As AI Systems become increasingly autonomous, they are expected to engage in decision-making processes that have moral implications. In this research we integrate theoretical and empirical lines of thought to address the matters of moral reasoning and moral uncertainty in AI Systems. We reconceptualize the metanormative framework for decision-making under moral uncertainty and we operationalize it through a latent class choice model. The core idea being that moral heterogeneity in society can be codified in terms of a small number of (...) classes with distinct moral preferences and that this codification can be used to express moral uncertainty of an AI. Choice analysis allows for the identification of classes and their moral preferences based on observed choice data. Our reformulation of the metanormative framework is theory-rooted and practical in the sense that it avoids runtime issues in real time applications. To illustrate our approach we conceptualize a society in which AI Systems are in charge of making policy choices. While one of the systems uses a baseline morally certain model, the other uses a morally uncertain model. We highlight cases in which the AI Systems disagree about the policy to be chosen, thus illustrating the need to capture moral uncertainty in AI systems. (shrink)

This paper takes on several distinct but related tasks. First, I present and discuss what I will call the “Ignorance Thesis,” which states that whenever an agent acts from ignorance, whether factual or moral, she is culpable for the act only if she is culpable for the ignorance from which she acts. Second, I offer a counterexample to the Ignorance Thesis, an example that applies most directly to the part I call the “Moral Ignorance Thesis.” Third, I argue for a (...) principle—Don’t Know, Don’t Kill—that supports the view that the purported counterexample actually is a counterexample. Finally, I suggest that my arguments in this direction can supply a novel sort of argument against many instances of killing and eating certain sorts of animals. (shrink)

"In 'I Don't Know, Just Wait: Remembering Remarriage in Eternal Sunshine of the Spotless Mind', William Day shows how Kaufman's Eternal Sunshine of the Spotless Mind should be considered part of the film genre known as remarriage comedy; but he also shows how Kaufman contributes something new to the genre. Day addresses, in particular, how the conversation that is the condition for reunion involves discovering 'what it means to have memories together as a way of learning how to be (...) together'. One of the most innovative aspects of Kaufman's filmic representation of such a conversation is its effect on the audience: how the narrative structure 'replicates for the viewer the felt contingency of memory that we attribute' to the characters we see onscreen - a couple contending with the interrelated experiences of remarriage and remembering." --David LaRocca, Introduction to The Philosophy of Charlie Kaufman, 12. (shrink)

Wittgenstein said in the Investigations, ‘A philosophical problem has the form: “I don’t know my way about”’ (§ 123). The problem of mirror reversal – specifically the twentieth-century transatlantic controversy between the psychologist Richard Gregory, the mathematical columnist Martin Gardner, the physicist Richard Feynman and various analytic philosophers, including David Pears, Ned Block and Don Locke – is presented here as an instructive case of our not knowing our way about. ‘Why do mirrors reverse left and right but not (...) up and down?’ We discover that our perplexity disappears as we get clearer about the employment of the familiar oppositions left and right, up and down, back and front, and others. Finding our way about in these logico-grammatical fells, we see connections with our troubles in more vertiginous landscapes. Our disquietude may not be deep (§ 111) but the ‘battle against the bewitchment of our intelligence’ (§ 109) is surprisingly severe. (shrink)

I develop two reasons for thinking that, in most cases, not all conditions for knowing the past by way of episodic memory are met. First, the typical subject who accurately and justifiedly believes what episodic memory delivers is Gettiered, as her justification essentially depends on the falsehood that episodic memory functions like a storehouse. Second, episodic memory misrepresents often. If the subject has evidence of this she typically does not satisfy the justification condition for knowledge of the past from episodic (...) memory. If instead the subject lacks evidence of this misrepresentation, she typically does not satisfy the Gettier condition for knowledge of the past from episodic memory. Either way, episodic memory does not provide the typical subject with knowledge of the past. (shrink)

The question, ‘Is cognition linguistic?' divides recent cognitive theories into two antagonistic groups. Sententialists claim that we think in some language, while advocates of non linguistic views of cognition deny this claim. The Introspective Argument for Sententialism is one of the most appealing arguments for sententialism. In substance, it claims that the introspective fact of inner speech provides strong evidence that our thoughts are linguistic. This article challenges this argument. I claim that the Introspective Argument for Sententialism confuses the content (...) of our thoughts with their vehicles: while sententialism is a thesis about the vehicles of our thoughts, inner speech sentences are the content of auditory or articulatory images. The rebuttal of the introspective argument for sententialism is shown to have a general significance in cognitive science: Introspection does not tell us how we think. (shrink)

Children's utterances from late infancy to 3 years of age were examined to infer their conception of knowledge. In Study 1, the utterances of two English-speaking children were analysed and in Study 2, the utterances of a Mandarin-speaking child were analysed – in both studies, for their use of the verb know. Both studies confirmed that know and not know were used to affirm, query or deny knowledge, especially concerning an ongoing topic of conversation. References to a (...) third party were rare. By implication, 2-year-olds have a conception of knowledge that underpins their exchange of information in conversation. Implications for the child's developing theory of mind are discussed. (shrink)

In recent work, Thomas Kroedel has proposed a novel solution to the lottery paradox. As he sees it, we are permitted/justified in believing some lottery propositions, but we are not permitted/justified in believing them all. I criticize this proposal on two fronts. First, I think that if we had the right to add some lottery beliefs to our belief set, we would not have any decisive reason to stop adding more. Suggestions to the contrary run into the wrong kind of (...) reason problem. Reflection on the preface paradox suggests as much. Second, while I agree with Kroedel that permissions do not agglomerate, I do not think that this fact can help us solve the lottery paradox. First, I do not think we have any good reason to think that we’re permitted to believe any lottery propositions. Second, I do not see any good reason to think that epistemic permissions do not agglomerate. (shrink)

Unlike first-person Moorean sentences, it’s not always awkward to assert, “p, but you don’t know that p.” This can seem puzzling: after all, one can never get one’s audience to know the asserted content by speaking thus. Nevertheless, such assertions can be conversationally useful, for instance, by helping speaker and addressee agree on where to disagree. I will argue that such assertions also make trouble for the growing family of views about the norm of assertion that what licenses (...) proper assertion is not the initiating epistemic position of the speaker but the resulting epistemic position of the audience. (shrink)

My thesis is that moral ignorance does not imply a failure to care adequately about what is in fact morally significant. I offer three cases: one in which someone is ignorant of the precise nature of what she cares about; one in which someone does not reflect on the significance of what she cares about in a particular set of circumstances, and one in which someone cares deeply about two morally significant considerations while being mistaken about their relative significance. I (...) argue that these agents all clearly care at least “adequately” about everything morally significant, including the very considerations that in fact make their acts wrong. This creates theoretical room for a way of thinking about culpable moral ignorance that respects the key concerns of those in the voluntarist tradition who have held that moral ignorance is typically blameless, within an approach to thinking about moral responsibility according to which we are blameworthy for that which manifests poor quality of will; caring adequately does not require moral omniscience, but motivated moral ignorance and moral ignorance that reflects indifference to things that matter morally are still blameworthy. My thesis also suggests a fruitful change of direction for quality-of-will theorists: we should articulate the nature and structure of the standards for adequate caring, i.e. those that specify what it is to care “adequately”. I close by offering an initial proposal as to what these standards might look like and identifying four promising avenues for further research on this topic. (shrink)

The pragmatic logic of assertions shows a connection between ignorance and decidability. In it, we can express pragmatic factual ignorance and first-order ignorance as well as some of their variants. We also show how some pragmatic versions of second-order ignorance and of Rumsfeld-ignorance may be formulated. A specific variant of second-order ignorance is particularly relevant. This indicates a strong pragmatic version of ignorance of ignorance, irreducible to any previous form of ignorance, which defines limits to what can justifiably be asserted (...) about higher-order ignorance. Finally, we relate the justified assertion of second-order ignorance with scientific assertions. (shrink)

_Tell Me Something I Don’t Know_ is a collection of original dialogues in epistemology, suitable for student readers but also of interest to experts. Familiar problems, theories, and arguments are explored: second-order knowledge, epistemic closure, the preface paradox, skepticism, pragmatic encroachment, the Gettier problem, and more. New ideas on each of these issues are also offered, defended, and critiqued, often in humorous and entertaining ways.

ABSTRACTAttentional bias to uncertain threat is associated with anxiety disorders. Here we examine the extent to which emotional face distractors and individual differences in intolerance of uncertainty, impact saccades in two versions of the “follow a cross” task. In both versions of the follow the cross task, the probability of receiving an emotional face distractor was 66.7%. To increase perceived uncertainty regarding the location of the face distractors, in one of the tasks additional non-predictive cues were presented before the onset (...) of the face distractors and target. We did not find IU to impact saccades towards non-cued face distractors. However, we found IU, over Trait Anxiety, to impact saccades towards non-predictive cueing of face distractors. Under these conditions, IU individuals’ eyes were pulled towards angry face distractors and away from happy face distractors overall, and the speed of this deviation of the eyes was determined by the combination of the c... (shrink)

The Case of Archie Battersbee in the United Kingdom (UK) is a tragic one: a 12-year-old otherwise healthy boy who suffered a cardiac arrest at home on April 7, 2022, and was subsequently diagnosed...

Based on the brain in a vat thought experiment, skeptics argue that we cannot have certain knowledge. At the same time, we do have the intuition that we know some things with certainty. A way to justify this intuition is given by semantic contextualists who argue that the word “knows” is context sensitive. However, many have objected to the intelligibility of this claim. In response, another approach called “moderate pragmatic contextualism” was invoked, which claims that “knows” itself is not (...) context sensitive, but knowledge assertions are. I show, however, that to refute skepticism, moderate pragmatic contextualism rests on unjustified and implausible assumptions as well. Since no form of contextualism works as a response to skepticism, I argue that we should simply accept skepticism. However, I argue that skepticism is not a problem because skeptic pragmatic contextualism can offer a plausible explanation of why we have the intuition that our ordinary knowledge claims are true, even though they are not. I conclude that skeptic pragmatic contextualism offers the most plausible response to the brain in a vat thought experiment. (shrink)

The American Journal of Bioethics, Volume 11, Issue 11, Page 31-38, November 2011.

André Gombay; XIV*—What You Don't Know Doesn't Hurt You, Proceedings of the Aristotelian Society, Volume 79, Issue 1, 1 June 1979, Pages 239–250, https://doi.or.

This essay is about how artists, listeners and critics claim to hear life in a sound and how this suggestive, but hazily defined, provocation connects vast cultural circuits of production, technology and capital. I argue that claims to life in a sound also belie an anachronistic return to an early modern understanding of sound as particulate matter and suggest a technoscientific discourse in which sound and data are described in terms of one another. With a close engagement with microsounds – (...) from Gilles Deleuze to computer music specialist Curtis Roads – this essay queries what sonic particulates are presumed to be when they are mapped onto Spinoza’s corpora simplicissima but processed through analogy synthesis or digital tools. In part, this essay tries to speak to a persistent separation of sonic materiality and auditory culture, in music and sound studies in which life in a sound cannot be thought apart from how life is subject to different kinds of extractions. With a return to Spinoza’s physics, this essay also retakes the often sloganized “no one knows what a body can do” to emphasize an ethical recomposition of the text in which to “know” must be as open-ended as “body” is typically emphasized to be. (shrink)

This case study details a request from a patient family member who calls our service without an articulated ethical dilemma. The issue that arose involved the conflict between continuing further medical interventions versus transitioning to supportive or palliative care and transferring the patient home. Beyond the resolution of the ethical dilemma, this narrative illustrates an approach to ethics consultation that seeks practical resolution of ethical dilemmas in alignment with patient goals and values. Importantly, the family’s suffering is addressed through a (...) relationship driven, humanistic approach that incorporates elements of compassion, empathy and dialog. (shrink)

André Gombay; XIV*—What You Don't Know Doesn't Hurt You, Proceedings of the Aristotelian Society, Volume 79, Issue 1, 1 June 1979, Pages 239–250, https://doi.or.

Based on the brain in a vat thought experiment, skeptics argue that we cannot have certain knowledge. At the same time, we do have the intuition that we know some things with certainty. A way to justify this intuition is given by semantic contextualists who argue that the word “knows” is context sensitive. However, many have objected to the intelligibility of this claim. In response, another approach called “moderate pragmatic contextualism” was invoked, which claims that “knows” itself is not (...) context sensitive, but knowledge assertions are. I show, however, that to refute skepticism, moderate pragmatic contextualism rests on unjustified and implausible assumptions as well. Since no form of contextualism works as a response to skepticism, I argue that we should simply accept skepticism. However, I argue that skepticism is not a problem because skeptic pragmatic contextualism can offer a plausible explanation of why we have the intuition that our ordinary knowledge claims are true, even though they are not. I conclude that skeptic pragmatic contextualism offers the most plausible response to the brain in a vat thought experiment. (shrink)

IntroductionThe assisted reproductive technology field deals with consistent and predictable gaps in knowledge. Expressing lack of knowledge with a sentence like “I don’t know” can be challenging for doctors. This study examined physicians’ negative epistemic disclaimer “non lo so” in Italian ART doctor-couple interactions. In particular, it aimed to reveal specific features of “non lo so”: function, topic, temporality, responsibility, and interactional aspects.MethodsThis was a video-based observational study. We used microanalysis of face-to-face dialogue to analyze 20 purposively selected triadic (...) consultations from a corpus of 85. This inductive analysis focused on the function, the content and some selected interactional aspects of the “non lo so”, quantifying and capturing the interaction between these qualitative features.ResultsWe found 82 doctors’ “non lo so” in the corpus. We discovered three main functions of this expression: propositional, relational, discursive. The most frequent topics raising doctors’ “non lo so” were costs, treatment-related aspects, and timing issues. In more than half of the cases, present issues emerged. The majority of “non lo so” was framed using the “I,” with doctors’ taking personal responsibility. Patients played a role in these expressions from doctors: Patients initiated more than one third of them, and in one fourth of the cases, patients followed up immediately.ConclusionOur findings may be related to characteristics of the specific field of ART. Doctors in this setting must frequently express a direct lack of knowledge to their patients, and when they do, they mean it literally. Patients contribute to such disclosures, and their responses suggest that they find them acceptable, showing that they may expect limitations in their potential to conceive. (shrink)

Starting with the first time they turned on a television or saw a billboard, this generation of teens, more than any generation before, has been inundated with the message, "If I can have that or look more like that, then I will be happy." Get Happy is a breath of fresh air for teenagers to help them become happy with who they are and what they have today rather than waiting for the next big thing. Teen advocate and author Kimberly (...) Kirberger, along with her son, Jesse, enlightens readers with the idea that happiness is a choice, and it is available to us whenever we decide we want it. Kirberger uncovers the lies the media, our educational system, and even our well-intentioned friends and family tell us about happiness. Happiness can only be found in the here and now, not in what the future may bring. Get Happy Guide is all about letting go of our past and stepping into our present. It's about not being a victim and about learning how to gain control over our emotions. Poems, cartoons, and insightful stories are peppered throughout with examples of how other teenagers have found their own sense of happiness. (shrink)

In the Philosophical Investigations and later writings, Wittenstein views "I know" utterances which embed egocentric psychological clauses as affirming contextually defined authority positions rather than as knowledge claims. This view is consistent with Brian McGuinness's analysis of conscious wants in terms of their subjects. A's knowledge of mental facts about B is a capacity (Gilbert Ryle, John Watling) which is responsible for A's being prepared for B's behaviour (as accounted for by those mental facts); for one and the same (...) person this capacity would be idle except for cases where she plays a double role. (shrink)

In the Philosophical Investigations and later writings, Wittenstein views "I know" utterances which embed egocentric psychological clauses as affirming contextually defined authority positions rather than as knowledge claims. This view is consistent with Brian McGuinness's analysis of conscious wants in terms of their subjects. A's knowledge of mental facts about B is a capacity (Gilbert Ryle, John Watling) which is responsible for A's being prepared for B's behaviour (as accounted for by those mental facts); for one and the same (...) person this capacity would be idle except for cases where she plays a double role. (shrink)

Affect theory is a subfield that encourages us to think about how we interact with each other and the world along registers that are not reducible to language. This has suggested to some scholars that affect theory can also be used to better understand the experience of animals. This article explores a merger between affect theory, animal studies and the lifeworld tradition of phenomenology. The upshot of this is a way of seeing how animals, like humans, have rich religious worlds (...) that are shaped by pre-linguistic textures of affect. This perspective indicates that animals can be thrown into a state of trauma by being deprived of these lifeworlds. In light of this, the article considers the ethical implications of the modern factory farm system, particularly the practice of mass confinement. (shrink)

Social media is the preferred communication platform for today’s youth, yet little is known of how online intergender communication is shaped by social identity norms. Drawing from the Social Identity and Deindividuation Effects approach, we argue that through depersonalization, online interactions are marked by the salience of social identities and identity performance conforming to perceived norms of behavior. We specifically look at discursive terms and their meaning-making as a strategic performance of gender in uncontrolled social media interactions. We examined a (...) corpus of 442 comments from selected public Indian Facebook pages in two phases over a span of 1 year. Thematic discourse analysis revealed established and emerging discursive strategies within the major themes on feminism and antifeminism, men’s rights, intersectional feminism, and sexual behavior. These meaningful terms are used to modulate identity performance in a heavily contested space, reflecting both consolidation as well as mobilization functions, as proposed by SIDE. The findings highlight that intergender communication on social media is both dependent on existing offline norms, while challenging the same to create new discourses of gender. (shrink)

Two of the most potent challenges faced by scientific realism are the underdetermination of theories by data, and the pessimistic induction based on theories previously held to be true, but subsequently acknowledged as false. Recently, Stanford (2006, Exceeding our grasp: Science, history, and the problem of unconceived alternatives. Oxford: Oxford University Press) has formulated what he calls the problem of unconceived alternatives: a version of the underdetermination thesis combined with a historical argument of the same form as the pessimistic induction. (...) In this paper, I contend that while Stanford does present a novel antirealist argument, a successful response to the pessimistic induction would likewise defuse the problem of unconceived alternatives, and that a more selective and sophisticated realism than that which he allows is arguably immune to both concerns. (shrink)

Mary's plaintive questions about the “where” of Jesus punctuate the Easter story in John's Gospel. A discovery of the significance of this question of “where” is of prime importance for understanding Johannine theology, Christology, and ethics.

ABSTRACTAwe is described as an a “epistemic emotion” because it is hypothesised to make gaps in one’s knowledge salient. However, no empirical evidence for this yet exists. Awe is also hypothesised...

Before the semester begins, a teacher tells his students: “There will be exactly one exam this semester. It will not take place on a day that is an immediate-successor of a day that you are currently in a position to know is not the exam-day”. Both the students and the teacher know – it is common knowledge – that no exam can be given on the first day of the semester. Since the teacher is truthful and reliable, it (...) seems that the students can know that what he says is true. However, in that case, assuming the students can know that they know whatever it is they know (KK) and assuming their knowledge is closed under entailment (closure), the students can reason from what they know to the conclusion that no exam will take place during the semester. This conclusion contradicts what they supposedly know: that there will be an exam. This puzzle, we argue, gives rise to a new consideration for the rejection of KK. We discuss unique features of the argument, especially in comparison to Timothy Williamson's rejection of KK in light of other versions of the surprise exam paradox. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 21.1 (2001) 37-41 [Access article in PDF] What I Know and Don't Know: A Christian Reflects on Buddhist Practice Mary Frohlich Catholic Theological Union To reflect and write on spiritual practice for publication in an academic journal requires a delicate balancing act. It is not appropriate simply to recount one's experience; nor is it appropriate merely to theorize. I am assisted in this balancing act (...) by a set of categories proposed some years ago by Walter Principe and generally accepted as standard now within the academic field of spirituality. Principe observed that spirituality operates on three interrelated yet distinct levels and that it is crucial for the academician to be clear about which level or levels are being presented. The three are: (1) experience; (2) articulation within wisdom traditions; (3) academic interpretation. 1 My understanding of what is desired in the present context is some of all three but with a primary emphasis on the second. What does Buddhist practice look like from my stance within my Christian "wisdom traditions"? Thus, this is the horizon within which I will present both experience and academic insights.First a bit of autobiographical context. I became a Christian as a young adult, after having been raised in a secular humanist household. My first attempts at a form of meditation as a teenager came from reading Taoist books; in college I experimented with drugs (at that time this was often seen as "spiritual practice") and spent a couple of years very seriously practicing transcendental meditation. Only after all this did I seek baptism and church membership. Since then, my certainty that my call is to be a Christian has not wavered. I spent several years in a Carmelite contemplative monastery, and I now belong to another Roman Catholic religious order.Yet I have repeatedly been drawn to periods of engagement with various practices having Hindu and Buddhist roots.This context is important to describe because I am aware that for me (and for many spiritual seekers today) there can never be a "pure" insertion in a single tradition. I reflected on that recently in an airplane at twenty-five thousand feet, looking down and seeing how totally human constructive activity has reshaped the contours of the land, the rivers, and everything that depends on them. I realized then that the same must be said of the inner contours of my soul. Nearing fifty, I bear the marks [End Page 37] of everything that I have ever done or touched or suffered or known. As I approach this task of reflecting on Buddhist practice from the point of view of a Christian, I cannot do it as a pure outsider. My spiritual practice is Christian in its core, but it has been inextricably shaped by so many other influences--including varieties of Buddhist practice.It is also important to acknowledge the limits of my knowledge about Buddhism and Buddhist practices. My academic exposure to Buddhism is about equivalent to an introductory undergraduate course. As for Buddhist practice, I have participated in a total of five weekend retreats, three one-week retreats, and one three-week retreat. These were all from either Vipassana (Insight Meditation) or Zen (Kwan Um or Diamond Sangha) traditions. Occasionally, I have also had even briefer exposure to other Buddhist traditions. I am very aware that there is much I do not know, or that perhaps I just plain misunderstand, about Buddhism.Yet dialogue requires that I honestly state my views, in their present form, with the hope that in the dialogical process what is misinformed or insensitive can eventually be corrected.Spiritual practice (for Buddhists as well as Christians) involves many different kinds of practices. Practices of charity, such as hospitality or almsgiving, perhaps present the fewest obstacles to mutual understanding, because the practices may be generally similar in both traditions. The ritual practices of a religious tradition, on the other hand, can feel extremely alien to those who do not belong to that religious culture. Paul Hanvey has noted that our reaction to... (shrink)

What makes a life meaningful and how do we know when our lives have meaning? This paper provides an answer to these questions drawing on the experience of grief. Grief, I argue, is a unique kind of personally and epistemically transformative experience. The experience of grief provides a subject with new insight into what-it-is-like to experience a transformative loss. But not only does one learn what-it-is-like to be personally transformed by loss in the way that one is, in the (...) dynamic process of grieving one often gains retrospective access to facts about the meaningfulness and value that even the most seemingly mundane aspects of their day-to-day lives have had all along. These are facts that can go underappreciated and even unrecognized until the source of that meaning is lost. I propose an explanation for why these facts aren’t more easily known through a simple process like introspection or reflection, and instead require an experience as disorienting as loss. I end by discussing what the epistemic account suggests about a theory of life’s meaningfulness. (shrink)

Taking precautions to prevent harm. Whether principe de précaution, Vorsorgeprinzip, føre-var prinsippet, or försiktighetsprincip, etc., the precautionary principle embodies the idea that public and private interests should act to prevent harm. Furthermore, the precautionary principle suggests that action should be taken to limit, regulate, or prevent potentially dangerous undertakings even in the absence of absolute scientific proof. Such measures also naturally entail taking economic costs into account. With the environmental disasters of the 1980s, the precautionary principle established itself as an (...) operational concept. On the eve of the 1997 Climate Summit in Kyoto, precaution, as the precautionary principle is often referred to, has now become a key legal principle in environmental law, in general, and in current international climate negotiations, in particular, attempts to understand why. It examines in turn the natural affinity between the precautionary principle and climate change, reviews a series of issues which the principle raises, and discusses avenues which it opens paper, climate change fulfills the theoretical requirements set for the application of the precautionary principle. It comes as no surprise that the actual application of the precautionary principle in the context of climate change raises high political stakes. As a result, climate change science, in particular, and science, in general, is under the fire of politically-motivated scientific skeptics. Thus, by way of the counter-measures which must be put into effect, the precautionary principle calls for a greater sense of responsibility on the part of scientists and the public at large. Specifically, from scientists, it demands perseverance in rigor, excellence in communication, and committment to education. However, even if special efforts are made to implement the precautionary principle in the context of climate change, the success of climate change mitigation will constitute no test of the validity, the usefulness, or the efficiency of the precautionary principle. Indeed, the degree to which climate change mitigation succeeds only provides a measure of our kind's ability to manage responsibly the global commons which we inherited from our ancestors and which our generation enjoys, the global commons which we will pass on to today's children and to generations to come. (shrink)

argumentation, as originally defined by Dung, is a model that allows the description of certain information about arguments and relationships between them: in an abstract argumentation framework, the agent knows for sure whether a given argument or attack exists. It means that the absence of an attack between two arguments can be interpreted as “we know that the first argument does not attack the second one”. But the question of uncertainty in abstract argumentation has received much attention in the (...) last years. In this paper, we survey approaches that allow to express information like “There may be an attack between these arguments”. We describe the main models that incorporate qualitative uncertainty in abstract argumentation, as well as some applications of these models. We also highlight some open questions that deserve some attention in the future. (shrink)

Joint attention is an early-emerging and uniquely human capacity that lies at the foundation of many other capacities of humans, such as language and the understanding of other minds. In this article, I summarize what developmentalists and philosophers have come to find out about joint attention, and I end by stating that two problems or questions of joint attention require additional research: 1) the relation between joint attention and the skills for dyadic sharing or affect exchange in young infants, and (...) 2) the evolution of joint attention. (shrink)

The thesis of situationism says that situational factors can exert a signi cant in uence on how we act, o en without us being consciously aware that we are so in uenced. In this paper, I examine how situational factors, or, more speci cally, our lack of conscious awareness of their in uence on our behavior, a ect di erent measures of control. I further examine how our control is a ected by the fact that situational factors also seem to (...) prevent us from becoming consciously aware of our reasons for action. I argue that such lack of conscious awareness decreases the degree of control that agents have. However, I propose that while being in uenced by situational factors in such ways may impair and diminish one’s control, it (typically) does not eradicate one’s control. I further argue that being in uenced by situational factors, in the way set out above, also decreases one’s degree of moral responsibility. (shrink)