The objective of this paper is to outline challenges associated with the inclusion of welfare issues in breeding goals for farm animals and to review the currently available methodologies and discuss their potential advantages and limitations to address these challenges. The methodology for weighing production traits with respect to cost efficiency and market prices are well developed and implemented in animal breeding goals. However, these methods are inadequate in terms of assessing proper values of traits with social and ethical values (...) such as animal welfare, because such values are unlikely to be readily available from the product prices and costs in the market. Defining breeding goals that take animal welfare and ethical concerns into account, therefore, requires new approaches. In this paper we suggest a framework and an approach for defining breeding goals, including animal welfare. The definition of breeding goals including values related to animal welfare requires a multidisciplinary approach with a combination of different methods such as profit equations, stated preference techniques, and selection index theory. In addition, a participatory approach involving different stakeholders such as breeding organizations, food authorities, farmers, and animal welfare organizations should be applied. We conclude that even though these methods provide the necessary tools for considering welfare issues in the breeding goal, the practical application of these methods is yet to be achieved. (shrink)

The task of understanding Wittgenstein’s Philosophical Investigations is more like that of understanding a difficult person than of grasping difficult ideas. It makes heavy demands upon the reader. He must first of all have the patience to stare at slight variations in language-uses until they look as marked as Wittgenstein wants them to look. Then he must be prepared for what looks like impassable break-offs in line of thought. Next, if he is a philosopher, he must listen to a great (...) many hard sayings about philosophy—some of them prepared for, others thrown in as crotchety asides. Through all this, he must also come to see that here is suggested a radically new way of looking at language. Without some grasp of this new way, he cannot hope to feel the main force of the work. Instead of trying to summarize the Investigations, therefore, I will try to draw together some of the principal ideas which seem to me to give sense and unity to its details. This will not amount to seeing the book as a whole. Also, I expect that the result will misrepresent some of those ideas, I hope not grievously. (shrink)

The ordinary justification for my not doubting that the next bread I eat will nourish me as in the past is that we humans do not bother ourselves with doubts except where life actually prompts a doubt. Hume, however, represents this not-doubting as an inference we repeatedly draw, and not a very strong one since it concludes to a future-tense judgement from past-tense premisses. Thus Hume creates the impression that the commonest ways of leaning on past experience as a guide (...) involve a woefully weak type of inference, and this paper challenges that impression. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 13.1 (2005) 5-19 [Access article in PDF] Didactology as a Field of Theory and Research in Music Education Frede V. Nielsen Danish University of Education, Copenhagen Two problem areas which both concern the question of music pedagogy as a field of theory and research are addressed in this paper. The first one concerns the question of the normative and prescriptive versus the descriptive (...) and analytical aspects of music pedagogy. The second is about the theory of and the criteria for the selection of content in music education. In order to address these problems it is necessary to formulate certain preconditions, each of which comprises important distinctions. Preconditions and Problem Areas German pedagogical tradition features the term Didaktik, and when the area in question is placed in relation to an educational subject, such as music, the word and the concept of Fachdidaktik (subject-oriented Didaktik) arises. In Scandinavian countries corresponding concepts can be found.1Two features of the German concept of Didaktik should be emphasized. First, it denotes both the theory and science and the planning and decision-making of teaching and learning. Thus it refers to the theoretically oriented as well [End Page 5] as the practically directed concerns in pedagogy. Second, from the point of view of disciplines, Didaktik is part of the discipline of pedagogy, but there are diverging conceptions and theories of how it is to be delimited in relation to other subsections of pedagogy (such as teaching methodology). Roughly speaking, there exists a narrow or specific conception of Didaktik, which is first and foremost concerned with the question of the content, aim, and rationale of teaching and learning, together with the criteria for the selection of content, and a wide conception, according to which practically all problems regarding teaching and learning are viewed as didaktisch (including questions of teaching methods, forms of organization, and the choice of media).Significant arguments can be put forward in favor of the specific concept of Didaktik because it provides the opportunity (and actually the compulsion) to focus distinctly and separately on the fundamental issue of educational content and its selection. From this specific point of view, Didaktik can be defined as dealing with the theory and science, together with planning and decision-making, about the rationale, aim, and content of teaching and learning. The most central didactic question may then be formulated in this way: What is essential to learn, and therefore to teach, and why? In the present context it is important to note that this definition comprises both a descriptive/analytical and a prescriptive/normative determination of Didaktik. Hence arises the first of the problem areas I intend to address in greater detail, that is, the question of the normative and prescriptive character of pedagogy versus its descriptive, analytical, and scientific standing (in the present case that part of pedagogy which I have termed Didaktik).Several types of high-level rationale for the selection of teaching/learning content can be established. For general education in a subject like music (yet with application to other subjects as well) I have formulated four such types, which I also refer to as paradigms.2 Here I use the word "didactics" in the sense of the German Didaktik. The first type I call "basic subject didactics" in which the point of departure is the subject itself and its structure, in our case the subject of music. There is more on this point below. The second type is "ethno-didactics" in which the point of departure is pupil culture and the everyday experience of the pupils or criteria arising out of current local culture. It represents a micro-cultural position in post-modern style. The third type is "challenge didactics" in which the point of departure is the great social problems, such as environmental issues, global North-South relations, conditions of democracy, or for that matter terrorism. This position may be said to have a macro-cultural, problem-oriented, and inter-disciplinary bias. A theory of social criticism is a frequent theoretical anchoring point... (shrink)

Psychological egoists deny that men ever voluntarily act to promote the interests of others as an end in itself or ever act in such a way that they have the same regard for others as they have for themselves. [...] This theory has a long history and was supposedly decisively refuted by Butler. Yet it continues to haunt the scene. I want, in the tradition of Butler but not in his manner, to try to set out a short snappy but (...) definitive refutation of psychological egoism which will also show why it has such a hold on people. (shrink)

Plagiarism and other transgressions of the norms of academic integrity appear to be a persistent problem among upper secondary students. Numerous surveys have revealed high levels of infringement of what appear to be clearly stated rules. Less attention has been given to students’ understanding of academic integrity, and to the potential misconceptions and false beliefs that may make it difficult for them to comply with existing rules and handle complex real-life situations.In this paper we report findings from a survey of (...) European upper secondary students’ views on issues relating to academic integrity. We relate these findings to the students’ training about academic integrity, self-reported level of questionable behavior and country of study.A total of 1654 students at 51 institutions located in 6 European countries participated in the study. The participants generally believed they had a good understanding of the rules applying to them and knew how to behave in compliance with norms of academic integrity. The results indicate, however, that often, in practice, this belief was mistaken. Many students had an inadequate understanding of core elements of academic integrity. They were uncertain about how to act, and they struggled in the handling of complex situations that require context-sensitive judgement. While some differences between countries were identified, they were modest and exhibited no clear pattern. Our results also suggest that reducing students’ level of uncertainty and, to a lesser degree, improving their level of knowledge could lead them to engage less in certain types of questionable behaviours. Surprisingly, the effect of academic training is modest and ambiguous. The study also confirms that perception of peer behaviour has the strongest association with student engagement in questionable behaviours. Thus, academic integrity at the upper secondary level cannot be explained simply in terms of individual ethics or knowledge. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A View on the Future of an International Philosophy of Music Education:A Plea for a Comparative StrategyFrede V. NielsenIn the preface to the revised edition of my book, Almen musikdidaktik (The General Didaktik of Music) published in 1998, I wrote that the bibliography had been supplemented with a great deal of music education literature that had been published since the first edition of the book came out in 1994. (...) I drew attention in particular to, among other things, the journal Philosophy of Music Education Review, which began in 1993. I found that publication of this journal was significant and interesting not least because it continuously supplemented the approach to a theoretical and philosophic music pedagogical reflection with new English language literature. At the same time, it provided an opportunity to ask what sort of concepts and phenomena 'the philosophy of music education' and 'the philosophy of music teaching and learning' really are and what sort of functions they can have in relation to practice-oriented music education, including the education of music teachers. Therefore, the publication of PMER was a great step forward. But, like all such steps, it also revealed interesting issues and raised new questions. [End Page 7]In the Scandinavian countries too the research-based and theory-oriented music education literature has grown considerably since the early 1990s. This is the result of local initiatives in individual countries as well as Nordic cooperation in the form of the Nordic Network for Research in Music Education, which was formalized and institutionalized in 1992. The publication of the network's yearbooks, Nordic Research in Music Education–Yearbook, since 1995 is noteworthy in this context. In our part of the world this was another step forward, but one that also raised some challenging questions. In particular it gave rise to the question: What is the structure of the object of study for music education as a science and how can this object of study be delimited appropriately in relation to other disciplines? I think we have moved further toward giving reflected and well-founded answers to these questions, even though the answers are not unambiguous and may create problems in relation to the institutional affiliations of music pedagogy as a theoretical and scientific discipline.My first encounter with the initiators of the PME symposia took place in 2003 when I attended PME-5 in Lake Forest near Chicago. Even though there were participants from a number of different countries, including the Scandinavian countries (but none, for example, from Germany), it was clear that the event was dominated by North Americans. I contributed with a paper that was based on German and Nordic didactic (didactological) theory, which apparently was quite unfamiliar to most of the conference participants. To me this was a reminder of how important it is that a society that calls itself "international" should strive to embrace and include various traditions from several different points of view if it is to live up to the designation "international."The International Society for the Philosophy of Music Education (ISPME) was formally founded at the symposium in Lake Forest. For the past two years I have enjoyed the honor of being the society's co-chair together with Estelle Jorgensen. As those of you who attended the symposium in 2003 know, I accepted this task only after some hesitation and with some reservations. Since then I have had the opportunity to consider and experience what the task entails.I mentioned that my impression of PME-5 in Lake Forest was that it was dominated by North Americans. This was no wonder, since PME-5 took place in that part of the world. Moreover, the initiative behind the PME symposia originally came from the USA and Canada. Nonetheless, it gave impetus to a broader international orientation when the ISPME was founded two years ago.I come from a Scandinavian country. Scandinavia is a small language area situated in the northernmost region of Europe and has historically been very dependent on external cultural impulses. For centuries these have not least come from continental Europe and this is also true of the fields of education, philosophy, and music culture. The French and... (shrink)

ABSTRACT I argue that people have a right to self‐determination when they are plainly predominant in a certain territory and do not violate the civil liberties of minorities. But there is no self‐determination without the preservation of self‐identity and the cultural preservation that goes with its secure existence. So to preserve autonomy and self‐determination people must preserve their cultural identity and this cannot be securely sustained in modern conditions without a nation‐state concerned to nourish that identity. Such considerations support a (...) right to secession when certain conditions are met. The conditions are that the people in question have a cultural identity, live in a distinct territory which they have inhabited for a long time, form an extensive majority, and respect the civil liberties of the minorities living in that territory (as well as elsewhere). Where they are such a group they have a right to secede from a larger state to which they are historically attached. These conditions, I argue, are met in Quebec. (shrink)

There is a practical five-step method of ethics dialog developed by John Woolman, an 18th c. businessman and ethical activist, that was used by Robert K. Greenleaf, a 20th c. A.T.&T. Corporate Vice-President, that includes: (a) friendly, emotive affect; (b) discussion of mutual commonalities; (c) discussion of issue entanglements; (d) discussion of potential experimental solutions; and, (e) trial and feedback discussion. This method of dialog appears to proceed with a type of consciousness considered by John Woolman and Bernard Lonergan as (...) one where the I is conscious that I and Others are part of a more foundational, larger and prior We. This type of dialog is different than Socratic dialog. The corresponding type of consciousness is different than the more derivative, e.g., two allies being united in their response to a common goal. It is also different than Buber's I and Thou appreciative consciounsess of the interestingness, value, diversity, and uniqueness of others. Woolman dialog as seen in four cases appears to be a concrete method that has some value both as an end in itself and as instrumental means that can: be issue effective, help build ethical organization/community culture, and help facilitate peaceful, evolutionary change and development. Limitations of the method are also considered. The method may also be a several hundred year anticipation of experiment based pragmatist philosophy that is anthropologically sensitive to cultural entanglements. No man is an Iland, intire of it selfe, ... Each is a peece of the Continent, a part of the maine.... John Donne (17th c.). (shrink)

W. D. Hudson's criticism of some points in my ‘Wittgensteinian Fideism’ are challenging and deserve comment. I remain, however, unconvinced that they require any modification in my assessment of Wittgensteinian Fideism. I shall try to justify this conviction.

This paper contributes to a recent research program that extends arguments supporting elementary conditionalization to arguments supporting conditionalization with general, measure-theoretic conditional probabilities. I begin by suggesting an amendment to the framework that Rescorla (2018) has used to characterize regular conditional probabilities in terms of avoiding Dutch book. If we wish to model learning scenarios in which an agent gains complete membership knowledge about some subcollection of the events of interest to her, then we should focus on updating policies that (...) are what I shall call proper. I go on to characterize regular conditional probabilities in proper learning scenarios using what van Fraassen (1999) calls The General Reflection Principle. (shrink)

ABSTRACT Reflecting on the North/south dialogue, I consider questions of global justice. I argue that questions of global justice are just as genuine as questions of domestic justice. A too narrow construal of the circumstances of justice leads to an arbitrary forestalling of questions of global justice. It isn't that we stand in conditions of reciprocal advantage that is crucial but that we stand in conditions of moral reciprocity. I first set out concerning the situation in the North and the (...) South and the relations between them something of the facts in the case coupled with some interpretative sociology. Such investigations show massive disparities of wealth and condition between North and South and further show that these disparities have been exacerbated by the interventionist policies of the West. I then, while remaining mindful of the strains of commitment, argue that justice requires extensive redistribution between North and South but that this can be done without at all impoverishing the North, though to do so would indeed involve a radical re‐ordering of the socio‐economic system of the North. (shrink)

In this chapter, I argue that one can articulate a historically attuned and analytically rich model for understanding jazz in its various inflections. That is, on the one hand, such a model permits us to affirm jazz as a historically conditioned, dynamic hybridity. On the other hand, to acknowledge jazz’s open and multiple character in no way negates our ability to identify discernible features of various styles and aesthetic traditions. Additionally, my model affirms the sociopolitical, legal (Jim Crow and copyright (...) laws), and economic structures that shaped jazz. Consequently, my articulation of bebop as an inflection of Afromodernism highlights the sociopolitical, and highly racialized context in which this music was created. Without a recognition of the sociopolitical import of bebop, one’s understanding of the music is impoverished, as one fails to grasp the strategic uses to which the music and discourses about the music were put. (shrink)

A method of reflective equilibrium is adumbrated and then used to test the adequacy of moral conceptions appealing to fundamental human rights against Nietzschean conceptions of morality which would reject such an appeal. There is an attempt here both to articulate and critically probe a distinctive moral methodology (the method of reflective equilibrium) and to examine skeptical challenges to a foundationalism which would ground morality in fundamental rights claims. I attempt a partial testing of such a moral methodology by examining (...) its ability to meet such skeptical challenges to the rational grounding of human rights, and I assess (and this is plainly a reciprocal process) the depth of such skeptical challenges by the ability of such challenges to survive such an application of a method of reflective equilibrium. If that method is applied with discrimination and understanding, is it sufficient to defuse skeptical challenges to the pervasive belief that either rationality or the very taking of the moral point of view requires the acceptance of the belief that the design of morally acceptable social institutions and practices must be such that they aim at achieving a state of affairs in which all human beings are to be afforded equal consideration? Can a method of reflective equilibrium establish that a good society must embody such a commitment to an equality of human rights? (shrink)

Some theorists, worried about liberalism’s potential as a foundation for public health ethics, suggest that republicanism provides a better background of justification for public health policies, interventions, etc. In this article, this suggestion is put to the test, and it is argued that (i) contemporary (civic) republicanism and liberalism are not nearly as opposed as it is sometimes suggested, and that (ii) the kind of republicanism which one leading scholar in the field, Bruce Jennings, as an alternative to liberalism, does (...) not reflect the contemporary understanding of republicanism as held by, e.g. Phillip Pettit et al. (shrink)

Causal decision theory is often motivated as a ‘revision of [decision theory] intended to solve Newcomb’s problem’ (Bacon 2022). In this paper, I give a direct argument for CDT by deriving it from a venerable decision-theoretic principle: the value of knowledge principle. The general framework that I use to deliver this result also supports a new argument for conditionalization.

Self-realizationist theories are among the classical attempts to develop a comprehensive normative ethical theory. Plato and Aristotle, in giving classical statements of such theories, argue that a man's distinctive happiness, a man's distinctive flourishing, will only be realized when he realizes himself, i.e. when he achieves to the fullest possible degree his distinctive function. And to achieve one's function is to develop to the full those capacities which are distinctive of the human animal. In doing this we are being most (...) truly ourselves and in doing this we are doing what it is our own nature to do. Men who cultivate to the fullest that which men and only men have will be the happiest men and in so acting they will realize themselves most fully; they will achieve their maximum potential or their fullest distinctively human growth. To so realize oneself is the final end of all moral activity. It defines what is to constitute ‘the good life’ and what is to count as ‘a good man’. (shrink)

The nub of the following argument is that there is a conflict between the idea of (liberal) neutrality on the one hand, and an intuitively plausible idea of political representation on the other. The conflict arises when neutrality is seen as a condition for political legitimacy: neutralist political representation is only legitimate insofar as the representative does not advance political ideas based on conceptions of the good that are not endorsed by the whole of the (reasonable) polity. However, we often (...) encounter examples of political representation that do not live up to this demand but nevertheless seem legitimate. Hence, neutralists should explain either why this counterintuitive notion of representation does not follow from neutrality or explain what representatives are meant and allowed to do in such a political arrangement. A plausible neutralist rejoinder to this is to say that legitimacy is not dependent on neutrality for all political decisions. Neutrality is important (only or predominantly) regarding a certain body of political decisions, viz., using the Rawlsian idiom, 'constitutional essentials and matters of basic justice.' However, such a two-levelled approach is not without its problems. I argue that a skein of theoretical and practical challenges to the two-levelled approach undermines, or at least weakens, this attempt to solve the problem about representation and neutrality, and that the two-levelled approach is unclear in certain key aspects. The aim of the article is, however, quite modest. It is not to challenge neutrality per se ; rather, it is a call for further clarification of the issues pertaining to the relationship between neutrality and representation. (shrink)

I explicate and defend a form of liberal socialist nationalism. It is also a nationalism which is cosmopolitan. Explication and explanation are crucially in order here, for it is not unreasonable to believe that 'cosmopolitan nationalism' and 'liberal socialist nationalism' and even 'liberal nationalism' are oxymoronic. Against that I argue that there is a straightforward understanding of these concepts and their relations to each other that does not have inconsistencies or even paradoxes. Liberal socialism properly understood goes well with cosmopolitanism (...) (both moral and institutional), and there are plausible and attractive forms of both liberalism and socialism that go together. Moreover, the only candidate for a nationalism that would survive careful reflective inquiry is a liberal nationalism: a nationalism which is neither ethnic nor civic. It is widely believed, however, that even a liberal nationalism is incompatible with cosmopolitanism. I contend in a series of arguments that in contexts where nationalism is rightly on the agenda the form that it should take is that of a liberal nationalism, and it is further argued that to be viable, nationalism requires cosmopolitanism. (shrink)

In this article I assess the Invariance Principle, which states that only quantities that are invariant under the symmetries of our theories are physically real. I argue, contrary to current orthodoxy, that the variance of a quantity under a theory’s symmetries is not a sufficient basis for interpreting that theory as being uncommitted to the reality of that quantity. Rather, I argue, the variance of a quantity under symmetries only ever serves as a motivation to refrain from any commitment to (...) the quantity in question. (shrink)

Does multiculturalism imply that certain cultural minorities – nomos groups, whose cultural conceptions extend in important ways into views about the law – should have forms of legal autonomy that go beyond normal multicultural accommodations such as exemptions and special protection? In other words: should we allow «minority jurisdictions» for multicultural reasons and give certain minorities powers of legislation and adjudication on certain issues? The paper sketches how one might arrive at such a conclusion given some standard multicultural reasoning, and (...) then proceeds by examining eight key rejoinders to such a proposal. None of these rejoinders provide by themselves knockdown arguments against extending multicultural rights to forms of legal autonomy, but together they do provide a basis for some skepticism about the cogency and desirability of at least more ambitious forms of legal autonomy for cultural minorities within a liberal framework. (shrink)

Intellectual engineering movements in early 20th century America – including scientific management, the progressive engineering platform, and technocracy – have received a great deal of attention from historians. Contemporaneous with these American movements, a British engineer was also developing a system of social and economic reform: the engineer was Major Clifford Hugh Douglas and the reforms would form the foundations of the Social Credit philosophy. While Social Credit has been studied extensively as a political and economic system, little consideration has (...) been given to the influence of Douglas’ engineering career on his ideology or to the relationship between Douglas and the American engineering reformists. This paper remedies this lacuna by analyzing Douglas’ proposed reforms in an engineering context. It is argued that the set of reforms proposed by Douglas in the final years of the First World War was an engineer’s view of the economic re-organization necessary for the betterment of the lower classes, the alleviation of scarcity, and the loosening of the noose which the existing financial system held around the neck of productive industry. Developed contemporaneously with, but ideologically independent from, the American intellectual engineering movements, Douglas’ reforms represent a technical response to the ills of World War I British society. It is concluded that Douglas’ engineering training and experience was central to his reform platform. (shrink)

Summary The recovery of the Camp Century deep ice core in 1966 – the first ice core to reach all the way through a polar ice sheet to bedrock – marked a shift from an era of United States military dominated glaciological research in Greenland to an era of climate oriented research on the island. This paper aims to provide an understanding of this shift. I show that the Camp Century ice core was at the heart of a complex blend (...) of environmental, military and scientific interests. By deconstructing these interests, I ultimately show that the island of Greenland underwent two reimaginings during the early Cold War. First, the island was reimagined as part of the US Cold War military sphere: driven by the need to secure the North American continent, the US established a hegemonic military colonization of Greenland. In the second reimagining of the island, environmental geography led the way: the scientific results of the Camp Century ice core and political concern about climatic change converged in the early 1970s to build Greenland into a unique location for pursuing research on climate questions. This paper adds to the literature by contextualizing the Camp Century ice core at the interface between the history of science, environmental history and Cold War history, and thereby illuminating Greenland as a dual geopolitical entity and environmental space. By highlighting the interaction of climatic change, geophysical sciences and national security narratives, it responds to recent historiographic calls to unite a set of narratives which, too often, talk past one another. (shrink)

There exists a common view that for theories related by a ‘duality’, dual models typically may be taken ab initio to represent the same physical state of affairs, i.e. to correspond to the same possible world. We question this view, by drawing a parallel with the distinction between ‘interpretational’ and ‘motivational’ approaches to symmetries.

I argue against the halfer response to the Sleeping Beauty case by presenting a new problem for halfers. When the original Sleeping Beauty case is generalized, it follows from the halfer’s key premise that Beauty must update her credence in a fair coin’s landing heads in such a way that it becomes arbitrarily close to certainty. This result is clearly absurd. I go on to argue that the halfer’s key premise must be rejected on pain of absurdity, leaving the halfer (...) response to the original Sleeping Beauty case unsupported. I consider two ways that halfers might avoid the absurdity without giving up their key premise. Neither way succeeds. My argument lends support to the thirder response, and, in particular, to the idea that agents may be rationally compelled to update their beliefs despite not having learned any new evidence. (shrink)

Wittgenstein did not write on the philosophy of religion. But certain strands of his later thought readily lend themselves to what I call Wittgensteinian Fideism. There is no text that I can turn to for an extended statement of this position, but certain remarks made by Winch, Hughes, Malcolm, Geach, Cavell, Cameron and Coburn can either serve as partial statements of this position, or can be easily used in service of such a statement. Some of their contentions will serve as (...) targets for my argumentation, for as much as I admire Wittgenstein, it seems to me that the fideistic conclusions drawn by these philosophers from his thought are often absurd. This leads me back to an inspection of their arguments and the premisses in these arguments. (shrink)

The past decade has seen an explosion of work on the history of the human sciences during the Cold War. This work, however, does not engage with one of the leading human sciences of the period: linguistics. This article begins to rectify this knowledge gap by investigating the influence of linguistics and its concept of study, language, on American public, political and intellectual life during the postwar and early Cold War years. I show that language emerged in three frameworks in (...) this period: language as tool, language as weapon, and language as knowledge. As America stepped onto the international stage, language and linguistics were at the forefront: the military poured millions of dollars into machine translation, American diplomats were required to master scores of foreign languages, and schoolchildren were exposed to language-learning on a scale never before seen in the United States. Together, I argue, language and linguistics formed a critical part of the rise of American leadership in the new world order — one that provided communities as dispersed as the military, the diplomatic corps, scientists and language teachers with a powerful way of tackling the problems they faced. To date, linguistics has not been integrated into the broader framework of Cold War human sciences. In this article, I aim to bring both language, as concept, and linguistics, as discipline, into this framework. In doing so, I pave the way for future work on the history of linguistics as a human science. (shrink)

One of the most fundamental premises of feminist philosophy is the assumption of an invidious asymmetry between the genders that has to be overcome. Parallel to this negative account of asymmetry we also find a positive account, developed in particular within the context of so-called feminist philosophies of difference. I explore both notions of gender asymmetry. The goal is a clarification of the notion of asymmetry as it can presently be found in feminist philosophy. Drawing upon phenomenology as well as (...) feminist difference theory, I argue that a gender asymmetry does exist that cannot-as in the first assumption-be transformed into symmetry. (shrink)

Wittgenstein did not write on the philosophy of religion. But certain strands of his later thought readily lend themselves to what I call Wittgensteinian Fideism. There is no text that I can turn to for an extended statement of this position, but certain remarks made by Winch, Hughes, Malcolm, Geach, Cavell, Cameron and Coburn can either serve as partial statements of this position, or can be easily used in service of such a statement. Some of their contentions will serve as (...) targets for my argumentation, for as much as I admire Wittgenstein, it seems to me that the fideistic conclusions drawn by these philosophers from his thought are often absurd. This leads me back to an inspection of their arguments and the premisses in these arguments. (shrink)

In recent works, Shlomi Segall suggests and defends a luck egalitarian approach to justice in health. Concurring with G. A. Cohen’s mature position he defends the idea that people should be compensated for “brute luck”, i.e. the outcome of actions that it would be unreasonable to expect them to avoid. In his defense of the luck egalitarian approach he seeks to rebut the criticism raised by Norman Daniels that luck egalitarianism is in some way too narrow and in another too (...) wide to uphold justice in health and health care distribution. He points out that a pluralistic outline of luck egalitarianism taking into account the moral requirement of meeting everyone’s basic needs can avoid this line of criticism. In this article I argue against the application of such pluralistic luck egalitarianism in matters of health distribution. First of all, Segall has not shown that luck egalitarianism handles well health distributions above a threshold of basic needs. Secondly, his way of avoiding Elizabeth Anderson’s abandonment objection is theoretically problematic. Finally, I argue that luck egalitarianism in general fails to acknowledge the moral foundation of health and health care as a basic human entitlement. Thus I conclude that luck egalitarianism fails to take health needs seriously and that it cannot therefore uphold justice in health. (shrink)

One of the most fundamental premises of feminist philosophy is the assumption of an invidious asymmetry between the genders that has to be overcome. Parallel to this negative account of asymmetry we also find a positive account, developed in particular within the context of so-called feminist philosophies of difference. I explore both notions of gender asymmetry. The goal is a clarification of the notion of asymmetry as it can presently be found in feminist philosophy. Drawing upon phenomenology as well as (...) feminist difference theory , I argue that a gender asymmetry does exist that cannot-as in the first assumption-be transformed into symmetry. (shrink)

In my Contemporary Critiques of Religion and in my Scepticism , I argue that non-anthropomorphic conceptions of God do not make sense. By this I mean that we do not have sound grounds for believing that the central truth-claims of Christianity are genuine truth-claims and that we do not have a religiously viable concept of God. I argue that this is so principally because of three interrelated features about God-talk. While purporting to be factual assertions, central bits of God-talk, e.g. (...) ‘God exists’ and ‘God loves man-kind’, are not even in principle verifiable in such a way that we can say what experienceable states of affairs would count for these putative assertions and against their denials, such that we could say what it would be like to have evidence which would make either their assertion or their denial more or less probably true. Personal predicates, e.g. ‘loves’, ‘creates’, are at least seemingly essential in the use of God-talk, yet they suffer from such an attenuation of meaning in their employment in religious linguistic environments that it at least appears to be the case that we have in such environments unwittingly emptied these predicates of all intelligible meaning so that we do not understand what we are asserting or denying when we utter ‘God loves mankind’ or ‘God created the heavens and the earth’ and the like. When we make well-formed assertions, it appears at least to be the case that a necessary condition for such wellformedness is that we should be able successfully to identify the subject of that putative statement so that we can understand what it is that we are talking about and thus understand that a genuine statement has actually been made. But, where God is conceived non-anthropomorphically, we have no even tolerably clear idea about how God, an infinite individual, occupying no particular place or existing at no particular time, and being utterly transcendent to the world, can be identified. Indeed we have no coherent idea of what it would be like to identify him and this means we have no coherent idea of what it would be like for God even to be a person or an it. He cannot be picked out and identified in the way persons and things can. (shrink)

Several prominent contemporary philosophers, including Jürgen Habermas, John Caputo, and Robert Bernasconi, have at times painted a somewhat negative picture of Gadamer as not only an uncritical traditionalist, but also as one whose philosophical project fails to appreciate difference. Against such claims, I argue that Gadamer’s reflections on art exhibit a genuine appreciation for alterity not unrelated to his hermeneutical approach to the other. Thus, by bringing Gadamer’s reflections on our experience of art into conversation with key aspects of his (...) philosophical hermeneutics, we are able to better assess the viability of Gadamer’s contributions to contemporary discussions of difference and alterity. -/- Sections two through six focus on key concepts in Gadamer’s account of art’s dynamic ontology and our experience of art. Such concepts include the play structure of art, hermeneutic identity, tarrying with a work, and contemporaneity. The opening sections provide not only a discussion of these central themes, but they also (1) draw attention to the various ways in which difference and otherness are integral to Gadamer’s account, and (2) utilize relevant musical examples that prepare the reader for a more focused discussion of a Gadamerian approach to free jazz in section seven. By highlighting how Gadamer’s understanding of art possesses a dialogical play structure, is characterized by identity and difference, requires actively engaged spectators and auditors, and is amenable to what many criticize as an unintelligible musical expression, viz. free jazz, Gadamer’s project is shown as other-affirming and open to ambiguity and dynamism. That is, the essential structures and concepts characterizing Gadamer’s reflections on art are likewise central to his overall hermeneutical project, and hence are not rightly described as un-attuned to difference or other-negating. Rather, Gadamer’s philosophical project upholds difference, since it requires a dialogical interplay between self and other that creates the possibility for a transformative experience. (shrink)

The best accuracy arguments for probabilism apply only to credence functions with finite domains, that is, credence functions that assign credence to at most finitely many propositions. This is a significant limitation. It reveals that the support for the accuracy-first program in epistemology is a lot weaker than it seems at first glance, and it means that accuracy arguments cannot yet accomplish everything that their competitors, the pragmatic (Dutch book) arguments, can. In this paper, I investigate the extent to which (...) this limitation can be overcome. Building on the best arguments in finite domains, I present two accuracy arguments for probabilism that are perfectly general—they apply to credence functions with arbitrary domains. I then discuss how the arguments’ premises can be challenged. We will see that it is particularly difficult to characterize admissible accuracy measures in infinite domains. (shrink)

The conceptual pair of own-world and common world constitutes an archaic pair, originally introduced by Heraclitus. More than two millennia after its introduction, Binswanger picked up this conceptual pair in the attempt to understand existence and mental disorder. Ever since, this conceptual pair has been part of the conceptualization of schizophrenia in phenomenological psychopathology. However, the concepts of ídios kósmos and koinós kósmos have seldomly been elaborated and expanded upon, and certain unclarities rest within the literature. This paper resolves some (...) of these unclarities and contributes to a theory of anthropological proportions, which furthers our understanding of ídios kósmos and koinós kósmos. The paper begins with an exploration of the theoretical underpinnings of this conceptual pair, i.e., it discusses the concept of world, what is understood by common world, and what it means to live in an own-world. This theoretical exploration segues into an in-depth analysis of the alterations of experiential life in schizophrenia, which can be illuminated via this conceptual pair. It is further argued that this conceptual pair contributes to an understanding of the puzzling phenomenon of double bookkeeping. Finally, the paper concludes in a discussion of clinical implications of this conceptual pair, stressing the importance of a mindfulness of the alterations to the ídios kósmos and koinós kósmos in schizophrenia. (shrink)

In a recent paper, Pettigrew reports a generalization of the celebrated accuracy-dominance theorem due to Predd et al., but Pettigrew’s proof is incorrect. I will explain the mistakes and provide a correct proof.

I show that de Finetti’s coherence theorem is equivalent to the Hahn-Banach theorem and discuss some consequences of this result. First, the result unites two aspects of de Finetti’s thought in a nice way: a corollary of the result is that the coherence theorem implies the existence of a fair countable lottery, which de Finetti appealed to in his arguments against countable additivity. Another corollary of the result is the existence of sets that are not Lebesgue measurable. I offer a (...) subjectivist interpretation of this corollary that is concordant with de Finetti’s views. I conclude by pointing out that my result shows that there is a sense in which de Finetti’s theory of subjective probability is necessarily nonconstructive. This raises questions about whether the coherence theorem can underwrite a legitimate theory of rational belief. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 13.1 (2005) 5-19 [Access article in PDF] Didactology as a Field of Theory and Research in Music Education Frede V. Nielsen Danish University of Education, Copenhagen Two problem areas which both concern the question of music pedagogy as a field of theory and research are addressed in this paper. The first one concerns the question of the normative and prescriptive versus the descriptive (...) and analytical aspects of music pedagogy. The second is about the theory of and the criteria for the selection of content in music education. In order to address these problems it is necessary to formulate certain preconditions, each of which comprises important distinctions. Preconditions and Problem Areas German pedagogical tradition features the term Didaktik, and when the area in question is placed in relation to an educational subject, such as music, the word and the concept of Fachdidaktik (subject-oriented Didaktik) arises. In Scandinavian countries corresponding concepts can be found.1Two features of the German concept of Didaktik should be emphasized. First, it denotes both the theory and science and the planning and decision-making of teaching and learning. Thus it refers to the theoretically oriented as well [End Page 5] as the practically directed concerns in pedagogy. Second, from the point of view of disciplines, Didaktik is part of the discipline of pedagogy, but there are diverging conceptions and theories of how it is to be delimited in relation to other subsections of pedagogy (such as teaching methodology). Roughly speaking, there exists a narrow or specific conception of Didaktik, which is first and foremost concerned with the question of the content, aim, and rationale of teaching and learning, together with the criteria for the selection of content, and a wide conception, according to which practically all problems regarding teaching and learning are viewed as didaktisch (including questions of teaching methods, forms of organization, and the choice of media).Significant arguments can be put forward in favor of the specific concept of Didaktik because it provides the opportunity (and actually the compulsion) to focus distinctly and separately on the fundamental issue of educational content and its selection. From this specific point of view, Didaktik can be defined as dealing with the theory and science, together with planning and decision-making, about the rationale, aim, and content of teaching and learning. The most central didactic question may then be formulated in this way: What is essential to learn, and therefore to teach, and why? In the present context it is important to note that this definition comprises both a descriptive/analytical and a prescriptive/normative determination of Didaktik. Hence arises the first of the problem areas I intend to address in greater detail, that is, the question of the normative and prescriptive character of pedagogy versus its descriptive, analytical, and scientific standing (in the present case that part of pedagogy which I have termed Didaktik).Several types of high-level rationale for the selection of teaching/learning content can be established. For general education in a subject like music (yet with application to other subjects as well) I have formulated four such types, which I also refer to as paradigms.2 Here I use the word "didactics" in the sense of the German Didaktik. The first type I call "basic subject didactics" in which the point of departure is the subject itself and its structure, in our case the subject of music. There is more on this point below. The second type is "ethno-didactics" in which the point of departure is pupil culture and the everyday experience of the pupils or criteria arising out of current local culture. It represents a micro-cultural position in post-modern style. The third type is "challenge didactics" in which the point of departure is the great social problems, such as environmental issues, global North-South relations, conditions of democracy, or for that matter terrorism. This position may be said to have a macro-cultural, problem-oriented, and inter-disciplinary bias. A theory of social criticism is a frequent theoretical anchoring point... (shrink)

Prioritarianism pertains to the generic idea that it matters more to benefit people, the worse off they are, and while prioritarianism is not uncontroversial, it is considered a generally plausible and widely shared distributive principle often applied to healthcare prioritisation. In this paper, I identify social justice prioritarianism, severity prioritarianism and age-weighted prioritarianism as three different interpretations of the general prioritarian idea and discuss them in light of the effect of pandemic consequences on healthcare priority setting. On this analysis, the (...) paper arrives at the following three conclusions: that we have strong prioritarian reasons for special concern about the vulnerable and socially disadvantaged in reference to pandemic effects, that severity of illness is an important factor in identifying the worse off in priority setting but that this must not over-ride the special priority to the socially disadvantaged and that the maximisation rationale of the age-weighted view runs against the core prioritarian idea, and the age-weighted prioritarianism is thus unfitting as a prioritarian response to the COVID-19 case. (shrink)

Epistemic decision theory produces arguments with both normative and mathematical premises. I begin by arguing that philosophers should care about whether the mathematical premises (1) are true, (2) are strong, and (3) admit simple proofs. I then discuss a theorem that Briggs and Pettigrew (2020) use as a premise in a novel accuracy-dominance argument for conditionalization. I argue that the theorem and its proof can be improved in a number of ways. First, I present a counterexample that shows that one (...) of the theorem’s claims is false. As a result of this, Briggs and Pettigrew’s argument for conditionalization is unsound. I go on to explore how a sound accuracy-dominance argument for conditionalization might be recovered. In the course of doing this, I prove two new theorems that correct and strengthen the result reported by Briggs and Pettigrew. I show how my results can be combined with various normative premises to produce sound arguments for conditionalization. I also show that my results can be used to support normative conclusions that are stronger than the one that Briggs and Pettigrew’s argument supports. Finally, I show that Briggs and Pettigrew’s proofs can be simplified considerably. (shrink)

I want, some might say, to have my cake and eat it too for I want to be both a cosmopolitan and a nationalist, and, congruently with that, I think liberals and socialists, depending on the societies in which they live, should be either cosmopolitan nationalists or people in sympathy with liberal nationalist projects where these projects have a legitimate point. This includes people like myself who are liberal socialists committed, as all socialists are, to socialist internationalism and the international (...) solidarity that goes with it. How can—or can?—these things consistently go together? Beyond that—consistency being necessary but hardly a sufficient condition for adequacy—why go for cosmopolitan nationalism? Why not instead just go straight-out for cosmopolitanism and its internationalist outlook without the dangler 'nationalism'? (shrink)

Bayesians since Savage (1972) have appealed to asymptotic results to counter charges of excessive subjectivity. Their claim is that objectionable differences in prior probability judgments will vanish as agents learn from evidence, and individual agents will converge to the truth. Glymour (1980), Earman (1992) and others have voiced the complaint that the theorems used to support these claims tell us, not how probabilities updated on evidence will actually}behave in the limit, but merely how Bayesian agents believe they will behave, suggesting (...) that the theorems are too weak to underwrite notions of scientific objectivity and intersubjective agreement. I investigate, in a very general framework, the conditions under which updated probabilities actually converge to a settled opinion and the conditions under which the updated probabilities of two agents actually converge to the same settled opinion. I call this mode of convergence deterministic, and derive results that extend those found in Huttegger (2015b). The results here lead to a simple characterization of deterministic convergence for Bayesian learners and give rise to an interesting argument for what I call strong regularity, the view that probabilities of non-empty events should be bounded away from zero. (shrink)

In this paper I examine Aristotle's account of sexual difference in Generation of Animals, arguing that Aristotle conceives of the production of males as the result of a successful teleological process, while he sees the production of females as due to material forces that defeat the norms of nature. My suggestion is that Aristotle endorses what I call the "degrees of perfection" model. I challenge Devin Henry's attempt to argue that Aristotle explains sex determination exclusively with reference to material necessity (...) (in particular, levels of "vital heat" in the male semen), for Aristotle's notion of "sufficient" or "deficient" vital heat is itself teleological. If, as Aristotle is aware, male and female embryos appear with approximately equal frequency in most species, how, in light of Physics II, can he conceive of the former as in accordance with nature, and the latter as somehow contrary to nature? My proposal is that Aristotle's notion of what happens usually (ως επì τò πoλυ) is bifurcated: the usual need not be more frequent. (shrink)

In one of his more recent works, Paul Ricoeur attempts to re-instate the philosophical discussion of memory at the very center of a more general discourse on human existence. In his exposition, Ricoeur relies upon what he himself characterizes as a phenomenology of memory. It is the aim of the present article to supplement the phenomenological account of memory discussed by Ricoeur with a hermeneutics of memory conscious of its own limitations. Such a hermeneutical supplement would not only be of (...) complementary value but also provoke a rethinking of the relation between key concepts in the western discourse on memory, such as image, imprint, and trace. In this regard, the proposed hermeneutical reconfiguration of memory exceeds its own limitations and overflows into an investigation of the primordial passive and past ground, which motivates and allows the hermeneutical activity in the first place. Following the analyses of Emmanuel Lévinas, I will argue that this immemorial past must be conceived in terms of a responsibility that cannot be fulfilled. (shrink)

In this paper, I ask what is wrong with sufficiency. I formulate a generic sufficiency principle in relation to which I discuss possible problems for sufficientarianism. I argue against the arbitrariness–concern, that sufficiency theory need only to identify a possible space for determining a plausible threshold, and I argue against the high–low threshold dilemma concern, that multiple-threshold views can solve this dilemma. I then distinguish between currency-pluralist and currency-monist multiple-threshold views and test them against two different versions of the widely (...) shared ‘ignorance of inequality objection’ to sufficientarianism—a benefit-driven and a burden-driven version. I argue that currency-pluralist sufficiency views are better capable of responding to the former than currency-monist views. However, I show that no existing sufficiency view can provide a plausible response to the burden-driven version. Hence, I conclude that the problem of unequal distribution of burdens above the thresholds represents an overlooked threat to the sufficiency view, in any version. (shrink)

Many consider play a natural part of childhood, and although there is disagreement in the literature on what essentially defines “play” in childhood, philosophical theories of play tend to support this initial consideration. But is childhood play also something we owe each other within a framework of educational justice? This is a question yet to be addressed. In this paper, I answer this question affirmatively. I take off from a generic account of educational justice and argue that childhood play should (...) be considered a central entitlement of this account. I then argue in line with the capability approach that if we ought to protect childhood play, it should be children’s capability for play rather than the functioning of play that needs protection. I end by offering an account of the capability for childhood play. (shrink)

I am grateful to Josiane Boulad-Ayoub and Wesley Cooper for their generous treatment of my Equality and Liberty and for their probing criticisms. They make me keenly aware that I have often not expressed myself clearly enough and they have set in motion a process of self-questioning that will extend well beyond this discussion. They drive home to me, once again, the realization of how difficult it is to get anything right in philosophy.Since they, for the most part, raise different (...) sorts of issues, I shall discuss their criticisms separately starting with Cooper's account. (shrink)