabilities relevant to evolutionary outcomes are causal probabilities. This supports the claim that higher-level properties such as biological fitness and processes such as natural selection are causal properties and processes, contrary to what some authors have argued. (shrink)

This paper is divided into three sections. The first presents some examples of the killing/letting die distinction. The second draws a further distinction between what I call negative and positive cases of acting or refraining. Here I argue that the moral significance of the acting/refraining distinction is different for positive and for negative cases. In the third section I apply the above distinction to euthanasia, and argue that mercy killing should be regarded as analogous to positive rather than negative cases. (...) On the basis of this, I then support active rather than passive euthanasia. (shrink)

This article examines a handful of recent creative works that reflect speculatively on transgender pasts. I argue that each of these creative texts uses ontological interventions to reimagine moments in trans activist history that scholars have narrated only in terms of the attenuation of sociality and of political participation. These works do this by ratifying trans activists’ relations of reciprocity with extraordinary entities that are not often supported by secular and anthropocentric historiographies. Instead of engaging accounts of coalition work with (...) extraterrestrials, nonhuman animals, and magical powers mainly as sites of “subjugated knowledges”, these creative works all consider the political capacitations afforded by trans collaborations with other-than-human agencies. In order to make this argument, I draw from the recent body of anthropological scholarship known as the “new animism,” and consider the absence of commentary on religion and secularism within the Anglo-American posthuman turn. Ultimately, beyond offering alternatives to historical declension narratives about trans activism, these works urge scholars to consider how relations with “subaltern” agentive forces have become increasingly important to disenfranchised communities’ efforts to negotiate the political debilitations of a post-neoliberal world. (shrink)

It will startle no one to hear that there is widespread disagreement among philosophers about the nature and criteria of epistemic justification. There are many distinct notions of epistemic justification, distinguished from one another in a bewildering variety of ways. There are internalist justification, externalist justification, coherentist justification, foundationalist justification, deontic justification, consequentialist justification, propositional justification, doxastic justification, personal justification, situational justification, objective justification, subjective justification, cognitive justification, and structural justification. None of these is quite equivalent to another, yet each (...) is proposed as a way in which something can be epistemically justified. (shrink)

Moral pluralism poses a foundational problem for secular clinical ethics: How can ethical dilemmas be resolved in a context where there is disagreement not only on particular cases, but further, on...

Descartes’s arguments about the certainty of mathematics in the Rules for the Direction of the Mind cannot be understood independently of his attack on the authority of ancient authors. The author maintains this view by reading Descartes’s claims about mathematics through the lens of status theory, a framework for disputation revived by Renaissance dialecticians. Within status theory, “certainty” was closely associated with consensus. The essay shows how Descartes used status to attack the authority of the ancient authors and elevate mathematics (...) as an alternative. Descartes’s arguments about the certainty of mathematics are colored by his effort to make mathematics satisfy the demands of status-based disputation. Specifically, in order to elevate the status of mathematics, Descartes portrayed it as more common—prone to consensus—than he really believed it was. (shrink)

What is the proper role of a clinical ethics consultant’s religious beliefs in forming recommendations for clinical ethics consultation? Where Janet Malek has argued that religious belief should have no influence on the formation of a CEC’s recommendations, Clint Parker has argued a CEC should freely appeal to all their background beliefs, including religious beliefs, in formulating their recommendations. In this paper, I critique both their views by arguing the position envisioned by Malek puts the CEC too far from religion (...) and the position envisioned by Parker puts the CEC too close. For a CEC to give recommendations about what is morally prohibited, permissible, or obligatory in the clinic, I propose a view of the CEC that is neither religious nor non-religious but quasi-religious. I argue that a quasi-religious approach avoids the problems of both religious and non-religious views while preserving their benefits. Additionally, a quasi-religious view resists the marginalization of “religious” traditions that occurs when secular ethicists come to think of their approach as somehow distinctly non-religious. (shrink)

Tiffany was seventeen when injury to her brain stem put her in the intensive care unit on life‐sustaining treatment and in a permanently locked‐in state—fully conscious but able to control no bodily movements other than her eye movements. As a clinical ethicist at the hospital, I was consulted by her neurologist, who had established a blink‐once‐for‐yes, twice‐for‐no system of communication so that Tiffany could respond to questions. Her mother wanted Tiffany to continue receiving treatment that could prolong her life for (...) years, potentially decades. In a meeting with the neurologist and family, I felt like suggesting what nobody seemed willing to suggest: that we should ask Tiffany what she wants. (shrink)

This book offers a thorough investigation into the development of the cognitive processes that underpin judgements about mental states (often termed 'theory of ...