We argue that intentions are beliefs—beliefs that are held in light of, and made rational by, practical reasoning. To intend to do something is neither more nor less than to believe, on the basis of one’s practical reasoning, that one will do it. The identification of the mental state of intention with the mental state of belief is what we call strong cognitivism about intentions. It is a strong form of cognitivism because we identify intentions with beliefs, rather than maintaining (...) that beliefs are entailed by intentions or are components of them. (shrink)

Locke seems to hold that we have knowledge of the existence of external objects through sensation. Two problems face Locke's account. The first problem concerns the logical form of knowledge of real existence. Locke defines knowledge as the perception of the agreement or disagreement between ideas. However, perceiving agreements between ideas seems to yield knowledge only of analytic truths, not propositions about existence. The second problem concerns the epistemic status of sensitive knowledge: How could the senses yield certain knowledge? This (...) essay argues that the key to solving both problems is Locke's claim that simple ideas are all real, adequate, and true. This explains why, on Locke's view, we have certain knowledge through the senses. It also explains how sensitive knowledge can consist in perceiving an agreement between ideas: perceived agreements among simple ideas of sensation are guaranteed to track relations that obtain among really existing things. (shrink)

To foster research integrity (RI), it is necessary to address the institutional and system-of-science factors that influence researchers’ behavior. Consequently, research performing and research funding organizations (RPOs and RFOs) could develop comprehensive RI policies outlining the concrete steps they will take to foster RI. So far, there is no consensus on which topics are important to address in RI policies. Therefore, we conducted a three round Delphi survey study to explore which RI topics to address in institutional RI policies by (...) seeking consensus from research policy experts and institutional leaders. A total of 68 RPO and 52 RFO experts, representing different disciplines, countries and genders, completed one, two or all rounds of the study. There was consensus among the experts on the importance of 12 RI topics for RPOs and 11 for RFOs. The topics that ranked highest for RPOs concerned education and training, supervision and mentoring, dealing with RI breaches, and supporting a responsible research process (e.g. through quality assurance). The highest ranked RFO topics concerned dealing with breaches of RI, conflicts of interest, and setting expectations on RPOs (e.g. about educating researchers about RI). Together with the research policy experts and institutional leaders, we developed a comprehensive overview of topics important for inclusion in the RI policies of RPOs and RFOs. The topics reflect preference for a preventative approach to RI, coupled with procedures for dealing with RI breaches. RPOs and RFOs should address each of these topics in order to support researchers in conducting responsible research. (shrink)

We take a tremendous interest in how other people think of us. We have certain expectations of others, concerning how we are to figure in their thought and judgment. And we often feel wronged if those are disappointed. But it is puzzling how others’ beliefs could wrong us. On the one hand, moral considerations don’t bear on the truth of a belief and so seem to be the wrong kind of reasons for belief. On the other hand, truth-directed considerations seem (...) to render moral considerations redundant. In this paper, we argue that to understand the possibility of doxastic wronging, we need to understand beliefs, no less than actions, as ways of relating to one another. In particular, how we take account of what others think and say will depend on whether we take up what P. F. Strawson calls the participant stance toward them. We show how this helps to make sense of an example Miranda Fricker identifies as a case of epistemic injustice. We then use the example to spell out the ethical significance of Tyler Burge’s idea that we have a default entitlement to accept at face value what we receive from a rational source. (shrink)

Suppose we suffer a loss, such as the death of a loved one. In light of her death, we will typically feel grief, as it seems we should. After all, our loved one’s death is a reason for grief. Yet with the passage of time, our grief will typically diminish, and this seems somehow all right. However, our reason for grief ostensibly remains the same, since the passage of time does not undo our loss. How, then, could it not be (...) wrong for grief to diminish? Or how are we to make sense of the diminution of grief? Do reasons expire? —The paper clarifies the puzzle and then considers four responses. It argues that all of them are inadequate and that there are principled reasons why this should be so: In experiencing grief we are apprehending a loss. Yet in our effort to understand the diminution of grief, we must apprehend ourselves. But because grief is not about ourselves, our apprehension of the diminution of grief is at odds with our apprehension of the object of grief. This gives rise to a kind of double-vision, which is why the puzzle eludes a solution. (shrink)

We often promise to ϕ despite having evidence that there is a significant chance that we won’t ϕ. This gives rise to a pressing philosophical problem: Are we irresponsible in making such promises since, it seems, we are insincere or irrational in making them? I argue that we needn’t be. When it’s up to us to ϕ, our practical reasons for ϕ-ing partly determine whether it is rational for us to believe that we will ϕ. That is why we can (...) sometimes rationally believe that we will ϕ even if our belief goes against the evidence. (shrink)

Philosophers have accused locke of holding a view about propositions that simply conflates the formation of a propositional thought with the judgment that a proposition is true, and charged that this has obviously absurd consequences.1 Worse, this account appears not to be unique to Locke: it bears a striking resemblance to one found in both the Port-Royal Logic (the Logic, for short) and the Port-Royal Grammar. In the Logic, this account forms part of the backbone of the traditional logic expounded (...) in the text. As a result, the account’s alleged faults seem to seriously threaten the coherence and value of the whole approach to logic. And to the extent that Locke’s core philosophical commitments, in particular his .. (shrink)

Suppose you decide or promise to do something that you have evidence is difficult to do. Should you believe that you will do it? On the one hand, if you believe that you will do it, your belief goes against the evidence—since having evidence that it’s difficult to do it constitutes evidence that it is likely that you won’t do it. On the other hand, if you don’t believe that you will do it but instead believe, as your evidence suggests, (...) that it is likely that you will fail, your decision is not serious and your promise is not sincere. This problem—I call it the Epistemological Problem of Difficult Action—is a pressing philosophical problem that each of us faces. In this paper I consider several possible responses to it. I conclude that the right response is to say that we should believe against the evidence. Cases in which we decide or promise to do something that we have evidence is difficult to do are the best counterexamples to evidentialism. (shrink)

It is common to think of the attitude of trust as involving reliance of some sort. For example, Annette Baier argues that trust is reliance on the good will of others, and Richard Holton argues that trust is reliance from a participant stance. However, it is puzzling how trust could involve reliance, because reliance, unlike trust, is responsive to practical reasons: we rely in light of reasons that show it worthwhile to rely, but we don’t trust in light of reasons (...) that show it worthwhile to trust. To address the puzzle, I sketch an account of reliance, according to which reliance consists in action, and I sketch an account of trust, according to which trust consists in belief held from a participant stance. I conclude that it is plausible to see trust as the grounds for reliance. (shrink)

This paper proposes to reorient the philosophical debate about peer disagreement. The problem of peer disagreement is normally seen as a problem about the extent to which disagreement provides one with evidence against one's own conclusions. It is thus regarded as a problem for individual inquiry. But things look different in more collaborative contexts. Ethical norms relevant to those contexts make a difference to the epistemology. In particular, we argue that a norm of mutual answerability applies to us when we (...) engage in shared inquiry with others, and precludes us from treating one another's conflicting judgments as evidence relevant to the dispute. From this it follows that standard philosophical accounts of peer disagreement—e.g., the Equal Weight View and the Total Evidence View—presuppose that the disagreeing parties are in a sense alienated from one another. It's doubtful that such forms of alienated disagreement should be treated as the central case. (shrink)

The ethics of belief is concerned with the question what we should believe. According to evidentialism, one should believe something if and only if one has adequate evidence for what one believes. According to classic pragmatism, other features besides evidence, such as practical reasons, can make it the case that one should believe something. According to a new kind of pragmatism, some epistemic notions may depend on one’s practical interests, even if what one should believe is independent of one’s practical (...) reasons. In this paper I recount and briefly assess the debate between evidentialism and pragmatism. (shrink)

In medicine, professional behavior and ethics are often rule-based. We assessed whether instruction on formal criteria of authorship affected the decision of students about authorship dilemmas and whether they perceive authorship as a conventional or moral concept. A prospective non-randomized intervention study involved 203s year medical students who did (n = 107) or did not (n = 96) received a lecture on International Committee of Medical Journal editors (ICMJE) authorship criteria. Both groups had to read 3 vignettes and answer 4 (...) questions related to the distinction between conventional and moral domains. Written justification of student’ choices whether the authorship in a vignette was right or wrong was rated by 4 independent raters as based on justice or a rule. Formal instruction had no effect on students’ decisions on authorship in the vignettes (44, 34 and 39% ICMJE-consistent answers for 3 vignettes, respectively, by students receiving instruction vs. 38, 42 and 30% for those without instruction; P > 0.161 for all vignettes). For all dilemmas, more students decided contrary to ICMJE criteria and considered their decisions to be a matter of obligation and not a choice and to be general across situations and sciences. They were willing to change their decision if a rule was different only for peer situations but not for mentor–mentee situations. The number of students who used rule-based justification of their ICMJE criteria-consistent decisions was significantly higher in the instructed than in the uninstructed group. Instruction about formal authorship criteria had no effect on student’s decisions about authorship dilemmas and their decisions were related to the moral rather than a conventional domain. Teaching about authorship and other professionalism and integrity issues may benefit from interventions that bring intuitive processes into awareness instead of those fostering rule-based reasoning. (shrink)

How does evidence figure into the reasoning of an agent? This is an intricate philosophical problem but also one we all encounter in our daily lives. In this chapter, we identify the problem and outline a possible solution to it. The problem arises, because the fact that it is up to us whether we do something makes a difference to how we should think of the evidence concerning whether we will actually do it. Otherwise we regard something that is up (...) to us as if it were not: We regard something that is up to us as if it were the outcome of a lottery. Nonetheless, we would be wrong to ignore the evidence. Otherwise we could not make a rational decision. In this chapter, we first show that a decision-theoretic approach to this problem cannot succeed. This approach does not explain how we can take evidence into account in practical reasoning without making predictions concerning matters that are up to us. It also gives rise to incoherence between our practical and our theoretical conclusions. We then argue that what is required to solve the problem is recognizing that beliefs about matters that are up to us can be grounded in practical reasoning. We argue that such beliefs are not subject to an evidential norm, because they are not meant to reflect a reality that is independent of them but instead are meant to bring about the reality they represent. Finally, we argue that, even if we are fully rational agents, we will sometimes lack practical knowledge of what we will do. That is because when it is practically rational to do something that will require resolve, we may be in a position to rationally conclude that we will do it, even though we have evidence that there is a non-negligible chance that we won’t. In such cases, our evidence serves as a defeater for our practical knowledge. (shrink)

Philosophical theories about the nature of belief can be roughly classified into two groups: those that treat beliefs as occurrent mental states or episodes and those that treat beliefs as dispositions. David Hume's A Treatise of Human Nature seems to contain a classic example of an occurrence theory of belief as he defines 'belief' as 'a lively idea related to or associated with a present impression' (Treatise 1.3.7.5 96). This definition suggests that believing is an occurrent mental state, such as (...) judging, or thinking about something in a particular manner. However, a number of Hume's readers claim to find elements in his writings that are suggestive of a dispositional account of belief. Moreover, these elements are sometimes taken as signs of the inadequacy of Hume's account of belief and his dissatisfaction with it. This paper argues that Hume does hold an occurrence theory of belief, that he has deep-seated reasons for doing so, and that this theory of belief has greater explanatory power than its critics generally allow. I contend in particular that beliefs play an explanatory role in Hume's Science of Man that could not be played by dispositions, but requires that beliefs be introspectible occurrent mental states. Attention to the role of belief in explaining our actions, thoughts, emotional responses, and reasoning reveals that Hume is committed to treating beliefs as occurrent states. (shrink)

In the First Meditation, the Cartesian meditator temporarily concludes that he cannot know anything, because he cannot discriminate dreaming from waking while he is dreaming. To resist the meditator’s conclusion, one could deploy an asymmetry argument. Following Bernard Williams, one could argue that even if the meditator cannot discriminate dreaming from waking while dreaming, it does not follow that he cannot do it while awake. In general, asymmetry arguments seek to identify an asymmetry between a bad case that is entertained (...) as a ground for doubt and a good case in which one takes oneself to know something. My aim in this paper is to consider how effective asymmetry arguments are as an anti-skeptical strategy. I conclude that although asymmetry arguments provide an effective response to dreaming skepticism, they fail as a response to brains-in-a-vat skepticism. (shrink)

Successfully navigating the norms of a society is a complex task that involves recognizing diverse kinds of rules as well as the relative weight attached to them. In the United States, different kinds of rules—federal statutes and regulations, scientific norms, and professional ideals—guide the work of researchers. Penalties for violating these different kinds of rules and norms can range from the displeasure of peers to criminal sanctions. We proposed that it would be more difficult for researchers working in the U.S. (...) who were born in other nations to distinguish the seriousness of violating rules across diverse domains. We administered a new measure, the evaluating rules in science task, to National Institutes of Health-funded investigators. The ERST assessed perceptions of the seriousness of violating research regulations, norms, and ideals, and allowed us to calculate the degree to which researchers distinguished between the seriousness of each rule category. The ERST also assessed researchers’ predictions of the seriousness that research integrity officers would assign to the rules. We compared researchers’ predictions to the seriousness ratings of 112 RIOs working at U.S. research-intensive universities. U.S.-born researchers were significantly better at distinguishing between the seriousness of violating federal research regulations and violating ideals of science, and they were more accurate in their predictions of the views of RIOs. Acculturation to the U.S. moderated the effects of nationality on accuracy. We discuss the implications of these findings in terms of future research and education. (shrink)

Skepticism seems to have excessive consequences: the impossibility of successful enquiry and differentiated judgment. Yet if skepticism could avoid these consequences, it would seem idle. I offer an account of moderate skepticism that avoids both problems. Moderate skepticism avoids excessiveness because skeptical reflection and ordinary enquiry are immune from one another: a skeptical hypothesis is out of place when raised with in an ordinary enquiry. Conversely, the result of an ordinary enquiry cannot be used to disprove skepticism. This ‘immunity’ can (...) be explained by theories such as contextualism, or sensitive invariantism. Moderate skepticism avoids idleness, because it can eliminate dogmatic elements from our commitments. An analogy is used to illustrate this: Consider someone who is rootless—someone who doesn't have a home. She won't take this conclusion to undermine her judgment that she is flying home for the holidays—even if she is sleeping in the guest bedroom. Similarly, a skeptic won't take the skeptical conclusion to undermine ordinary claims to know. Yet concluding that one is rootless is significant: it can shape one's commitments; for instance it can check one's nationalism. Similarly, accepting the skeptical conclusion is significant; it can undermine dogmatic commitments and ultimately bring about intellectual catharsis. (shrink)

Dugald Stewart claims that conjectural history is ‘the peculiar glory of the latter half of the eighteenth century’. Yet it is hard to see why, in his view, conjectural histories are not merely confabulated just-so stories. This paper examines Stewart's views about the epistemic and moral value of conjectural history.

If we hold that perceiving is sufficient for knowing, we can raise a powerful objection to dreaming skepticism: Skeptics assume the implausible KK-principle, because they hold that if we don’t know whether we are dreaming or perceiving p, we don’t know whether p. The rejection of the KK-principle thus suggests an anti-skeptical strategy: We can sacrifice some of our self-knowledge—our second-order knowledge—and thereby save our knowledge of the external world. I call this strategy the Self-Knowledge Gambit. I argue that the (...) Self-Knowledge Gambit is not satisfactory, because the dreaming skeptic can avail herself of a normative counterpart to the KK-principle: When we lack second-order knowledge, we should suspend our first-order beliefs and thereby give up any first-order knowledge we might have had. The skeptical challenge is essentially a normative challenge, and one can raise it even if one rejects the KK-Principle. (shrink)

A characteristically Humean pattern of explanation starts by claiming that we have a certain kind of feeling in response to some objects and then takes our having such feelings to provide an explanation of how we come to think of those objects as having some feature that we would not otherwise be able to think of them as having. This core pattern of explanation is what leads Simon Blackburn to dub Hume ‘the first great projectivist.’ This paper critically examines the (...) philosophical and textual basis for interpreting Hume as a causal projectivist. I argue that projectivist interpretations of Hume's account of causation are motivated by two convictions: that beliefs about causation, according to Hume, are not just beliefs about regularity relations and that believing that two events are necessarily connected, according to Hume, is not merely having a belief about something that occurs in one's mind. I suggest that the latter conviction is worth revisiting, both for textual and philosophical reasons. (shrink)

The authorship criteria of the International Committee of Medical Journal Editors (ICMJE) are widely accepted in biomedical journals, but many studies in large and prestigious journals show that a considerable proportion of authors do not fulfill these criteria. We investigated authorship contributions in a small medical journal outside the scientific mainstream, to see if poor adherence to authorship criteria is common in biomedical journals. We analyzed statements on research contribution, as checked by the corresponding author, for individual authors of 114 (...) research articles, representing 475 authors, submitted to the Croatian Medical Journal (CMJ) from 1999 to 2000. Only 40% of authors fulfilled the ICMJE authorship criteria. The authors listed first on the by-line were more likely to fulfill the authorship criteria than all other authors on the by-line. The percentage of authors fulfilling the ICMJE criteria of authorship decreased with the increase in the number of authors listed on the by-line. These results indicate that poor adherence to ICMJE authorship criteria is poor across biomedical journals, regardless of the size of the scientific community. Authorship and contributorship in biomedical journals, as well as editorial ethical responsibilities towards authorship criteria need critical redefinition and education of both editors and authors. (shrink)

There is reason for genuine puzzlement about Hume's aim in ‘The Natural History of Religion’. Some commentators take the work to be merely a causal investigation into the psychological processes and environmental conditions that are likely to give rise to the first religions, an investigation that has no significant or straightforward implications for the rationality or justification of religious belief. Others take the work to constitute an attack on the rationality and justification of religious belief in general. In contrast to (...) these views, I argue that Hume aims to establish two important claims in ‘The Natural History of Religion’. First, almost all popular religions, including popular monotheism, are deeply superstitious. Second, superstitious monotheism is incompatible with the variety of theism supported by the argument from design. This incompatibility puts significant pressure on the rational acceptability of popular religions. (shrink)

This study examined the role of reflection on personal cases for making ethical decisions with regard to new ethical problems. Participants assumed the position of a business manager in a hypothetical organization and solved ethical problems that might be encountered. Prior to making a decision for the business problems, participants reflected on a relevant ethical experience. The findings revealed that application of material garnered from reflection on a personal experience was associated with decisions of higher ethicality. However, whether the case (...) was viewed as positive or negative, and whether the outcomes, processes, or outcomes and processes embedded in the experience were examined, influenced the application of case material to the new problem. As expected, examining positive experiences and the processes involved in those positive experiences resulted in greater application of case material to new problems. Future directions and implications for understanding ethical decision making are discussed. (shrink)

Universities and other research institutions are increasingly providing additional training in research integrity to improve the quality and reliability of research. Various training courses have been developed, with diverse learning goals and content. Despite the importance of training that focuses on moral character and professional virtues, there remains a lack of training that adopts a virtue ethics approach. To address this, we, a European Commission-funded consortium, have designed a train-the-trainer programme for research integrity. The programme is based on (1) virtue (...) ethics, (2) the ethos of science, (3) learning by doing and (4) learner-centred teaching. The blended learning programme combines e-learning modules with participatory group sessions. Trainers are taught how to guide researchers through a series of structured exercises for fostering reflection on scientific virtues, and how to promote understanding and application of the European Code of Conduct for Research Integrity. Trainers are provided with adaptable tools and resources that can be used and combined in different ways. The programme implementation began in Spring 2020 and 470 trainers have participated to date. When trainers were asked to grade – between 0 (very bad) and 10 (excellent) – the e-learning modules and the participatory exercises, 60% scored a grade 8 or higher (median = 8, IQR = 2) for the e-learning modules, whereas 80% scored a grade 8 or higher (median = 9, IQR = 1) for the participatory exercises. A majority felt that the training helped them as a trainer to learn about ways to organise and teach a research integrity course (82%) and would recommend the interactive exercises to others (92%). Trainers have educated over 3300 researchers in Europe using our virtue-based approach. The VIRT2UE train-the-trainer programme fosters research integrity by providing trainers with exercises and tools which enable them to stimulate the development of good researchers across Europe. (shrink)

Researchers encounter challenges that require making complex professional decisions. Strategies such as seeking help and anticipating consequences support decision-making in these situations. Existing evidence on a measure of professional decision-making in research that assesses the use of decision-making strategies revealed that NIH-funded researchers born outside of the U.S. tended to score below their U.S. counterparts. To examine potential explanations for this association, this study recruited 101 researchers born in the United States and 102 born internationally to complete the PDR and (...) measures of basic personal values, values in scientific work, discrimination between the seriousness of rules in research, exposure to unprofessional research practices, and acculturation to American culture. Several variables were associated with PDR scores—discrimination between types of rules in research, exposure to unprofessional research practices, acculturation, and the basic personal values of power, security, and benevolence. However, only security, benevolence, acculturation, and rule discrimination were also associated with nation of origin. In multivariate models, the variance explained by these variables in accounting for the association of nation of origin and PDR scores was somewhat overlapping, thus, only security and benevolence remained as unique, statistically significant predictors. Thus, this study identified some important variables in the association of nation of origin and PDR, but more research is needed. In a secondary analysis to examine the “clinical significance” of scores on the PDR, this study examined aggregated PDR score data from the present sample and past samples of investigators. This analysis identified scores that may suggest a concern versus those scores that may be interpreted as excellent, proficient, or marginal. Implications for training and mentoring, along with considerations for future research are discussed. (shrink)

ABSTRACT:We explore the impact on employee attitudes of their perceptions of how others outside the organization are treated above and beyond the impact of how employees are directly treated by the organization. Results of a study of 827 employees in eighteen organizations show that employee perceptions of corporate social responsibility are positively related to organizational commitment with the relationship being partially mediated by work meaningfulness and perceived organizational support and job satisfaction with work meaningfulness partially mediating the relationship but not (...) POS. Moreover, in order to address limited micro-level research in CSR, we develop a measure of employee perceptions of CSR through four pilot studies. Employing a bifactor model, we find that social responsibility has an additional effect on employee attitudes beyond environmental responsibility, which we posit is due to the relational component of social responsibility. (shrink)

There is often something wrong with merely promising to try to φ. In this article I explain what is wrong with such promises. I argue that a promise to try to φ, when it is entirely up to us to φ, is always wrong because it hides a possible choice under the veil of our susceptibility to circumstances beyond our control. I furthermore argue that this is often also the case when matters are not entirely up to us. Finally, I (...) contend that sometimes the promise to try places undue burdens on the promisee. (shrink)

Drawing on social identity theory and organizational identification theory, we develop a model of the impact of perceived corporate social responsibility on employees’ organizational identification. We argue that employees’ perceptions of their company’s social responsibility behaviors are more important than organizational reality in determining organizational identification. After defining perceived corporate social responsibility (PCSR), we postulate how PCSR affects organizational identification when perception and reality are aligned or misaligned. Implications for organizational practice and further research are discussed.

In his Hume: A Very Short Introduction, James Harris describes Hume’s shift away from systematic philosophizing and towards the writing of essays, as a genre more “suitable to the literary culture...

In their article “Grit,” Jennifer Morton and Sarah Paul put forward an account of the rationality of grit. They argue that the gritty agent is epistemically resilient in her response to evidence of incapacity, and she is rational in doing so, insofar as such a response is epistemically permissible once she has taken on a commitment to pursuing a goal. In the present discussion, I argue that Morton and Paul disregard the significance of freedom for understanding the rationality of grit. (...) Their view thus faces the problems of how to coordinate deliberation prior to committing to a goal with deliberation afterwards, and of how to understand the self-consciousness of grit. As an alternative, I propose that the rationality of grit should be understood in terms of an agent’s license to settle matters that are partly up to her through practical reasoning, precisely to the extent that they are up to her. Thus, grit can be understood as an instance of diachronic practical rationality. (shrink)

Across the European research area and beyond, efforts are being mobilized to align research and innovation processes and products with societal values and needs, and to create mechanisms for inclusive priority setting and knowledge production. A central concern is how to foster a culture of “Responsible Research and Innovation” (RRI) among scientists and engineers. This paper focuses on RRI teaching at higher education institutions. On the basis of interviews and reviews of academic and policy documents, it highlights the generic aspects (...) of teaching aimed at invoking a sense of care and societal obligation, and provides a set of exemplary cases of RRI-related teaching. It argues that the Aristotelian concept of phronesis can capture core properties of the objectives of RRI-related teaching activities. Teaching should nurture the students’ capacity in terms of practical wisdom, practical ethics, or administrative ability in order to enable them to act virtuously and responsibly in contexts which are often characterized by uncertainty, contention, and controversy. (shrink)

Was David Hume an atheist? This chapter argues that the answer to this question is less interesting and less important than the answer to a related question: What, according to Hume, does a theist believe? The chapter argues that Hume distinguishes a variety of different forms of theism, ranging from vulgar superstition to refined theism, and that he is much more firmly opposed to theism in its popular and vulgar forms.

An influential view, defended by Thomas Scanlon and others, holds that desires are almost never reasons. I seek to resist this view and show that someone who desires something does thereby have a reason to satisfy her desire. To show this, I argue, first, that the desires of some others are reasons for us and, second, that our own desires are no less reason-giving than those of others. In concluding, I emphasize that accepting my view does not commit one to (...) a desire-based account of reasons. Desires can be simply one kind of reasons alongside many others. (shrink)

Hume argues that the difference between belief and mere conception consists in a difference in the manner of conception. His argument assumes that the difference between belief and mere conception must be a function of either the content conceived or of the manner of conception; however, it is unclear what justifies this assumption. I argue that the assumption depends on Hume’s confidence that we can know immediately that we believe when we believe, and that we can only have such knowledge (...) of intrinsic features of our perceptions. I then claim that Hume’s argument against the view that the difference between belief and mere conception is a function of the content conceived faces a difficulty, because it relies on an apparently implausible view about mental representation. I propose an interpretation of the argument that avoids the difficulty and explains Hume’s puzzling claim that his account of belief answers “a new question unthought of by philosophers.”. (shrink)

The manuscript includes comments on Michael Jacovides’s paper, “How Berkeley Corrupted His Capacity to Conceive.” The paper and comments were delivered at the conference “Meaning and Modern Empiricism” held at Virginia Tech in April 2008. I consider Jacovides’s treatment of Berkeley’s Resemblance Argument and his interpretation of the Master Argument. In particular, I distinguish several ways of understanding the disagreement between Jacovides and Kenneth Winkler over the right way to read the Master Argument.