Innovative modes of collaboration between archaeologists and Indigenous communities are taking shape in a great many contexts, in the process transforming conventional research practice. While critics object that these partnerships cannot but compromise the objectivity of archaeological science, many of the archaeologists involved argue that their research is substantially enriched by them. I counter objections raised by internal critics and crystalized in philosophical terms by Boghossian, disentangling several different kinds of pluralism evident in these projects and offering an analysis of (...) why they are epistemically productive when they succeed. My central thesis is that they illustrate the virtues of epistemic inclusion central to proceduralist accounts of objectivity, but I draw on the resources of feminist standpoint theory to motivate the extension of these social -cognitive norms beyond the confines of the scientific community. (shrink)

Many philosophers and cognitive scientists claim that our everyday or "folk" understanding of mental states constitutes a theory of mind. That theory is widely called "folk psychology" (sometimes "commonsense" psychology). The terms in which folk psychology is couched are the familiar ones of "belief" and "desire", "hunger", "pain" and so forth. According to many theorists, folk psychology plays a central role in our capacity to predict and explain the behavior of ourselves and others. However, the nature and status of folk (...) psychology remains controversial. (shrink)

Objective—To determine the objectivity, consistency and professional unanimity in the initiation, continuation and withdrawal of life-prolonging procedures in intensive care–to determine methods, time-scale for withdrawal and communication with both staff and relatives–to explore any professional unease about legality, morality or professional defensibility.Design—A structured questionnaire directed at clinical nurse managers for intensive care.Setting—All intensive care units in the Yorkshire region.Results—The survey reported a lack of consistency and objectivity in decision making in this area, with accompanying unease amongst staff.Conclusions—There is a need (...) to work towards more consistent care, both before and during admission, for the protection of the individual patient and to allow rational assessment of intensive care need. Comprehensive audit should lead to objective defensible decisions and facilitate informed choice. More open debate and better communication should minimise this issue as a source of stress amongst staff in intensive care. (shrink)

Recreative Minds develops a philosophical theory of imagination that draws upon the latest work in psychology. This theory illuminates the use of imagination in coming to terms with art, its role in enabling us to live as social beings, and the psychological consequences of disordered imagination. The authors offer a lucid exploration of a fascinating subject.

In The Veiled God, Ruth Jackson Ravenscroft offers a detailed portrait of Friedrich Schleiermacher’s early life, ethics, and theology in its historical and social context, and critically reflects on the enduring relevance of his work for the study of religion.

Linguists, biological anthropologists, and cognitive scientists come together in this book to explore the origins and early evolution of phonology, syntax, and semantics. They consider the nature of pre- and proto-linguistic communication, the internal and external triggers that led to its transformation into language, and whether and how language may be considered to have evolved after its inception. Evidence is drawn from many domains, including computer simulations of language emergence, the songs of finches, problem-solving abilities in monkeys, sign language, and (...) the structure of languages today. (shrink)

I argue that understanding why p involves a kind of intellectual know how and differsfrom both knowledge that p and knowledge why p (as they are standardly understood).I argue that understanding, in this sense, is valuable.

The purpose of this paper is to present the results of a natural experiment involving academic cheating by university students. We explore the relationship of moral judgment to actual behavior, as well as the relationship between the honesty of students self-reports and the extent of cheating. We were able to determine the extent to which students actually cheated on the take-home portion of an accounting exam. The take-home problem was not assigned with the intent of inducing cheating among students. However, (...) the high rate of observed cheating prompted the instructor to return to class and ask the students to provide information on their motivation. The students' responses are the data analyzed in this natural experiment. We found that in a simple regression the relationship between moral judgment scores and cheating behavior was insignificant. However, when we tested whether including Utilizer scores affected the relationship of cheating and moral judgment we found that Utilizer affected the relationship significantly. Finally, we found that moral judgment and honesty were not related, but higher levels of cheating behavior related to less honesty. (shrink)

Designed specifically for students with no background knowledge in the subject, this accessible introduction covers all of the basic concepts and major theories in the philosophy of mind. Topics discussed include dualism, behaviorism, the identity theory, functionalism, the computational theory of mind, connectionism, physicalism, mental causation, and consciousness. The text is enhanced by chapter summaries, a glossary, suggestions for further reading, and self-assessment questions.

Recently, the theory theory has led to much interesting research. However, this is the first book to look at the theory in extensive detail and to systematically contrast it with other theories.

Traditional accounts of the emergence of professional biology have privileged not only metropolis over province, but research over teaching and laboratory over museum. This paper seeks to supplement earlier studies of the ‘transformation of biology’ in the late nineteenth century by exploring in detail the developments within three biology departments in Northern English civic colleges. By outlining changes in the teaching practices, research topics and the accommodation of the departments, the authors demonstrate both locally contingent factors in their development and (...) continuities with existing traditions in natural history. The appointment of Arthur Milnes Marshall in preference to Louis Miall to the new zoology chair in Manchester in 1879 casts light on contemporary views of the laboratory and museum as ‘equal though different’. The transformation in biology, in Northern England at least, was shaped more by such local institutional changes than by a phoenix-like rise of the laboratory from the ashes of the museum—more by the rhetorical construction of a professional academic community than any dramatic shift in sites. In this period the biology laboratory supplemented, rather than eclipsed, the museum, and the dichotomy between the ‘naturalist’ and the ‘experimentalist’ was far from clear-cut. (shrink)

Standpoint theory is an explicitly political as well as social epistemology. It’s distinctive features are commitment to understand the social locations that shape the epistemic capacities and resources of individuals in structural terms, and a recognition that those who are marginalized within hierarchically structured systems of social differentiation are often epistemically advantaged. In some crucial domains they know more and know better as a contingent function of their situated experience and knowledge. This “inversion thesis” counters the alignment of social with (...) epistemic privilege. (shrink)

Part 1: Metaphysics and Conceptual Analysis 1. Analysis, description and the a priori?, Simon Blackburn 2. Physicalism, conceptual analysis and acts of faith, Jennifer Hornsby 3. Serious metaphysics: Frank Jackson’s defense of conceptual analysis, William G. Lycan 4. Jackson’s classical model of meaning, Laura Schroeter & John Bigelow 5. The semantic foundations of metaphysics, Huw Price 6. The folk theory of colours and the causes of colour experience, Peter Menzies Part 2: The Knowledge Argument 7. Consciousness and the frustrations of (...) physicalism, Philip Pettit 8. Jackson’s change of mind: representationalism, a priorism and the knowledge argument, Robert Van Gulick Part 3: Ethics 9. Analytic moral functionalism meets moral twin earth, Terrence Horgan & Mark Timmons 10. Consequentialism and the nearest and dearest objection, Michael Smith 11. The ’actual’ in actualism, Julia Driver Part 4: Conditionals and the Purposes of Arguing 12. Conditionals, truth and assertion, Dorothy Edgington 13. Conditionals: A debate with Jackson, Graham Priest 14. Two purposes of arguing and two epistemic projects, Martin Davies Replies to my critics, Frank Jackson. (shrink)

This paper argues that Spinoza does not take extension in space to be a fundamental property of physical things. This means that when Spinoza calls either substance or a mode “an Extended thing”, he does not mean that it is a thing extended in three dimensions. The argument proceeds by showing, first, that Spinoza does not associate extension in space with substance, and second, that finite bodies, or physical things, are not understood through the intellect when they are conceived as (...) extended in space. I conclude by articulating some suggestions about where we should go from here in trying to understand Spinoza’s account of the attribute of extension and of the physical world. (shrink)

This paper explores two models of empathy. One model places theory centre stage; the other emphasises our capacity to re‐enact fragments of another's mental life. I argue that considerations of parsimony strongly support the latter, simulative approach. My results have consequences for the current debate between the theory‐theory and simulation theory. That debate is standardly conceived as a debate about mental state attribution rather than about empathy. However, on the simulation model, empathy and mental state attribution involve a common mechanism. (...) Thus the strength of the simulative approach to empathy lends considerable credence to the simulation account of mental state attribution. Considerations of empathy are thus surprisingly important in the philosophy of mind.. (shrink)

Eliminativism has been a major focus of discussion in the philosophy of mind for the last two decades. According to eliminativists, beliefs and other intentional states are the posits of a folk theory of mind standardly called "folk psychology". That theory, they claim, is radically false and hence beliefs and other intentional states do not exist. We argue that the expression "folk psychology" is ambiguous in an important way. On the one hand, "folk psychology" is used by many philosophers and (...) cognitive scientists to refer to an internally represented theory of human psychology exploited in the prediction of behavior. On the other hand, "folk psychology" is used to refer to the theory of mind implicit in our everyday talk about mental states. We then argue that sorting out the conceptual and terminological confusion surrounding "folk psychology" has major consequences for the eliminativism debate. In particular, if certain models of cognition turn out to be true, then on some readings of "folk psychology" the arguments for eliminativism collapse. (shrink)

We propose that children employ specialized cognitive systems that allow them to recover an accurate “causal map” of the world: an abstract, coherent, learned representation of the causal relations among events. This kind of knowledge can be perspicuously understood in terms of the formalism of directed graphical causal models, or “Bayes nets”. Children’s causal learning and inference may involve computations similar to those for learning causal Bayes nets and for predicting with them. Experimental results suggest that 2- to 4-year-old children (...) construct new causal maps and that their learning is consistent with the Bayes net formalism. (shrink)

This is a bold and controversial feminist, philosophical critique of postmodernism. Whilst providing a brief and accessible introduction to postmodernist feminist thought, _Enlightened Women_ is also a unique defence of realism and enlightenment philosophy. The first half of the book covers an analysis of some of the most influential postmodernist theorists, such as _Luce Irigaray_ and _Judith Butler_. In the second half Alison Assiter advocates a return to modernism in feminism. She argues, against the current orthodoxy, that there can (...) be a distinction between "sex" and "gender". For students trying to pick their way through the maze of literature in the area of postmodernist feminism, _Enlightened Women_ is a concise guide to contemporary thought - as well as a radical contribution to the debate. (shrink)

This chapter explores the suggestion that early attachment underpins the human capacity for empathy, and that empathy, in turn, is a condition of moral competence. We are disposed by nature to seek intimacy with our human conspecifics: the securely attached child learns that, whatever perils the world may hold, his well-being is shielded within the private sphere of personal intimacy. But why should secure attachment also favour—as it does—recognition of moral obligations towards those with whom we have no special standing (...) and share no personal destiny—recognition that the claims of persons as such merit our attention and regard? One answer to this question looks beyond the fact of secure attachment to a further psychological capacity, our capacity for empathy: secure attachment promotes susceptibility to empathy, and an appropriate susceptibility to empathy is a condition of basic moral competence. The chapter proposes that the deeper and more persisting significance of empathy to morality can be understood from a developmental perspective. Looking to mentalization-based attachment theory allows us to understand how empathic mirroring enters into our earliest intimate, interactions with other persons, securing our default commitment to recognizing their reality as bound up with our own. In this way, empathy constitutes one of the natural foundations on which the more complex architecture of moral experience is constructed. Attachment theory helps us to understand the indispensable role empathy plays at the beginning of the circuitous road to virtue. (shrink)

We standardly evaluate counterfactuals and abilities in temporally asymmetric terms—by keeping the past fixed and holding the future open. Only future events depend counterfactually on what happens now. Past events do not. Conversely, past events are relevant to what abilities one has now in a way that future events are not. Lewis, Sider and others continue to evaluate counterfactuals and abilities in temporally asymmetric terms, even in cases of backwards time travel. I’ll argue that we need more temporally neutral methods. (...) The past shouldn’t always be held fixed, because backwards time travel requires backwards counterfactual dependence. Future events should sometimes be held fixed, because they’re in the causal history of the past, and agents have evidence of them independently of their decisions now. We need temporally neutral methods to maintain connections between causation, counterfactuals and evidence, and if counterfactuals are used to explain the temporal asymmetry of causation. (shrink)

John Fischer and Mark Ravizza defend in this book a painstakingly constructed analysis of what they take to be a core condition of moral responsibility: the notion of guidance control. The volume usefully collects in one place ideas and arguments the authors have previously published in singly or jointly authored works on this and related topics, as well as various refinements to those views and some suggestive discussions that aim to show how their account of guidance control might fit into (...) a more comprehensive account of moral responsibility. (shrink)

Causes always seem to come prior to their effects. What might explain this asymmetry? Causation's temporal asymmetry isn't straightforwardly due to a temporal asymmetry in the laws of nature—the laws are, by and large, temporally symmetric. Nor does the asymmetry appear due to an asymmetry in time itself. This Element examines recent empirical attempts to explain the temporal asymmetry of causation: statistical mechanical accounts, agency accounts and fork asymmetry accounts. None of these accounts are complete yet and a full explanation (...) of the temporal asymmetry of causation will likely require contributions from all three programs. (shrink)

In recent years several proposals to view reasoning with legal cases as theory construction have been advanced. The most detailed of these is that of Bench-Capon and Sartor, which uses facts, rules, values and preferences to build a theory designed to explain the decisions in a set of cases. In this paper we describe CATE (CAse Theory Editor), a tool intended to support the construction of theories as described by Bench-Capon and Sartor, and which produces executable code corresponding to a (...) theory. CATE has been used in a series of experiments intended to explore a number of issues relating to such theories, including how the theories should be constructed, how sets of values should be compared, and the representation of cases using structured values as opposed to factors. (shrink)

Analysis of online mathematics forums can help reveal how explanation is used by mathematicians; we contend that this use of explanation may help to provide an informal conceptualization of simplicity. We extracted six conjectures from recent philosophical work on the occurrence and characteristics of explanation in mathematics. We then tested these conjectures against a corpus derived from online mathematical discussions. To this end, we employed two techniques, one based on indicator terms, the other on a random sample of comments lacking (...) such indicators. Our findings suggest that explanation is widespread in mathematical practice and that it occurs not only in proofs but also in other mathematical contexts. Our work also provides further evidence for the utility of empirical methods in addressing philosophical problems. (shrink)

This paper argues that, by construing emotion as epistemologically subversive, the Western tradition has tended to obscure the vital role of emotion in the construction of knowledge. The paper begins with an account of emotion that stresses its active, voluntary, and socially constructed aspects, and indicates how emotion is involved in evaluation and observation. It then moves on to show how the myth of dispassionate investigation has functioned historically to undermine the epistemic authority of women as well as other social (...) groups associated culturally with emotion. Finally, the paper sketches some ways in which the emotions of underclass groups, especially women, may contribute to the development of a critical social theory. (shrink)

There are temporal asymmetries in our attitudes towards the past and future. For example, we judge that a given amount of work is worth twice as much if it is described as taking place in the future, compared to the past :796–801, 2008). Does this temporal value asymmetry support a tensed metaphysics? By getting clear on the asymmetry’s features, I’ll argue that it doesn’t. To support a tensed metaphysics, the value asymmetry would need to not vary with temporal distance, apply (...) equally to events concerning oneself and others, and be rational and judged to be so. But evidence suggests the value asymmetry lacks these features. There are, moreover, independent arguments against its rationality. The asymmetry’s features suggest instead that it arises as an emotion-driven generalisation from a temporal bias concerning our future actions. This explanation points towards mechanisms that can play a role in explaining other instances where we generalise about the past and future, and why we’re tempted towards metaphysical pictures of time. (shrink)

Human beings pose a problem for Descartes’ metaphysics. They seem to be more than a mere sum of their mental and bodily parts; human beings, Descartes insists, are unions of mind and body. But what does that union amount to? In the first, negative, part of this paper I argue that, by Descartes’ own lights, there is no way for us to answer this question if we are looking for a proper metaphysics of the union. Metaphysics is the job of (...) the intellect; it involves understanding. On Descartes’ considered view, we don’t understand the union; we feel it through the internal senses. In the second, positive, part of the paper I argue that, while Descartes does not give a properly metaphysical account of the union, he does provide a rich phenomenology of it that is of both theoretical and practical interest. Along the way, I suggest a phenomenological reading of a number of important passages that scholars have interpreted as Descartes’ attempt to provide a metaphysics of the union. (shrink)

This chapter draws an analogy between substance dualism (SD) and one kind of creationism. Some substance dualists appear to believe that SD is preferable to physicalism because only the former can account for the existence of morality. Some dualists are attracted to emergence, although it is unclear that it is a form of SD; indeed, it is not clear that it is a form of dualism at all, and if it is it would seem to be a form of property (...) dualism. The chapter discusses SD's relationship to three key elements of religious doctrine and the idea of emergence. It describes most serious arguments for physicalism and consequently against SD. According to SD, mind and brain are radically different substances, the former nonphysical, the latter physical. Advocates of occasionalist SD claim that God appropriately correlates mental and physical events occasion by occasion. (shrink)

Understanding causal structure is a central task of human cognition. Causal learning underpins the development of our concepts and categories, our intuitive theories, and our capacities for planning, imagination and inference. During the last few years, there has been an interdisciplinary revolution in our understanding of learning and reasoning: Researchers in philosophy, psychology, and computation have discovered new mechanisms for learning the causal structure of the world. This new work provides a rigorous, formal basis for theory theories of concepts and (...) cognitive development, and moreover, the causal learning mechanisms it has uncovered go dramatically beyond the traditional mechanisms of both nativist theories, such as modularity theories, and empiricist ones, such as association or connectionism. (shrink)

The Beloved Self is about the holy grail of moral philosophy, an argument against egoism that proves that we all have reasons to be moral. Part One introduces three different versions of egoism. Part Two looks at attempts to prove that egoism is false, and shows that even the more modest arguments that do not try to answer the egoist in her own terms seem to fail. But in part Three, Hills defends morality and develops a new problem for egoism, (...) an epistemological problem. She shows that it is not epistemically rational to believe the most plausible versions of egoism. The first part of the book will be most relevant to those interested in moral theory, as it contains detailed discussions of recent interpretations of virtue ethics and especially of Kant's moral theory. The second and third part of the book turn to epistemology, particularly moral epistemology, and include an account of the relationship between knowledge and action, a new theory of moral understanding, and a discussion of the epistemically rational response to various kinds of disagreement. Hills also defends a new account of virtue and of morally worthy action. (shrink)

The doctrine (or principle) of double effect is often invoked to explain the permissibility of an action that causes a serious harm, such as the death of a human being, as a side effect of promoting some good end. According to the principle of double effect, sometimes it is permissible to cause a harm as a side effect (or “double effect”) of bringing about a good result even though it would not be permissible to cause such a harm as a (...) means to bringing about the same good end. Does the principle of double effect play the important explanatory role that has been claimed for it? To consider this question, one must be careful to clarify just what the principle is supposed to explain. Three misinterpretations of the principle’s force or range of application are common. 1. To ensure that Double Effect is not misunderstood as principle issuing a blanket permission on causing any unintended harm that yields a benefit, applications must require that the agent seek to minimize the harm involved. 2. Since it is widely accepted that it is wrong to aim to produce harm to someone as an end, to rule this out is not part of double effect’s distinctive content. 3. Harms that were produced regretfully and only for the sake of producing a good end may be prohibited by double effect because they were brought about as part of the agent’s means to realizing the good end. (shrink)

This paper argues that there are powerful similarities between cognitive development in children and scientific theory change. These similarities are best explained by postulating an underlying abstract set of rules and representations that underwrite both types of cognitive abilities. In fact, science may be successful largely because it exploits powerful and flexible cognitive devices that were designed by evolution to facilitate learning in young children. Both science and cognitive development involve abstract, coherent systems of entities and rules, theories. In both (...) cases, theories provide predictions, explanations, and interpretations. In both, theories change in characteristic ways in response to counterevidence. These ideas are illustrated by an account of children's developing understanding of the mind. (shrink)

At least since Augustine, philosophers have constructed developmental just-so stories about the origins of certain concepts. In these just-so stories, philosophers tell us how children must develop these concepts. However, philosophers have by and large neglected the empirical data about how children actually do develop their ideas about the world. At best they have used information about children in an anecdotal and unsystematic, though often illuminating, way.