Upshot: Albeit mostly supportive of our work, the commentaries we received highlighted a few points that deserve additional explanation, with regard to the notion of learning in our model, the relationship between our model and the brain, as well as the notion of anticipation. This open discussion emphasizes the need for toy computer models, to fuel theoretical discussion and prevent business-as-usual from getting in the way of new ideas.

Context: Constructivist approaches to cognition have mostly been descriptive, and now face the challenge of specifying the mechanisms that may support the acquisition of knowledge. Departing from cognitivism, however, requires the development of a new functional framework that will support causal, powerful and goal-directed behavior in the context of the interaction between the organism and the environment. Problem: The properties affecting the computational power of this interaction are, however, unclear, and may include partial information from the environment, exploration, distributed processing (...) and aggregation of information, emergence of knowledge and directedness towards relevant information. Method: We posit that one path towards such a framework may be grounded in these properties, supported by dynamical systems. To assess this hypothesis, we describe computational models inspired from swarm intelligence, which we use as a metaphor to explore the practical implications of the properties highlighted. Results: Our results demonstrate that these properties may serve as the basis for complex operations, yielding the elaboration of knowledge and goal-directed behavior. Implications: This work highlights aspects of interaction that we believe ought to be taken into account when characterizing the possible mechanisms underlying cognition. The scope of the models we describe cannot go beyond that of a metaphor, however, and future work, theoretical and experimental, is required for further insight into the functional role of interaction with the environment for the elaboration of complex behavior. Constructivist content: Inspiration for this work stems from the constructivist impetus to account for knowledge acquisition based on interaction. (shrink)

In a reflective and richly entertaining piece from 1979, Doug Hofstadter playfully imagined a conversation between ‘Achilles’ and an anthill (the eponymous ‘Aunt Hillary’), in which he famously explored many ideas and themes related to cognition and consciousness. For Hofstadter, the anthill is able to carry on a conversation because the ants that compose it play roughly the same role that neurons play in human languaging; unfortunately, Hofstadter’s work is notably short on detail suggesting how this magic might be achieved1. (...) Conversely in this paper - finally reifying Hofstadter’s imagination - we demonstrate how populations of simple ant-like creatures can be organised to solve complex problems; problems that involve the use of forward planning and strategy. Specifically we will demonstrate that populations of such creatures can be configured to play a strategically strong - though tactically weak - game of HeX (a complex strategic game).We subsequently demonstrate how tactical play can be improved by introducing a form of forward planning instantiated via multiple populations of agents; a technique that can be compared to the dynamics of interacting populations of social insects via the concept of meta-population. In this way although, pace Hofstadter, we do not establish that a meta-population of ants could actually hold a conversation with Achilles, we do successfully introduce Aunt Hillary to the complex, seductive charms of HeX. (shrink)

These CQ Sources were compiled by Bette Anton, Edward M. Spencer, Ann E. Mills, and Carlton Hegwood Jr.

BackgroundThere is increasing need for peer reviewers as the scientific literature grows. Formal education in biostatistics and research methodology during residency training is lacking. In this pilot study, we addressed these issues by evaluating a novel method of teaching residents about biostatistics and research methodology using peer review of standardized manuscripts. We hypothesized that mentored peer review would improve resident knowledge and perception of these concepts more than non-mentored peer review, while improving review quality.MethodsA partially blinded, randomized, controlled multi-center study (...) was performed. Seventy-eight neurology residents from nine US neurology programs were randomized to receive mentoring from a local faculty member or not. Within a year, residents reviewed a baseline manuscript and four subsequent manuscripts, all with introduced errors designed to teach fundamental review concepts. In the mentored group, mentors discussed completed reviews with residents. Primary outcome measure was change in knowledge score between pre- and post-tests, measuring epidemiology and biostatistics knowledge. Secondary outcome measures included level of confidence in the use and interpretation of statistical concepts before and after intervention, and RQI score for baseline and final manuscripts.ResultsSixty-four residents (82%) completed initial review with gradual decline in completion on subsequent reviews. Change in primary outcome, the difference between pre- and post-test knowledge scores, did not differ between mentored (−8.5%) and non-mentored (−13.9%) residents (p = 0.48). Significant differences in secondary outcomes (using 5-point Likert scale, 5 = strongly agree) included mentored residents reporting enhanced understanding of research methodology (3.69 vs 2.61; p = 0.001), understanding of manuscripts (3.73 vs 2.87; p = 0.006), and application of study results to clinical practice (3.65 vs 2.78; p = 0.005) compared to non-mentored residents. There was no difference between groups in level of interest in peer review (3.00 vs 3.09; p = 0.72) or the quality of manuscript review assessed by the Review Quality Instrument (RQI) (3.25 vs 3.06; p = 0.50).ConclusionsWe used mentored peer review of standardized manuscripts to teach biostatistics and research methodology and introduce the peer review process to residents. Though knowledge level did not change, mentored residents had enhanced perception in their abilities to understand research methodology and manuscripts and apply study results to clinical practice. (shrink)

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...) of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg. (shrink)

Randomized controlled trial trial designs exist on an explanatory-pragmatic spectrum, depending on the degree to which a study aims to address a question of efficacy or effectiveness. As conceptualized by Schwartz and Lellouch in 1967, an explanatory approach to trial design emphasizes hypothesis testing about the mechanisms of action of treatments under ideal conditions, whereas a pragmatic approach emphasizes testing effectiveness of two or more available treatments in real-world conditions. Interest in, and the number of, pragmatic trials has grown substantially (...) in recent years, with increased recognition by funders and stakeholders worldwide of the need for credible evidence to inform clinical decision-making. This increase has been accompanied by the onset of learning healthcare systems, as well as an increasing focus on patient-oriented research. However, pragmatic trials have ethical challenges that have not yet been identified or adequately characterized. The present study aims to explore the views of key stakeholders with respect to ethical issues raised by the design and conduct of pragmatic trials. It is embedded within a large, four-year project that seeks to develop guidance for the ethical design and conduct of pragmatic trials. As a first step, this study will address important gaps in the current empirical literature with respect to identifying a comprehensive range of ethical issues arising from the design and conduct of pragmatic trials. By opening up a broad range of topics for consideration within our parallel ethical analysis, we will extend the current debate, which has largely emphasized issues of consent, to the range of ethical considerations that may flow from specific design choices. Semi-structured interviews with key stakeholders, across multiple jurisdictions, identified based on their known experience and/or expertise with pragmatic trials. We expect that the study outputs will be of interest to a wide range of knowledge users including trialists, ethicists, research ethics committees, journal editors, regulators, healthcare policymakers, research funders and patient groups. All publications will adhere to the Tri-Agency Open Access Policy on Publications. (shrink)

Bourne, H. R. F. A sketch of his life--Thornton, W. T. His career in the India House.--Spencer, H. His moral character.--Trimen, H. His botanical studies.--Minto, W. His place as a critic.--Levy, J. H. His work in philosophy.--Hunter, W. A. His studies in morals and jurisprudence.--Cairnes, J. E. His work in political economy.--Fawcett, H. His influence at the universities.--Fawcett, M. G. His influence as a practical politician.--Harrison, F. His relation to positivism.--Hunter, W. A. His position as a philosopher.

The author presents and defends three theses: (1) "the first is that it is not profitable for us at present to do moral philosophy; that should be laid aside at any rate until we have an adequate philosophy of psychology." (2) "the second is that the concepts of obligation, And duty... And of what is morally right and wrong, And of the moral sense of 'ought', Ought to be jettisoned if this is psychologically possible...." (3) "the third thesis is that (...) the differences between the well-Known english writers on moral philosophy from sidgwick to the present day are of little importance." (staff). (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Hume Studies Volume 29, Number 1, April 2003, pp. 89-98 Another "Curious Legend" about Hume's An Abstract of a Treatise of Human Nature MARK G. SPENCER I In 1938, J. M. Keynes and P. Sraffa edited and introduced for Cambridge University Press a reprinting of An Abstract of A Treatise of Human Nature.1 The Abstract they claimed in their subtitle was "A Pamphlet hitherto unknown by DAVID HUME." (...) Arguing against a number of nineteenth and early-twentieth -century scholars who attributed authorship of an abstract of the Treatise to Adam Smith, Keynes and Sraffa convincingly documented in their introductory essay many solid reasons for thinking that the pamphlet being reprinted was Hume's.2 Sixty years on, their account dispelling this "curious legend" of Smith's authorship has now become the received opinion. T.E. Jessop accepted Keynes and Sraffa's argument (having seen it in proof before the edition was published) in his bibliography of 1938, and Norman Kemp Smith gave their version an early supportive review.3 E.C. Mossner, in his well-known biography of Hume, accepted wholeheartedly Keynes and Sraffa's findings.4 When in 1978 the Selby-Bigge's edition of Hume's Treatise saw its second edition the text of the Abstract was appended and a note gave P.H. Nidditch's opinion that "Hume's authorship is overwhelmingly likely."5 More recently Mark G. Spencer is Social Sciences and Humanities Research Council of Canada Postdoctoral Research Fellow, Department of History, University of Toronto. Sidney Smith Hall, 100 St. George St., Toronto, Ontario MSS 3GS, Canada. spencer@uwo.ca 90 Mark G. Spencer in the pages of this journal, Jeff Broome, David Raynor, and David Fate Norton have all helped buttress the case for Hume's authorship, as did R. W. Connon and M. Pollard elsewhere.6 Despite an occasional dissenting voice,7 the Abstract is now widely, and rightly (or so it seems to this author), thought to have been Hume's. But with all of this scholarly attention focused on confirming Hume's authorship, another much more contentious aspect of Keynes and Sraffa's interpretation has gone largely unnoticed. Keynes and Sraffa's billing of the Abstract as "A Pamphlet hitherto unknown by DAVID HUME," suggested that before 1938 the Abstract had not been attributed publicly to Hume and that the contents of the pamphlet also had been completely unknown. "Students of Hume have known that an abstract of the Treatise was made and intended for publication," wrote a reviewer of Keynes and Sraffa, "[b]ut no copy of this abstract was known to exist: indeed it was usually supposed that the abstract had never been printed at all."8 Relying on Keynes and Sraffa it would be easy to suppose that the Abstract was never publicly ascribed to Hume and even that the contents of the pamphlet had been overlooked entirely until Keynes and Sraffa came along. One of the purposes of the present short essay is to dispel, once and for all, that misunderstanding about the Abstract. Norman Kemp Smith went part of the way toward that end in 1938 when he reviewed Keynes and Sraffa's edition. But in the process Kemp Smith introduced another "curious legend" that has slipped into scholarly acceptance with little comment and no debate. We will see that it is a mistake to argue, as Kemp Smith did, that Hume's authorship of a sixpenny pamphlet was known to readers of An universal biographical and historical dictionary, published in 1800. There is no discussion of Hume's Abstract in that book. However, the Abstract was discussed in print in at least three different publications between 1818 and 1827, long after its initial publication in 1740 and long before Keynes and Sraffa brought it to the attention of their audience in 1938. While pre-1938 Hume scholars had overlooked the Abstract, at least one of Hume's early nineteenth-century critics knew of the Abstract's existence, attributed the work to Hume, and even quoted extensively from Hume's "Preface." Most interesting of all, Hume's authorship of the Abstract was interpreted in ways that are telling of the historical reception of... (shrink)

With increased visibility of trans people comes increased philosophical interest in gendered language. This chapter aims to look at the research on gendered language in analytic philosophy of language so far, which has focused on two concerns: (1) determining how to define gender terms like ‘man’ and ‘woman’ such that they are trans inclusive and (2) if, or to what extent, we should use gendered language at all. We argue that the literature has focused too heavily on how gendered language (...) can harm trans people, and has not considered how trans people use gendered language to create meaning and joy for ourselves. Pulling from the literature in sociolinguistics, we look at examples of how trans people use language to make their lives better by gaining recognition, playing with gendered language, finding joy in gendered language, and taking control of definitional power, concluding that debates about gendered language need to consider not only how such language harms trans people but also how trans people use it for our own liberation. (shrink)

Niko Čavčavaże -- Tʻamaz Buačʻiże -- Zurab Kakabaże -- Eduard Kodua.

As a preliminary step to beginning to assess the usefulness of clinical vignettes to measure ethical sensitivity in undergraduate medical students, five clinical vignettes with seven to nine ethical issues each were created. The ethical issues in the vignettes were discussed and outlined by an expert panel. One randomly selected vignette was presented to first, second and third year students at the University of Toronto as part of another examination. The students were asked to list the issues presented by the (...) patient problem. Responses from 281 students were obtained. These students identified an average of 2.72 ethical issues per vignette. Each response was classified under the domains of autonomy, beneficence and justice. Comparisons were made between classes and between vignettes. There was considerable variation between classes and the responses to different vignettes seem to indicate that different vignettes measure the various domains in different ways. It does appear that the use of vignettes is one way to measure aspects of ethical sensitivity in medical students but more study is required to clarify exactly what is being measured. (shrink)

An instrument to assess 'ethical sensitivity' has been developed. The instrument presents four clinical vignettes and the respondent is asked to list the ethical issues related to each vignette. The responses are classified, post hoc, into the domains of autonomy, beneficence and justice. This instrument was used in 1990 to assess the ethical sensitivity of students in all four medical classes at the University of Toronto. Ethical sensitivity, as measured by this instrument, is not related to age or grade-point average. (...) Sensitivity increases between the 1st and 2nd year and then decreases throughout the rest of undergraduate medical training, such that the 4th-year students identify fewer issues than those entering medical school. Students expressing a career choice of family medicine identify more issues than their peers. Several problems with the use of the instrument and the interpretation of the data were found. Nonetheless, these findings, if reproducible, are important and their meaning needs further discussion. (shrink)

There is a curious phenomenon where people from marginalized populations are taken to be arrogant when they show no signs of superiority. In effect, their actions are misconstrued, and their attitudes are rendered unintelligible. Given that arrogance is standardly taken to be a flaw in one’s moral character, understanding such misattributions should give us insight into the affective marginalization many people face. This talk aims to give a thorough exploration of arrogance under oppression. I argue that arrogance is a kind (...) of self-preoccupation that involves projecting one’s values, goals, and concerns onto others as if they were objective values, goals, and concerns. When the affectively marginalized communicate their self-respect through things like protest, people mistake that self-respect as self-preoccupation given how the affectively marginalized are constructed. Furthermore, given how affective marginalization not only inhibits how the marginalized are understood by others, but inhibits their own affective lives, I argue that taking up an arrogant attitude is not always morally vicious, but can be a beautiful form of political resistance but all things considered good. (shrink)

The avant-garde has been popular for some time, but its popularity has tended to fly under the radar. This ¿popular avant-garde,¿ conceived as the meeting ground of the avant-garde and popular, avoids the divorce of art and praxis of which the avant-garde has been accused. The Popular Avant-Garde takes stock of the debates about both the ¿historical¿ (¿modernist¿) and posterior avant-gardes, and sets them in relation to popular culture and art forms. With a critical introduction that examines the concepts of (...) ¿the avant-garde,¿ ¿the popular,¿ and ¿the popular avant-garde,¿ the series of essays analyzes the way in which the avant-garde employs popular genres for political purposes, as well as how the popular acquires a critical function with respect to the avant-garde. Each of the volume¿s three sections considers a different aspect of the productive exchange between the avant-garde and popular: the popular avant-garde as a culturally hybrid and cross-border phenomenon; the play between the popular avant-garde and developments in media and technology; and the popular avant-garde¿s upending of conventional ideas about ¿the people¿ and ¿the popular.¿ The Popular Avant-Garde takes a fresh look at the now canonical Dadaist, Futurist, and Surrealist movements from the perspectives of gender and sexuality, and cultural and critical theory, while at the same time exploring less well-known avant-garde work in literature, film, television, music, photography, dance, sculpture, and the graphic arts. This volume¿s coverage of the American and Afro-American, Luso-Brazilian and Latin-American, East-European, and Scandinavian avant-gardes, in addition to the vanguards of Spain and other parts of Western Europe, will appeal to all those interested in avant-garde and popular art forms. (shrink)

Philosophers of race and other writers in the Black and Latinx intellectual traditions have remarked on what it is like to live under “the racial gaze,” to be shaped and limited by the way whites perceive us. However, little work has been spent developing how the racial gaze functions in whites’, and other racially privileged people’s, moral psychology. I argue in this paper that there is a morally objectionable way of perceiving people of color. This claim builds on an insight (...) from Iris Murdoch that our perception can be morally evaluable and extends it to issues of race. I articulate how racial stereotypes and misvaluing distort one’s perception of people of color and that these distortions are organizing around a dominant conception for race that plays an important role in the oppression of people of color. I believe understanding racist perception lays a foundation for understanding the moral dimensions of interpersonal (as opposed to structural) racism. (shrink)

Given the tremendous burst of activity in the philosophy of science during the last quarter century, the number of books by trained philosophers dealing with the logic of biology is surprisingly small. Simon’s book resembles Morton Beckner’s The Biological Way of Thought in its comprehensive ambitions: "trying to discover what, if anything, is distinctive about biological science, its concepts, and its mode of explaining." The most obvious difference of the two books is Simon’s long central chapter on "Theories, Models, and (...) the Concept of the Gene," which deals with the history of genetics from Mendel’s predecessors to the successors of Watson and Crick. Beckner paid little explicit attention to the history of biology. Another difference lies in Beckner’s dogged assessment of all problems in the logic of biology from the perspective of what he called the Humean Pattern of Explanation—a detailed and difficult variant of the approach of Hempel, Oppenheim, and Nagel. Simon’s philosophical position is more flexible than Beckner’s. He provides an acceptable review of the literature of the last decade and a half; some of his conclusions are most interesting—even when incompletely supported by his arguments; and the utility of his book is insured by the fact that it is necessary to go back over twelve years to find another with which it can be compared. The first chapter contains a very effective critique of J. J. C. Smart’s thesis that biology is no more an autonomous science than is electrical engineering, but is merely applied physics and chemistry. Smart had argued from the grounds that all biological generalizations implicitly refer to terrestrial evolution and are not truly universal, and Simon demonstrates the general lack of success of all efforts to demonstrate a difference in kind between so-called laws of nature and empirical generalizations of the sort found in biology. The second chapter continues in this same vein, drawing an interesting contrast between phylogenetic explanation in biology and the explanation of individual events in human history, and claiming that ‘explanatory’ status may be granted to accounts which do not meet the requirements of the deductive-nomological model, as in the case of Darwin’s theories of the geographical distribution of plants and animals and the persistence of rudimentary organs. The author’s negative reaction to much of the recent philosophical literature concerning the role of functional analysis in biology seems particularly well placed. Following Hempel, most philosophers writing in the past ten years have regarded the occurrence of the item whose function is in question as the event to be explained. Simon correctly points out that in the biological literature, statements indicating the presence of this item are part of the explanans, usually one component in an explanation of the normal functioning of the organism. He also insists that functional or teleological statements cannot effectively be replaced by nonteleological ones. A functional account is one that relates an entity to the role it plays in an organized system. In the first of several serene non-sequiturs which mar the latter half of this book, Simon insists that the above account shows that the notion of function is essentially an "extrinsic" one and that teleological principles generally cannot be used to account for experience. No better argument than an appeal to Kant’s authority backs up this conclusion. The third chapter deals with the recent history of genetics; its summary makes the claim that "at no time during this history was it correct to say that one model was replaced by another one; rather, the development appears to have been one involving successive correction and refining of earlier conceptions. There has been no revolution: geneticists have always succeeded in either repelling or accommodating critical attacks on the model." The evidence presented earlier in the chapter confers some plausibility on this conclusion, but no more: Simon takes no notice of the controversy surrounding Kuhn and the notion of scientific revolutions, and provides no criteria by which to distinguish "revolutions" from "accommodations." The precise nature of the methodological continuity to be found in the history of genetics is crucial for the view that "biology, or at least genetics, must be regarded as incapable of yielding a complete explanation of the phenomena that come within its purview; if the ultimate principles appealed to are not those of chemistry and physics and hence essentially nonbiological, the explanation cannot be regarded as complete." The text does not clearly indicate the extent to which the author agrees with the statement just quoted; perhaps he only attributes it to "many biologists" impressed by the successes of molecular genetics. It is clear the Simon regards something he calls the "Cartesian attitude" as pervasive in biology. "Biologists are committed to attempting to explain the phenomena of life in terms of the nonliving... The property of being alive or being associated with a living system is simply not treated as a logical primitive within biological science." But this seems to take us back full circle—to the position of Smart, that biology is no more than applied physics and chemistry. Simon disagrees with Smart. How does he stand vis-a-vis this last statement of the Cartesian spirit he finds so pervasive in biology? I think he disagrees with it, but it is very hard to tell. Perhaps the answer is that the resolution of the issue of the autonomy of biology is a pragmatic matter, relative to a complex set of needs and commitments: the sorts of things that determine life styles, political attitudes, and religious points of view, as well as the growth of scientific understanding. The question of the precise configuration of Simon’s pragmatism remains very vague indeed—a consequence of his over use of the style of impersonal attribution rather than direct assertion. Simon says generally sane and familiar things about Biology and the Idea of Progress and about Biology and Ethics. The really startling assertion of the penultimate chapter, that "consciousness" is neither a biological nor a behavioral predicate, and that its foundations are essentially moral and legal, is unfortunately supported by no argument whatsoever. Instead, the reader is urged to examine two of the author’s previous articles.—E. M. (shrink)

The focus of this small contribution to studies in the history of philosophy of American education falls upon the backside of the cultural upheaval between 1880 and 1920. The general purpose is to relate aspects of Herbert Spencer’s philosophy of education to pedagogical principles in the Cardinal Principles of Secondary Education, a document of the National Education Association’s Commission on the Reorganization of Secondary Education, published in 1918. An attempt is made to implement this purpose by analyzing the educational (...) principles in the NEA report, by clarifying Spencer’s educational principles in relationship to the report, and by explaining Spencer’s philosophical principles and relating them to the CRSE document. In addition to similarities between specific Spencerian principles and the 1918 report, especially noted is the ideological proximity of the “spirit” of Spencer’s evolutionary naturalism and empiricism to the Cardinal Principles of Secondary Education. (shrink)

Is God's foreknowledge compatible with human freedom? One of the most attractive attempts to reconcile the two is the Ockhamistic view, which subscribes not only to human freedom and divine omniscience, but retains our most fundamental intuitions concerning God and time: that the past is immutable, that God exists and acts in time, and that there is no backward causation. In order to achieve all that, Ockhamists distinguish ‘hard facts’ about the past which cannot possibly be altered from ‘soft facts’ (...) about the past which are alterable, and argue that God's prior beliefs about human actions are soft facts about the past. (shrink)

In this article, I examine the moral dimensions of gender affirmation. I argue that the moral value of gender affirmation is rooted in what Iris Murdoch called loving attention. Loving attention is central to the moral value of gender affirmation because such affirmation is otherwise too fragile or insincere to have such value. Moral reasons to engage in acts that gender affirm derive from the commitment to give and express loving attention to trans people as a way of challenging their (...) marginalization. In the latter part of the paper, I will discuss how my arguments bear on recent arguments by Robin Dembroff and Daniel Wodak (2018) on the use of gender-neutral language. They argue that we have a duty not to use gender-specific pronouns for anyone. Their conclusion turns, in part, on a rejection of gender affirmation as a moral duty. The value of gender affirmation, rooted in our moral perception of trans people, should make us skeptical of this conclusion, in favor of a more nuanced and pluralistic approach to the ethics of gendering. (shrink)

This work traces Mill's philosophical, social, and political thought between 1830 and 1870, and its subsequent influence upon European and non-European thought. During the latter half of the 1830's, Mill's activities presupposed a political-theoretical strategy which was directed towards renovating British society and culture. By 1841 Mill realized that this strategy had failed to produce reform and another period of activity began. Although the aim of Mill's strategy remained the same, its theoretic formulation and the means for establishing it had (...) changed. These now included the reconstruction of a "new philosophy" to be founded upon a revision of the empiricist-associationist psychology. In the middle of the 1860's, this period culminated in debates with Hamilton on the Examination which marked the peak of Mill's success and philosophic influence. However, by the 1870's these debates ended with a decline of interest in both philosophies, and attention turned to Darwin, Spencer, and neo-Hegelians.--M. M. M. (shrink)